End-of-School Year

National Mathematics
Program (EOSY-NMP) for
Grades 1 to 3
MARIA ASUNCION H. DONATO
MASTER TEACHER I
Related Issuances

a) DepEd Order No. 13, s. 2023: Adoption of the

National Learning Recovery Program in
the Department of Education
b) DepEd Order No. 14, s. 2023: Policy Guidelines
on the Implementation of the National
Learning C a m p
DepEd is committed
to learning
recovery
DepEd Order No. 13, s. 2023: Adoption of the
National Learning Recovery Program in the Department of
Education
DepEd Order No. 13, s. 2023: Adoption of the
National Learning Recovery Program in the Department of
Education
DepEd Order No. 13, s. 2023: Adoption of the
National Learning Recovery Program in the Department of
Education
DepEd Order No. 13, s. 2023: Adoption of the
National Learning Recovery Program in the Department of
Education
DepEd Order No. 13, s. 2023: Adoption of the
National Learning Recovery Program in the Department of
Education
National Mathematics Program (NMP)

• Prioritizing on building foundational skills and

improving learning outcomes, the End-of-
Schoolyear (EOSY) National Mathematics Program
(NMP) aims to strategically support and
accelerate learning progress on the
mathematical fundamental skills and
numeracy among key stage 1 learners.
National Mathematics Program (NMP)

• E O S Y- NMP aims to provide intensive,

explicit, and learner-centered instruction
aligned with the curriculum supported with
assessment and learning resources.
Implementation Guidelines of EOSY- NMP

Rapid Mathematics Assessment

• The E O S Y- NMP begins with a rapid assessment
phase for all learners who will voluntarily
participate in
E O S Y- NMP.
• RMA refers to the set of carefully crafted
assessment
tasks aligned with M E L C that aim to identify
the strengths and recognize the current
mathematical
knowledge and skills of key stage 1.
Implementation Guidelines of EOSY- NMP

Rapid Mathematics Assessment

• This assessment resource package contains a
teacher’s booklet, learner’s assessment materials, and
scoring sheets that will be used as pre- and post-
assessment tools.
• This oral assessment will gauge learners' current
mathematical abilities based on the Most Essential
Learning Competencies (MELC) and identify their
strengths and areas that need improvement.
Implementation Guidelines of EOSY- NMP

Rapid Mathematics Assessment

• The RMA pre-assessment will be conducted
during the first week while the post-assessment
will happen
on the 5th week.
Pre-Assessment: Post-Assessment:
July 31-August August 28-
4, September 1,
2023 2023
Implementation Guidelines of EOSY- NMP

Profiling of Learners using the RMA Results:

For Enhancement: For Consolidation:

Correct answers are Correct answers are
equal or greater 75%-84.99% of the
than 85% of the total number of items
total number of
items
For Intervention:
Correct answers are
less than 75% of the
total
number of items
 National Mathematics
Program Pre-and Post
Assessment for EOSY Grades 1
to 3
Rapid Math Assessment (RMA)
RMA Demo- Grade 3 Sinurigaonon

[Link]
4cvF6mZN35Pqc_GJJs2SIctx/view
Math Learning Experience
(MLE)
MELCs

.
Explicit and
Hands-on
Active
learning
Learning
approaches
Experience

ML
E Math
Collaborati
Foundation
ve
al Skills

Play-based
Math Learning Experience
(MLE)
. Concrete On-going
Collaborative Differentiated Play-Based
Pictorial Formative
Approach Instruction Learning
Abstract Assessment

Recommended Approaches
Math Learning Experience Material (MLEM)

set of contextualized teaching and learning

.
materials that contain a teaching plan,
academic games, worksheets, stories, and
fun math activities target to cater to all
types of learners and developed in line with
the Concrete Pictorial Abstract (CPA)
approach.
Math Learning Experience Material
(MLEM)

. Grade 1 Grade 2 Grade 3

• 18 • 23 • 16
lessons lessons lessons
Teacher
Selection
Select teachers who possess a
strong
. mathematical inclination and are well-
versed in the math
for delivering recommended
concepts. instructional
They should
approaches a
demonstrate deep understanding of
foundational mathematical skills and
numeracy.
Learners
Placement
To gain valuable insights into each learner's
mathematical abilities, strengths, and areas
.that require improvement must be identified

based on the results of the Rapid

Mathematics Assessment. The assessment
results will help teachers to identify individual
needs, tailor instruction accordingly, and
provide targeted support to enhance
mathematical skills and understanding.
Duration
5 weeks
. July 31-September 1,
2023
Pre-Assessment: Post-Assessment:
July 31-August August 28-
4, September 1,
2023 Math Learning 2023
Experience:
August 7-25, 2023
(60-90 minutes
focused Math
instruction)
Classroom Delivery

.
• Fun
• Engaging
• Collaborative
• Interactive
• Technology
Integration
Class Size

. Maximum of 25
learners
Assessment and Progress
Tracking
DepEd der No. 8, s.
.
Or 2015

EOSY-NMP is NON-
GRADED
Supplementary Materials

.Available learning resources developed and validated

in regions, divisions, and schools that are parallel with
the scope of M L E M and aligned with the teaching
approaches in the M L E M framework may be used by
teachers to reinforce their delivery and serve as
additional references, formative assessments, and
learning tasks.
Scope of RMA and MLEM
Grade
1 Number
Most Essential Learning Competencies C G Code (MELCs)
Reads and writes numbers up to 100 in symbols • M1NS-If-9.1
Identification and in words
[Link] Discrimination • Compares numbers up to 100 using relational • M1NS – no code •
symbols and orders them in increasing or
decreasing order M1NS-Ib-3
• Identifies the number that is one more or one • M1NS – no code
less than a given number
• Identifies, reads, and writes ordinal
numbers:
1 s t , 2 n d , 3 r d , up to 10 t h object in a given set from
a given point of reference
Fractions • Visualizes, represents, and divides a whole
into halves and fourths and identifies ½ and ¼ • M1NS- no code •
of a whole object
M1NS-IIId-75
• Visualizes and draws the whole region or
set given its ½ and/or ¼
Grade
1
Addition •
Most Essential Learning Competencies
Illustrates addition as “putting together or combining
C G Code (MELCs)
• M1NS-IIa-23
or joining sets”
• M1NS – no code
. • Visualizes and adds the following numbers using
appropriate techniques:
a. two 1-digit numbers with sums up to 18
b. three 1-digit numbers
[Link] with sums through 99 without
and with regrouping

Subtraction • Illustrates subtraction as “taking away” or “comparing” • M1NS-IIf-24

elements of sets
• Visualizes, represents, and subtracts
the following numbers:
a) one-digit numbers with minuends through 18 (basic facts)
b) one- to two-digit numbers with minuends up to 99 without • M1NS – no
regrouping
c) one- to two-digit numbers with minuends up to 99
with regrouping
code
Grade 1

. Most Essential Learning Competencies C G Code (MELCs)

Geometric • identifies, names, and describes the four • M 1 G E - IIIe-1
Representation basic shapes (square, rectangle,
triangle, and circle) in 2- dimensional
(flat/plane) and 3- • M 1 G E - IIIe-2
dimensional (solid objects) (K-12 Curriculum)

• compares and classifies 2-

dimensional
(flat/plane0 and 3-dimensional
(solid) figures according to
common attributes
Grade 1
Task/Item Most Essential Learning Competencies C G Code (MELCs)
[Link] • Determines the missing terms using one • M1AL – no code
attribute in a given continuous pattern and in
Shapes
a given repeating pattern
in Patterns
Time • Tells the days in a week, months in a year in • M1ME-Iva-1
Measurement the right order
• M1ME-Iva-2
• Determines the day of the month using a
calendar • M1ME-IVb-3
• tells and writes time by the hour, half-hour,
and quarter-hour using an analog clock
Grade
1 Task/Item Most Essential Learning Competencies C G Code (MELCs)

.
Linear • Compares objects using comparative • M1ME-IVc-19
words:
Measureme short, shorter, shortest; long, longer,
longest;
nt heavy, heavier, heaviest; light, lighter, lightest. • M 1M E – no code
• Estimates and measures length, m a s s , and
capacity using non-standard units of measure
Mass • Compares objects using comparative words: • M1ME-IVc-19
Measurement short, shorter, shortest; long, longer, longest;
heavy, heavier, heaviest; light, lighter, lightest. • M 1M E – no code
• Estimates and measures length, mass, and
capacity using non-standard units of measure
Grade
2 Task Most Essential Learning Competencies C G Code (MELCs)

Number identification ● Gives the place value and finds the value of a digit in ● M2NS-Ib-10.2
three-digit numbers
. ● Reads and writes numbers up to 1000 in symbols and in ● M2NS-Ic-9.2
words
● Visualizes and writes three-digit numbers in expanded ● M2NS-Ic-14
form

Number Discrimination ● Compares numbers using relation symbols and orders ● M2NS – no code
numbers up to 1 000 in increasing or decreasing order
Missing Number ● Determines missing term/s in a given continuous pattern ● M2AL-IIIj-3
using two attributes
● Determines the missing terms using one attribute in a ● M1AL – no code
given continuous pattern and in a given repeating pattern
● Visualizes and counts numbers by 10s, 50s, 100s
● Compares using relational symbol and arranges
● M2NS-Ib-8.2
in increasing or decreasing order the unit fractions
● M2NS – no code
Grade
2 Task Most Essential Learning Competencies C G Code (MELCs)

Addition of Whole ● Visualizes, represents, and adds the following numbers ● M2NS – no code
with sums up to 1000 without and with regrouping:
Nu. mbers
a. 2-digit by 3-digit numbers
b. 3-digit by 3-digit numbers
● Solves routine and non-routine problems involving the
addition of whole numbers including money with sums
M2NS-Ij-29.2
up to 1000 using appropriate problem-solving strategies ●
and tools.

Subtraction of Whole ● Visualizes, represents, and subtracts 2- to 3- digit ● M2NS-IIa-32.5

Numbers numbers with minuends up to 999 without and with
regrouping.
● Solves routine and non-routine problems involving ● M2NS-IIc-34.2
subtraction of whole numbers including money with
minuends up to 1000 using appropriate problem-
solving strategies and tools.
Grade
2 Task Most Essential Learning Competencies C G Code (MELCs)

Multiplication of Whole ● Illustrates and writes a related equation for each type of ● M2NS – no code
Numbers multiplication: repeated addition, array, counting
. by
multiples, and equal jumps on the number line.
● Illustrates the following properties of multiplication and
M2NS – no code
apply each in a relevant situation: (a) identity, (b) zero, and ●
(c) commutative.
● Visualizes multiplication of numbers 1 to 10 by 2, 3, 4, 5,
and 10. ● M2NS-IIh-41.1

Division of Whole Numbers ● Visualizes and represents division, and writes a related ● M2NS – no code
equation for each type of situation: equal sharing, repeated
subtraction, equal jumps on the number line, and
formation of equal groups of objects.
● Visualizes division of numbers up to 100 by 2,3,4,5, and
10 (multiplication table of 2, 3, 4, 5, and 10)
Solves routine and non-routine problems involving the ● M2NS-IIIb-51.1
●
division of numbers by 2,3,4,5 and 10 and with any of the
other operations of whole numbers including money using ● M2NS-IIIc-56.1
appropriate problem-solving strategies and tools.
Grade
2 Task Most Essential Learning Competencies C G Code (MELCs)

Geometric Patterns ● Visualizes, identifies, classifies, and describes half- ● M 2 G E - IIIg- 5

. circles and quarter circles (K-12 Curriculum)
● Identifies, names, and describes the four basic ● M1GE-IIIe-1
shapes (square, rectangle, triangle, and circle) in 2
dimensional and 3-dimensional objects
● Determines missing term/s in a given continuous ● M2AL-IIIj-3
pattern using two attributes
● Determines the missing terms using one attribute
in a given continuous pattern and in a given ● M1AL – no code
repeating pattern

Geometric ● Identifies straight lines and curves, flat and curved ● M 2 G E - IIIi-9
Visualization surfaces in a 3-dimensional object
Grade
3 Task Most Essential Learning Competencies C G Code (MELCs)

Number ● Identifies odd and even numbers ● M3NS-IIIa-63

Iden. tification
Number ● Represents, compares, and arranges dissimilar ● M3N S – no code
Discrimination fractions in increasing or decreasing order
Missing Number ● Visualizes and represents fractions that ● M3N S - no code
are
equal to one and greater than one
using regions, sets, and number line
● M3NS-IIIb-76.3
● Reads and writes fractions that are equal
to
one and greater than one in symbols and words ● M3AL-IIIj-4
● Determines missing term/s in a given
combination of a continuous and repeating
pattern
Grade
3 Task
Addition of Whole Numbers ●
Most Essential Learning Competencies
Adds 3- to 4-digit numbers up to three addends with sums ●
C G Code (MELCs)
M3NS-Id-27.6
up to 10 000 without and with regrouping
Subtraction of Whole ● Subtracts 3- to 4-digit numbers from 3- to 4-digit ● M3NS-Ig-32.6
numbers without and with regrouping
Numb. ers
● Solves routine and non-routine problems involving
subtraction without or with the addition of whole ● M3NS - Ii -34.5
numbers including money using appropriate
problem-solving strategies and tools

Multiplication of Whole ● Multiplies numbers: ● M2NS – no code

Numbers a. 2- to 3-digit numbers by 1-digit numbers without or with
regrouping
b. 2-digit number by 2-digit numbers with regrouping
c. 2- to 3-digit numbers by multiples of 10 and 100
● Solves routine and non-routine problems involving
multiplication without or with addition and
subtraction of whole numbers including money
using appropriate problem-solving strategies and ● M3NS-IIe-45.3
tools.
Grade
3 Task Most Essential Learning Competencies C G Code (MELCs)
Division of Whole ● Visualizes division of numbers up to 100 by 6, 7, 8, ● M3NS-IIg-51.2
Numbers and 9 (multiplication table of 6, 7, 8, and 9).
. ● Visualizes and states basic division facts ● M3NS-IIg-51.3
of numbers up to 10.
● Divides numbers without or with the remainder: ● M3NS - no code
a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2- to 3-digit numbers by 10 and 100

Geometric ● Recognizes and draws a point, line, line segment, ● M 3 G E - IIIe-11

Visualization and ray
● Recognizes and draws parallel, intersecting, ● M 3 G E - IIIf-12.1
and perpendicular lines
● Visualizes, identifies, and draws congruent ● M 3 G E - IIIf-13
line segments
 MONITORING AND EVALUATION

School heads
supervise the ROs and SDOs
implementation and monitor school’s
CO utilizes M&E
ensures that the compliance with the
results for policy
Policy is Policy and
evaluation
communicated to consolidate M&E
stakeholders reports

MONITORING AND
EVALUATION
Reports
ANNEX 1: Report on
Enrolment
Schools
No. of Learners Enrolled in EOSY- NMP
Grade 1 Grade 2 Grade 3 Total
Division M F T M F T M F T M F T
.

Total
ANNEX 2: RMA Results
(Average)
Schools Average
Grade 1
Average Learning Average
Grade 2
Average Learning Average
Grade 3
Average Learning
Division Pretest Posttest Gains Pretest Posttest Gains Pretest Posttest Gains
Score Score Score Score Score Score
SDO1 5 7 2
SDO2 3 7 4
SDO3 7 9 2

Avergae 5 7.67 2.67

How to Accomplish Annex 2
ANNEX 3: (PRETEST)- Determining Least
Mastered Skills
Total Number of Learners/Enrollees:

Task/Item Frequency Percentage of Learners Who

(number of learners) Met Expectations
(copy the all the subskills in the scoring sheet) Pass Failed

Task A: Number Identification and Discrimination 19

A1a. Reading numb

A1a. Reading number #1

A1b. Reading number #2
A1c. Reading number #3
Instructions for Annex 3
ANNEX 4: (POSTTEST)- Validation of Least
Mastered Skills
Total Number of Learners/Enrollees:
Task/Item Frequency Percentage of Learners
(number of learners) Who Met Expectations
(copy the all the subskills in the scoring sheet)
Pass Failed
Task A: Number Identification and
Discrimination 19 A1a. Reading numb
A1a. Reading number #1
A1b. Reading number #2
A1c. Reading number #3
**
Instructions for Annex 4
ANNEX 5: Learning
Gains Grade Level:
Task/Item Mean Score per Subtask Learning Gains
Pretest Posttest
(copy the all the subskills in the scoring sheet)

Task A: Number Identification and

Discrimination 19 A1a. Reading numb (19
pts)
A1a. Reading number #1
A1b. Reading number #2
A1c. Reading number #3
Notes on Accomplishing ANNEX 5
Notes on Accomplishing ANNEX 5
EOSY-NMP Learner’s Profile
EOSY-NMP Learner’s Profile
Reports for Submission to the
CO

[Link]