TEST ITEM BANK

Mathematics 1
Third Quarter

NO. OF DAYS LEARNING TEST ITEMS (MULTIPLE CHOICE TEST) Acceptable

OF COMPETENCIES/ 1. Note: Provide 3 items per SOLO Level per learning competency and its subtasks, if any. Answer
TEACHING SOLO LEVEL
2. For Super Item, you may have one item per SOLO level.

5 2 days 1. Identifies, names, and describes the four basic shapes (square, rectangle, triangle and circle) in 2-dimensional (flat/plane) and 3-dimensional (solid)
objects. M1GE-IIIe-1  BEAM LG Gr.2 Module – Shapes

“Today, Dora’s backpack has:”

Four Basic Shapes in 2-Dimensional Space

Circle, triangle, square and rectangle
STEM Four Basic Shapes in 3-Dimensional Space
Sphere, cone, cube and cylinder

Vámonos: Let’s take a look!

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 Four Basic Shapes in 2 Dimensions
Four Basic Shapes in 3 Dimensions

Circle Triangle

A circle defined as a continuous curved A triangle has 3 sides and 3 angles.

boundary, no straight sides and no corners.

Rectangle
Square

A square has 4 equal sides and 4 right angles. A rectangle has 2 sides of equal length all angles
are right.

What is the name of the shape that has 3 sides and 3 angles?

A. circle
B. triangle
C. square
Unistructural D. rectangle

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 B

Multistructural D
A. In 3 dimensions, triangles have four sides.
B. The 2-dimensional representation of a circle is a sphere in 3 dimensions.
C. Squares, rectangles, triangles, and circles are exclusively 2-dimensional shapes.
D. Cubes and spheres are examples of shapes represented in both 2 dimensions and 3 dimensions.

Relational Examine the following descriptions and select the option that correctly identifies, names, and describes the four
basic shapes: square, rectangle, triangle, and circle.
1.
2. 1. Shape with four equal sides and four right angles.
3. 2. Shape with three sides and three angles.
4. 3. Shape with opposite sides of equal length and all angles are right angles.
5. 4. Shape with a continuous curved boundary and no straight sides

A. Rectangle, Circle, Square, Triangle

B. Circle, Square, Triangle, Rectangle C
C. Square, Triangle, Rectangle, Circle
D. Triangle, Square, Circle, Rectangle

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 Extended Abstract Consider the following geometric features and their implications on the identification and
description of the four basic shapes: square, rectangle, triangle, and circle. Choose the option
that not only correctly identifies and names the shapes but also provides an insightful and
abstract description of their defining characteristics in relation to geometric principles.

1. This shape possesses congruent sides and angles, manifesting a high degree of symmetry and uniformity.

2. With three sides and three angles, this shape exemplifies versatility and simplicity, showcasing its significance in
various mathematical concepts.

3. Distinguished by opposite sides of equal length and right angles, this shape embodies balance and precision in
its geometric properties.

4 Represented by a continuous curved boundary, this shape transcends conventional sides and angles, introducing
curvature as a defining element.

A. Square, Triangle, Rectangle, Circle

B. Triangle, Square, Circle, Rectangle
C. Circle, Square, Triangle, Rectangle
D. Rectangle, Circle, Triangle, Square
A
2 days 2. Determines the missing term/s in a given continuous pattern using one attribute (letters/ numbers/events). M1AL-IIIg-1
Determining the missing term in a continuous pattern involves identifying the rule or relationship that
governs the sequence of terms. Here are some common methods and examples using different attributes:
STEM
Alphabetic Patterns: B

1. Moving Forward or Backward in the Alphabet:

 Example: A, C, E, __, I, K
 Rule: +2 each time.
2. Repeating a Sequence of Letters:
 Example: A, B, C, __, A,B,C
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  Rule: Repeating every three letters.
Numeric Patterns:
 Rule Example: Adding a constant number.
 2, 5, 8, __, 14, 17
 Here, the constant is +3.
 Rule Example: Multiplying by a constant number.
 3, 6, 12, __, 48, 96
 Here, the constant is ×2.

Geometric Patterns:

1. Squaring or Cubing Numbers:

 Example: 2, 4, 8, __, 32, 64
 Rule: ×2 each time.
2. Alternating Between Multiplication and Addition:
 Example: 1, 2, 4, __, 16, 32
 Rule: Multiply by 2, then add 2.

Sequence Patterns:

1. Fibonacci Sequence:
 Example: 1, 1, 2, 3, __, 8, 13
 Rule: Add the previous two terms to get the next term.
2. Prime Numbers:
 Example: 2, 3, 5, __, 11, 13
 Rule: List of prime numbers.

Pattern Shifts:

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 1. Shifting Positions:
 Example: Red, Blue, Green, __, Yellow, Purple
 Rule: Shifting colors.
2. Reversing Order:
 Example: 10, 8, 6, __, 2, 0
 Rule: Decreasing by 2 each time.

Identifying the underlying rule or relationship in the given sequence, you can determine the missing term.
Analyzing the pattern based on a single attribute helps simplify the process of finding the next or missing term in
the sequence.

In the sequence A, B, C, __, E, F, G, the missing term is:

Unistructural
A. D
B. H A
C. I
D. J

In the sequence 2, 5, 10, __, 26, 41, the missing term is a result of:

Multistructural A. Multiplying by 2
B. Adding 3
C. Squaring each term B
D. Adding consecutive prime numbers

Relational In the sequence 4, 12, 36, __, 324, 972, the relationship between consecutive terms is:

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 A. Subtracting by 6 D
B. Adding 4
C. Squaring each term
D. Multiplying by 3

Consider the sequence 3, 9, 27, __, 243, 729. The missing term is determined by:
Extended Abstract A
A. Adding consecutive prime numbers and subtracting 1.
B. Multiplying each term by the square root of 2.
C. Raising each term to the power of 3.
D. Adding the reciprocal of each term.

2 days 3. Counts groups of equal quantity using concrete objects up to 50 and writes an equivalent expression. e.g. 2 groups of 5

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 STEM

Si Lita og si Lito namupo og mansanas sa umahan. Aduna sila’y dala nga 2 (duha) ka dagko nga mga baske. Sa
pagpamauli nila sa ilanag balay ang ilang basket dunay sulod nga tinaglima (5) ka mansanas. Imo silang tabangan sa pag-ihap
sa pundok sa mga mansanas og isulat nimo ang iyang equivalent expression/ katumbas nga pagpadayag.

Equivalent Expression: 2 groups of 5

How many baskets did Lito and Lita bring? D

Unistructural
A. 5
B. 4
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 C. 3
D. 2

Which of the following represents the total number of apples?

Multi-structural A. 5 C
B. 7
C. 10
D. 15

In the context of "2 groups of 5," which of the following expressions establishes the relationship correctly?
A. 5×2
B. 5+5
C. 2+5
D. 2×5
Relational
B
4 days 6. Explain how mutation may cause changes in the structure and function of a protein ((S10LT-IIIe-6)

A
Considering the concept of "2 groups of 5," explore the relationships between the quantities involved. Choose the
most appropriate option that reflects the abstraction of this concept:
Extended Abstract A) 2x5
B) 2²
C) (2×5)-5(2×5)−5
D) (5+5)2(5+5)2

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Prepared by: ALJEAN T. ASBI
Teacher 1

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