Question for Metrobank-DepEd Math Challenge

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2010 District MTAP – DepEd Math Challenge

Grade – 3

Name: _____________________________________________________Score: _____________

Solve each item and write the answer on the blank before the number

_________  1. What is the place value of 7 in 89 725?

___________ 2. Write “fifty-eight thousand thirty-four in figures.

___________ 3. What is the value of 9 in 89 725?

___________ 4. If you have P 6 300, how many P 100-bills will that be equal to?

___________ 5. If N + 384 = 726, What is N?

___________ 6. If N -  217 = 218,What is N?

___________ 7. 50 000 + 4 000 + 700 + 8 = _____________.

___________ 8. If you have three P 1000 bills and five P 500-bills, how much money do you   

                              have?                                                

___________ 9. What is the difference between the smallest and largest number that can be

                              formed using 0, 2, 3, and 7?

___________10. How many ninths are equal to six wholes?

___________11. What fraction of the figure is shaded?

___________12. Ara cut a cake into 36 pieces. She and her friends ate 24 pieces. What fraction 

                                in lowest terms of the cake remained?

___________13. What is the remainder in 3 578 divided by 17?

___________14. Cynthia bought 7 pens at P 11.25 each. How much did she pay?

___________15. If Cynthia gave the cashier P 100 bills , how much change did she get?

___________16. One side of a square is 31 cm. What its perimeter?

___________17. What is the area of the square  in # 16?

___________18. Mother bought  3 ½  dozen apples. She served 29 apples for Noche Buena.

                                How many apples remained?

___________19. Dina received 8 boxes of chocolates. If each box contains 16 chocolates,

                                How many chocolates did she receive in all?

___________20. If you subtract 15 to my number then add 18, the result is 60. What is my

                                number?

___________21. Mark started studying at 8:15 pm. He finished at 10:05 pm. How many

                                minutes did he study?

___________22. A rectangular garden is 21 m long and its area is 252 sq. meters. How wide is it

                                Is?                         -20                   : 9                        +8

___________23. What is N if  [N ] ----à [         ]   -----à  [           ]-----à [ 15  ] ?

___________24. What two numbers have a product of 112 and a quotient of 7?

___________25. What is the smallest number which when divided by 23 gives a quotient of 19

                                and a remainder of 3?

___________26. There are 5 dozen guavas in a basket. Four more than ¼ of the guavas are

                                ripe. How many are not ripe?

___________27. Three Grade 6 sections collected newspapers. Each section collected an

                                average of 215 kilos a week. If the drive lasted for 4 weeks, how many

                                kilos of newspapers did they gather?

___________28. Joseph arrives in school at 7:15 am and leaves at 4:45 pm. How long does he

                                stay in school every day?

___________29. Angelo has 32 blue marbles . He has 5 less than twice as many red marbles

                                than blue marbles. How many marbles has he?

___________30. 5/8  kilogram = ___________grams

2009 District MTAP – DepEd Math Challenge

Grade – 3

Name: _____________________________________________________Score: _____________

Solve each item and write the answer on the blank before the number

___________ 1. Write “ fifty-four thousand seven hundred nine” in figures?

___________ 2. What is the place value of 2 in 92 453?

___________ 3. What is the value of 5 in 59 308?

___________ 4. What number is 398 more than 4 563?

___________ 5. What number is midway between 56 and 62?

___________ 6. Find the remainder when 5 563 is divided by 19?

___________ 7. What number added to 17 equals 45?

___________ 8. The product of two numbers is 105. If one number is 5, what is the other?

___________ 9. What is the difference between the smaller and largest number that can be

                              formed using 0, 2, 3, and 7?

__________10.  How many ninths are equal to 5 wholes?

__________11.  The figure is made up of 5 equal squares of side 2 cm.

                                    What is the perimeter of the figure?

__________12.  What is the area of the square whose perimeter is 36 cm?

__________13.  Minda cut a cake into 32 pieces. She and her friends  ate 14 pieces. What

                                    fraction in the lowest terms, of the cake remained?

__________14.  If 6/N of 56 = 48, what is N?

__________15.  Round 58 964 to the nearest hundred.

__________16.  Analyn bought 6 pens at P 9.25 each. How much did she pay ?

__________17.  If she gave the cashier P 100-bill, how much change did she get?

__________18.  Mother bought 3 ½ dozen apples. She served 29 apples for Noche Buena.

                                    How many apples remained?

__________19.  Marie received 7 boxes of chocolates. If each box contains 13 chocolates, how

                                    many chocolates did she receive in all?

__________20.  If you subtract 15 to my number then add 18, the result is 60. What is my

                                    number?

__________21.  If 3 apples cost P 25, How much will a dozen cost?

__________22.  A rope 35 meters long is cut into 2 pieces. One piece is 7 meters longer than

                                    the other. How long is the shorter piece?

__________23. There are 650 pupils in school. If 2/5 are boys, how many are girls?

__________24.  P 550 is how many times as big as P 50?

                                                           -20          :9           +8

__________25. What is N if [N]--à [    ]--à[    ] --à  [ 15  ]

__________26. There are 5 dozen pineapples. Five more than ½ of the pineapples are ripe

                              How many pineapples are ripe?

__________27.  Nine times Nina’s age plus 3 is 84. How old is Nina?

__________28.  Rachel has 2 P 100-bills, 3 P 50-bills and 7 P 20 bills.How much money has she?

__________29.  Angelo has 32 blue marbles . He has 5 more than twice as many green marbles

                                    than blue marbles. How many marbles has he?

__________30.  Estimate the product of 16 x 74 by rounding both numbers to the nearest ten.     

2009 District MTAP – DepEd Math Challenge

Grade – 3

Name: _____________________________________________________Score: _____________

Solve each item and write the answer on the blank before the number

^{_________________} 1.  Write “seventy – four  thousand seven hundred twelve” in figures.

___________ 2.   What is the place value of 2 in 28 306?

___________ 3.   What is the value of 5 in 25 674?

___________ 4.   How much greater is 4 563 than 398?

___________ 5.   Round 64 722 to the nearest thousand?

___________ 6.   What number is midway between 56 and 62?

___________ 7.   Write twenty – fifth in symbols?

___________ 8.   Find the remainder when  5 563 is divided by 17?

___________ 9.   What number is added to 47 equals 63?

___________10.  Multiply the sum of 12 and 23 by 10 and add the result to 1000.

___________ 11. The product of two number is 207. If one number is 9, what is the other?

___________ 12.  How many sixths is equal to 4 wholes?

___________ 13.  What is the largest prime number between 40 and 50?

___________ 14.  What is the perimeter of the figure?                 18 dm

___________ 15.  What is the area of the figure?                                          16 dm.

___________ 16.  If 5/N of 49 is 35, what is N?

___________ 17.  Marian received 12 boxes of chocolates. If each box contains 15 chocolates,

                                  How many chocolates did she receive in all?

___________ 18.   Grace has 27 foreign stamps. She has 8 more than twice as many Philippines

                                  stamps. How many stamps has she?

___________ 19.   April bought 4 ½ dozen roses. If there are 29 red roses, how many roses are

                                  not red?

___________ 20.   Eleven times Ana’s age minus 8 is 36. How old is Ana?

___________ 21.   Change 3 2/5 to improper fraction?

___________ 22.   If 3 mangoes cost 21, how much will a dozen cost?

___________ 23.   Write CCCIII in Hindu – Arabic.

___________ 24.   Estimated the product of 23 x 67 by rounding both numbers to the nearest

                                  ten.

___________ 25.   Aling Mila bought 2 ¼ meters of red lace and 2/3 meter of green lace. How

                                  many meters of lace did she buy in all?

___________ 26.   If you add 7 to my number, multiply by 3 and subtract 10, the result is 41.

                                  What is my number?

___________27.   Grace has 2 P 500 bills, 3 P 50 bills and 8 P 20 bills. How much money has

                                  she?

___________29.   Mang Ador sold 29 kg of lanzones on the first day and twice as many on the

                                 second day. How many kilograms of lanzones did he sell in all?

___________30.   Efren has a square garden measuring 5 meters each side. How much will he

                                 spend to fence it if a meter of fencing material cost P 14?  

                                                                                              

Action Research Proposal

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Department of Education

Region V

Division of Camarines Sur

Ragay District

Baya Elementary School

ACTION RESEARCH PROPOSAL

IMPROVING READING COMPREHENSION

THROUGH THE USE OF HIGHER ORDER THINKING ACTIVITIES

I – Proponent:

                                      MR. NOEL R. DAURAN

                                      Master Teacher – I

                                      Baya Elementary School

                                      Ragay, Camarines Sur

II – Background of the study:

            The area of focus for my research is improving Reading Comprehension Through the Use of Higher-Order Thinking Skills. Without the solid foundation of reading skills the researcher feels that children will be struggle hard throughout their schooling and adult life. By learning the best comprehension strategies and how to best teach these strategies to the pupils, the researcher hopes to provide the solid foundation needed to succeed. Although the school’s NAT result has meet or exceed its expectation, still the researcher has thought of a way to improve it.

            In reading class, the grade III pupils scored 84%, but the scores dropped in the 4^th grade. So, the researcher concludes that the pupils scores decrease because of the pupils have a very poor higher-order thinking skills. In this study, the researcher hopes to incorporate higher-order thinking activities to increase reading test scores and develop meaningful reading experience to the pupils.

III – Statement of the problem:

            As the teacher researcher of this research, I have found out that many of my pupils in grade III are able to read fluently, but still have difficulty in answering the how and why questions. I am hoping that by incorporating higher order thinking skills my pupils would be able to transfer and make connections to reading. This is important in order for a child to be successful. I feel that incorporating reading strategies and showing pupils how to reflect about what they have read, would improve their reading comprehension and to become lifelong learners. I am looking forward to working on this area of concern and sharing my findings with my co – teachers.

IV – Significance of the study:

            This study will be deemed important for the proper recognition of the Improving Reading Comprehension Through the use of Higher – Order Thinking Skills on the academic performance of grade III pupils. Likewise, the findings of this study may prove useful to the following, to wit;

      Pupils. Having a clearer view and firsthand experience of the teacher’s performance, this will further enhance pupil’s knowledge of the importance of mastering the basic skills of their competencies so they will make an effort to do best. This may lead to better enthusiasm and develop good study habit.

            Teachers. This study may heighten their awareness in identifying the learning  tasks that are well developed as well as the least. This may further be a motivating factor to adapt measures and new strategies for the improvement of instructions in reading.

            Parents. The result of this study will serve as bird’s eye view of the parent to know the needs of their children with regards to improving their reading comprehension.

         School Administrators and Supervisors. Result of this investigation may encourage administrator and supervisors help their teachers upgrade their teaching performance in improving reading comprehension through closer supervision  and faculty development and training programs.

           Department of Education Camarines Sur Specially in Ragay District. With the use of the results of the study, any educational improvement will benefit the municipality of Ragay as it may improve the quality of working force of the municipality or the quality of life of their respective constituents.

            Curriculum Planners. The findings of this study may assists the planners in the proper selection of methods, techniques, and strategies that need to be reinforced.

            Community. The results of this study may benefit the community in as much as they know that the teachers of their children are equipped with the necessary tools and competencies in teaching them.

            Researcher Himself. This may serve as inspiration in teaching his pupils above and beyond his capacity.

            Future researcher. The information and insights that will be gained from this study may serve as guide for other researcher in framing their conceptual framework and design and at the same time encourage them to conduct lateral studies within their area of preferences.

V – Scope of the study

            The general focus of the present study was on the Improving Reading Comprehension Through the Use of Higher – Order Thinking Skills activities of the grade III pupils in Baya Elementary School, District of Ragay, Division of Camarines Sur. The study covered the Phil-Iri Assessment results of the school year 2010- 2011 utilizing the posttest.The aspects in Improving Reading comprehension that the present study will look into the different reading strategies. Predicting, Making connections, visualizing, Inferring, Questioning, and Summarizing are shown on this research to improve reading comprehension.

VI – Research Design

A.Methodology

This study employ the pre – experimental one-shot case study.

According to De Jesus the pre-Experimental ne shot case study is a design in which a single group is only studied once, subsequent to a treatment is the instruction of reading strategies. It is important to teach the strategies by naming the strategy and how it should be used, modeling through think aloud process, group practice, partner practice, and independent use of the strategy.

            Parental consent was obtained for this research project during the last week of August. To show evidence of a problem in reading comprehension the teacher researcher orally surveyed his grade III pupils using the Metacomprehension Strategy Index(MSI). During the first week of September, the researcher administered this oral survey to his pupils. The survey measured each students’ awareness of the strategies used in the reading process, the teacher researcher reads one part of the survey per day for three consecutive days. This tool was used to measure the pupil’s awareness of their strategic reading process before the strategies were introduced.

            The second tool used was the PHIL – IRI Test administered to the pupils in the third grade classroom in the first week of July, 2011. This tool is used to determine student growth in reading comprehension.

            The teacher observation checklist was used by the researcher to gather data throughout the intervention. This tool provides information of changes on how well his pupils understand and use reading comprehension strategies over time.

B. Sampling Design   

            Purposive sampling was employed in selecting pupils-respondent of the study. The pupils who were selected were enrolled in the third class for the school year 2011 – 2012.

c. Description of Instrument Data and Gathering Form.

            The Metacomprehension Strategy Index (MSI) had a total of 25 questions divided into three parts that asked about the strategies pupils used to help them better understand the story. Part I of MSI is consist of statement about the strategies used prior to reading a story, Part II of the MSI is consist

POST – IMPLEMENTATION

Dates	Activities
March 21, 2012	Writing the presentation and analysis of result
March 25, 2012	Makes revisions and complete the Action Research Project
April, 2012	Submit Final Action Research project

PROPOSED BUDGET

Expected Expenses	Proposed Budget
Bond paper	P 108.00
Computer’s Ink	P1,606.00
Fare (from Ragay to Div. Office)	P 600.00
Total	P 2, 300

                                                                                   Prepared By;

                                                           

                                                                           MR. NOEL R. DAURAN

                                                                         Researcher

Noted:

                     HELEN J. DE LIMA

                           School head

Recommending Approval:

                           OPHELIA A. PLATON, Ph.D.                 FE C. BACLIG

                                         PSDS                                               ES – I

                                   Approved:

                                                   NORMA B. SAMANTELA

                                                                   ASDS

Sample Completion of Action Research

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Region V

Division of Camarines Sur

Report of Research Project Completed

TITLE:  Improving Reading Comprehension Through the Use of Higher Order Thinking  

               Activities

RESEARCHER:      Mr. Noel R. Dauran

                                   Master Teacher – 1

SCHOOL/DISTRICT:   Baya Elementary School

                                          Ragay District

ABSTRACT:

            This action research project was conducted to improve reading comprehension of grade III pupils of Baya Elementary School, Ragay District, Division of Camarines Sur for the school year 2011-2012. The researcher intends to improve the reading comprehension by using the higher – order thinking skills such as predicting, making connections, visualizing, inferring, questioning and summarizing. In his classroom the researcher modeled these strategies through the think – aloud process and graphic organizers. This is followed by the pupils using these strategies through the whole class, small group, and independent practice.

            The pre-Experimental One-shot case method of Research was utilized in which the treatment was the instruction of Reading Strategies. Documentary analysis was also employed since the results of school’s PHIL-IRI and Metacomprehension Strategy Index were used as the source of data.

            The researcher gathered information prior to implementing the strategy interventions. The Metacomprehension Strategy Index indicated a lack of pupil’s knowledge of strategies to use before, during, and after reading. The PHIL-IRI given to the grade III pupils identified 9 of the 16 pupils below target level.

            The information gathered by the researcher after the intervention had been modeled and practiced showed improvement with the grade III pupils. The post intervention scores for the Metacomprehension Strategy Index showed a significant increase in pupils’ knowledge of the reading comprehension strategies. The Phil – IRI post intervention scores indicates only 2 of the 49 pupils of the grade III pupils remained non reader. The table on Level of reading comprehension it shows that along frustration level, indicated a decrease of 32.65%, under Instructional indicated an increase of 32.65% and 6.13% for Independent Level.

Purpose:

1.      To improve the reading comprehension of grade III pupils

2.      To increase the performance level of the grade III pupils in the Phil – IRI

3.      Prepare the grade III pupils for the National Achievement Test (NAT).

4.      Improve pupil’s performance in English  and further enhance the teacher-facilitator teaching competencies.

  Design/Methodology:

A.    Methodology

             This study employ the pre- experimental one- shot case study. According to De Jesus (1985) the pre – experimental one shot case study is a design in which a single group is only studied once, subsequent to a treatment is the instruction of reading strategies. It is important to teach the strategies by naming the strategy and how it should be used, modeling through think aloud process, group practice, partner practice and independent use of the strategy.

                Parental consent was obtained for this research project during the last week of August. To show evidence of a problem in reading comprehension the teacher researcher orally surveyed his grade III pupils using the Metacomprehension Strategy Index ( MSI). (see Appendix B)During the first week of September, the researcher administered this oral survey to his pupils. The survey measured each student’s awareness of the strategies used in the reading process. The researcher reads one part of the survey per day for three consecutive days. This Tool was used to measure the pupil’s awareness of their strategic reading process before the strategies were introduced.

                The second tool used was the PHIL – IRI Test administered to the pupils in the third grade classroom in the first week of July, 2011. This tool is used to determine student growth in reading comprehension.

                The teacher observation checklist (Appendik C) was used by the researcher to gather data throughout the intervention. Beginning in October 2011, once a month, the researcher used checklist to observe which reading comprehension strategies were being used by the pupils in small groups.  This tool provides information of changes on how well his pupils understand and use reading comprehension strategies over time.

B. Sampling Design

             Purposive sampling was employed in selecting pupils – respondents of the study. The pupils who were selected were enrolled in the third grade class for the school year 2011 – 2012.

                However, in terms of the selection of pupil-respondent of the study, a total enumeration of the grade III pupils who underwent the PHIL-IRI and Metcomprehension Strategy Index in English subject were involved.

Findings:

                       The objective of this research project was to improve reading comprehension in the third grade pupils through teacher modeling and think aloud process using six strategies. The researcher used predicting, making connections, visualizing, inferring, questioning, and summarizing strategies. Beginning in September 2011, the strategies were introduced and practiced over a sixteen week period ending with an assessment at the end of January 2012. The strategies were first modeled by the researcher through the think aloud process and the use of graphic organizer. Next the strategies were practiced by the whole class then small groups, and finally independently.

                                One tool the researcher used to collect data, analyze pupils’ use, and pupils’ understanding of the reading strategies was an observation checklist. Beginning in October 2011, once a month, the researcher used checklist to observe which reading comprehension strategies were being used by the pupils in small groups. The researcher found two problems with using checklists. The researcher observed that pupils had a problem using the strategies within the group setting without a guide sheet to follow. Therefore the researcher developed a group record keeping sheet for the various strategies pupils were to use before, during and after reading the story in their group. This record keeping sheet aided the researcher in monitoring pupils’ progress since observing groups at one time was a second problem.

                  Following the teaching of the reading strategies, the researcher administered Metacomprehension Strategy Index (MSI) to see if the strategies changed pupils approaches in reading. The MSI measures pupils’ knowledge of reading strategies used before, during, and after reading, The researcher noted the new activities led to an increase in pupils’ knowledge of the reading strategies in all parts of the MSI.

           

Figure 1

A comparison of Percentage of Pretest and Posttest Responses

For the Metacomprehension Strategy Index

For the Targeted third Grade Pupils

                    The Metacomprehension Strategy Index (MSI) Part I, showed a comparison of pre-test percentages from September 2011 and post – test percentage from January 2012. These percentages indicated an increase in correct pupil’s responses of 38% for predicting, 13% for previewing, 11% for purpose setting, 20% for self – questioning, and 23% for drawing from background knowledge.

Figure 2

A comparison of Percentage of Pretest and Posttest Responses

For the Metacomprehension Strategy Index

For the Targeted third Grade Pupils

           The Metacomprehension Strategy Index (MSI) Part II, which measures reading strategies during reading, showed a comparison of pre-test responses from September 2011 and post – test from January 2012, (figure 2). These scores indicated an increase in correct pupil responses of 35% for predicting, 49% for self – questioning, 20% from drawing from background knowledge, and 19% for summarizing.

Figure 3

A comparison of Percentage of Pretest and Posttest Responses

For the Metacomprehension Strategy Index

For the Targeted third Grade Pupils

                 The Metacomprehension Strategy Index (MSI) part III, which measures reading strategies used after reading, showed a comparison of pre – test responses from September 2011 and post – test responses from January 2012 (figure 3). These scores indicated an increase in correct pupil responses of 35% for predicting, 36% for purpose setting, 23% for drawing from background knowledge, and 23% for summarizing.

Figure 4

A comparison of Percentage of Pretest and Posttest

Responses for the Phil – Iri for the

Targeted third Grade Pupils

            The table above on Phil – Iri, which measure reading comprehension it shows that

Along frustration level, indicated a decrease of 32.65%, under Instructional level indicated an increase of 32.65% and 6.13% for the Independent level.

Research Limitation/Implications

                        The general focus of the present study was on the Improving Reading Comprehension Through the use of Higher – Order Thinking Activities of grade III pupils in Ragay District, Division of Camarines Sur. The study covered the reading performance of the grade III pupils in English subject in the Phil – IRI of the school year 2011 – 2012 utilizing the pre and posttest. The aspect in Improving Reading Comprehension that the present study were looked into are the different reading strategies: predicting, making connections, visualizing, inferring, questioning, and summarizing are shown on this research to improve reading comprehension.

                        The Investigator limited this research on the strategies in reading which is generally applied in English subject. This study was further delimited on the reading performance of the pupils on the pre and posttest of the PHIL – IRI of school year 2010- 2011. The Improving Reading Comprehension through higher – order thinking Skills was delimited to the teacher’s perception along strategies for reading and selected reading activities. This did not, however, cover the socio demographic profile of the respondent. The other aspects in teaching practice such as formulation of test question and reading materials were not included in this study since the focus will only be in the implementation of higher – order thinking activities as applied in the classroom.

                        This research project has helped me develop a better understanding of the strategies my third grade pupils need to learn in order for them to comprehend when they read. I have found out that the teacher modeling and think-aloud process are the most valuable tools I can use to help my pupils understand the comprehension strategies I want them to use. In the past I have used both of these tools, but failed to see that they need to be used to model the same strategies throughout the school year. The time when I read to the children in my class and model these strategies has become more productive and a better learning experience for my pupils. At the same time it has given me a better insight into my pupils’ live through their personal connections. One of the struggles that I encountered with my third grade pupils was a way to know if they were using the comprehension strategies independently. Even during small group work the only way they were able to show the use of strategies was through some type of paper and pencil activity or checklist. Since many of these comprehension strategies are new to the children, I  think it was unrealistic for me to expect them to use the strategies without some type of written reminder. I feel the majority of my pupils are now able to use the predicting, making connections, and visualizing strategies in small groups and independently. Most of my pupils still need guided practice for the questioning, inferring, and summarizing strategies. At this stage of their cognitive development I think it is appropriate for most of the pupils need guided practice for the questioning, inferring, and summarizing strategies.  

                       

Originality/Value:

            I found this journey through research quite rewarding. When I first began my research I was quite overwhelmed with the number of reading comprehension strategies I needed to implement and unsure of how everything would come together. Now I feel more confident and knowledgeable about the various reading comprehension strategies, how to integrate them into my curriculum, and how it will improve the higher order thinking skills of my pupils.

            I have found out that by using teacher modeling and the teacher think aloud process; my pupils had a better understanding of the various reading strategies. As I taught the reading comprehension strategies my pupils were eager to use predicting, making connections and visualizing strategies whenever I did a read aloud or we started a new lesson.

            Now that I have seen an increased understanding of reading comprehension strategies and an improvement in reading comprehension of my pupils, I would like to continue using  this strategies in my curriculum. Our Literature review for this research project made me aware of other areas of reading instruction that I would like to incorporate best practices into my curriculum for a well rounded reading program.

                                                                                                       Submitted by:

                                                                                         NOEL R. DAURAN

                                                                                         Master Teacher – I

Noted:

               HELEN J. DE LIMA

                       ESHT-III

Recommending Approval:

  

                                             OPHELIA A. PLATON, Ph. D.            FE C. BACLIG

                                                                  PSDS                                (ES – I English)

                                     Approved:

                                                         NORMA B. SAMANTELA, Ph. D.

                                                      Asst. Schools Division Superintendent