HOW TO USE THE e-TOS TEMPLATE :

Column 1 Encode the specific objectives based on the DLL covered for the grading period.
Column 2 Determine the actual number of days each objective had been taught.
Column 3 The number of item per objective is computed automatically. To change it to the desired total number of test items,
just set it on the formula bar for this column.
Columns 4, 7, 10, 13, 16, 19 Prorating is done by the teacher for the number of item under each level of question based on the number of items computed
and altogether tally with the number of item computed for each objective. 50% goes to Remembering, Understanding, Applying and
50% goes to Analyzing, Evaluating, Creating. Test item allotment is left to the sound judgment of the teacher so that each
cognitive process dimension is properly represented.
Columns 5, 8, 11, 14, 17, 20 The weight of each item is manually computed by using the total number of items as divisor X 100
Columns 6, 9, 12, 15, 18, 21 Indicate the number based on its location on the test paper. The IP must correspond with the given number of test item
per objective.
Columns 22, 23 The total number of items and total weight per objective are in place automatically.
Total number of items Should jive with the computed number of items.
Total In all cases should be 100% as summation of weight.

NOTE: This template shall be in effect for this school year and every school year thereafter unless otherwise rescinded by another template coming from higher office (s).

PREPARED BY:

BENNY O. TAGUBA, PhD

Schools District Supervisor
 TABLE OF SPECIFICATIONS
SY 2017 - 2018
Learning Area/Grade Level: MATH-4 Rating Period: FIRST QUARTER
ADAPTED COGNITIVE PROCESS DIMENSIONS (DepEd Order 08, s. 2015)
No. Remembering Understanding Applying Analyzing Evaluating Creating
No. Total - 100%
of
Objectives of (Pag-alala) (Pag-unawa) (Paglalapat) (Pagsusuri) (Paghahalaga) (Paglikha)
Day
Items 50% 50%
s
# % IP # % IP # % IP # % IP # % IP # % IP # %
45 40 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

1. Visualizes numbers up yo 100,000

2 1 1 2.5% 1
with emphasis 10,001 to 100,000.
1 2.5%

2. Gives the place value and value of

2 2 2 5% 2-3
a digit in numbers up to 100,000.
2 5%
3. Reads and writes numbers up to
hundred thousand in symbols and in 2 2 2 5% 4-5
words. 2 5%

4. Rounds numbers to the nearest

2 2 2 5% 6-7
thousand and ten thousands.
2 5%
5. compare numbers up to 100,000
2 2 2 5% 8-9
using relation symbols. 2 5%

6.Orders numbers up to 100,000 in

2 2 5% 10-11
increasing and decreasing order
2 2 5%
7.Multiplies numbers up to 3 digit
numbers by 1 to 2 digit numbers 2 2 5% 12-13
without or with regrouping.
2 2 5%
8.Estimates the product of 3 to 4 digit
numbers by 2 to 3 digit numbers with 2 2 2 5% 14-15
reasonable result. 2 5%
9.multiplies mentally 2 digit by by 1
to 2 digit numbers with products up
2 1 1 2.5% 16
to 200 and explains the strategies
used.
1 2.5%

10.Solves routine and non routine

problems involving multiplication of
whole numbers including money 3 4 4 10% 17-20
using appropriate problem solving
strategies and tools.
4 10%

11.solve multi step routine and non

routine problems involving
multiplication and addition or 3 3 3 7.5% 21-23
subtraction using appropriate
problem solving strategies and tools.
3 7.5%

12. Creates problem involving

multiplication or with subtraction of 3 3 3 7.5% 24-26
whole numbers including money.
3 7.5%
13. Divides 3 to 4 digit numbers by 1
to 2 digit nymbers without and with 3 2 2 5% 27-28
remainder. 2 5%
14. Divides 3 to 4 digit numbers by
tens or hundreds or by 1000 without 3 3 3 7.5% 29-31
and with remainder. 3 7.5%
15. Estimates the quotient of 3 to 4
digit dividends by 1 to 2 digit divisors 2 2 2 5% 32-33
with reasonable 2 5%

16.Divides mentally 2 to 3 digit by 1

digit numbers without remainder 2 1 1 2.5% 34
using appropriate strategies.
1 2.5%

17. Solves routine and non-routine

problems involving division of 3 to 4
digit numbers by 1 to 2 digit
4 3 3 7.5% 35-37
numbers including money using
appropriate problem solving
strategies and tools.
3 7.5%

18.Solves multi step routine and

non-routine problems involving 4 3 3 7.5% 38-40
division and any of the other
operations of whole numbers
including money using
appropriate problem solving
startegies and tools 3 7.5%
TOTAL 45 40 4 10% 8 20% 8 20% 15 37.5% 2 5% 3 7.5% 40 100%

LEGEND: # : number of items % : weight of the item IP : item placement

JULIETA A. BULAN NELSON M. MANUEL

Teacher School Head
HOW TO DO THE ODD-EVEN SCHEME OF SCHEDULING SUBJECTS FOR THE ADMINISTRATION OF
Sample only: Do this:

TIME DAY 1 DAY 2 1. Copy/Write down the learning areas

7:30 8:00 Morning Rites 2. Number them in logical sequence.
8:00 9:30 ESP English 3. All learning areas marked with odd n
9:30 10:00 Recess Likewise, subjects marked with even n
10:00 11:30 Araling Panlipunan Mother-Tongue
11:30 1:00 Lunch Break Example:
1:00 2:30 Mathematics Filipino 1
2:30 4:00 Science MAPEH 2
4:00 4:30 Afternoon Rites/Housekeeping 3
4
Signatories: Prepared by the teacher and noted by the school head 5
6
7
8

4. Start the first test at 8 for the morning

5. All teachers must follow time schedu
6. Regular class time resumes after the
E ADMINISTRATION OF QUARTERLY EXAMINATIONS

rite down the learning areas as they appear on the Class Program.
them in logical sequence.
ing areas marked with odd numbers shall be tested on the first day of exam.
subjects marked with even numbers shall be tested the second day.

ESP
English
Araling Panlipunan
Mother-Tongue
Mathematics
Filipino
Science
MAPEH

e first test at 8 for the morning session and 1 for the afternoon session.
hers must follow time schedule to achieve test standards.
class time resumes after the 2-day examinations.