Assessment Pack — Mathematics 6

Term 1 · MATATAG Curriculum · Key Stage 2 · SY 2026–2027

Everything a Grade 6 Mathematics teacher has to produce for Term 1 assessment, written out in full: the Table of Specifications, three complete papers with answer keys, the Week 7 weekly check, and the rubrics for every performance task the syllabus suggests.

⚠️ The weights and the transmutation rule are reported, not read. DO No. 015, s. 2026 could not be downloaded in the environment this was built in — see source-catalogue.md. The item content below is this repository's own work and stands on its own; the weights and transmutation must be confirmed against the order before a real grade is computed.

1. How assessment works this year

The Examinations component subdivides:

The item-count rule

A single summative may not exceed half the item count of the term examination. The term examination is 40 items, so each summative is capped at 20. Both are written at 20.

The Table of Specifications is the teacher's, not DepEd's. §2 is this repository's, offered as a working starting point. Adjust the weighting to what you actually taught.

2. Table of Specifications — Term 1 Examination

40 items · 11 weeks · cognitive levels Remembering · Understanding · Applying · Analysing

Why the weighting sits where it does. Weeks 7–9 together take 45% of the paper for three weeks of teaching. That is deliberate: the four operations with mixed combinations are what Grade 7's rate and rational-number work is built on, and they are the last chance to fix fraction fluency before a variable appears. Tessellation takes 15% for three weeks — under- weighted, because it is self-contained and does not carry forward.

3. Summative Test 1 — Weeks 1–5

20 items · 40 minutes · end of Week 5 Covers tessellation, transformations, adding and subtracting decimals, and mental multiplication of decimals.

Part A · Tessellation and transformations (items 1–8)

1. Does a regular hexagon tessellate? ______
2. Does a regular pentagon tessellate? ______
3. Name one quadrilateral that tessellates. ______
4. A shape is slid three units to the right without turning. Name the transformation. ______
5. A shape is flipped over a line. Name the transformation. ______
6. A shape is turned about a fixed point. Name the transformation. ______
7. Which of the three transformations changes the size of a shape? ______
8. After a reflection, is the image the same size as the original? ______

Part B · Adding and subtracting decimals (items 9–14)

9. 3.4567 + 2.1 = ______
10. 8.05 − 3.4567 = ______
11. 12.5 + 0.075 = ______
12. ₱250.75 − ₱138.90 = ______
13. Two items cost ₱45.60 and ₱132.075. What is the total? ______
14. 6 − 2.3456 = ______

Part C · Mental multiplication (items 15–20)

Do these in your head. Write only the answer.

15. 4.56 × 10 = ______
16. 4.56 × 0.1 = ______
17. 0.72 × 100 = ______
18. 3.4 × 0.01 = ______
19. 2.5 × 1000 = ______
20. 0.06 × 0.001 = ______

Answer key — Summative Test 1

Marking notes.

• Item 3. Every quadrilateral tessellates, including irregular ones — a fact worth telling the class after the paper. Accept any named quadrilateral.
• Item 7 is the discriminator. A learner who names one of the three has not grasped that translation, reflection and rotation are all rigid — they move a shape without changing it.
• Item 13 — ₱177.675 is not a payable amount, and a learner who writes ₱177.68 has done something sensible. Award the mark, and use it to open Week 5's rounding discussion.
• Items 15–20 must be marked as a block. Fewer than four correct means the place-value shift is being computed rather than seen, and the learner needs Week 5 again before Week 6's division.

4. Summative Test 2 — Weeks 6–10

20 items · 40 minutes · end of Week 10 Covers dividing decimals, multiplying and dividing mixed combinations, and the opening of ratio.

Part A · Dividing decimals (items 1–6)

1. Write 1 ÷ 3 as a decimal. ______
2. Write 2 ÷ 3 as a decimal. ______
3. 6 ÷ 0.5 = ______
4. 4.5 ÷ 0.1 = ______
5. 0.36 ÷ 100 = ______
6. 2.5 ÷ 0.01 = ______

Part B · Multiplying any combination (items 7–13)

Give every answer in simplest form.

7. 2½ × 1⅓ = ______
8. 1½ × ⅔ = ______
9. 4 × 2⅗ = ______
10. 2¼ × 1⅕ = ______
11. 3⅓ × 1½ = ______
12. 2⅘ × 1⅞ = ______
13. Estimate 4⅞ × 2 1/10. About how much? ______

Part C · Dividing any combination (items 14–17)

14. 2½ ÷ ½ = ______
15. 3¾ ÷ 1¼ = ______
16. 4 ÷ ⅔ = ______
17. 2⅔ ÷ 1⅓ = ______

Part D · Ratio (items 18–20)

18. A class of 30 has 18 girls. Write the ratio of girls to boys in simplest form. ______
19. What fraction of the class are girls? ______
20. Write a ratio equivalent to 4 : 6. ______

Answer key — Summative Test 2

Marking notes.

• Items 1 and 2 must not be marked wrong for being written as 0.33 or 0.67. Award the mark, but note the name — a learner who truncates has not understood that the decimal does not end, which is the whole content of competency 8a.
• Items 8, 11, 14, 15, 16 and 17 all give whole numbers. Six of twenty is deliberate. Learners distrust whole answers from fraction work and rub them out; the pattern is worth naming after the paper.
• Item 13 — accept 10, "about 10", or any estimate between 9 and 11 with visible rounding. Do not accept the exact answer (10 19/80) as an estimate; the competency is estimating.
• Item 18 — a learner who writes 18 : 12 has the ratio right but not simplified. Half marks if you mark in halves; otherwise award it and note it.

5. Term 1 Examination — Weeks 1–11

40 items · 60 minutes · end-of-term block Built to the Table of Specifications in §2.

Part A · Tessellation and transformations (items 1–6)

1. Does a regular hexagon tessellate? ______
2. Does a regular pentagon tessellate? ______
3. A shape slides without turning. Name the transformation. ______
4. A shape is turned about a fixed point. Name the transformation. ______
5. After a reflection, what stays the same about a shape? ______
6. In one sentence, explain why regular pentagons cannot tessellate. ______

Part B · Adding and subtracting decimals (items 7–11)

7. 5.2345 + 1.08 = ______
8. 9.1 − 4.2367 = ______
9. ₱320.50 + ₱78.075 = ______
10. 7 − 3.0625 = ______
11. A shopper pays with ₱500 for items costing ₱128.45 and ₱236.075. How much change? ______

Part C · Multiplying and dividing decimals (items 12–18)

12. 3.75 × 100 = ______
13. 8.4 × 0.01 = ______
14. 0.9 × 1000 = ______
15. 5.6 ÷ 0.1 = ______
16. 0.48 ÷ 100 = ______
17. Write 2 ÷ 3 as a decimal. ______
18. 9 ÷ 0.4 = ______

Part D · Multiplying any combination (items 19–26)

Give every answer in simplest form.

19. 1½ × 1½ = ______
20. 2½ × 1⅗ = ______
21. 3 × 1⅔ = ______
22. 2⅓ × 1½ = ______
23. ⅘ × 2½ = ______
24. 1¾ × 2⅔ = ______
25. Estimate 3⅞ × 2⅛. About how much? ______
26. A learner writes 2½ × 1⅓ = 2⅙. Explain what is wrong with the method. ______

Part E · Multi-step problems (items 27–31)

Show your working.

27. A jeepney uses 3.25 litres of fuel per trip and makes 4 trips. Fuel costs ₱62.50 per litre. What is the total fuel cost? ______
28. ⅔ of a 2¼ kg sack of rice is used. How much rice is that? ______
29. A wall is 3½ m by 2½ m. One litre of paint covers 5 sq m. How many litres are needed? ______
30. 2½ × 1⅕ + ¾ = ______
31. A rope 7½ m long is cut into pieces 1¼ m long. How many pieces? ______

Part F · Dividing any combination (items 32–36)

32. 4½ ÷ ½ = ______
33. 3⅓ ÷ 1⅔ = ______
34. 5 ÷ 1¼ = ______
35. 2¼ ÷ ¾ = ______
36. 6⅔ ÷ 2 = ______

Part G · Ratio (items 37–40)

37. A bag holds 20 marbles; 12 are red and the rest blue. Write the ratio red : blue in simplest form. ______
38. What fraction of the marbles are red? ______
39. Write two ratios equivalent to 6 : 9. ______
40. Cement and sand are mixed in the ratio 1 : 3. For 12 buckets of sand, how many buckets of cement? ______

Answer key — Term 1 Examination

Marking notes — Term 1 Examination

• Item 6 is the only genuinely explanatory item in Part A. Accept any answer carrying the idea that the angles at a meeting point must add to exactly 360° and 108° does not go in evenly. Do not require the number 108 — "the corners leave a gap" earns the mark.
• Item 11. ₱364.525 is not payable and neither is ₱135.475. Award the mark for either the exact value or a sensibly rounded ₱135.48; the competency is subtraction of decimals, not currency practice.
• Item 25 — 3⅞ × 2⅛ rounds to 4 × 2 = 8. The exact value is 8 15/64, so the estimate is unusually close here. Accept 8; accept 6 (rounding both down) with visible working, because the method is what is examined.
• Item 26 is the highest-value item on the paper and the Analysing item for Part D. Award in three steps: 1 mark for noticing something is missing, 2 for identifying which products, 3 for a complete statement. A learner who simply writes the correct answer 3⅓ earns nothing — the question asks what is wrong with the method.
• Item 29 — 3½ × 2½ = 8¾ sq m, and 8¾ ÷ 5 = 1.75 L. A learner who answers "2 litres because you cannot buy 1.75" has reasoned beyond the question; award full marks and say so.
• Item 30 requires GEMDAS across mixed numbers — multiplication before addition. Working left to right gives (2½ × 1⅕) first anyway, so this item does not discriminate on order; it discriminates on whether 2½ × 1⅕ = 3 is trusted.
• Item 40 — cement is a third of the sand, so 12 ÷ 3 = 4. The common wrong answer is 36, from multiplying. Record it; those learners have the ratio inverted, which Week 12's problems will punish.

Suggested mark allocation. One mark each for items 1–5, 7–10, 12–17, 19–24, 32–36, 37, 38 and 40. Two marks each for items 6, 11, 18, 25, 27, 28, 29, 30, 31 and 39. Three marks for item 26. That is 29 one-mark items, 10 two-mark items and one three-mark item — 52 marks over 40 items; scale to whatever your school records.

6. Week 7 weekly check

10 items · 15 minutes · Day 5 · Written Works Covers only competency Q1 · 11 — multiplying different combinations.

Give every answer in simplest form.

1. 2½ × 1⅓ = ______
2. 1½ × ⅔ = ______
3. 3 × 2¼ = ______
4. 2¼ × 1⅕ = ______
5. ⅘ × 2½ = ______
6. Write 3⅖ as an improper fraction. ______
7. Write 23/6 as a mixed number. ______
8. Estimate 4⅞ × 2 1/10. ______
9. 2⅘ × 1⅞ = ______
10. In one sentence, explain why 2½ × 1⅓ is not 2⅙. ______

Answer key — Week 7 weekly check

Item 10 is worth reading before any of the others. A class that scores 9/10 with item 10 blank has learned a procedure. Week 9's division of mixed numbers offers the identical shortcut and the identical trap.

7. Performance task rubrics

All four rubrics use 4 criteria × 4 levels = 16 points. Convert with score ÷ 16 × 100 for the Performance Tasks component.

7.1 The Tile Budget — Term 1 task

7.2 One Recipe, Three Languages — Term 2 task

7.3 Finding Pi Yourself — Term 3 task

7.4 Where the Money Went — Term 3 task

7.5 Group activity rubrics

The two group activities in offline-activities.md carry their own 12-point rubrics — 4 criteria × 3 levels — at the foot of each activity. They are scored separately and also feed the Performance Tasks component.

8. What is deliberately not in this pack

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