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Assessment Pack — Mathematics 4, Term 1

Everything needed to assess and grade Term 1: a Table of Specifications, three examination instruments with answer keys, a weekly written check, and rubrics for the performance tasks that carry half the grade.

Learning Area Mathematics
Grade Level Grade 4 (Key Stage 2)
Term Term 1 — CG Quarter 1 complete, plus the opening of CG Quarter 2
Governing order DO No. 015, s. 2026
Companion class-record.html computes the grade from these scores

⚠️ Read this before using any instrument here.

The grading rules are reported, not read. DO No. 015, s. 2026 could not be downloaded in the environment this was built in — see source-catalogue.md. Weights, the examination subdivision, the item-count rule and the adjusted transmutation all come from secondary reporting corroborated across sources. Confirm against the order before computing a real grade.

Only Week 7 has shipped teaching artifacts. Items for Weeks 1–6 and 8–11 are written against the CG competency itself, not against a lesson this repository provides. They are valid against the curriculum; they are not aligned to teaching you can read here. Check them against what you actually taught before using them.

1. How assessment works in this course

Mathematics is a Key Stage 2 core learning area, so the reported weights are:

Component Weight What goes in it, in this course
Written Works 20% The weekly checks (§6), worksheet sections, and written problem-solving with reasoning shown
Performance Tasks 50% The term performance task (§7), the two group activities, oral explanations, and the game's Teacher Panel record
Examinations 30% Summative Test 1 (30% of this component) · Summative Test 2 (30%) · Term Examination (40%)

Where each instrument sits in Term 1

Week Instrument Component Covers
5 Summative Test 1 — 20 items (§3) Examinations Weeks 1–5
7 Weekly check — 10 items (§6) Written Works Week 7
10 Summative Test 2 — 20 items (§4) Examinations Weeks 6–10
End-of-term block Term 1 Examination — 40 items (§5) Examinations Weeks 1–11
End-of-term block Barangay Data Board (§7) Performance Tasks Weeks 1–9 content

The item-count rule. A single Summative Test may not exceed half the item count of the Term Examination. The Term Examination here is 40 items, so each Summative Test is capped at 20 — and both sit exactly at the cap. If you shorten the Term Examination, shorten the Summative Tests with it.

2. Table of Specifications — Term 1 Examination

40 items. Required by DO No. 015, s. 2026, and teacher-authored — this one is a starting point, not an issued document. Adjust the weighting to the time you actually spent.

Week Content CG Items Item nos. R U Ap An %
1–2 Angles — types, measuring, drawing Q1 · 1–2 5 1–5 2 2 1 — 12.5
3–4 Triangles and quadrilaterals — properties, classifying Q1 · 3–5 6 6–11 2 3 1 — 15.0
5–6 Perimeter — quadrilaterals and composite figures Q1 · 6–7 5 12–16 — 1 3 1 12.5
7 Whole numbers to 1 000 000 — reading, writing, place value, value Q1 · 8–9 6 17–22 1 3 1 1 15.0
8 Comparing and rounding Q1 · 10–11 4 23–26 1 1 2 — 10.0
9 Estimating; addition and subtraction to 1 000 000 Q1 · 12–13 5 27–31 1 1 2 1 12.5
10 Multiplication; estimating products Q2 · 1–2 5 32–36 1 1 2 1 12.5
11 Division; estimating quotients Q2 · 4–5 4 37–40 — — 2 2 10.0
Total 40 8 12 14 6 100

Cognitive levels: R = Remembering (20%) · U = Understanding (30%) · Ap = Applying (35%) · An = Analysing (15%).

Item allocation follows teaching time, one to two items per instructional week, weighted up where a week carries two competencies.

3. Summative Test 1 — end of Week 5

Weeks 1–5 · 20 items · 20 points · 30 minutes

Name: ________________________ Section: __________ Date: __________

A. Identify the angle. (1 point each)

  1. An angle that measures exactly 90° is called a ______ angle.
  2. An angle that measures less than 90° is called a ______ angle.
  3. An angle that measures more than 90° but less than 180° is called a ______ angle.
  4. Using a protractor, Ana measures an angle at 65°. What type of angle is it?
  5. Using a protractor, Ben measures an angle at 148°. What type of angle is it?

B. Triangles and quadrilaterals. (1 point each)

  1. The three angles of any triangle add up to ______ degrees.
  2. A triangle with all three sides equal is called a ______ triangle.
  3. A triangle with exactly two sides equal is called a ______ triangle.
  4. A triangle containing one 90° angle is called a ______ triangle.
  5. How many sides does a quadrilateral have?
  6. The four angles of any quadrilateral add up to ______ degrees.
  7. A quadrilateral with four equal sides and four right angles is a ______.
  8. A quadrilateral with exactly one pair of parallel sides is a ______.
  9. A quadrilateral with two pairs of parallel sides, equal opposite sides, and no right angles is a ______.

C. Perimeter. (1 point each — show your working)

  1. A rhombus has a side of 7 cm. What is its perimeter?
  2. A trapezoid has sides of 5 cm, 8 cm, 6 cm and 9 cm. What is its perimeter?
  3. A parallelogram has sides of 12 cm and 7 cm. What is its perimeter?
  4. A kite has sides of 6 cm, 6 cm, 10 cm and 10 cm. What is its perimeter?
  5. A vegetable plot is a rhombus with a side of 15 m. Nanay wants to fence it. How many metres of fencing does she need?
  6. A trapezoid-shaped tarpaulin has sides of 120 cm, 90 cm, 120 cm and 150 cm. What length of rope is needed to edge it completely?

Answer key — Summative Test 1

# Answer # Answer
1 right 11 360
2 acute 12 square
3 obtuse 13 trapezoid
4 acute 14 parallelogram (or rhombus, if all four sides are equal — accept either with justification)
5 obtuse 15 28 cm
6 180 16 28 cm
7 equilateral 17 38 cm
8 isosceles 18 32 cm
9 right 19 60 m
10 4 20 480 cm

4. Summative Test 2 — end of Week 10

Weeks 6–10 · 20 items · 20 points · 30 minutes

Name: ________________________ Section: __________ Date: __________

A. Perimeter of composite figures. (1 point each)

  1. A figure has sides measuring 8 m, 5 m, 3 m, 2 m, 5 m and 7 m. What is its perimeter?
  2. An L-shaped garden has sides measuring 12 m, 8 m, 5 m, 3 m, 7 m and 5 m. What is its perimeter?

B. Whole numbers to 1 000 000. (1 point each)

  1. Write 47 205 in words.
  2. Write three hundred six thousand, forty in numerals.
  3. What is the place value of the 7 in 275 830?
  4. What is the value of the 8 in 275 830?
  5. In a six-digit number, the digit 4 has a value of 40 000. In which place does it stand?

C. Comparing and rounding. (1 point each)

  1. Write =, <** or **>: 458 021 ______ 458 201
  2. Write =, <** or **>: 700 000 ______ 699 999
  3. Round 472 850 to the nearest hundred thousand.
  4. Round 349 999 to the nearest hundred thousand.

D. Estimating, adding and subtracting. (1 point each — show your working)

  1. Estimate 4 862 + 3 095 by rounding each number to the nearest thousand.
  2. Estimate 91 340 − 28 700 by rounding each number to the nearest ten thousand.
  3. 356 428 + 214 359 =
  4. 800 000 − 356 291 =

E. Multiplying and estimating products. (1 point each — show your working)

  1. 3 428 × 6 =
  2. 247 × 32 =
  3. Estimate 4 812 × 7 by rounding the first factor to the nearest thousand.
  4. Estimate 68 × 41 by rounding both factors to the nearest ten.
  5. A delivery truck carries 1 250 sacks of rice. How many sacks do 8 identical trucks carry?

Answer key — Summative Test 2

# Answer # Answer
1 30 m 11 300 000
2 40 m 12 5 000 + 3 000 = 8 000
3 Forty-seven thousand, two hundred five 13 90 000 − 30 000 = 60 000
4 306 040 14 570 787
5 ten thousands 15 443 709
6 800 16 20 568
7 ten thousands 17 7 904
8 < 18 5 000 × 7 = 35 000
9 > 19 70 × 40 = 2 800
10 500 000 20 10 000 sacks

Item 5 and item 6 are a matched pair — the same number, one asking for place value and one for value. A learner who answers "ten thousands" to both, or "70 000" to both, has the conflation that Week 7 exists to fix. Mark them together and read them together.

5. Term 1 Examination

Weeks 1–11 · 40 items · 40 points · 60 minutes

Built directly on the Table of Specifications in §2. Item numbers match the TOS rows.

Name: ________________________ Section: __________ Date: __________

A. Angles. (items 1–5, 1 point each)

  1. An angle measuring exactly 90° is called a ______ angle.
  2. An angle measuring less than 90° is called a ______ angle.
  3. An angle measuring more than 90° but less than 180° is called a ______ angle.
  4. A protractor reading shows 135°. What type of angle is this?
  5. Two right angles placed together form an angle of ______ degrees.

B. Triangles and quadrilaterals. (items 6–11, 1 point each)

  1. The angles of a triangle add up to ______ degrees.
  2. A triangle with three equal sides is called a ______ triangle.
  3. A triangle with one 90° angle is called a ______ triangle.
  4. A quadrilateral with four right angles and four equal sides is a ______.
  5. Which quadrilateral has exactly one pair of parallel sides?
  6. The angles of a quadrilateral add up to ______ degrees.

C. Perimeter. (items 12–16, 1 point each — show your working)

  1. A rhombus has a side of 9 cm. What is its perimeter?
  2. A trapezoid has sides of 6 m, 9 m, 7 m and 10 m. What is its perimeter?
  3. A parallelogram has sides of 15 cm and 8 cm. What is its perimeter?
  4. A composite figure has sides of 7 m, 4 m, 3 m, 2 m, 4 m and 6 m. What is its perimeter?
  5. An L-shaped rice field has sides of 20 m, 12 m, 8 m, 5 m, 12 m and 7 m. How many metres of dike surround it?

D. Whole numbers to 1 000 000. (items 17–22, 1 point each)

  1. Write 638 407 in words.
  2. Write nine hundred four thousand, sixty in numerals.
  3. What is the place value of the 5 in 152 843?
  4. What is the value of the 2 in 152 843?
  5. In 407 916, which digit stands in the hundred thousands place?
  6. In a six-digit number, the digit 9 has a value of 900. In which place does it stand?

E. Comparing and rounding. (items 23–26, 1 point each)

  1. Write =, <** or **>: 385 470 ______ 385 740
  2. Write =, <** or **>: 1 000 000 ______ 999 999
  3. Round 762 300 to the nearest hundred thousand.
  4. Round 448 000 to the nearest hundred thousand.

F. Estimating, adding and subtracting. (items 27–31, 1 point each — show your working)

  1. Estimate 5 940 + 2 130 by rounding each number to the nearest thousand.
  2. Estimate 83 600 − 47 200 by rounding each number to the nearest ten thousand.
  3. 428 356 + 315 244 =
  4. 600 000 − 247 385 =
  5. A town had 458 200 residents. During the year 36 450 people moved away. How many residents remain?

G. Multiplying and estimating products. (items 32–36, 1 point each — show your working)

  1. 2 745 × 8 =
  2. 356 × 24 =
  3. Estimate 6 130 × 9 by rounding the first factor to the nearest thousand.
  4. Estimate 47 × 83 by rounding both factors to the nearest ten.
  5. A school orders 125 books for each of its 32 classrooms. How many books are ordered altogether?

H. Dividing and estimating quotients. (items 37–40, 1 point each — show your working)

  1. 4 872 ÷ 6 =
  2. 986 ÷ 34 =
  3. Estimate 5 940 ÷ 3 by rounding the dividend to the nearest thousand.
  4. ₱3 150 is shared equally among 42 learners. How much does each learner receive?

Answer key — Term 1 Examination

# Answer # Answer
1 right 21 4
2 acute 22 hundreds
3 obtuse 23 <
4 obtuse 24 >
5 180 25 800 000
6 180 26 400 000
7 equilateral 27 6 000 + 2 000 = 8 000
8 right 28 80 000 − 50 000 = 30 000
9 square 29 743 600
10 trapezoid 30 352 615
11 360 31 421 750 residents
12 36 cm 32 21 960
13 32 m 33 8 544
14 46 cm 34 6 000 × 9 = 54 000
15 26 m 35 50 × 80 = 4 000
16 64 m 36 4 000 books
17 Six hundred thirty-eight thousand, four hundred seven 37 812
18 904 060 38 29
19 ten thousands 39 6 000 ÷ 3 = 2 000
20 2 000 40 ₱75

Marking notes

6. Weekly check — Week 7

Written Works · 10 items · 10 points · 20 minutes

Sat on Day 5 of Week 7, immediately after Group Activity 2. Tied directly to the shipped lesson in lesson-plan.md and lesson-plan-ilaw.md.

Name: ________________________ Section: __________ Date: __________

  1. What is the place value of the 6 in 46 208?
  2. What is the value of the 4 in 46 208?
  3. Write 52 730 in words.
  4. Write eighty thousand, four hundred six in numerals.
  5. In 99 999, what is the value of the middle 9?
  6. In a five-digit number, the digit 3 has a value of 3 000. In which place does it stand?
  7. In 71 654, which digit stands in the ten thousands place?
  8. Write 306 500 in words.
  9. In 240 019, what is the place value of the 2?
  10. In 8 585 the two 5s are worth different amounts. Explain why, in one sentence.

Answer key — Week 7 weekly check

# Answer
1 thousands
2 40 000
3 Fifty-two thousand, seven hundred thirty
4 80 406
5 900
6 thousands
7 7
8 Three hundred six thousand, five hundred
9 hundred thousands
10 Because they stand in different places — the first 5 is in the hundreds place and is worth 500, the second is in the ones place and is worth 5. (Accept any wording showing that position determines worth.)

Item 10 is the diagnostic item. A learner can score 9/10 mechanically and still not understand. Read the sentences — and note that items 1 and 2 are the matched pair again.

Score Reading Action
9–10 Mastered Extension — six digits, inverse tasks
7–8 Approaching Review the missed item type in the Week 8 warm-up
6 or below Not yet Small-group re-teach with digit tiles during Week 8 independent work

7. Performance task rubrics

Performance Tasks carry 50% — the largest single component, and the one most often assessed without a written rubric. These are the four term tasks proposed in syllabus.md §4, one per content-map row.

Four tasks, three terms. The content map has four rows and two of them straddle a term boundary, so the tasks do not fall one per term. §6 of the syllabus calls them "the three term performance tasks", which is loose — schedule each task at the end of the row it belongs to.

Every rubric below is 4 criteria × 4 levels = 16 points. To convert to a percentage for the class record: score ÷ 16 × 100.

Levels: 4 = Exemplary · 3 = Proficient · 2 = Developing · 1 = Beginning

7.1 Barangay Data Board — Term 1

Gather five real quantities about the barangay (population, households, distance to the municipal hall in metres, budget in pesos, learners enrolled). Write each in numerals and in words, compare them using =, < and >, round them to the nearest hundred thousand, and present the set with a written justification.

Criterion 4 — Exemplary 3 — Proficient 2 — Developing 1 — Beginning
Accuracy of data All five quantities are real, sourced, and correctly recorded Five quantities, at most one recording slip Three or four quantities, or several slips Fewer than three, or invented figures
Numerals and words All five written correctly both ways, hyphens and period spacing correct One or two convention errors Words attempted for all five but frequently wrong Words missing or unreadable
Comparing and rounding All comparisons and roundings correct, including a case that rounds down All correct, or one slip Comparisons correct, rounding unreliable Neither reliable
Justification Explains why a rounding went the way it did, in the learner's own words Explains correctly but formulaically States what was done without saying why No justification

7.2 Recipe Fractions — Term 1 into Term 2

Halve and double a family recipe, recording every adjusted measurement as a fraction, converting between units where needed, and justifying each conversion.

Criterion 4 — Exemplary 3 — Proficient 2 — Developing 1 — Beginning
Fraction accuracy Every halved and doubled quantity correct, improper fractions and mixed numbers handled One or two errors Halving correct, doubling unreliable (or the reverse) Most quantities wrong
Unit conversion All conversions correct, including one across measures (mL↔L or g↔kg) Conversions correct within a measure Attempts conversions, frequent errors Conversions absent
Recording A clear table a cook could actually follow Organised, minor gaps Present but hard to follow Disorganised
Justification Explains why a conversion was needed, not only how it was done Explains how, correctly Names the operation only No justification

7.3 Pattern Cloth — Term 2 into Term 3

Design a symmetric banner for a barangay event, then describe the fractional area each colour occupies and order those fractions.

Criterion 4 — Exemplary 3 — Proficient 2 — Developing 1 — Beginning
Symmetry Design is genuinely symmetric and the line of symmetry is identified Symmetric, line not marked Approximately symmetric Not symmetric
Fractional area Every colour's share stated correctly and the shares sum to one whole Shares correct, sum not checked Some shares correct Shares guessed
Ordering Fractions ordered correctly, including unlike denominators Ordered correctly with like denominators Partial ordering Not ordered
Presentation Design and mathematics are both legible to someone who was not there Clear Needs explanation to follow Unclear

7.4 Classroom Survey — Term 3

Pose a question, collect data with a time element, present it as a table and a single line graph, and write three statements the graph supports and one it does not.

Criterion 4 — Exemplary 3 — Proficient 2 — Developing 1 — Beginning
Question and data A question worth asking, with data actually collected over time Reasonable question, data collected Question vague or data thin No usable data
Table Complete, labelled, units given Complete, labelling gaps Partial Absent
Line graph Axes labelled and scaled correctly, points plotted accurately, line joined Correct with minor scaling issues Recognisable graph, several errors Not a line graph
Statements Three supported statements and a genuinely unsupported one, correctly identified as such Three supported statements, fourth weak One or two supported statements Statements not tied to the graph

The fourth criterion in 7.4 is the one that matters. Identifying a claim the data does not support is the whole point of the Data and Probability strand, and it is the item most often dropped when a teacher is short of time.

7.5 Group activity rubrics

The two group activities have their own 12-point rubrics, already written where the activities are described:

Both feed the Performance Tasks component. Convert with score ÷ 12 × 100.

8. What is deliberately not here

Listed so it is a decision rather than an omission.

Not included Why
Terms 2 and 3 examination papers Term 1 is the worked example. The TOS in §2 is the template; the syllabus §5 gives the content for the other two terms
A transmutation table printed here It changes between school years. class-record.html holds it, with the year switch
DepEd's own test papers Importing them would add licensing ambiguity. A TOS is teacher-authored, so generating rather than obtaining is the correct move
Item analysis / difficulty indices Requires real learner data. Add them after the first sitting

Part of the E-turo MATATAG artifact set. Companion files: syllabus.md · lesson-plan.md · lesson-plan-ilaw.md · worksheet.html · class-record.html · offline-activities.md