Assessment Pack — Mathematics 1, Term 1
Everything needed to assess Grade 1 under descriptive grading: the five levels applied to every competency in the term, an observation record, an anecdotal log, a developmentally appropriate check, and the Learner's Progress Report layout.
| Learning Area | Mathematics |
| Grade Level | Grade 1 (Key Stage 1) |
| Term | Term 1 — the whole of guide Quarter 1 |
| Governing order | DO No. 015, s. 2026 |
| Language of instruction | Filipino — this pack is in English, the classroom is not |
Read this before anything else
This is a reading copy. Grade 1 is taught and reported in Filipino under MTB-MLE. The prose here is in English so it can be reviewed by a school head, a supervisor, or a teacher in a non-Tagalog region. Everything said aloud to a child stays in Filipino and is printed in Filipino, marked like "Ilan lahat?". The Learner's Progress Report in §6 goes home to parents — use the Filipino copy for that, not this one.
❗ There is no numerical mark anywhere in this document, and that is deliberate.
Key Stage 1 is graded descriptively under DO No. 015, s. 2026, and Grade 1 is the first grade to enter, in 2026–2027 — the year this is written for. No percentages, no 20/50/30 weighting, no transmutation, and no academic awards. If you find a numerical mark in any Grade 1 document here, it is an error and should be reported.
Compare
../g04-math/assessment.md— Grade 4 has examinations, a Table of Specifications, and a class record. The asymmetry is the point.
⚠️ Reported, not verified. DO No. 015, s. 2026 could not be downloaded in the environment this was built in — see
source-catalogue.md§4. The five letters, their names and the phase-in years are consistent across several reports. The columns describing what it looks like in Mathematics 1 are this document's own work, not the order's. Confirm before using for real reporting.
1. How assessment works in Grade 1
The five levels
| Level | General meaning | |
|---|---|---|
| A | Advancing | Consistently demonstrated, and beyond what was expected |
| B | Benchmarking | Demonstrated accurately and without help |
| C | Connecting | Demonstrated when support or materials are available |
| D | Developing | Beginning to appear, not yet sustained |
| E | Emerging | Rarely demonstrated yet |
What is collected, and what is not
| Collected | Not done |
|---|---|
| Observation while the learner works | Giving a percentage |
| Anecdotal notes — short, dated | Weighting 20/50/30 |
| Learner outputs — paper, drawings, number sentences | Transmutation |
| Activity rubrics | Ranking within the class |
| A narrative at the end of the term | Academic awards |
How much evidence is enough is left to the teacher. No number of tests is prescribed. The one limit: formal written examinations must be limited and developmentally appropriate.
How often
| When | What to do |
|---|---|
| Daily | Observe while circulating. Write nothing unless something is worth noting |
| Weekly | One level per competency cluster in the observation record (§3). Three minutes |
| When something stands out | One line in the anecdotal log (§4) |
| End of term | The Learner's Progress Report (§6), with a narrative |
2. The five levels for each Term 1 competency
The thirteen Quarter 1 competencies, grouped into five clusters. These describe what is observed, not what the teacher felt.
2.1 Shapes — Weeks 1–3 · competencies 1–3
| What it looks like | |
|---|---|
| A | Recognises a shape at any size or rotation, and explains why — three sides, so it is a triangle |
| B | Recognises accurately despite changes in size and rotation |
| C | Accurate when the shape sits in its usual orientation; confused when it is turned |
| D | Recognises squares and circles; confuses triangles and rectangles |
| E | Matches identical shapes but cannot yet name them |
2.2 Counting to 100 — Weeks 4–6 · competencies 4–6
| What it looks like | |
|---|---|
| A | Counts on from any number, forwards and backwards, and gives one-more and one-less without recounting |
| B | Counts to 100 fluently; one-more and one-less are accurate |
| C | Counts to 100 but stumbles at each decade — 29, 30 |
| D | Counts accurately to 20; unreliable beyond |
| E | Recites number names but does not yet match them to objects |
2.3 Comparing and ordering to 20 — Weeks 7–8 · competencies 7–9
| What it looks like | |
|---|---|
| A | Orders five or more numbers correctly and explains the basis |
| B | Compares and orders accurately to 20; ordinal numbers are accurate |
| C | Compares two numbers; struggles with three or more |
| D | Says which is more when the gap is wide, not when it is narrow |
| E | Compares by one-to-one matching rather than by number |
2.4 Composing and decomposing to 10 — Week 9 · competency 10
This is the week with the full artifact set in this repository.
| What it looks like | |
|---|---|
| A | Finds every way to make 10 and explains why there are no others |
| B | Composes and decomposes accurately without help, and writes the number sentence |
| C | Accurate while holding stones; slips once it is only a picture |
| D | Counts to 10 but does not yet see the pairs inside it |
| E | Recites the count but does not yet match number to object |
2.5 Addition to 20 — Weeks 10–11 · competencies 11–13
| What it looks like | |
|---|---|
| A | Chooses the faster method unprompted, and solves spoken problems without drawing |
| B | Uses both counting on and putting together; knows zero and the order property |
| C | Adds using objects; does not yet count on |
| D | Adds to 10 with objects; not yet to 20 |
| E | Recounts everything from one every time |
3. Observation record
One page for the whole class, one term. Three minutes a week. Write only the letter.
Class: ____________ Teacher: ____________ Term: 1 Year: 2026–2027
| # | Learner's name | Shapes W1–3 | Counting W4–6 | Comparing W7–8 | Whole/Parts W9 | Addition W10–11 | Term level |
|---|---|---|---|---|---|---|---|
| 1 | |||||||
| 2 | |||||||
| 3 | |||||||
| 4 | |||||||
| 5 | |||||||
| … |
How to fill it in. Write A, B, C, D or E per §2. If you have not yet seen it, leave it blank — blank is not E. Blank means I have not seen this yet, and that is a record too.
The last column is not an average. No arithmetic happens here. Choose the level seen most often, weighted toward the most recent. The child is on a path, not at a point.
4. Anecdotal log
For what does not fit the table. Write only when something stands out — not daily, not for every learner.
| Date | Name | What was seen — one sentence | What to do |
|---|---|---|---|
Three examples worth recording:
| Date | Name | Seen | To do |
|---|---|---|---|
| 12/8 | Liza | Added stones to make a "new way" of splitting five | One more day of counting before splitting |
| 13/8 | Marco | Said "anim at apat" immediately, without counting | Give him 12 and 15 |
| 14/8 | Bea | Does not yet speak in class but placed every stone correctly | Let her answer with objects; do not press for speech |
The third example is why this log exists. A learner who does not speak disappears from any oral assessment and will look like an E in the table when she is a B. The log is what stops the report being wrong.
5. A developmentally appropriate check
The order requires formal written examinations to be limited and developmentally appropriate at Grade 1. This is the recommended shape: spoken and pictorial, with no extended writing.
5.1 End of Week 9 check
Ten questions, one-to-one or in a small group, three minutes per learner. No paper for the child; the teacher records.
| # | Show | Ask | Answer |
|---|---|---|---|
| 1 | ● ● ● │ ● ● | "Ilan lahat?" | 5 |
| 2 | ● ● ● ● │ ● | "Ilan lahat?" | 5 |
| 3 | ● ● ● ● ● ● │ ● ● ● ● | "Ilan lahat?" | 10 |
| 4 | ten-frame, four hidden | "Ilan ang nakatago?" | 4 |
| 5 | ten-frame, seven hidden | "Ilan ang nakatago?" | 7 |
| 6 | five stones | "Hatiin sa dalawa. Ilan sa kaliwa? Ilan sa kanan?" | any split totalling 5 |
| 7 | five stones | "Ibang paraan naman." (Now a different way.) | different from 6 |
| 8 | — | "Ang lima, maaari bang dalawa at tatlo?" (Can five be two and three?) | Yes |
| 9 | — | "Ang lima, maaari bang dalawa at dalawa?" (Can five be two and two?) | No |
| 10 | three stones and four stones | "Ilan lahat?" then rotate the paper, "Ngayon ilan?" | 7, and still 7 |
5.2 Converting to a level
Do not count the correct answers. Look at where the learner stopped:
| Reached | Level |
|---|---|
| All of 1–10, and explained 9 | A |
| 1–9, including 9 | B |
| 1–8 but wrong on 9 | C |
| 1–5 only | D |
| Not yet matching number to object in 1–3 | E |
Question 9 separates the learner who understands from the one who is only counting. A child who answers yes is counting parts, not objects. That is not a failure — it is a note for tomorrow.
Question 10 is competency 12, which is not taught until Week 10. It is on the list to show who is ahead. Do not lower a learner's level for missing it.
6. Learner's Progress Report
This is what goes home to the parent at the end of the term. A level and a narrative — no number.
Send the Filipino version home. The layout below is the English reading copy; the form parents receive is in
assessment.html.
LEARNER'S PROGRESS REPORT Mathematics · Grade 1 · Term 1 · 2026–2027
Learner's name: ______________________ Teacher: ______________________
| Area of Mathematics | Level |
|---|---|
| Shapes | |
| Counting to 100 | |
| Comparing and ordering numbers | |
| Composing and decomposing numbers to 10 | |
| Addition to 20 |
What the learner can now do:
What the learner is working on:
What would help at home:
Teacher's signature: ____________ Parent's signature: ____________
How to write the narrative
Three sentences are enough. One per box.
| Box | Rule | Example |
|---|---|---|
| Can now do | One thing you saw, not a level | "Liza now finds every way to make ten, and she can explain why there are no others." |
| Working on | One thing, specific, not a list | "She is just beginning to count on; she still counts everything from one." |
| At home | One thing the parent can actually do, at no cost | "When you share a snack, ask how many there are altogether before and after." |
Do not write the letter in the narrative. The parent does not need to learn the system — they need to know what their child can do. The letter is already in the table above.
Do not compare with other children. No ranking, no awards, no "fourth in the class".
7. Rubrics
The group activities carry their own rubrics, written where the activity is described:
- Tayo at Upo (Stand and Sit) ·
offline-activities.en.md - Palengke ng Sampu (Market of Tens) ·
offline-activities.en.md
Both use A–E so they match this document and DO No. 015, s. 2026.
8. What is deliberately not here
Listed so it is a decision rather than an omission.
| Not included | Why |
|---|---|
| A test with a numerical mark | Grade 1 is graded descriptively this year. Attaching a mark would contravene the order |
| A Table of Specifications | That belongs to a Term Examination, which Grade 1 does not sit |
| A class record | There is no number to record. §3 replaces it |
| A transmutation table | There is no number to transmute |
| Terms 2 and 3 | Term 1 is the worked example. §2 is the pattern; the syllabus §5 has the content for the others |
Part of the E-turo MATATAG artifact set. Companion files:
syllabus.en.md · lesson-plan.en.md ·
lesson-plan-ilaw.en.md · worksheet.html ·
offline-activities.en.md