Republic of the Philippines

Department of Education
Region XII
DIVISION OF SULTAN KUDARAT
Kenram, Isulan, Sultan Kudarat
Tel/Fax No. 064-471-1007 ◾ Email: depedsk.r12@deped.gov.ph

LEARNING NEEDS ASSESSMENT FOR GRADE 1 MATHEMATICS TEACHERS

Name:_____________________________________________Position:_____________________________Gender:_____________Age:_________
Grade Level:_____________________ Years in Teaching Math:__________________________________ Contact No:______________________
Educational Attainment/Major/Minor: ___________________________Recent Training on:____________________________________________
District:______________________________ District Head: ______________________________________Contact No:______________________
School:______________________________ School Head:_______________________________________ Contact No:______________________
General Direction: The questionnaire is designed to assess learning needs about teacher’s knowledge of the content. Please answer the
question carefully and honestly so that the information provided reflects your situation as accurately as possible. Mark with (/) in the
appropriate box.
TEACHER’S KNOWLEDGE OF THE CONTENT
Are you prepared to teach… I do not Not well Somewhat Very
teach this prepared prepared much
topic prepared
(1) (2) (3) (4)
A. FIRST QUARTER – NUMBER AND NUMBER SENSE
1 Numbers from 0 to 100 using a variety of materials?
2 Number of objects in a given set by ones and tens?
3 Number that is one more or one less from a given number?
4 Sets with objects 1 to 10 in the one more order or less order?
5 Compose and decompose a given number?
6 Sets of ones into sets of tens and sets of tens into hundreds using objects?
7 Two sets using the expressions “less than”, “more than”, and “as many as”?
8 Sets from least to greatest and vice-versa?
9 Counts by 2s, 5s and 10s through 100?
10 Numbers up to 100 in symbols and in words?
11 Place value and value of a digit in one- and two-digit numbers?
12 Numbers into tens and ones?
13 Numbers from 11 through 100 in expanded form?
14 Numbers up to 100 using relation symbols?
15 Numbers up to 100 in increasing or decreasing order?
16 Counting sequence starting at any two-digit number?
17 Identifying the 1st, 2nd, 3rd, up to 10th object in a given set from a given point of
reference?
18 Ordinal numbers: 1st, 2nd, 3rd up to 10th?
19 Comparing coins and bills up to Php100 and their notations?
B. SECOND QUARTER -NUMBER AND NUMBER SENSE
20 “Putting together” or combining or joining sets?
21 Adding two one-digit numbers with sums up to 18 using the order and zero
properties of addition?
22 Adding two one-digit using appropriate mental techniques e.g. adding doubles
and/or near-doubles?
23 Adding three one-digit numbers using the grouping property of addition?
24 Adding two to three one-digit numbers horizontally and vertically?
25 Expanded form to explain the meaning of addition with regrouping?
26 Adding numbers with sums through 99 without or with regrouping?
27 Adding mentally two to three one-digit numbers with sums up to 18 using
appropriate strategies?
28 Adding mentally two-digit numbers and one-digit numbers with regrouping
using appropriate strategies?
29 Solving one-step routine and non-routine problems involving addition of whole
numbers including money with sums up to 99 using appropriate problem-solving
strategies?
30 Creating real life situations involving addition of whole numbers including
money?
31 Subtraction as “taking away” or “comparing” elements of sets?
32 Addition and subtraction are inverse operations?
33 Missing number in addition and subtraction sentences involving one-digit
numbers?
34 Decompose numbers from 1 to 10 into pairs in more than one way?
35 Subtracting one-digit numbers with minuends through 18 (basic facts)
36 Subtracting one- to two-digit numbers with minuends up to 99 without
regrouping?
37 Expanded form to explain subtraction with regrouping?
38 Subtracting one- to two-digit numbers with minuends up to 99 with regrouping?
39 Subtract mentally one-digit numbers from two-digit minuends without
regrouping using appropriate strategies?
40 Determining the relationship of the strategy used in addition/subtraction
problem to a written method and explain the reason behind it?
41 Solving routine and nonroutine problems involving subtraction of whole
numbers including money with minuends up to 99 with and without regrouping
using appropriate problem-solving strategies and tools?
42 Strategy use in solving routine and nonroutine problems involving
addition/subtraction?
43 Create real life situations involving subtraction of whole number including
money?
C. THIRD QUARTER - FRACTIONS
44 Counting groups of equal quantity using concrete objects up to 50 and writing
equivalent expression? e.g. 2 groups of 5
45 Separating objects into groups of equal quantity using concrete objects up to
50? e.g. 10 grouped by 5s
3 groups of 4s change this into another group of 2s
46 Identifying ½ and ¼ of a whole object?
47 Dividing a whole into halves and fourths using a number line via strips?
48 Dividing elements of sets into two groups of equal quantities to show halves?
49 Dividing elements of sets into four groups of equal quantities to show fourths?
50 Drawing the whole region or set given its ½ and/or ¼?
D. GEOMETRY
51 Describing four basic shapes (square, rectangle, triangle and circle) in 2
dimensional (flat/plane) and 3-dimensional (solid) objects?
52 Classifying 2-dimensional (flat/plane) and 3-dimensional (solid) figures
according to common attributes?
53 Drawing the four basic shapes?
54 Identifying shapes that show symmetry?
55 Creating composite shapes?
56 Creating new shapes from the composite shapes?
57 Partitioning identified shapes into two or four equal parts?
58 Visualizing that partitioning shapes into more equal shares creates smaller
shares?
59 Tessellating a surface using squares or equilateral triangles?
60 Constructing two-dimensional and three-dimensional objects (solid) using
manipulative materials?
E. PATTERNS AND ALGEBRA
61 Determining missing term/s in a given continuous pattern using one attribute
(letters/numbers/events)?
e.g. A,B,C,D, ___ 2,3, __5,6,7__, ___Wed, Thurs, Fri Aa, Bb, Cc, __,
62 Creating patterns of shapes, sizes, colors, numbers, orientation, etc?
63 Determining the missing term/s in a given repeating pattern using one attribute
(letters, numbers, colors, figures, sizes, etc.)? e.g. A, B, C, A, B, C, A, ___
64 Constructing equivalent number expression using addition and subtraction?
e.g. 6 + 5 = 12 -1
65 Creating patterns to compose and decompose using addition?
e.g. 7 = 0 + 7, 1+ 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0
66 Finding the missing number in an addition or subtraction sentence using a
variety of ways? e.g. n + 2 = 5 , 5 – n = 3
F. FOURTH QUARTER - MEASUREMENT
67 Telling days in a week; months is a year in the right order?
68 Day or the month using a calendar?
69 Writing time by hour, half-hour and quarter-hour using analog clock?
70 Drawing time by hour, half-hour and quarter-hour in analog clock?
71 Solving problems involving time (days in a week, months in a year, hour,
half-hour, and quarter-hour)?
72 Comparing objects using comparative words: short, shorter, shortest; long,
longer, longest; heavy ,heavier, heaviest; light, lighter, lightest?
73 Measuring length using non-standard units of linear measures?
74 Measuring mass using non-standard units of mass measure?
75 Measuring capacity using non-standard unit?
G. STATISTICS AND PROBABILITY
76 Collecting data on one variable (about themselves and surroundings) through
simple interview?
77 Sorting, classifying, and organizing data using tallies in tabular form and
presenting this into a pictograph without scales?
78 Inferring and interpreting data presented in a pictograph without scales, e.g.
finding out from the title what the pictograph is all about, comparing which has
the least or greatest?
79 Solving routine and nonroutine problems using data presented in pictograph
without scales?
80 Telling whether an event is likely or unlikely to happen?
81 Describing events in real-life situations using the phrases “likely” or “unlikely
to happen”, e.g. Tomorrow it will rain?