Unit IV.

Authentic Assessment Methods in Mathematics Education

Course Outcomes
At the end of the topic, the students must have:
4.1. identify various authentic assessment methods in Mathematics education
4.2. select appropriate authentic assessment method that can be utilized in Mathematics teaching and
learning
4.3. design authentic assessment method that integrates other discipline (Sciences, Social Studies,
etc.) in Mathematics project
4.4. design a project-based using GRASPS framework
4.5. present real life issues and concerns in GRASPS
Time Allotted: __ hrs

Pretest

A. List at least 5 examples of authentic assessment that you can use in the topic: “Multiplication table”
B. Cite 5 teaching strategy that you will be able to apply in teaching the topic: “Combination and
Permutation”
C. Describe how you will be able to use those assessment and teaching strategy.

Module Content

4.1 Authentic Assessment Methods in Mathematics Education

The foundation of authentic assessment revolves around evaluating a student’s ability to apply
what they have learned in mathematics to a “real world” context.
Rather than rote learning and passive test-taking, authentic assessment math tests focus on a
student’s analytical skills and the ability to integrate what they have learned along with creativity with written
and oral skills. Also evaluated are the results of collaborative efforts of group projects. It is not just learning
the process of computation that is important to know, but also how to take the finished product and apply it
to another situation.
This need for an improved test to accurately assess a student’s growth has been developed. It is
called the authentic assessment math test. Multiple choice tests do not often accurately reflect the individual
student’s understanding of the material. It reflects whether a student is successful at memorization. Instead
of tests that focus on recalling specific facts, the authentic assessment math test has students demonstrate
the various skills and concepts they have learned and explain when it would be appropriate to use those
facts and problem-solving skills in their own lives.

4.1.1 Authentic Assessment in the Mathematics Classroom

1. Performance assessment
Students can demonstrate what they have learned and how to solve problems through a
collaborative effort in solving a complex problem together. Not only do they learn how to work in a team, but
also how to brainstorm and utilize their separate grains of knowledge to benefit the whole.

2. Short investigations
Typically, a short investigation starts with a basic math problem (or can be adapted to any other
school subject) in which the student can demonstrate how he or she has mastered the basic concepts and
skills. As the teacher, ask the students to interpret, calculate, explain, describe or predict whatever it is they
are analyzing. These are generally 60- to-90 minute tasks for an individual (or group projects) on which to
work independently, writing answers to questions and then interviewed separately.

3. Open-response questions
A teacher can assess the student’s real-world understanding and how the analytical processes
relate by, in a quiz setting, requesting open responses, like:

 a brief written or oral answer

 a mathematical solution
 a drawing
 a diagram, chart or graph

1|[Math231] Assessment & Evaluation in Mathematics

 These open-ended questions can be approximately 15-minute assessments and can be converted
into a larger-scale project.

Classroom questions offers probably the best chance to monitor the development of meaningful
mathematical understanding. Most questions asked by a teacher in a typical lesson require only simple rote
responses which fail to give insights into students' understanding. To discover the extent to which these
students are making sense' of the material, questions which require more thoughtful, elaborate answers are
required.
Good questions must be characterise as requiring, firstly, more than simple recall of 'a fact or
replication of a procedure, secondly, having several acceptable answers and thirdly, as allowing the students
to learn by doing them. It is important to allow plenty of wait time to allow the students to give thoughtful
answers.

4. Portfolios
One of the most effective ways to document progress is to collect representative examples of
student work. These are well used in other curriculum areas, but until now have rarely been used for
assessment purposes in mathematics.
As students learn concepts throughout the school year, they can be documented and will reveal
progress and improvements as well as allow for self-assessment, edits and revisions. They can be recorded
in a number of ways, including:

 journal writing
 review by peers
 artwork and diagrams
 group reports
 student notes and outlines
 rough drafts to finished work

5. Self-assessment
After the teacher has clearly explained and provided the expectations prior to the project and then,
once the projects are complete, ask the students to evaluate their own projects and participation.
Responding to the following questions will help students learn to assess themselves and their work
objectively:

 What was the most difficult part of this project for you?
 What do you think you should do next?
 If you could do this task again, would you do anything differently? If yes, what?
 What did you learn from this project?

6. Multiple-choice questions
Usually, multiple-choice questions do not reflect an authentic assessment math context. There are
multiple-choice questions being developed that reveal an understanding of the mathematical ideas required
as well as integrating more than one concept. These questions are designed to take about 2 or 3 minutes
each.

7. Observing students
Observing students while they are engaged in mathematics activities can yield invaluable
information not only about their skills abut also about their thinking processes, their attitudes, and their
beliefs. Teachers can learn a great deal about students by circulating unobtrusively as students work in
small groups and by interjecting questions to clarify their observations.
Observation, to be effective, should frequently be sharply focussed. Observation should be both
individual and in small groups. It could include student learning styles, student ideas, communication,
cooperation and use of manipulatives.

8. Annotated Records
This strategy focuses on recording significant events that are observed by the teacher. Teachers
can draw up a checklist of the skills, behaviours or attitudes that they wish to encourage in their students
and then record those significant moments that either extend or challenge their image of the particular
student. The original checklist helps teachers to know what to look for and also provides a means to
summarise the significant moments into a systematic record for each student

9. Interviews

2|[Math231] Assessment & Evaluation in Mathematics

 These interviews allow the teacher to assess mathematical understanding by probing the depths of
that understanding. Is the student merely parroting back memorised responses, or has the student
interacted with the ideas and built them in to his or her own conceptual structures. The opportunity for
positive rapport is increased while allowing the teacher to assess the level and accuracy of student
understanding. These interviews could be seen by teachers to be very time consuming and quantification
methods will have to further developed.

4.1.3 Traits developed through authentic assessment math tests

This situational type of learning in which students are learning lessons on how to solve real-life
problems can be utilized in mathematics. These ideas are presented as follows:

 Thinking and reasoning: Causing students to interact in such activities that include gathering
data, exploration, investigation, interpretation, reasoning, modelling, designing, analyzing, formation
of hypotheses, use of trial and error, generalization and solution-checking.
 Settings: Allowing the students to work individually or in smaller groups.
 Mathematical tools: The students learn to use symbols, tables, graphs, drawings, calculators and
computers.
 Attitudes and dispositions: Students in this type of learning environment learn persistence, self-
regulating behaviours and reflection, participation and a special enthusiasm for learning various
kinds of situations.

4.2 Essential Strategies in Teaching Mathematics

Teaching mathematics effectively involves more than presenting formulas and procedures—it
requires the thoughtful use of evidence-based strategies that support deep understanding, critical thinking,
and problem-solving. These strategies range from hands-on manipulatives and visual aids to collaborative
learning, technology integration, and real-world applications. Mathematics is a foundational subject that
helps develop logical reasoning, analytical skills, and lifelong learning habits. However, many students
struggle with abstract concepts and lose interest. By using essential strategies, teachers can create more
engaging, inclusive, and effective math classrooms that cater to diverse learners and promote long-term
mastery. Teachers can apply these strategies by adapting instruction to student needs, integrating visual
and digital tools, encouraging mathematical discourse, and using real-life contexts. Through consistent
application and reflection, these approaches not only improve student achievement but also foster a positive
attitude toward mathematics.

1. Use of Manipulatives and Visual Aids

Using hands-on materials (like base-ten blocks, counters, or algebra tiles) and visual tools (like graphs,
charts, and number lines) makes abstract mathematical concepts more concrete and accessible, especially
for younger learners or students with special needs. This strategy supports kinesthetic and visual learners
and builds conceptual understanding before moving to symbolic representations.
References:
 Sowell, E. J. (1989)
 Bruner, J. S. (1966)

2. Problem-Solving Approach
Rather than focusing on rote procedures, this strategy emphasizes developing students’ ability to tackle
unfamiliar problems through reasoning, analyzing, and evaluating multiple solution paths. It fosters
perseverance and creative thinking while making math more meaningful.
References:
 Polya, G. (1945)
 Schoenfeld, A. H. (1992)

3. Mathematical Discourse and Communication

Encouraging students to discuss, explain, and justify their thinking helps deepen understanding and expose
misconceptions. It allows students to learn from peers, improve their mathematical vocabulary, and engage
in collaborative learning, promoting reasoning and argumentation.
References:
 NCTM (2000)
 Sfard, A. (2001)

3|[Math231] Assessment & Evaluation in Mathematics

4. Use of Technology and Digital Tools
Integrating tools such as dynamic geometry software (e.g., GeoGebra), graphing calculators, educational
apps, or online platforms enhances visualization, interaction, and exploration of mathematical ideas.
Technology can also support individualized learning and immediate feedback.
References:
 National Mathematics Advisory Panel (2008)
 Ball, D. L., & Forzani, F. M. (2011)

5. Differentiated Instruction
Recognizing that students learn at different rates and in different ways, this strategy involves adapting
content, process, product, or learning environment to meet diverse student needs. It ensures all learners—
whether struggling, gifted, or in between—receive appropriate challenges and support.
References:
 Tomlinson, C. A. (2001)

6. Mathematical Modeling and Real-World Applications

This approach engages students in applying mathematics to represent, analyze, and solve real-life
problems. It builds relevance and motivation by connecting math to careers, everyday situations, and
societal issues, fostering critical thinking and interpretation skills.
References:
 Lesh & Doerr (2003)
 Blum & Ferri (2009)

7. Formative Assessment and Feedback

Continuous assessment allows teachers to monitor student progress, diagnose misconceptions, and adjust
instruction. Effective feedback is timely, specific, and constructive, guiding students to reflect, revise, and
improve their mathematical thinking.
References:
 Black & Wiliam (1998)

8. Conceptual Understanding Before Procedural Fluency

Prioritizing the 'why' before the 'how' ensures that students develop a deep understanding of mathematical
principles before memorizing steps or procedures. This prevents mechanical learning and promotes
flexibility in applying concepts to new situations.
References:
 Hiebert & Carpenter (1992)

9. Use of Questioning Techniques

Effective teachers ask a variety of questions to promote student engagement, surface thinking, and
encourage exploration. Open-ended and higher-order questions stimulate curiosity, require justification, and
deepen learning beyond surface-level answers.
References:
 Boaler, J. (2016)

10. Collaborative Learning and Group Work

Working in pairs or groups enhances problem-solving, communication, and social skills. It allows students to
learn from one another, compare strategies, and develop collective solutions, while fostering a supportive
learning environment.
References:
 Vygotsky, L. S. (1978)

11. Scaffolding and Gradual Release of Responsibility

Teachers provide temporary support structures—like guided examples, prompts, or templates—which are
gradually removed as students gain confidence and independence. This supports mastery and helps
students tackle challenging tasks with increasing autonomy.
References:
 Wood, Bruner, & Ross (1976)

12. Culturally Responsive Teaching

Incorporating students' cultural knowledge, experiences, and values into math lessons helps make learning
more inclusive and meaningful. It builds student identity, bridges gaps in understanding, and encourages

4|[Math231] Assessment & Evaluation in Mathematics

participation from diverse learners.
References:
 Gay, G. (2010)

13. Spiral Curriculum and Reinforcement

This strategy revisits concepts periodically, each time at a deeper or more complex level. It helps reinforce
learning, prevent forgetting, and ensure that students see connections between topics over time.
References:
 Bruner, J. S. (1960)

4.3 Designing Authentic Assessment

4.3.1 Project-based Learning

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in
real-world and personally meaningful projects. Project Based Learning, teachers make learning come alive
for students. Students work on a project over an extended period of time – from a week up to a semester –
that engages them in solving a real-world problem or answering a complex question. They demonstrate their
knowledge and skills by creating a public product or presentation for a real audience.
Project-Based Learning (PBL) is a dynamic, student-driven instructional approach where
learners investigate and respond to authentic, engaging, and complex questions or challenges. In
mathematics, PBL shifts the focus from memorizing formulas to applying mathematical reasoning and
problem-solving in real-world contexts. It encourages inquiry, exploration, and interdisciplinary
connections.
As a result, students develop deep content knowledge as well as critical thinking, collaboration,
creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy
among students and teachers.
PBL brings authenticity to the classroom in that the problem is easily connected to the world
outside of the classroom, and students are challenged to collaborate, communicate and think critically as
they approach the problem. These skills are directly related to Global Competencies and Transferable
Skills. Embedded in any good project are a solid set of language based skills (e.g. research, writing a paper,
putting together a presentation, etc.), as well as any other subject-related expectations that you choose to
include (Math, Geography, History, etc.).

Origins and Development

 Philosophical Roots:
John Dewey (1938), a pioneer in progressive education, emphasized learning by doing, forming the
theoretical basis for PBL.
 Medical Education Adaptation:
In the 1960s, Howard S. Barrows adapted the method for use in medical schools at McMaster
University, Canada, to promote critical thinking and diagnostic reasoning.
 K–12 and Higher Ed Expansion:
Organizations like The Buck Institute for Education (BIE) and Edutopia promoted PBL in general
education during the 1990s and 2000s.

Where is PBL Used in Mathematics Today?

PBL is now globally implemented in:
 STEM-based schools and academies
 International Baccalaureate (IB) programs
 Montessori and progressive classrooms
 Public school math reform initiatives in the U.S., Finland, Singapore, and the Philippines

Why Use PBL in Mathematics?

 Encourages higher-order thinking: analysis, synthesis, evaluation (Bloom’s Taxonomy)
 Increases student motivation and ownership
 Builds collaboration, communication, and 21st-century skills
 Bridges the gap between abstract math and everyday life

5|[Math231] Assessment & Evaluation in Mathematics

  Supports differentiated learning and cultural relevance

How to Implement PBL in a Math Classroom

1. Start with a Driving Question:
“How can we design the most energy-efficient school building?”
2. Connect to Standards:
Align with math competencies (e.g., measurement, ratio, data analysis).
3. Structure Inquiry and Research:
Guide students in collecting and analyzing data, making predictions, or building models.
4. Create a Real Product or Solution:
Posters, models, digital simulations, or presentations.
5. Public Presentation:
Students present solutions to a panel of peers, parents, or community members.
6. Reflect and Evaluate:
Use rubrics to assess both mathematical thinking and collaborative processes.

Sample Projects in Mathematics

Project Title Math Topics Real-World Context Grade Level
Geometry, area, volume, Environmental
Design a Sustainable Garden Grades 5–8
budgeting Science
Build a Business Plan Statistics, algebra, percentages Entrepreneurship Grades 8–12
Create a Math Escape Room Logic, algebra, puzzles Gamification Grades 6–10
Budgeting, time management,
Plan a Community Fair Event Planning Grades 4–7
measurement
Smart City Traffic Flow Project Graph theory, algebra, probability Urban Planning Grades 9–12

Creating a Project-Based Learning (PBL) Activity

Creating a Project-Based Learning (PBL) activity in mathematics involves several strategic steps to ensure
the project is well-structured, engaging, and aligned with mathematical concepts. Below are the general
steps for creating a PBL activity, along with relevant references.

General Steps in Creating a PBL in Mathematics

1. Identify Key Learning Goals
 Step Description: Define the mathematical concepts, skills, and standards you want students to
learn. These goals will drive the project and ensure that the task is relevant to the curriculum.
 Example: A goal could be to understand and apply concepts of algebra and geometry through real-
world problem-solving.
 Reference: Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Autodesk
Foundation.
2. Create a Real-World Driving Question
 Step Description: Develop a central question or problem that is complex and open-ended,
inspiring inquiry and exploration. This question should be closely tied to real-world applications of
the math concepts being taught.
 Example: “How can we design a budget-friendly, energy-efficient classroom using geometry and
algebra?”
 Reference: Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the Standard for Project-
Based Learning. ASCD.
3. Design a Challenging and Authentic Task
 Step Description: Design a project task that challenges students to solve a real-world problem
using mathematics. This task should require students to collaborate, investigate, and apply math
concepts creatively.
 Example: Students could design and model a small building, calculating area, perimeter, and cost
of materials to stay within a budget.
 Reference: PBLWorks. (2019). Gold Standard PBL: Essential Project Design Elements.
PBLWorks.
4. Plan Assessment and Rubrics
 Step Description: Develop clear criteria for assessing both the process (collaboration, inquiry) and
the product (solutions, presentations) of the project. The assessment should be aligned with both
content and skills.

6|[Math231] Assessment & Evaluation in Mathematics

  Example: Rubrics for assessing mathematical accuracy, problem-solving, creativity, and teamwork.
 Reference: Buck Institute for Education (BIE), now PBLWorks. (2007). Project-Based Learning
Handbook: A Guide to Standards-Focused Project-Based Learning for Middle and High School
Teachers.
5. Facilitate Inquiry and Collaboration
 Step Description: Provide students with tools, resources, and guidance, but allow them to explore
and work collaboratively to find solutions. Facilitate ongoing formative assessment to guide their
progress.
 Example: Provide students with data sets, software tools, or calculators to solve a mathematical
problem. Encourage teamwork and peer review.
 Reference: Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The
Clearing House: A Journal of Educational Strategies, Issues, and Ideas.
6. Provide Opportunities for Reflection
 Step Description: Allow time for students to reflect on their learning and the process of completing
the project. Reflection helps them consolidate what they have learned and identify areas of
improvement.
 Example: After completing the project, have students write a reflection on how they used math to
solve the problem and how their teamwork contributed to the project’s success.
 Reference: Savery, J. R. (2006). Overview of Problem-Based Learning: Definitions and
Distinctions. The Interdisciplinary Journal of Problem-based Learning.
7. Create a Final Product and Presentation
 Step Description: Have students create a final product that they can present to an authentic
audience (other students, teachers, or the community). The product should reflect their
understanding of the mathematical concepts and their ability to solve the real-world problem.
 Example: Students could present their findings using graphs, models, and oral presentations.
 Reference: Boss, S., & Larmer, J. (2018). Project-Based Learning for Teachers: A Guide for
Teachers. The ASCD.

[Link] The Gold Standard for High-Quality PBL

To help ensure your students are getting the main course and are engaging in quality Project
Based Learning, PBLWorks promotes a research-informed model for “Gold Standard PBL.”
What is Gold Standard PBL? To help teachers do PBL well, we created a comprehensive,
research-informed model for PBL to help teachers, schools, and organizations improve, calibrate, and
assess their practice. In Gold Standard PBL, projects are focused on students' acquiring key knowledge,
understanding, and success skills.
The Gold Standard PBL model encompasses two useful guides for educators:

7|[Math231] Assessment & Evaluation in Mathematics

1) Seven Essential Project Design Elements provide a framework for developing high quality projects for
your classroom
Student learning goals for projects include standards-based content as well as skills such as critical
thinking, problem solving, communication, self-management, project management, and collaboration.

Seven Essential Project Design Elements

A Challenging Problem The project is framed by a meaningful problem to be solved or
or Question a question to answer, at the appropriate level of challenge

Sustained Inquiry Students engage in a rigorous, extended process of posing

questions, finding resources, and applying information.

Authenticity The project involves real-world context, tasks and tools, quality
standards, or impact, or the project speaks to personal
concerns, interests, and issues in the students’ lives.
Student Voice & Students make some decisions about the project, including
Choice how they work and what they create, and express their own
ideas in their own voice.
Reflection Students and teachers reflect on the learning, the
effectiveness of their inquiry and project activities, the quality
of student work, and obstacles that arise and strategies for
overcoming them.
Critique & Revision Students give, receive, and apply feedback to improve their
process and products.

Public Product Students make their project work public by sharing it with and
explaining or presenting it to people beyond the classroom.

2) Seven Project Based Teaching Practices help teachers, schools, and organizations improve, calibrate,
and assess their practice.

Seven Project Based Teaching Practices

Design & Plan Teachers create or adapt a project for their context and
students, and plan its implementation from launch to
culmination while allowing for some degree of student voice
and choice.
Align to Standards Teachers use standards to plan the project and make sure it
addresses key knowledge and understanding from subject
areas to be included.
Build the Culture Teachers explicitly and implicitly promote student
independence and growth, open-ended inquiry, team spirit,
and attention to quality.
Manage Activities Teachers work with students to organize tasks and schedules,
set checkpoints and deadlines, find and use resources, create
products and make them public.
Scaffold Student Teachers employ a variety of lessons, tools, and instructional
Learning strategies to support all students in reaching project goals.

Assess Student Teachers use formative and summative assessments of

Learning knowledge, understanding, and success skills, and include self
and peer assessment of team and individual work
Engage & Coach Teachers engage in learning and creating alongside students,
and identify when they need skill-building, redirection,
encouragement, and celebration.

When transitioning to PBL, one of the biggest hurdles for many teachers is the need to give up
some degree of control over the classroom, and trust in their students. But even though they are more often

8|[Math231] Assessment & Evaluation in Mathematics

the “guide on the side” than the “sage on the stage,” this most certainly does not mean that teachers don’t
“teach” in a PBL classroom. Many traditional practices remain, but are reframed in the context of a project.

[Link] Sample PBL’s in Mathematics

Figure [Link] – Sample Project-Based Learning Activity

Project-Based Learning Activity
Task: Students are allotted Php15,000.00 to plan their “Dream Vacation”
Grade: 5

Timing notes: 1 week – 1 month

The timing depends on which strands you choose to spiral into your project, and how in-depth you
plan to go. If you have a class that needs short, quick projects, then you could omit some math strands
and reduce the literacy expectations.

The fantastic thing about this is that students can work on math outside of the “math class”. During
a given period, students can choose which component of the project to work on. For example, after a mini-
lesson on elapsed time, they may choose to work on that component of the project.
Student Instructions Teacher Notes
Overview: You just won Php15,000.00 to be This project can be made more or less complex,
used to plan your dream vacation! In this depending on the curriculum connections you are trying
project, you will research and plan your to accomplish.
vacation, and then present your itinerary and
budget to the class.
Step 1: Differentiation Suggestions:
 Choose a destination.  For students with executive function challenges,
 Decide how long you will stay. chunk the instructions by providing one step at a
 Choose a mode of transportation. time. Set a deadline for each step and co-create a
 Research the cost and travel time to get to schedule to complete it by the deadline. Provide
your destination, as well as to get home. students with descriptive feedback at each step.
 Calculate how much money remains to
plan the rest of your vacation.  For students who need them, provide manipulatives
Step 2: or virtual manipulatives to help them with the
 Plan where you will stay, and determine calculations.
the cost to stay there for the duration of
your trip.  Consider reducing the overall budget for some
 Choose at least two excursions, and students. Consider providing a list of prices that are
determine the cost of these activities. easier to work with (e.g., Php25, Php50, Php75), to
 Plan how you will get from your reduce the cognitive load of researching and
accommodations to your excursions, and recording prices as well as reducing the challenge of
the cost of this transportation. calculating with decimal numbers.
 What time will you leave your hotel? How
long will it take to get to your excursion?  Consider providing links to videos about some
What time will you arrive? destinations to reduce the amount of reading
 What is the distance from your hotel to required in the research process.
your excursion? Express this distance in
kilometers as well as meters.  Provide explicit instruction on the skills required to
 Calculate how much money is left for your complete each step (e.g, how to use Mindomo or
remaining expenses. other graphic organizers; how to use Excel or Google
Step 3: Sheets; how to use Google Maps to determine time
 Plan what you will eat, and how much you and distance between destinations; how to convert
need to budget for food. units; etc.). Consider creating videos of the lessons
 Do you need anything else to enjoy your so that students can access them at any time on their
vacation? personal devices.
 Do you have any money leftover for
souvenirs? How much? Give students choice for their final product (e.g., oral
Step 4: presentation, written report, video, podcast, etc.)
 Review your budget and make any
necessary changes so that you spend no
more that Php 15,000.00
 Create an engaging presentation to
showcase your learnings. Some options
are a slideshow presentation; Prezi; a radio
or TV ad; a travel show acted or recorded;

9|[Math231] Assessment & Evaluation in Mathematics

 a travel blog; a radio segment using
Vocaroo/Soundtrap; Sketchnotes. Or if
you have a different method, discuss with
your teacher.
Step 5: Extension Questions
 If you were to walk to all of your excursions
and restaurants, how many kilometers
would you walk in total? How many
kilometers would you walk on average per
day?
 Does your destination use a different
currency? Convert your Php15,000.00
budget from Canadian dollars to the local
currency.
 Write a persuasive paragraph about why
you should be allowed to take time off
school to go on this trip.
 Write a descriptive paragraph about a
famous building, attraction, piece of art, or
food from your destination.
 Create a work of art inspired by your
destination. Perhaps it is inspired by a
famous artist from this place, or a well-
known artwork in a museum here.
 Research the government structures of
your destination and create a Venn
diagram comparing with your local,
provincial and/or federal governments.

Curriculum Connections: Mathematics

Number Sense and Numeration: Quantity Relationships

▪ demonstrate an understanding of place value in whole numbers and decimal numbers from 0.01 to 100
000, using a variety of tools and strategies
▪ round decimal numbers to the nearest tenth, in problems arising from real-life situation;
▪ read and write money amounts to Php1000
▪ solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up
to 100 000

Number Sense and Numeration: Operational Sense

▪ solve problems involving the addition, subtraction, and multiplication of whole numbers, using a variety
of mental strategies
▪ add and subtract decimal numbers to hundredths, including money amounts, using concrete materials,
estimation, and algorithms

Measurement: Attributes, Units, and Measurement Sense

▪ estimate, measure, and represent time intervals to the nearest second
▪ estimate and determine elapsed time, with and without using a time line, given the durations of
events expressed in minutes, hours, days, weeks, months, or years

Measurement: Measurement Relationships

▪ solve problems requiring conversion from metres to centimetres and from kilometres to metres

Geometry and Spatial Sense: Location and Movement

▪ locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system

Mathematical Processes
▪ Problem Solving: develop, select, and apply problem-solving strategies as they pose and solve problems
and conduct investigations, to help deepen their mathematical understanding
▪ Reflecting: demonstrate that they are reflecting on and monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a problem (e.g., by comparing and adjusting
strategies used, by explaining why they think their results are reasonable, by recording their thinking in a
math journal)
▪ Selecting Tools & Computational Strategies: select and use a variety of concrete, visual, and electronic
learning tools and appropriate computational strategies to investigate mathematical ideas and to solve

10 | [ M a t h 2 3 1 ] A s s e s s m e n t & E v a l u a t i o n i n M a t h e m a t i c s
 problems
▪ Representing: create a variety of representations of mathematical ideas (e.g., by using physical models,
pictures, numbers, variables, diagrams, graphs, onscreen dynamic representations), make connections
among them, and apply them to solve problems
▪ Communicating: communicate mathematical thinking orally, visually, and in writing, using everyday
language, a basic mathematical vocabulary, and a variety of representations, and observing basic
mathematical conventions

Figure [Link] – Project-Based Learning (PBL) Activity: “Design a Mini Café”

Step 1: Identify Key Learning Goals

 Mathematical Concepts:
o Geometry (area, perimeter, volume)
o Algebra (percentages, markup pricing, budgeting)
o Data Analysis (profit calculations, graphical representation of data)
o Ratio and Proportion (for ingredient scaling, cost analysis)
 Skills:
o Critical thinking and problem-solving
o Teamwork and collaboration
o Mathematical application in real-world contexts
o Communication and presentation

Step 2: Create a Real-World Driving Question

Driving Question:
"How can we design and manage a mini café that is both cost-effective and profitable, while applying
mathematics to solve real-world challenges?"
 Focus Areas:
o Budgeting and cost management
o Pricing strategy and profit calculation
o Space utilization and layout design
o Mathematical modeling of sales and expenses

Step 3: Design a Challenging and Authentic Task

 Task Description:
Students will work in teams to design and run a mini café within a set budget. They will:
o Create a café floor plan that maximizes space and efficiency.
o Prepare a budget, including all necessary items (tables, chairs, equipment, etc.), and
calculate the total cost.
o Design a menu, determining the cost of each item and setting prices based on a desired
markup for profitability.
o Project sales and profits by analyzing expected sales per item and calculating total
revenue and profit.

Step 4: Plan Assessment and Rubrics

Assessment Criteria:
Criteria Points
Mathematical Accuracy 5
Creativity in Café Design 3
Realism and Detail in Budget 4
Data Representation (Graphs) 3
Collaboration and Teamwork 2
Clarity of Presentation 3
Total 20
Rubric:
 Mathematical Accuracy: Students demonstrate correct calculations in budgeting, pricing, and
profit analysis.
 Creativity in Café Design: Floor plan is well-organized and maximizes space while adhering to
mathematical constraints.

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  Realism and Detail in Budget: Budget is detailed with realistic pricing, covering all aspects of the
café.
 Data Representation: Includes bar graphs, pie charts, and tables showing sales, costs, and
profits.
 Collaboration and Teamwork: Demonstrates effective teamwork, shared responsibilities, and
collective problem-solving.
 Clarity of Presentation: Clear, well-organized, and visually appealing presentation of findings.

Step 5: Facilitate Inquiry and Collaboration

 Teacher’s Role:
o Provide initial instruction on the mathematical concepts (geometry, algebra, percentages)
needed for the task.
o Guide students in researching café design, budget planning, and pricing strategies.
o Facilitate group discussions and problem-solving sessions, offering resources (e.g.,
templates, sample data).
o Monitor progress through checkpoints and offer formative feedback on calculations,
design, and collaboration.
 Collaborative Tasks:
o Divide students into small groups (3-4 members).
o Assign roles within the group (e.g., designer, accountant, menu planner, presenter).
o Students will collaborate on designing the café layout, creating budgets, and determining
the pricing for the menu items.

Step 6: Provide Opportunities for Reflection

 Reflection Prompts:
o What was the most challenging aspect of applying mathematics to this project?
o How did collaboration within your team help or hinder the project’s progress?
o In what ways could you improve the design or budget if given more time or resources?
o What mathematical concepts did you find most useful when solving problems?
o What did you learn about pricing and profit calculation through this project?
 Reflection Method:
o After the project presentation, ask each student to write a short reflection paper or
participate in a group discussion.

Step 7: Create a Final Product and Presentation

 Final Product:
Students will present their mini café project to the class or a panel of teachers. The presentation
will include:
o A detailed floor plan of the café
o A budget table showing itemized costs and calculations
o A menu with pricing and a breakdown of the markup for each item
o Graphs showing sales projections, cost analysis, and potential profit
o A team reflection on the process
 Presentation Format:
o PowerPoint presentation, poster, or interactive display.
o The presentation should last around 5-10 minutes per group.

Example Timeline for the Project:

Week Activity
Introduction to the project and division of tasks. Begin research on café designs, budgeting, and math
Week 1
concepts.
Week 2 Work on floor plan design, budget creation, and menu pricing. Students should check-in for feedback.
Week 3 Sales projection and profit calculation. Create graphs and complete budget breakdown.
Week 4 Finalize the project, prepare the presentation, and practice. Present to the class or panel.

Sample Student Outputs:

Task Sample Output
Floor Plan A layout showing seating arrangement (4 tables, 1 kitchen, 1 counter, restroom).

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 Task Sample Output
Total area = 25 m².
Tables (₱2,800), Chairs (₱2,800), Oven (₱4,000), Décor & Utensils (₱2,000),
Budget Breakdown
Total: ₱12,600.
Iced Coffee: Cost ₱25, Price ₱50 (100% markup), Sandwich: Cost ₱40, Price
Menu Pricing
₱70 (75% markup), etc.
Iced Coffee (10 units): ₱500 revenue, ₱250 cost, ₱250 profit. Sandwich (8 units):
Profit Projection
₱560 revenue, ₱320 cost, ₱240 profit.
Graphical
Bar graph for sales revenue and pie chart showing percentage of total sales.
Representations

Task No. Sample Students Output

Floor Plan Area Breakdown:
- Total café area: 25 m²
- Tables (4): 1.5 m² × 4 = 6 m²
1 - Kitchen: 4 m²
- Counter: 2.5 m²
- Restroom: 2.5 m²
- Remaining: 10 m² (for walkways/seating)
Budget Summary:
Tables: 4 × ₱700 = ₱2,800
Chairs: 8 × ₱350 = ₱2,800
2 Oven: ₱4,000
Signage: ₱1,000
Décor/Utensils: ₱2,000
Total: ₱12,600
Menu & Pricing:
1. Iced Coffee – Cost: ₱25, Price: ₱50 (100% markup)
2. Sandwich – Cost: ₱40, Price: ₱70 (75% markup)
3
3. Milk Tea – Cost: ₱30, Price: ₱60 (100% markup)
4. Brownie – Cost: ₱20, Price: ₱50 (150% markup)
5. Lemonade – Cost: ₱10, Price: ₱25 (150% markup)
Profit Projection (Per Day):
Iced Coffee (10): ₱500 revenue, ₱250 cost, ₱250 profit
Sandwich (8): ₱560 revenue, ₱320 cost, ₱240 profit
4 Milk Tea (10): ₱600 revenue, ₱300 cost, ₱300 profit
Brownie (5): ₱250 revenue, ₱100 cost, ₱150 profit
Lemonade (6): ₱150 revenue, ₱60 cost, ₱90 profit
Total Profit: ₱1,030
Data Visualization:
Bar graph shows Iced Coffee and Milk Tea as top sellers.
5
Pie chart: Milk Tea and Iced Coffee = 40% of total sales.
Table displays cost vs profit per item for comparison.
Presentation Content:
6 Poster/slide shows café layout, itemized budget, detailed menu, daily profit, graphs, and team
reflection. Presentation delivered to peers or teachers.

References:
 Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Autodesk Foundation.
 Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the Standard for Project-Based Learning.
ASCD.
 PBLWorks. (2019). Gold Standard PBL: Essential Project Design Elements. PBLWorks.
 Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing
House: A Journal of Educational Strategies, Issues, and Ideas.

4.3.2 GRASPS Framework

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 GRASPS is a model advocated for by Grant Wiggins and Jay McTighe to guide teachers in
designing authentic performance-based assessment. It's a form of assessment that engages learners to
employ their thinking skills and demonstrate application of essential knowledge, conceptual understanding,
and skills acquired throughout a unit of learning.
Wiggins defined authentic assessment as "...Engaging and worthy problems or questions of
importance, in which students must use knowledge to fashion performances effectively and creatively. The
tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or
professionals in the field." (1993, qtd. by Jon Mueller).

The main takeaway for me is that teachers can use the GRASPS assessment model to:
 engage students through contextualized learning;
 provide simulations of real-world situations or challenges that adults might encounter;
 create opportunities for students to practice transfer of learning;
 foster curiosity and building experiences of students;
 develop project management skills of students.

To help educators construct authentic assessment, Wiggins and McTighe's came up with GRASPS
model. GRASPS is an acronym for teachers to:

 Goal: establish the challenge, issue or problem to solve;

 Role: give students a role that they might be taking in a familiar real-life situation;
 Audience: identify the target audience whom students are solving the problem for or creating the
product for;
 Situation: create the scenario or explain the context of the situation;
 Product/Performance and Purpose: paint a clear picture of the WHAT and WHY of the product
creation or the performance;
 Standards & Criteria for Success: inform students how their work will be assessed by the
assumed audience.

Teachers and students can both benefit from the use of GRASPS assessment model. The use of
GRASPS assessment model and created essential questions respectively to guide teachers in designing the
GRASPS authentic assessment, and students in developing their metacognition through conducting the
GRASPS assessment.
GRASPS can simulate or provide real-life experiences. It gives the students a purpose, audience
and a scenario to work within.

Math Benefits:
 Students have an audience (imagined or real) which is more than just their math teacher. They
might be presenting to an audience who is not a math expert, which can be less intimidating for
them, for example. This motivates them.
 If you use GRASPS regularly, you will no longer hear the common complaint “When will I use this in
the real world anyway?”
 GRASPS turns them into mathematicians, or people using math, such as architects, engineers,
politicians, doctors, etc, instead of them just ‘doing math
 It helps teachers move away from just doing timed-tests for math assessment, and more onto
project based learning.

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Sample of GRASPS Model in Mathematics

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GRASPS SAMPLE – Performance Tasks Scenario

4.4 Three modes of Authentic Assessment in Mathematics

1. Observation - this includes the date and information that the teacher collects from daily work.

The teacher will conduct an observation to the students. He/she will observe the performance and
the attitude of the student during and after the class. After the observation, the teacher can be able to
identify the weakness and the strength of the students. The role of the teacher is to assess the students and
to help the students improve themselves into a better one.

Guidelines for Observation-Based Assessment Tools

1. Observe not only one but all students.

You should not only observe one students, it should be all so that all of your students would excel.

2. Observation must be as frequent and as regular as possible.

You must observe you students not only in one day but as possible it should be regular. In that
condition, you will really know if your students is improving every day.

3. Observation must be recorded in writing.

If you will conduct a report you should write it in a clean bond paper. In that case, you can compare
the performance of the students if your students is improving.

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 4. Observations should cover both routine and exceptional occurrences.
The teacher also include routine and exceptional occurrences in observation. When we say routine
it is the behaviour of the students in everyday chores such as the sweepers, gatherer, and many more.
Exceptional occurrences is the students who clean the room voluntarily. Like for example, the students
will pick trashes in the yard even if the teacher did not ask for that.

5. Reliability of observation records is enhanced if multiple observations are gathered and

synthesized.
a. Developmental Checklist- is an observation tool which requires the teacher recorder to describe
the traits or learning behaviours being assessed.
b. Interview Sheet- another observation tool which is also called conference recording room.

2. Performance Tasks - tangible results that demonstrate student achievement.

In this mode the teacher will assess the students’ performance or the product. The teacher will let
the students pass a portfolio after the semester or year. In this condition, the teacher can determine if the
student's performance is developing. Using the portfolio, students are able to compile pieces of evidence of
an individual's skills, ideas, interest, and accomplishment.

Purpose of portfolio:
a. The teacher can assess the growth and development of the students at various levels.
b. Parents are informed of the progress of their children in school.
c. Instructional supervisor are able to evaluate the strengths and weakness of the academic program.

3. Actual Performance - tests and measures students' performance at a specific place and time.

The teacher can assess the students by conducting actual performance such as singing, dancing
and acting, the same with their mathematical skills. By that, the teacher can determine the behaviour of the
students during the performance.

a. Performance checklist
* It consist of a list of behaviour that make up a certain type of performance.
* It is used to determine whether or not an individual behaves in a certain way (usually desired) when
asked to complete a particular task.
b. Oral Questioning - an appropriate assessment method fir actual performance when the objectives are:
a. To assess the students stock knowledge.
b. To determine the students ability to communicate ideas in coherent verbal sentences.

c. Self-checklist - a list of several characteristics or activities presented to the subjects of a study.

d. Observation and self-reports - used a tally sheet as device when used by the teacher to record the
frequency of student behaviour, activities or remarks.

Learning Activities

Develop-Apply-Reflect

Identify the following

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 1. Authentic assessment in Mathematics
2. Project Based-Learning
3. GRASPS Model

Do the following:
1. Design a PBL activity with the topic “Measure of Central Tendency”.
2. Design a GRASPS assessment model with the topic “Measure of Central Tendency”

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