Republic of the Philippines

Region I
SCHOOLS DIVISION OF CANDON CITY
DISTRICT I
BAGANI ELEMENTARY SCHOOL

IKALAWANG MARKAHAN
PERFROMANCE TASK # 1 – WEEK 1&2
Edukasyon sa Pagpapakatao 4

Pangalan: _________________________________________________ Iskor: _____________________

Seksiyon: __________________________________________________ Petsa: ____________________

GOAL:Nakasusulat ng sanaysay patungkol sa nais magawa para sa kapuwa upang maipadama ang
pagkaunawa sa kanilang kalagayan.
ROLE: Ang mga mag-aaral ay magiging isang manunulat.
AUDIENCE: Ang mga mag-aaral ng ikaapat na baitang.
May pagkakataon na ang tao ay masaya, subali’t meron ding oras na nakakaramdam din siya
ng kalungkutan dahil sa mga pangyayaring hindi natin inaasahan. Dito masusukat ang iyong
SITUATION: kakayahan na magpaabot ng iyong pang-unawa sa pinagdadaanan ng iyong kapuwa sa oras ng
kanyang pangangailangan, materyal man o di –materyal na bagay.
PRODUCT/ Nakasusulat ng isang maikling sanaysay.
PERFORMANC
E:
Ang mag-aaral ay naisasagawa nang mapanuri ang tunay na kahulugan ng pakikipagkapwa
STANDARDS:

PAMANTAYAN SA PAGMAMARKA: PAGSULAT NG SANAYSAY

PAMANTAYAN DESKRIPSIYON PUNTOS NATAMON
G PUNTOS
Nakasusulat nang maayos na nilalaman ng sanaysay. 7-10
NILALAMAN Hindi masyadong nakasusulat nang maayos na nilalaman ng
sanaysay. 4-6
Hindi nakasusulat nang maayos na nilalaman ng sanaysay.
0-3
May maayos na pagkakasunod-sunod ng ideya at 7-10
ORGANISASYON nauunawaan nang mabuti.
Hindi masyadong maayos na pagkakasunod-sunod ng ideya 4-6
at nauunawaan nang mabuti.
Hindi maayos na pagkakasunod-sunod ng ideya at 0-3
nauunawaan nang mabuti.
KABUUAN 20
Prepared by: Reviewed & Checked by: Approved by:

EDWIN V. ANCHETA VICKY M. ARIZABAL ZENAIDA T. FONTANILLA

Teacher III QA Team School Principal II

________________________________________________________
Pamagat
 Republic of the Philippines

Region I
SCHOOLS DIVISION OF CANDON CITY
DISTRICT I
BAGANI ELEMENTARY SCHOOL
 IKALAWANG MARKAHAN
PERFROMANCE TASK # 1 – WEEK 1&2
FILIPINO 4

Pangalan: _________________________________________________ Iskor: _____________________

Seksiyon: __________________________________________________ Petsa: ____________________

GOAL:
Nakasusulat ng talata na naglalarawan sa iyong kaibigan. Gumamit ng iba’t ibang antas ng
pang-uri sa paglalarawan.
ROLE: Ang mga mag-aaral ay magiging isang manunulat.
AUDIENCE: Ang mga mag-aaral ng ikaapat na baitang.
Si Miguel ay isang kaibigan na kasama ko sa ilalim ng isang puno ng narra, nagkukuwentuhan
tungkol sa buhay at pangarap. Sa diwa ng mga kwentuhan namin, nais kong iparating ang
SITUATION: kanyang mga katangian sa pamamagitan ng isang makulay na talata.
PRODUCT/ Nakasusulat ng isang talata.
PERFORMANC
E:
Ang mag-aaral ay nagagamit nang wasto ang pang-uri (lantay, paghahambing, pasukdol) sa
STANDARDS: paglalarawan ng tao, lugar, bagay at pangyayari sa sarili, ibang tao at katulong sa pamayanan

PAMANTAYAN SA PAGMAMARKA: PAGSULAT NG TALATA

ASPEKTO 5 4 3 2 1
(Napakagaling) (Magaling na (Magaling) (Katamtaman) (Sanayan)
Magaling)
Malinaw at maayos ang
ginawang talata.
Gumamit ng mga pang-uri sa
Pangungusap.
Angkop ang mga pang-uring
ginamit sa paglalarawan at sa
pagsulat ng talata
KABUUAN

Prepared by: Reviewed & Checked by: Approved by:

EDWIN V. ANCHETA VICKY M. ARIZABAL ZENAIDA T. FONTANILLA

Teacher III QA Team School Principal II

________________________________________________________
Pamagat

_____________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
 Republic of the Philippines

Region I
SCHOOLS DIVISION OF CANDON CITY
DISTRICT I
BAGANI ELEMENTARY SCHOOL

IKALAWANG MARKAHAN
PERFROMANCE TASK # 1 – WEEK 1&2
ARALING PANLIPUNAN 4

Pangalan: _________________________________________________ Iskor: _____________________

Seksiyon: __________________________________________________ Petsa: ____________________
 GOAL:
Layunin ng islogan na ito na maiparating ng maikli at epektibong paraan ang mahalagang
mensahe tungkol sa kahalagahan ng matalinong paggamit ng likas na yaman. Ang layunin ay
magbigay inspirasyon, kamalayan, at pagtutok sa pangangalaga sa kalikasan.
ROLE: Ang mga mag-aaral ay magiging isang manunulat.
AUDIENCE: Ang mga mag-aaral ng ikaapat na baitang.
Sa harap ng mga hamon ng pagbabago ng klima at pagkasira ng kalikasan, nararapat lamang
na magkaruon tayo ng mas malalim na pag-unawa sa kahalagahan ng matalinong paggamit ng
SITUATION: likas na yaman. Ang islogan ay dapat maging inspirasyon at paalala sa bawat isa na tayo ay
may bahagi sa pangangalaga sa ating kalikasan.
PRODUCT/ Ang islogan ay dapat na madaling maunawaan, maikli, subalit puno ng saysay. Dapat itong
PERFORMANC magbigay inspirasyon at pag-asa sa mga mambabasa tungkol sa kahalagahan ng bawat aksyon
E: sa pangangalaga ng kalikasan.
Ang mga mag-aaral ay nakapagpapakita ng pagpapahalaga sa iba’t ibang hanapbuhay at
STANDARDS: gawaing pangkabuhayan na nakatutulong sa pagkakakilanlang Pilipino at likas kayang pag-
unlad ng bansa.

PAMANTAYAN SA PAGMAMARKA: PAGSULAT NG MALIKHAING ISLOGAN

ASPEKTO 5 4 3 2 1
(Napakagaling) (Magaling na (Magaling) (Katamtaman) (Sanayan)
Magaling)
Kahusayan sa paggamit ng
Wika.
Pagka-orihinal at katalinuhan
Kahusayan sa pagpapahayag ng
Mensahe
Kaakibat na Imahen o Epekto
Visual
KABUUAN
Prepared by: Reviewed & Checked by: Approved by:

EDWIN V. ANCHETA VICKY M. ARIZABAL ZENAIDA T. FONTANILLA

Teacher III QA Team School Principal II
 Republic of the Philippines

Region I
SCHOOLS DIVISION OF CANDON CITY
DISTRICT I
BAGANI ELEMENTARY SCHOOL

SECOND QUARTER
PERFROMANCE TASK # 1 – WEEK 1&2
MATHEMATICS 4

Name: ____________________________________________________ Score: ____________________

Grade & Section: __________________________________________ Date: ____________________
GOAL: The goal of this task is for students to demonstrate their understanding of prime and composite numbers
and their ability to apply this knowledge in real-world scenarios.
ROLE: You are a mathematician hired by a local museum to create an interactive exhibit explaining prime and
composite numbers. Your task is to design and build an exhibit that engages visitors and helps them
understand the concept of prime and composite numbers through various interactive elements.
 AUDIENCE: Grade 4 learners
The museum is planning to host a math-themed event, and your exhibit will be a centerpiece. The
museum staff wants the exhibit to be visually appealing, interactive, and educational. Visitors should
SITUATION: leave with a clear understanding of prime and composite numbers and their significance.
PRODUCT/ Visual Displays: Design visually engaging displays that clearly differentiate between prime and
PERFORMANCE: composite numbers. Use colors, shapes, and graphics to make the exhibit visually appealing.
Learners are able to apply knowledge of factors and multiples, and addition and subtraction of fractions
STANDARDS: in mathematical problems and real-life situations.

CRITERIA IN SCORING: MAKING VISUAL DISPLAY

Criteria Excellent (4)
Clearly distinguishes
between prime and
composite numbers with
highly effective visual
Clarity of Differentiation elements.
Strategically uses colors,
shapes, and graphics to create
Visual Appeal a visually stunning display.
All visual elements are
Relevance of Visual directly related to prime and
Elements composite numbers.
Design elements work
harmoniously, creating a
cohesive and integrated
Overall Design Cohesion exhibit.
TOTAL:
Prepared by: Reviewed & Checked by:
Good (3)
Mostly succeeds in
differentiation with minor areas
for improvement.
Visually appealing with
effective use of design
elements.
Majority of visual elements are
relevant, with a few needing
stronger connections.
Overall design is cohesive with
a good balance of visual
elements.
Approved by:
Fair (2)
Some aspects make it
challenging to distinguish
between prime and
composite numbers.
Acceptable, with room for
improvement in colors,
shapes, or graphics.
Some elements are
tangentially related, requiring
additional context.
Acceptable design, with
instances of disjointed
elements.
Limited (1)
Unclear differentiation;
difficult for the audience
to understand.
Lacks creativity and fails
to engage the audience.
Elements are unrelated,
undermining the
educational value.
Lacks cohesion, with
disconnected visual
elements.

EDWIN V. ANCHETA VICKY M. ARIZABAL ZENAIDA T. FONTANILLA

Teacher III QA Team School Principal II

Republic of the Philippines

Region I
SCHOOLS DIVISION OF CANDON CITY
DISTRICT I
BAGANI ELEMENTARY SCHOOL

SECOND QUARTER
PERFROMANCE TASK # 1 – WEEK 1&2
SCIENCE 4

Name: ____________________________________________________ Score: ____________________

Grade & Section: __________________________________________ Date: ____________________
GOAL: The goal of this task is for students to demonstrate their understanding of prime and composite numbers
and their ability to apply this knowledge in real-world scenarios.
ROLE: You are a mathematician hired by a local museum to create an interactive exhibit explaining prime and
composite numbers. Your task is to design and build an exhibit that engages visitors and helps them
understand the concept of prime and composite numbers through various interactive elements.
AUDIENCE: Grade 4 learners
The museum is planning to host a math-themed event, and your exhibit will be a centerpiece. The
museum staff wants the exhibit to be visually appealing, interactive, and educational. Visitors should
SITUATION: leave with a clear understanding of prime and composite numbers and their significance.
PRODUCT/ Visual Displays: Design visually engaging displays that clearly differentiate between prime and
PERFORMANCE: composite numbers. Use colors, shapes, and graphics to make the exhibit visually appealing.
 Learners are able to apply knowledge of factors and multiples, and addition and subtraction of fractions
STANDARDS: in mathematical problems and real-life situations.

CRITERIA IN SCORING: MAKING VISUAL DISPLAY

Criteria Excellent (4)
Clearly distinguishes
between prime and
composite numbers with
highly effective visual
Clarity of Differentiation elements.
Strategically uses colors,
shapes, and graphics to create
Visual Appeal a visually stunning display.
All visual elements are
Relevance of Visual directly related to prime and
Elements composite numbers.
Design elements work
harmoniously, creating a
cohesive and integrated
Overall Design Cohesion exhibit.
TOTAL:
Prepared by:
EDWIN V. ANCHETA
Teacher III
Good (3)
Mostly succeeds in
differentiation with minor areas
for improvement.
Visually appealing with
effective use of design
elements.
Majority of visual elements are
relevant, with a few needing
stronger connections.
Overall design is cohesive with
a good balance of visual
elements.
Checked by:
Fair (2)
Some aspects make it
challenging to distinguish
between prime and
composite numbers.
Acceptable, with room for
improvement in colors,
shapes, or graphics.
Some elements are
tangentially related, requiring
additional context.
Acceptable design, with
instances of disjointed
elements.
ZENAIDA T. FONTANILLA
School Principal II
Limited (1)
Unclear differentiation;
difficult for the audience
to understand.
Lacks creativity and fails
to engage the audience.
Elements are unrelated,
undermining the
educational value.
Lacks cohesion, with
disconnected visual
elements.

Republic of the Philippines

Region I
SCHOOLS DIVISION OF CANDON CITY
PARIOC ELEMENTARY SCHOOL

THIRD QUARTER
PERFROMANCE TASK # 1 – WEEK 1&2
SCIENCE/PHYSICAL EDUCATION 4

Name: ____________________________________________________ Score: ____________________

Grade & Section: __________________________________________ Date: ____________________
PERFORMANCE demonstrate conceptual understanding of
STANDARDS properties/characteristics of light, heat and sound
GOAL: The goal of this performance task is to demonstrate an
understanding of the effects of force when applied to an object.
ROLE: Your task is to demonstrate and share your findings with your team
to better understand how force affects different objects.
AUDIENCE: Teachers, classmates, and schoolmates
There will be fun game in school during P.E where you are task to
demonstrate your understanding of the effects of force when applied
 SITUATION: to an object. "Through Tug of War”
PRODUCT/
PERFORMANCE A skilled athlete, developed spirit of sportsmanship.
:

STANDARDS: Your presentation should align with Grade 4 science standards,

focusing on concepts related to force, motion, and the effects of
external influences on objects.

This performance task encourages students to engage in scientific

inquiry, develop hypotheses, conduct experiments, analyze data,
and communicate their findings effectively.

Analytic Rubric: Investigating the Effects of Force on Objects

Criteria Exemplary (4) Proficient (3) Basic (2) Below Basic (1)
Clearly formulated Formulated a basic Hypothesis is unclear
hypothesis that Formulated a hypothesis, or does not align with
demonstrates a deep hypothesis that shows demonstrating a the investigation; lacks
understanding of the a good understanding partial understanding understanding of the
relationship between of the relationship of the relationship relationship between
force and object between force and between force and force and object
Hypothesis behavior. object behavior. object behavior. behavior.
Well-designed Sound experiment Experiment design is Poorly designed
experiments with clear design with clear somewhat clear; experiments with
procedures, variables procedures and procedures and unclear procedures,
identified, and identified variables; variables are present missing variables, or
appropriate use of appropriate use of but may lack detail or inappropriate use of
Experiment Design materials. materials. clarity. materials.
Accurate and detailed Accurate data Inaccurate or
data collection with collection with Data collection is incomplete data
clear and organized organized somewhat accurate, collection;
presentation through presentation through but may lack presentation lacks
charts, graphs, or charts, graphs, or organization or detail organization and
Data Collection tables. tables. in presentation. detail.
Basic analysis of
Thorough analysis of Sound analysis of results with Limited or no analysis
results, drawing clear results with clear and conclusions that are of results; conclusions
and accurate accurate conclusions somewhat supported are not supported by
conclusions supported supported by data. by data. Limited data, and unexpected
Results and by data. Unexpected Some explanation of explanation of results are not
Conclusions results are explained. unexpected results. unexpected results. explained.
Visuals and Visuals (photographs, Visuals are clear and Visuals are present Visuals are unclear,
Presentation drawings) are clear, somewhat relevant, but may lack clarity or irrelevant, or missing.
relevant, and enhance contributing to the relevance. Presentation lacks
understanding of the understanding of the Presentation is engagement and
investigation. investigation. somewhat engaging organization.
Presentation is Presentation is mostly and organized.
 Criteria Exemplary (4) Proficient (3) Basic (2) Below Basic (1)
engaging and well- engaging and
organized. organized.
Thoughtful and Sound
insightful recommendations for
recommendations for real-world
real-world applications applications or future Basic
or future experiments, experiments. Some recommendations; Recommendations are
demonstrating an understanding of the limited understanding missing or lack
understanding of the broader implications of the broader relevance. Limited
broader implications of of the findings. implications of the understanding of
Recommendations the findings. findings. broader implications.
Clearly demonstrates Demonstrates an
an understanding of understanding of
Grade 4 science Grade 4 science Partial alignment with
standards related to standards, with some Grade 4 science
force, motion, and the alignment to force, standards; may lack
effects of external motion, and the clarity or depth in Limited or no
Alignment with influences on objects. effects of external connection to alignment with Grade
Standards influences on objects. standards. 4 science standards.
Comprehensive Good understanding Partial understanding Limited or no
understanding of the of concepts related to of concepts related to understanding of
Overall concepts related to force and its effects on force and its effects concepts related to
Understanding of force and its effects on objects. on objects. force and its effects on
Concepts objects. objects.

Prepared by: Checked by:

ANNALIZA G. QUIDANGEN NOVELITA N. ALONZO
Teacher I School Principal I