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THE EFFECTS OF USING ACTIVITY-BASED METHOD OF TEACHING ON ACHIEVEMENT IN SECONDARY ALGEBRA

A Thesis Proposal to the Faculty of Graduate School Mindanao State University Maguindanao

A Partial Fulfillment of the Requirements for the Subject Education 206 Methods of Research

RAHIMA A. MACALIMPAS

June 2012

TABLE OF CONTENTS Page TITLE PAGE . . . . . . . . . . . . . . . . i . ii

TABLE OF CONTENTS CHAPTER I INTRODUCTION

Statement of the Problem Statement of the Hypothesis

. . . . . .

. . . . . .

. . . . . .

. . . . . .

. . . . . .

. 3 . 4 . 4 . 5 . 5 . 6

Statement of the Assumptions Significance of the Study Scope and Limitations Definition of Terms . . .

II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK Definition of Algebra Learning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 . 8 . 9 . 10 . 11 . 12 . 13 . 14

Cooperative Learning Teaching Strategy Lecture Method . .

Activity-Based Method Performance .

Conceptual Framework

III

METHODOLOGY Source of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 . 16 . 17 . 17 . 18

Data Gathering Procedure . Research Method Instrument Statistical Tool . . . . . .

BIBLIOGRAPHY APPENDICES

. 19

Appendix A: Pretest/Post-test Appendix B: Answer Sheet

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. 21 . 25

CHAPTER I INTRODUCTION

Mathematics is known as one of the gate keepers for success in all fields of life. It is common saying that mathematics is the mother of all subjects. That is why it is considered to be more than a subject and is conceived of a key to problem solving. One of the main objectives of teaching and learning mathematics is to prepare students for life. Students can develop their knowledge, skills; logical and analytical thinking while learning mathematics and all these can lead them in enhancing their curiosity and develop their ability to solve problems in almost all fields of life. This problem solving nature of mathematics can be found in sub-disciplines of mathematics such as geometry, calculus, arithmetic and algebra. The National Council of Teachers of Mathematics (NCTM) of USA has suggested that all students should learn algebra and that the study of algebra should be part of the mathematics curriculum from pre-kindergarten through grade 12. Algebra is an important area of mathematics. Algebra is a branch of mathematics and a generalized form of arithmetic and for the purpose of generalization of arithmetic; the letters and signs are used. Due to this, it has become the most difficult subjects for students to understand. This also made the students dislike the subject. Schoenfeld and Arcavi (1988) stated that one of the most important difficulties is the failure of understanding algebra which can be attributed to frequent use of different letters and symbols used in algebra and this is recognized as a complex process. Some problems encountered by the students appeared to have connection with their lack of conceptual knowledge and might have been result of teaching they experience in learning algebra at the secondary schooling level. Stacey and MacGregor (1997) cite several causes for the

misunderstandings students commonly have: (1) Students' interpretations of algebraic symbolism are based on other prior experiences that are not helpful, (2) The use of letters in algebra is not the same as their use in other contexts, (3) The grammatical rules of algebra are not the same as ordinary language rules, (4) Algebra cannot say a lot of the things that students want it to say. Although textbooks provide enough recommended daily activities, they are insufficient compared to the number of students using them. More discouragingly some new books in production were reported to have some errors. Here one can also see that textbooks are also not presenting content in such an elaborate way that these could have provided sufficient room for students to develop their relational knowledge and conceptual understanding of algebra. Teachers should consider this and should not only rely the learning activities of the textbooks provided, but be resourceful enough to use other instructional aids and activities. The activity-based method is a system which can succeed in keeping students motivated and fully occupied, while mastering the fundamentals. It provides the learning material for several students to be working on, while the teacher is busy with one group. ABM appears to be a system where the teacher can facilitate learning, without dominating the classroom or intimidating the students. However, it should be verified whether the use of it would enhance the level of learning outcomes. It is in this situation that encouraged the researcher to conduct a study using activitybased method in teaching algebra. The researcher is also interested to find out if the performance of the students will improve with the use of ABM.

Statement of the Problem It appears that the problems encountered by the students have connection with their lack of conceptual knowledge and might have been result of teaching they experience in learning algebra at the secondary schooling level. Teachers also appeared to have difficulties with their own content knowledge. Due to this, teachers rely only on the textbooks provided for them and only use the lecture method in teaching. Thus, textbooks are also not presenting content in such an elaborate way that these could have provided sufficient room for students to develop their relational knowledge and conceptual understanding of algebra. Considering this, the researcher aims to find out the effects of using an activity-based method of teaching on students achievement in Secondary Algebra. Specifically, this study seeks to answer the following questions: 1. What is the profile of student in terms of: a. Sex b. Age c. Tribal affiliation d. Grade in First Year Math 2. What is the performance of the control group and experimental group in the pre test? 3. What is the performance of the control group and experimental group in the post test? 4. To what extent have the activity-based method improved the performance of the students? 5. What is the rating between the performance of the students using the activity-based method and the lecture method?

6. Is there significant difference in the mean gain between the control group and the experimental group?

Statement of the Hypothesis Ha: There is a significant difference between the performance of the respondents in the control and the experimental group.

Statement of Assumptions Students have lack of relevant understanding of the concepts of algebra. They perceived algebra as a blend of numbers, symbols and signs. They did not have idea to use algebra for generalizing arithmetic for solving problems. Moreover, most students have not clear understanding about the importance of algebra in daily life. For instance, textbooks are not helpful in developing the actual concept of algebra. Using the activity-based method, students can master the fundamentals of algebra while having fun. This study also helps teachers to understand the misconceptions of students in algebra. Teachers could become aware of different contextual issues related to the uses of the letters and symbols in algebra. This could bring benefit to teachers/teacher educators in understanding students perception about the topics in algebra. Furthermore, this study will contribute to future research on similar topics and help policymakers and curriculum developers to address different issues raised by this study.

Significance of the Study The main purpose of this study is to determine the effect of using activity-based method of teaching on achievement in Secondary Algebra of First Year of Ibn Taimiyah Foundation Academy. As the result of the study the following persons will benefit: School administrators will be guided to improve the curriculum. It will give insight to encourage teacher to use activity-based method in teaching. Teachers will be guided with their teaching activities. It will give remedy on the problems in teaching-learning situation. It will enhance the interest of the students. Furthermore, it will be beneficial to the students who are the core of the educative process because there will be available activity-based method to work on aside from textbooks which are not sufficient to the students.

Scope and Limitation The study focuses on the effect of using an activity-based method which is an upgraded system that specifically provides activities and tests for the topics in Algebra from the First Quarter to the Fourth Quarter. The respondents of this study is limited to the first year students enrolled at Ibn Taimiyah Foundation Academy, Crossing Simuay, Sultan Kudarat, Maguindanao for the school year 2012-2013 particularly the I-Abubakar as the experimental group and I-Khalid as the control group.

Definition of Terms

In order to have better understanding, the following terms are defined operationally:

Academic Performance. This refers to the average obtained by the respondents in First Year. Activity-based method. This refers to the difference in score of the pre test and post test of the control and experimental group. Control group. This refers to the I-Khalid students of Ibn Taimiyah Foundation Academy that the teacher will use the lecture method in teaching. Effectiveness. This refers to the substantial gain score in pre test and post test. Experimental group. This refers to the I-Abubakar students of Ibn Taimiyah Foundation Academy that the teacher will use both the activity-based and lecture method in teaching. Gain Score. This refers to the difference in score of the pre test and post test of the control and experimental group. Lecture method. This refers to the process used by the teacher in presenting the lesson to the control group without using any of the activity-based method. Performance. This pertains to the students gain score in the pre test and post test. Teaching Strategies. This refers to the technique used by the teacher in introducing or presenting the lesson during the experimentation.

CHAPTER II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter is an attempt to present the views, perceptions and ideas of local and foreign authors who had conducted researches related to this study. They are categorize to subtopics below. Definition of Algebra Algebra (from Arabic al-jebr meaning "reunion of broken parts) is the branch of mathematics concerning the study of the rules of operations and relations, and the constructions and concepts arising from them, including terms, polynomials, equations and algebraic structures. Algebra is one of the main branches of pure mathematics together with geometry, analysis, topology, combinatories, and number theory,.

Elementary algebra, often part of the curriculum in secondary education, introduces the concept of variables representing numbers. The National Council of Teachers of Mathematics (NCTM) of USA has suggested that all students should learn algebra and that the study of algebra should be part of the mathematics curriculum from pre-kindergarten through grade 12. Algebra is an important area of mathematics. In spite of this, it has become the most difficult subjects for students to understand. This also made the students dislike the subject.

Schoenfeld and Arcavi (1988) stated that one of the most important difficulties is the failure of understanding algebra which can be attributed to frequent use of different letters and symbols used in algebra and this is recognized as a complex process. Some problems

encountered by the students appeared to have connection with their lack of conceptual knowledge and might have been result of teaching they experience in learning algebra at the secondary schooling level. Stacey and MacGregor (1997) cite several causes for the misunderstandings students commonly have: (1) Students' interpretations of algebraic symbolism are based on other prior experiences that are not helpful, (2) The use of letters in algebra is not the same as their use in other contexts, (3) The grammatical rules of algebra are not the same as ordinary language rules, (4) Algebra cannot say a lot of the things that students want it to say.

Learning Process The ability to learn is one of the most outstanding human characteristics. To learn is to acquire knowledge or skill. It occurs continuously throughout a persons lifetime. Bloom, et al (1971), time to learn is very important. They believed that everyone could learn if it would make greater effort to provide the appropriate time to learn. Individuals learn best when they are ready to learn, and they do not learn if they see no reason for learning according to Thorndikes law of readiness. Teachers must wait for the readiness or accept the present level of readiness of a learner. A child who is forced to learn beyond his capacity will lose desire to learn. Usually getting students ready to learn is the teachers responsibility. It is through their efforts and initiative on how to arouse the interest of the students to learn. He should provide learning experiences that are desirable to the learner. Students should be interested in what is to be learned an they should find pleasure in the learning activity. They need variety of instructional materials and classroom activities.

Meaningful material facilitates learning more quickly and increases learning retention. If they do not see the importance of the information or do not see a need to acquire it they are not likely to remember it. They seldom remember what they do not understand. Cooperative Learning Students are active human beings. They should share knowledge and exchange ideas with their classmates as well as with the teacher. They should feel free to ask questions to give opinions and explore ideas. Johnson, R. et. Al (1989), cooperative learning appears to be the better instruction method. Students who have opportunities to work collaboratively, learn faster and more efficiently have greater retention and feel more positive about learning experiences. Students should be active participants in their own learning to improve learning according to McTighe (1991). They perform better when they know what goals they are working towards, when they have the opportunity to examine models of excellence, and when they understand hoe their own performance compares to a set of established criteria. Better teaching should always bring better learning. The quality of learning attained by the learner is related to the quality of teaching done by the teacher. The test of most effective teaching is the effective learning. To make teaching and learning effective, the teachers aim must be clear; the materials of instruction must be adapted to students interest, abilities and needs. (Bernardino, V.) According to Turtoga, E.(1991), a meaningful and effective learning is when the learners acquire skills, understanding and insights. These can be achieved in three steps of teaching namely; teaching by rule, meaningful lectures and discovery insight. The learners perform

exercises, acquire deeper appreciation for the mastery of techniques and principle to be learned and find solutions to the problem with their own understanding. Moreover, Murshell (1970) stated that effective context or setting for learning should have the following characteristics: 1. It must be one with which the learner dynamically and strongly interacts, 2. It must require actual concrete experience, 3. and the concrete and dynamical compelling experience should be simple, and at the same time they should be abundant. Teaching Strategy There was a saying which says, One cannot give what one does not have. A teacher must be a master of his subject matter in order that he may inspire the confidence and respect of his students. Good mathematics teachers are honed not only by experiences but also of good academic preparations. Pereyra, B. (1989), described teaching as high quality when professionals take the task after long preparation, careful planning and with skillful execution of educational activities. Effective teaching needs carefully planning of learning activities. Lardizabal, A. et. Al (1998) stated in their book Principles and Methods of Teaching. The teacher as the key factor and facilitator of learning (1) provides condition of effective learning, (2) seeks to meet the needs and interest of the learner, (3) helps to create conditions for openness, respects trust, acceptance, confrontation and self-evaluation, (4) places emphasis on the uniqueness and right of individuals and (5) seeks feedback which will improve his effectiveness as a facilitator of the learning process.

Gonzaga cited in her study that according to Bautista (1990), improving the teachinglearning situation rest upon the shoulder of the teacher and principals. As much, they should refrain from blaming one another. Rather, they have to plan and work as a team, if they are to achieve the desired goals. Through cooperative process and group action, and hinder the atmosphere of permissiveness and cordiality, much can be done to improve conditions of teaching and learning in schools, much more perhaps than one possibly imagine. Lecture Method Lecture gives additional information whenever there is lack of reference books. This will train students to listen attentively and taking down notes. However, in Mathematics, Salend (1994) recommended that new math concepts be introduced through everyday situations as opposed to worksheets. With everyday situations as motivators, students are likely to recognize the importance and relevance of concept. Real-life demonstration enables students to understand more readily the mathematical process being demonstrated. Lectures violate the principle of learning by doing. This is the reason why it is insignificant to elementary and high school. A student learns more with permanency if he participates in different activities. Ramos (1980) revealed on the findings of his study that students who were exposed to the traditional or lecture type of teaching performed unsuccessfully as compared to those who were exposed to experiential learning. With traditional teaching, students were not actively involving themselves in the process of learning. In the words of Joseph Trenman, it was found out that listening to more and more material in a lecture seemed to interfere with learning from the earlier lecturing. A class listening

to 15 minutes remembered 23% of the material presented in the first 15 minutes; those listening to 45 minutes remembered only 20% of the material presented in the first 15 minutes. According to Derickson, S. (2001) the lecture can be beneficial to the students or it may be detrimental. A dry lecture can do serious damages to the listeners listening ability. The student subjected to poor lecture procedure over a prolonged period of time ultimately be conditioned to a state in different activities. He added that lecture method is very effective if used properly and the lecturer is well prepared and illustrated. Activity-Based Method Teachers should consider this and should not only rely the learning activities of the textbooks provided, but be resourceful enough to use other instructional aids and activities. The activity-based method is a system which can succeed in keeping students motivated and fully occupied, while mastering the fundamentals. It provides the learning material for several students to be working on, while the teacher is busy with one group. ABM appears to be a system where the teacher can facilitate learning, without dominating the classroom or intimidating the students. However, it should be verified whether the use of it would enhance the level of learning outcomes. Activity-based method is an instructional method that provides students with complex tasks based on challenging questions or problems that involve the students' problem solving, decision making, investigative skills, and reflection that includes teacher facilitation. Students form their own investigation of a guiding question, allowing students to develop valuable research skills as students engage in design, problem solving, decision making, and investigative activities. Through activity-based method, students learn from these experiences and take them into account and apply them to the world outside their classroom. ABM is a teaching technique

that promotes and practices new learning habits, emphasizing creative thinking skills by allowing students to find that there are many ways to solve a problem. The teacher should select the content, materials and activities that make the optimum contribution to the attainment of the instructional objectives. He should also organize materials in manner calculated to obtain the possible amount of instruction between the learners and the features of the learning environment along the journey towards the objectives, (Wilson, 2009). He further emphasized that the teacher should have enough knowledge and skills in using a variety of methods, procedures and strategies so that he will be prepared to face challenge of any teaching-learning situation. Performance The DepEd Order No. 33, s. 2004 which is known as Implementing Guidelines on the Performance-Based Grading System for SY 2004-205. 1. In line with the thrust of this Department to continuously improve the quality of learning outcomes, the lowest passing grade or the minimum performance standard for students in public elementary and secondary schools is set at 75 percent for SY 2004-2005 and school years thereafter. The lowest failing grade that may appear in the report card is set at 65 percent. 2. The same standard shall apply to students in Bridge Program. 3. In assessing learning outcomes, the construction of the test design should consist of 60 percent basic terms, 30 percent more advanced items and 10 percent items for distinguishing honor students. Questions in each category should have different weights. Test and non-test items should cover only materials actually taken up in class.

4. Grading by subject shall follow the guidelines in Enclosure 1 (In case of the elementary level) and the percentage weights allocated to the test and non-test factors indicated in Enclosure 2. Rubrics, where appropriate, are provided to assess performance in each of the following components: participation/performance, projects/outputs, and assignments, among other. The performance of the students reflects how the teacher presented the lesson. The teacher will be delighted if his students performance improved after evaluating the lesson. The teacher chooses strategies and materials suited to learning groups, individuals and instructions. He employs evaluation to determine how to improve teaching results and inspire his students to do better by giving useful feedbacks on how they performed and give praises for the work well done. The purpose of evaluation is not merely to check on pupil achievement but to provide a means of determining the effectiveness of the curriculum, of the instructional materials, and of the classroom activities. This will also evaluate the effectiveness of the teaching and how to improve the procedures and techniques of teacher. (Lardizabal, 1998) Conceptual Framework In teaching mathematics, teacher must be resourceful and energetic to provide the learners enough materials and activities. Activity-based method provides students with more challenging and fun activities that the researcher thought of to supplement the constrained of lecture method.

Activity-Based Method

Teaching Strategy

Students Achievement

Lecture Method

Figure1. Paradigm illustrating the effects of using activity-based method to students achievement The diagram above shows the flow of the study. The first box represents the teaching strategy to be used by the researcher. Two groups of students will be the respondents of the study. The first year Khalid as the control group and the first year Abubakar as the experimental group will be tested before the experimentation. The control group will be taught using lecture method, while the experimental group will be taught using the activity-based method. After all the topics had been discussed, the post test will be given to the respondents. The result of the pre test and post test of both groups would determine the effect of the activity-based method to the achievement of the students.

CHAPTER III METHODOLOGY

For the purpose of realizing the objectives of the research work, this chapter present a description of the general approaches employed in this study. It includes the following subtopics; Source of Data, Data Gathering Procedure, Research Method, Instrument, and Statistical Tool.

Source of Data This study will involve two sections in first year high school, 50 students from IAbubakar and 50 students from I-Khalid. These students are enrolled at Ibn Taimiyah Foundation Academy for the school year 2012-2013 in Sultan Kudarat District II, Sultan Kudarat, Maguindanao.

Data Gathering Procedure The researcher will seek the permission of the School President through the School Director to allow the researcher to conduct the study in I-Abubakar and I-Khalid of Ibn Taimiyah Foundation Academy. A pre test using the Survey Questionnaire will be first conducted to both groups. The teacher will teach personally the subject using the activity-based method to the experimental group, while on the control group will be the lecture method during the regular class schedule. This will be conducted for the first grading and second grading period. Before and after each grading period, a diagnostic and a unit examination will be given to both groups.

After the last unit examination, the post test will be conducted using the same Survey Questionnaire to the experimental and control groups.

Research Method A quasi-experimental design type of research will be employed in this study. A type of research method which adopted the pre test and post test design. In this study, two sections in first year high school of Ibn Taimiyah Foundation Academy will be used as subjects; the IAbubakar will serve as the experimental group and I-Khalid as the control group. The students will be group according to their grade in Math.

Instrument The researcher will construct a 50 item-test in this study. It is a multiple choice type of test. The researcher will also construct a 20 item-test for the diagnostic and unit examinations. This will be used by the two groups, the control group and the experimental group in the pre test and post test. This will be presented to the Math Education Supervisor of the Division of Maguindanao II, Math Coordinator of the City of Cotabato Division, and to the Math and Science Area Chairman of Notre Dame RVM of Cotabato High School Department for corrections and approval. Instructional materials such as PowerPoint presentations, visual aids, worksheets, books, fact sheets, thinking caps, concept maps, pictures, real objects and other materials which can be used in teaching the subject are employed in this study. Scenarios and more activities are given to the experimental group.

Statistical Tool

The data will be subjected to statistical analysis in order to determine the effects of using activity-based method of teaching on achievement in secondary algebra. To be able to find out the performance of the control group and experimental group, Frequencies and Percentages will be employed in the pre test and post test. After which, Means and Standard Deviation will be used to obtain the final results. The T-test will also be used to determine the difference in the Mean gain between the control group and the experimental group.

BIBLIOGRAPHY

A. Books Bloom, (1971) Mastery Learning, New York, Holt, Rinehart and Winston Inc. De Leon, C., et al. (2000) Integrated Mathematics Textbook for First Year, Quezon City. Derickson, Stanley. Ph.D. (2001) Mr. Ds Notes on Teaching, New York. Lardizabal, M., et al. (1991) The Principles and Methods of Teaching. (Third Ed.), Phoenix Publishing House, Inc. Navarro, R., et al. (1998) Principles of Teaching and Instructional Technology. Quezon City: KATHA Publishing Co., Inc. Ornstein, Allan C. (1990) Strategies of Effective Teaching. New York: HarperCollins Publisher. Salend, J. J. (1994) Effective Mainstreaming, Creative Inclusive Classrooms. (Second Ed.), New York, Macmillan B. Journals Anderson, L. (1969) Mastery Learning. In D. Treffinger, J. Davis and R. Turtoga, E. (1991) Creative Teaching in Mathematics. The Modern Teacher, p. 188 C. Unpublished Thesis Dapun, L. (2005) The Effect of Using Instructional Materials in Teaching Elementary Mathematics, (St. Benedict College, Cotabato City)

D. Websites http://www.ehow.com/info_7846296_algebra-1-group-activities.html http://www.questia.com/googleScholar.qst?docId=5010808684 http://www.thefreelibrary.com/Algebra+students%27+difficulty+with+fractions%3a+an+error+a nalysis.-a0164525538

http://www.freepatentsonline.com/article/Australian-Mathematics-Teacher/164525538.html http://www.physics.umd.edu/perg/plinks/linalg.htm http://mesamsamo.wetpaint.com/page/STUDENTS%E2%80%99+PERCEPTIONS+ABOUT+T HE+SYMBOLS http://www.squidoo.com/problems-encountered-with-mathematics http://www.ssa.tn.nic.in/Docu/ABL-Report-by-Dr.Anandhalakshmi.pdf http://maxwellsci.com/print/rjms/59-64.pdf http://c-stem.ucdavis.edu/training/summer_institute/algebra/

Appendix A Pre-test / Post-test Name: ____________________________ Date: __________ Year & Section: ___________ Score: _________ Name of School: ____________________________________________ General Direction: You are given 1 hour and 30 minutes to answer the test questionnaire. Encircle the letter of the correct answer. 1. 0.09 m is equal to _____. a. 0.9 mm b. 9 mm c. 90 mm d. 900 mm

2. How many decimal places to the right do we move to change km2 to m2? a. 3 b. 6 c. 9 d. 12 3. Choose the most realistic measure of volume/capacity for a can of soda. a. 1 L b. 8 oz c. 500 mL d. 1 cup 4. A boy weighing 27.6 kilograms sits on one end of a seesaw. How many grams should another boy weigh if he is to balance the first boy on the opposite end? a. 27 600 grams b. 2 760 grams c. 27.6 kilograms d. 2.76 kilograms 5. Choose the best estimate of temperature for a normal body. a. 10oC b. 20oC c. 37oC d. 47oC

6. In what year will the Philippines celebrate the 200th anniversary of its independence? a. 2015 b. 2018 c. 2020 d. 2025 7. Express the statement as a ratio. The speed of a car is 210 km in 3 hrs. a. 3 hrs b. 1 hr c. 70 km d. 210 km 210 km 70 km 1 hr 3 hrs 8. Round 5.669 to the nearest tenth a. 5.7 b. 5.6 c. 5.66 d. 5.67

9. Express 12:18 as a fraction in simplest form. a. 2 b. 4 c. 8 3 6 12

d. 12 18

10. Fatima completed her science investigatory project in 63 days while Hafsa completed her project in 8 weeks. Express this as a ratio in lowest terms. a. 63:8 b. 9:8 c. 63 days: 8 wks d. 9 wks: 8 wks 11. A computer technician charged Php540.00 for labor that took 3 hours. What was his hourly rate? a. Php540.00 b. Php270.00 c. Php180.00 d. Php135.00

12. Find the value of n to make 3 =24 a proportion. 7 n a. 56 b. 8 c. 32 d. 12 13. Find the value of n in the proportion 7:n = 21:27. a. 3 b. 6 c. 9 d. 12 14. 45% is equal to a. 4.5

b. 45 100

c. 4.5 100

d. 0.45

15. Find 30% x Php600.00 using fraction equivalents. a. 3 b. 6 c. 9 d. 18 16. Find the percentage of 200% of 83 a. 1.66 b. 16.6 c. 166

d. 1660

17. Find what percent of the first number is the second number of the given 32.4 and 68. a. 200% b. 100% c. 50% d. 30% 18. Shara saved Php1, 470.00 on a new refrigerator. If that was a saving of 15%, what was the original price of the refrigerator? a. Php14, 700.00 b. Php12, 700.00 c. Php9, 800.00 d. Php7, 800.00 19. Which of the following is opposite to an increase of Php10.00 in weekly allowance? a. +10 b. -10 c. =10 d. < 10 20. Which of the following set of integers is arrange in descending order? a. 5, -3, 2, -1, 0 b. -10, -8, -6, 3, 7 c. 9, 4, 0, -2, -8 d. 0, 1, -4, -6, -12 21. What is the absolute value of -10.5+ +6.3? a. +4.2 b. -4.2 c. 16.8 d. -16.8 22. Calculate the sum of (-0.52) + (-2.08) + 3.4. a. -0.8 b. 6 `c. -6 23. Find the difference of -8762 (+1235). a. -9997 b. 9997 c. +9997` 24. Find the product of
-4

d. 0.8 d. 9997

2 1 x 5 7 6
C

a. -20 2 b. 1 -10 7 21 25. Find n in n (-2.1) = -0. 17. a. -0.357 b. -2.27

c. 2 42 c. 0.357

d.

7 12

d. 2.27

26. Which of the following statements is true? a. - 3 = - 3 b. 4 < 16 7 7 5 20 27. 6 is equal to 48 28. 0.23 is equal to

c.

13.8 >13.9

d. 1 = 0.5 2

a. 125

b. 12.5 a. 23% b. 2.3

c. 1.25 c. 23 99

d. 0.125 d. 23 100 d. 11 irrational

29. What is the square root of 121? a. 11 rational b. 11 irrational

c. -11 rational

30. Which of the following two consecutive integers where 3 lies between? a. 2 and 4 b. 1.7 and 1.8 c. 2 and 2 d. 2 and 4 31. If 25-r2 = 9, what is r? a. 4 b. 15 c. -4 d. -16

32. Simplify -1 2 25- 8(7-3) + 4 6 (22 5) a. -612.5 33. The product of a and 3 b. -160 c. 83 b. 3a d. 38 c. 3 x a d. 3 A

a. a x 3

34. Which of the following verbal phrases match with 2 3x? a. Twice the quotient of 3 and x c. thrice the product of 3 and x b. Thrice the product of 2 and x d. thrice the quotient of 3 and x 35. Find the value of 16 (x-y) + 12(a + b) if a = 1, b = -1, x = -2, y = 1. a. -48 b. 16 c. -16 d. 48 36. Which of the following expression is a trinomial? a. 8(a2-b2) b. (3x)(5y)(7z) c. 3x-2y+5 37. Find the sum of -56x2y2, 65x2y2 and +109x2y2. a. 230x2y2 b. 118x2y2 c. 118xy 38. Add -747xy -569xy

d. 1 ab+4(3ab) 2

d. 230xy

a. -178xy

b. -178

c. -1316xy b. 36y5
c. 3c2r2 d

d. -1316 d. 36y3

39. The product of 3y2 4y 3y3 is a. 36y6 40. Divide 8c4d5r10


24c2d6r8 a. c2dr2 24

c. 365y4
d. c2r2 3d

b. 3c2dr2

41. The diameter of a giant star is 2 800 000 000 km. In scientific notation this is equal to a. 2.8 x 10-9 b. 2.8 x 109 c. 28 x 109 d. 28 x 10-9 42. What is the degree of the polynomial x-3x2+5x3? a. 1 b. 2 c. 3 d. 5 43. Add 4x2y 3xy2 + 15xy -12 9xy2 - 14xy +19 2 -13x y + 7xy2 + 16xy +21

a. 9x2y + 13xy2 + 17xy + 28 b. -9x2y + 13xy2 + 17xy + 28 c. 9x2y - 13xy2 + 17xy + 28 d. -9x2y - 13xy2 - 17xy - 28

44. Subtract 6.2x + 2.3y from 3.4x 5.2y. a. -2.8x 7.5y b. 9.6x 2.9y

c. 2.8x + 7.5y

d. -9.6x + 2.9y

45. Find the product of -11m2ny3(-8mn2y + 6mny2) by distributive property. a. 88m3n3y4 66m3n2y5 b. -88m3n3y4 + 66m3n2y5 c. 88m3n3y4 + 66m3n2y5 d. -88m3n3y4 66m3n2y5 46. The product of 9y2 + 2y + 6 and 4y 5 is a. 36y3 + 53y2 + 34y 30 b. 36y3 + 53y2 14y -30 c. 36y3 + 53y2 + 14y 30 d. 9y2 + 8y + 1 47. Find the quotient of a. p3s2 + 2p2rs r3 p8r3s3 + 2p6r4s2 p2r6s p5r3s b. p3s2 + 2prs r3 c. p3s2 + 2pr2s r3

d. p3s2 - 2pr2s + r3

48. There are 28x2 + 36x 16 oranges in a basket. Mother divides them equally among her 4 children. How many oranges does each child get? a. 7x2 9x + 4 b. 7x2 9x 4 c. -7x2 + 9x 4 d. 7x2 + 9x 4 49. What is the equivalent mathematical sentence of the statement below? Four times the difference between a number less three is equal to twenty-four. a. 4x 3 = 24 b. 4(x - 3) = 24 c. 4 3x = 24 d. 4(3x) = 24 50. Hadiguia weighs 3 kg more than her sister Aisha, and their total weight is 105 kg. What is the weight of Aisha? a. 54 kg b. 51 kg c. 47 kg d. 50 kg

Appendix B Answer Key

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

C B B A C B C D A B C A C B D C A C B C C D A B C

26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.

D D C A B A D B C A C B A A D B C B A A C B D B B

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