CHAPTER IV.

Lesson 1.

Assessment:

A. Indicate what assessment do they belong:

1. Presenting a report with PowerPoint almost at the end of the class – Summative
Assessment
2. Dance tango after the lesson – Formative Assessment
3. Solving a measurement problem – Summative Assessment
4. Compose a lyric song in Mathematics – Summative Assessment
5. Recite the table of multiplication – Summative Assessment
6. Pronounce verbally the sound of numbers – Formative Assessment
7. Walk 5 kilometers ahead – Formative Assessment
8. Arrange the compiled documents in the portfolio – Formative Assessment
9. Obtaining a score of 30/50 in the Statistics subject – Summative Assessment
10. Passed the Programme for International Student Assessment (PISA) –
Summative Assessment
B. Make a group activity that involves Performance Task with the rubric. The
following activity has the following:
1.1. Specific grade level – Grade 2
1.2. Specific Mathematics topic – Properties of Addition
1.3. Its allotted time with not more than 15 minutes – Sangapulo a minuto
1.4. Complete and clear instruction/direction on how to execute.

Ilokano.

Instruction: Bingayen kayo iti saglilima para tay group reporting nga ipresenta yo
intuno bigat. Iti maaramid nga tapik yo amin ket Properties of Addition. Adda
kanya yo no kasano ti aramiden yo tapno mapapintas ti report nga inkay ipresenta.
Maaramid nga amin ket agsao tapno mausar kay amin a miyembro. Adda ti rubric a
maaramid nga innak basehan para tay performance yo. Grado ti mayso ket grado
iti amin a miyembro.

English.

Instruction: I will divide you into five (5) groups for our group reporting that you will
present tomorrow. All your topic is about Properties of Addition. It’s up to you on how
are you going to make your presentation presentable and persuasive. Make it brief
but concise. Slides should only consist of seven (7) slides. Each group members
must speak in front for their assigned topic. And of course, I have a rubric to help me
give you grade your output. If your group got a perfect score, each member will also
have a perfect score individually for their performance task.

Rubric:

Excellent – 50 Good – 40 Fair – 30 Poor – 20

Content is Content is Content is not Content is

comprehensive, accurate and much incomplete.
accurate, persuasive. comprehensive
persuasive, well- and/or persuasive. Major points are
explained. Major points are blurred and not
stated. Major points are persuasive.
Major points are addressed, but not
stated clearly and Student give their well explained. Lots of errors and
well expressed. best for their group did a little effort
assignment and Student put for and creativity to
Student went spent a lot of time minimal effort. Has the presentation.
above the working on the a few errors and
assignment. Did presentation to could have added Did not give
exert effort. make sure it was more to the enough time for
well done. presentation. the group
Did extra research assignment.
and work. Understood few of
the content.
Lesson 2.

Assessment:

Answer the following problems completely and compile these files in a portfolio.

A. Construct a 10-item matching type test for Grade 1 that focuses on whole
numbers and fractions.

We want to construct a matching type test on the topic: “Whole numbers and
fractions” for Grade 1 class. The following are typical objectives:

Knowledge/Remembering. The pupils must be able to recall the topic about

whole numbers and fractions.

Comprehension/Understanding. The pupils must be able to distinguish whole

numbers and fractions.

Application/Applying. The pupils must be able to solve whole numbers and

fractions.

Analysis/Analyze. The pupils must be able to analyze the problem if it is whole

numbers or fractions.

Evaluation/Evaluating. The pupils must be able to critique if they follow the

instruction in getting the correct answer in whole numbers and fractions.

Synthesis/Creating. The pupils must be able to create basis in whole numbers

and fractions by comparing its word phrase into mathematical phrase.

Ilokano.

Iparis dagiti nagan iti kulom A ket biruken ti ayan ti kulom B ti numero na.
 Kolom A Kolom B

1. Maysa a gasut-sangapulo ket A. 4/10

lima B. 77
2. Lima pulo ket dua C. 2/4
3. Tallo a kapaset ti uppat D. 5/10
4. Duapulo ket tallo E. 99
5. Uppat a kapaset ti sangapulo F. 1/3
6. Dua a kapaset ti uppat G. 115
7. Pitopulo ket pito H. 52
8. Lima a kapaset ti sangapulo I. 23
9. Siam a pulo ket siam J. 3/4
10. Dua a kapaset ti sangapulo

English.

Match column A with column B. Read the number name of each item on column A
and look for its number on column B.

Kolom A Kolom B

1. One hundred-fifteen K. 4/10

2. Fifty-two L. 77
3. Three-fourths M. 2/4
4. Twenty-three N. 5/10
5. Four-tenths O. 99
6. Two-fourths P. 1/3
7. Seventy-seven Q. 115
8. Five-tenths R. 52
9. Ninety-nine S. 23
10. Two-tenths T. 3/4
B. Construct a 10-item multiple choice type test for Grade 2 that focuses on
geometry and measurements.

We want to construct a multiple type test on the topic: “Geometry and

measurements” for Grade 2 class. The following are the typical objectives:

Knowledge/Remembering. The pupils must be able to describe geometry and

measurements.

Comprehension/Understanding. The pupils must be able to explain geometry and

measurements.

Application/Applying. The pupils must be able to discover the difference in

geometry and measurements.

Analysis/Analyze. The pupils must be able to differentiate geometry and

measurements to get the better result.

Evaluation/Evaluating. The pupils must be able to know how to criticize the

questions and the choices to get the correct answer about geometry and
measurements.

Synthesis/Creating. The pupils must be able to combine geometry and

measurements as an example.

Ilokano.

Pilien ken bilugan ti letra ti umno a sungbat.

1. Ania a ladawan ti addaan ti nalinteg a uged?

 a. b. c. d.

2. Ania a ladawan ti addaan ti symmetrical line?

a. b. c. d.
3. Ti plane figure ket ______; ti circle ket curve.
a. Straight line b. curve line c. flat surface d. curve surface
4. Ania ti kadagitoy ti saan a mabalin mangipakita ti half circle?
a. santol b. sandia c. saba d. kaimito
5. Ania a sukog ti saan a mangipakita ti tessellation?
a. b. c. d.

6. Ti katayag ti kabassitan nga ubing ti kalse ket___?

a. 100 centimetro b. 200 metro c. 200 kilometro d. 100 metro
7. Ti kaatiddog ti classroom yo ket ___?
a. 5 centimetro b. 4 metro c. 5 kilometro d. 4 kilometro
8. Ti katayag ti ridaw ti classroom yo ket ___?
a. 2 metro b. 20 centimetro c. 200 kilometro d. 10 centimetro
9. Ti kaababa ti classroom yo ket___?
a. 50 centimetro b. 4 metro c. 6 kilometro d. 10 kilometro
10. Ti kalawa ti gymnasium ti pagadalan yo ket ___?
a. 50 centimetro b. 50 metro c. 250 kilometro d. 10 centimetro

English.

Choose and encircle the letter of the correct answer

1. What picture shows straight line?

a. b. c. d.

2. In what picture does have symmetrical line?

a. b. c. d.
3. The plane figure is ______; the circle is curve.
a. Straight line b. curve line c. flat surface d. curve surface
4. Which of the following does not show a half circle?
a. santol b. sandia c. saba d. kaimito
5. What shape does not show tessellation?
a. b. c. d.

6. The height of the smallest child in the class is ___?

a. 100 centimeter b. 200 meter c. 200 kilometer d. 100 meter
7. The height of your classroom is ___?
a. 5 centimeter b. 4 meter c. 5 kilometer d. 4 kilometer
8. The height of your classroom door is ___?
a. 2 meter b. 20 centimeter c. 200 kilometer d. 10 centimeter
9. The length of your classroom is ___?
a. 50 centimeter b. 4 meter c. 6 kilometer d. 10 kilometer
10. The extent of the gymnasium you study is ___?
a. 50 centimeter b. 50 meter c. 250 kilometer d. 10 centimeter

C. Construct a 10-item True-False type test for Grade 3 that focuses on

statistics and probability.

We want to construct a True/False type test on the topic: “Statistics and

Probability” for Grade 3 class. The following are typical objectives.

Knowledge/Remembering. The pupils must be able to define statistics and

probability.

Comprehension/Understanding. The pupils must be able to explain what is

statistics and probability.
 Application/Applying. The pupils must be able to demonstrate example in
statistics and probability.

Analysis/Analyze. The pupils must be able to differentiate statistics and

probability in getting the answer.

Evaluation/Evaluating. The pupils must be able to decide what is appropriate in

getting the solutions in the fastest way.

Synthesis/Creating. The pupils must be able to compile all the gathered

information in statistics and probability.

Ilokano.

Isurat iti True no atoy ket agpayso, False no atoy ket madi agpayso. Isurat iti
sungbat ti uged bago ti numero.

___ 1. Ti data ket mga grupo iti impormasyon nga napagkadua-kadua gapo ti
survey ken interview.

___ 2. Bar graph iti mausar tapno maipada ti ado a partikyular a dumaduma.
Horizontal ken vertical iti maus-usar tapno maipresenta ti data.

___ 3. Ti pangkolekta ti data ket babain te table ken graph.

___ 4. Survey ken interview ti mga diskarte nga mabalin mausar no agala ti data.

___ 5. Ti table ket maysa a dumaduma ti presentasion ti data nga mausar ti vvenn
diagram.

___ 6. Ti sungbat ti mga ubbing ket iso ti makunkuna nga survey.

___ 7. Ti data ket makunkuna nga grupo ti impormasion.

___ 8. Table ken tsart ti mausar tapno makakolekta ti data.

___ 9. Ti data nga nakolekta ket mabalin nga ipakita wen no maurnos babain ti
table ken tsart.

___ 10. Ibagbaga ti probability nga mabalin maaramid ti maysa a banag.

English.

Modify true or false. Write the word True if the statement is correct and False if
the statement is wrong. Write your answer before the number.

___ 1. Data are groups of information gathered through surveys and interviews.

___ 2. A bar graph is used to compare quantities of a particular kind. It uses

horizontal or vertical bars to represent data.

___ 3. Tables and graphs are used in collecting data.

___ 4. Surveys and interviews are techniques that we can apply when collecting
data.

___ 5. A table is a form of data presentation using venn diagram.

___ 6. The responses of the pupils are what we called surveys.

___ 7. Data are defined as a group of information.

___ 8. We use table and charts to collect data.

___ 9. Data collected can be presented or organized using tables and charts.

___ 10. Probability tells how likely an event is to happen.

Construct a 10-item Completion type test for Kindergarten that focuses on

patterns and algebra.
 We want to construct a completion type test on the topic: “Patterns and Algebra”
for Kindergarten class. The following are the typical objectives:

Knowledge/Remembering. The pupils must be able to identify patterns and

algebra.

Comprehension/Understanding. The pupils must be able to interpret patterns and

algebra for a better outcome.

Application/Applying. The pupils must be able to modify the correct patterns in

patterns and algebra.

Analysis/Analyze. The pupils must be able to select the next pattern in the
underline to complete what is the missing piece.

Evaluation/Evaluating. The pupils must be able to decide what is the right pattern
to accomplish the table in each number.

Synthesis/Creating. The pupils must be able to organize the pattern in patterns

and algebra.

Ilokano.

Bigbigen ti tunggal pattern. Ania ti sumaruno? Idrowing wen no isurat ti sungbat ti

uged tapno makompleto.

1. _____
2. 2, 4, 6, __, __, 12, 14, 16,
3. ____
4. 3, 6, __, 12, 13, 18,
5. ___
6. 1, 3, 5, __, 9, 11, 13, 15,
7. ___
8. A, B, C, A, B, C, __, B, C, A
9. 10, __, 20, 30, 40, 50, 60,
10. ____

English.

Analyze the pattern carefully. What is the next? Write or draw your answer in the
space provided to complete the answer.

1. _____
2. 2, 4, 6, __, __, 12, 14, 16,
3. ____
4. 3, 6, __, 12, 13, 18,
5. ___
6. 1, 3, 5, __, 9, 11, 13, 15,
7. ___
8. A, B, C, A, B, C, __, B, C, A
9. 10, __, 20, 30, 40, 50, 60,
10. ____
 Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

College of Teacher Education
ACCESS Campus, EJC Montilla,Tacurong City

TABLE OF SPECIFICATIONS
TOPICS AND EASY(30 AVERAGE DIFICULT
OBJECTIVES %) (50%) 40 (20%)
item x 50%=
40 item x 20 40 item x
30% 20%= 4
= 12

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m m h m
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c m c mm p c m
a
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PI P I tI tI tI PI

Topic I . 1, 2, 4, 3, 5, 6, 10
7, 9 8,
Matching type 10
test for
Grade 1
that focuses
on whole
numbers
and
fractions
Topic II. 6, 7, 8, 1, 2, 3, 4, 10
Multiple choice 9, 5
type test for 10
Grade 2 that
focuses on
geometry and
measurements.

Topic III. True- 1, 2, 4, 7, 3, 10

False type test 9 5,
for Grade 3
6,
that focuses
on statistics 8,
and probability 1
0
Topic IV. 1, 3, 5, 2, 4, 6, 9 10
Completion 7, 8,
type test of
10
Kindergarten
that focuses
on patterns
and algebra.
Total 11 9 5 5 5 5 40