CURRICULUM DEVELOPMENT

MET REVIEW

1. ESSENTIALISM

�The teacher is the sole athourity in her subject area or field of specialization

�Excellence in education ,back to basics and cultural literacy

2. PERENNIALISM

�Teachers help students think with reason based on socratic methods of oral exposition or recitation
,explicit or deliberate teaching of traditional values

�Use of great books and return to liberal arts

3. PROGRESSIVSM

�Subjects are interdisciplinary,integrative and interactive

�Curriculum is focused on students interest,human problems and affairs

�School reforms ,relevant and contextualized curriculum,humanistic education

4. RECONSTRUCTIONISM

�Teacher act as agents of change and reform in various educational projects including research

�Equality of educational opportunities in education,access to global education

5. CURRICULUM

a. It is based on students needs and interest

b. It is always related to instruction

c. Subject matter is organized in terms of

knowledge ,skills and values

d.the process emphazise problem solving

e. Curriculum aims to educate generalist and

not specialist

6. BEHAVIORIST PSYCHOLOGY
�Learning should be organized so that students can experience success in the process of mastering the
subject matter

7. COGNITIVE PSYCOLOGY

�Learning constitutes a logical method for organizing and interpreting learning

8. HUMANISTIC PSYCHOLOGY

�Curriculum is concerned with the process not the products

�personal needs not subject matter

�psychological meanings and environmental situations

9. SOCIAL FOUNDATION OF CURRICULUM

�Society as ever dynamic,is a source of very fast changes which are difficult to cope with

10. PHILOSOPHICAL AND PSYCHOLOGICAL

FOUNDATION OF CURRICULUM

�Helps in answering what school are for ,what subject are important, how students should learn,and
what materials and methods should be used

11. HISTORICAL FOUNDATIONS OF CURRICULUM

�Shows different changes in the purposes ,principles and content of the curriculum

12. GOOD CURRICULUM

�Complements and cooperates with other programs of the community

�Provides for the logical sequence of subject matter

�Continuosly involving

�Complex of detail

13. WRITTEN CURRICULUM

�Teacher Charisse implements or delivers her lessons in the classroom based on a curriculum that
appear in school,district or division documents

14. RECOMMENDED CURRICULUM

�Proposed by schoolars and professional organization

15. HIDDEN CURRICULUM

�Unintended curriculum which is not deliberately planned but may modify behavior or influence
learning outcomes

16. TAUGHT CURRICULUM

�Teachers implement or deliver in the classrooms or schools

17. OBJECTIVES

�Implement or component of the curriculum provides the bases for the selection of content and learning
experience which also set the criteria against which learning outcomes will be evaluated

18. LEARNING EXPERIENCE

�What instructional strategies resources and activities will be employed

19. CONTENT

�What subject matter is to be included

20. EVALUATION APPROACHES

�What methods and instruments will be used to asses the results of curriculum

21. INTEREST

�A learner will value the content or subject matter if it is meaningful to him/her

22. SIGNIFICANCE

�When content or subject matter will contribute the basic ideas,concepts,principles and generalization
to achieve the overall aim of the curriculum then it is significant

23. LEARNABILITY

�Subject matter is the curriculum should be within the range of the experience of the learners

24. UTILITY

�Usefulness of the content or subject matter may be relative to the learner who is going to use it.

25. LEARNING CONTENT OF A CURRICULUM

�Frequently and commonly used in daily life

�Suited to the maturity levels and abilities of students

�Valuable in meeting the needs and the competences of a future career

26. LEARNING EXPERIENCES

�Elements or components of the curriculum includes instructional strategies and methods that put in
action the goals and use the contents in order to produce the outcome

27. AIMS,GOAL and OBJECTIVES

�They provide the bases for the selection of learning content and learning experiences

�They also set the criteria against which learning outcomes will be evaluated

28. SUBJECT MATTER/CONTENT

�It is the compendium of facts ,concepts,generalization,principles and theories.

�It is individuals personal and social world and how he or she defines reality

29. EVALUATION APPROACHES

�Refer to the formal determination of the quality,effectiveness or value of the program,process and
product of the curriculum

30. INPUT

�In the CIPP Model by Stufflebeam the goals,instructional strategies ,the learners ,the teachers the
content and all materials needed in the curriculum

31. CONTEXT

�Referes to the environment of the curriculum or the real situation where the curriculum is operating

32. PROCESS

�Refers to the ways and means of how the curriculum has been implemented

33. PRODUCT

�Indicates if the curriculum accomplishes its goal

34. HILDA TABA

�Grassroots approach-teachers who teach or implement the curriculum should participate in developing
it

35. RALPH TYLERS MODEL of CURRICULUM

�Purpose of the school

�Educational experience related to the purpose

�Organization of the experience

�Evaluatiom of the experience

36. PLANNING PHASE in curriculum development

�The needs of the learners

�The achievable goals and objectives to meet the needs

�The selection of the content to be taught

�The motivation to carry out the goals

�The strategies most fit to carry out the goals

�The evaluation process to measure learning outcomes

37. IMPLEMENTATION PHASE in curriculum develoment

�Requires the teacher to implement what has been planned

38. EVALUATION PHASE in curriculum development

�A match of the objectives with the learning outcomes will be made

39. CHILD CENTERED DESIGN

�Design model in developing curriculuk is attributed to Dewey,Rouseau,Pestallozi and Froebel

�Curriculum is ancored on the needs and interest of child

40. HUMANISTIC DESIGN

�Abraham Mashlow and Carl Rogers

�who said the development of the self is the ultimate objective of learning

41. EXPERIENCE CENTERED DESIGN

�Experiemces of the learners become the starting point of the curriculum

42. PROBLEM CENTERED DESIGN

�Draws on social problems ,needs,interest and abilities of the learners

43. MANAGERIAL APPROACH

�School principal is the curriculum leader and at the same time instructional leader

44. SYSTEM APPROACH

�Influenced by system theory,where the parts of total school district or school are determined in terms
of how they related to each other

45. BEHAVIORAL APPROACH

�Chagce of behavior indicates the measure of the accomplishment

46. HUMANISTIC APPROACH

�Consider the whole child

�believes that in a curriculum the total developmemt of the individual is the prime consideration

�The learner is the center of the curriculum

47. SYSTEMS APPROACH

�The organizational chart of the school shows the line staff relationships of personnel and how decision
are made

48. PROCESS OF FEEDBACK AND REFLECTION

�To give information as to whether the three phases were appropriately done and gave good results

49. EDUCATIONAL TECHNOLOGY'S ROLE

�Upgrading the quality of teaching and learning in school

�Increasing the capability of the teacher to effectively inculcate learning and for students to gain mastery
of lessons and courses

�Broadening the delivery of education outside school through non traditional approaches to normal and
informal learning such as open universities and lifelong learning to adult learners

50. CURRICULUM ASSESSMENT

�Teacher gathers information about his students know and can do.

51. PILOT TESTING

�A process of gathering empirical data to support wheter tje material or the curriculum is
useful,relevant,reliable and valid

52. MONITORING

�A periodic assessment and adjusment during the try out period

53. CURRICULUM EVALUATION

�Systematic process of judging the value effectiveness and adequacy of a curriculum

�process of obtaining informationfor judging the worth of educational program,product ,procedure

,educational objectives or the potential utility orlf alternative approaches design to attain specified
objects

54. CURRICULUM DEVELOPMENT

�The process of selecting organizing executing and evaluating the learning experience on the basis of the
needs abilities and interest of the learners and on the basis of the nature of the society or community for
the possibilities of improving the teaching learning situation

55. CURRICULUM DESIGN

�Focuses on the content and porpuses of the curicculum

56. BACKWARD DESIGN (UbD-Based curriculum)

�Stage 1:IDENTIFYING RESULTS/DESIRED OUTCOMES

�Content/Performance standard

�Essential understanding

�Objevtives-KSA

�Essential Question

�Stage 2:DEFINING ACCEPTABLE EVIDENCE/ASSESSMENT

�Assessment-Product

�Performance

�Assessment criteria/tools

�Six facets of understanding

Explain

Interpret

Apply

Perspective

Empathy
Self knowledge

�Stage 3:LEARNING PLAN/INSTRUCTION

�Explore

�Firm up

�Deepen

�Transfer

57. K-12 CURRICULUM

�1. Universal Kindergarten

�2. Contextualization and Enhancement

�3. Spiral Progression

�4. Mother Tounge-Based Multilingual Education

�5. Senior High School

�6. College and Livelihood readiness,21st Century Skills

58. MEDIUM OF INSTRUCTION RATIONALIZED

�President Aquinos 10 ways to fix Phil education refers to the use of mother tounge as a medium of
instruction from pre-school to grade 3

59. EVERY CHILD A READER BY GRADE 1

�By the end of SY 2015-2016 every child passing preschool must be reader

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LET in the NET

5 Levels of Technology Integration in the Curriculum:

1. Entry level, the key is that the teacher is using the technology.

2. Adoption, the student is using the technology, but there is still a fixed progression in which much of
the learning is about the technology itself.

3. Adaptation, some teacher-defined choices are provided for the students, but there is still a fixed
beginning and endpoint.
4. Infusion, the students make choices for technology based on their goals.

5. Transformation, the two keys are the variation in starting points and the fact that the work could not
be done without technology.

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SFINAL COACHING BULLETS

Stimulus bounded- distracted by outside stimuli easily.

Horizontal mobility- a teacher in brgy. School transferred in town.

Vertical mobility- teacher being promoted as supervisor

Nuclear family- father, mother and their children

Extended family- parents and other relatives

Solitary play- children play toys by themselves

Onlooker play- children watch others play but not involved

Parallel play- children watch alongside not with each other.

Associative play- parehas ang kanilang nilalaro

Baduy- awkward looking

Transmuted- changed

Carnal- bold

Aplomb- composure

Loquacious- verbose

Profanity- obscenities

Rizal was born- calamba, laguna

Penchant- fondness

Eureka- discovery

Metaphor- "the lord is my sheperd"

Hyperbole- " he is the blacksheep in the family"

Geoffrey Chaucer- morning star of English lit.

Shakespear- "Bard of avon"

Nature- heredity, IQ, character traits

Nurture- environment

Phelogenetic- development follows orderly sequence

Ontogenetic- rate of dev. Is unique

Cepalocaudal- dev. From head to foot

Proximodistal- central access

Iconic- by seeing ex. Pictures

Symbolic- by symbols ex. Words and numbers

Inactive- learning by doing physical action

Socrates- " know thyself"

Plato- " wrote the republic"

Aristotle- "father of modern sciences"

Albert bandura- social learning theory/ modelling

Kohlberg- moral dev. Theory

Pavlov- classical conditioning

Skinner- operant conditioning

John amos comenius- " orbis pictus"

NCBTS -national Competency-based teacher standards

tanaga 7777

tanka 57577

Tree releases carbon dioxide during? ~ evening

tatlong tuldok na sunod-sunod = elipsis

town criers~~~umalohokan
Meaning of TOS ~~~table of Specifications

Sage on stage ~~dispenser of knowledge

Negative effect of extended family~ FAVORITISM.

Bicameralism~~ Jones Law

Ang _____ay ang bantas na ginagamit sa pagitan ng panlaping IKA at Tambilang~~~GITLING

She is a lovely rose" is an example of~~metaphor

Had I studied very well, I ___________ rewarded with vacation in the US~~would have been

She is a lovely rose" is an example of~~metaphor

Had I studied very well, I ___________ rewarded with vacation in the US~~would have been

___________ is an example of a non pathogenic microorganism~~ Probiotics as bifidobacterium

First labor union in the Philippines~~~Union Obrera Demokratika

The only remnant after world war II~~Philippine Independent Church

Sa mga Soc Sci major mag focus po kayo sa Economics

PROFESSIONAL EDUCATION

SUBCATEGORIES OF TEACHER MOVEMENT/MOVEMENT MANAGEMENT

1. THRUST – proceeding without assessing

2. DANGLING – hanging activity by giving another

3. TRUNCATION – leaves activity

4. FLIP-FLOP – returns to a left activity while currently

doing an activity

5. STIMULUS-BOUND – distracted

6. OVERDWELLING – overtime in one topic

7. OVERLAPPING – multitasking results negatively

ISM’s IN EDUCATION

BEHAVIORISM – change ESSENTIALISM – basic

EXISTENTIALISM – choice HUMANISM – build

IDEALISM – enough in mind PERRENIALISM – constant

PRAGMATISM - practice (T&E) PROGRESSIVISM – improve

REALISM – enough to see UTILITARIANISM - best

SOCIAL RECONSTRUCTIVISM – benefit of all

AIMS OF ERAS

PRE-SPANISH – survival and conformity

SPANISH – Christianity

AMERICAN – democratic ideals and way of life

COMMONWEALTH – moral character, efficiency

JAPANESE – progress

PROF. ED PROPONENTS

B.F. SKINNER – Operant Conditioning

BANDURA – Modeling

BANDURA & WALLACE – Social Learning

CARL JUNG – Psychological

CARL JUNG – Psychological

CONFICIUS – Education for all, Golden Rule

EDWARD THORNDIKE – Connectionism

ERICK ERIKSON – Psychosocial

IVAN PAVLOV – Classical Conditioning

JEAN PIAGET – Cognitive FROEBEL - Father of Kndrgrtn

PEZTALLOZI – realia, Froebel’s protégé

JEROME BRUNER – Instrumental Conceptualism

JOHN DEWEY – learning by doing

JOHN LOCKE – Tabula Rasa (blank sheet)

KOHLERS – Insight Learning

LAURENCE KOHLBERG – Moral Development

LEV VGOTSKY – Social Cognitivist, Scaffolding

SIGMUND FREUD – Psychosexual

WILLIAM SHELDON – Physiological

PRINCIPLES

HEDONISM – pleasure principle

DOUBLE EFFECT – sacrifice for the good or bad

FORMAL COOPERATION – cooperation with will

LESSER EVIL – choice of the less one from two bad things

MATERIAL COOPERATION – cooperation without will

FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY

1. ORAL (0-1 yrs. old) – Infant

2. ANAL (1-3 yrs. old) – Toddler

3. PHALLIC – Preschool

4. LATENCY – School Age

5. GENITAL – Adolescense

OEDIPUS – son to mom ELECTRA – daughter to dad

LAWS IN EDUCATION

PRC BR 435 – Code of Ethics for Professional Teachers

PD 1006 – Decree Professionalizing Teachers

RA NO. 1425 – inclusion of the works of Jose Rizal

RA NO. 4670 – “Magna Carta for Public School Teacher”

RA 7722 – CHED
RA 7796 – “TESDA Act of 1994”

RA 7836 – Phil. Teachers Professionalization Act of 1994

RA 9155 – BEGA (Basic Educ.) or DepEd Law

RA 9293 – Teachers Professionalization Act

RA 10533 – K-12 Law

ACT NO. 2706 – “Private School Law”

COMMONWEALTH ACT NO. 578 – “persons in authority”

KAUTUSANG PANGKAGAWARAN BLG 7 - PILIPINO NatlLng

PROKLAMA BLG 12 - Linggo ng Wika (Balagtas,Mr29-Ap4)

PROKLAMA BLG. 186 – Linggo ng Wika (Quezon,Ag13-19)

PROKLAMA BLG. 1041 – Buwan ng Wika (Ramos)

PHIL. CONSTITUTION ACT 14 – ESTACS

RA 1079 – no limit of Civil Service eligibility

RA 6655 – “Free Public Secondary Educ. Act of 1988”

RA 6728 – “Act Providing Government Assistance to

Students and Teachers in Private Education

RA 7277 – Magna Carta for PWD

RA 7610 – Anti-Child Abuse Law (Amendment: RA 9231)

RA 7743 – establishment of public libraries

RA 7877 – “Anti Sexual Harassment Act of 1995”

RA 7880 – “Fair and Equitable Access to Education Act”

RA 8049 – Anti-Hazing Law

RA 8187 – Paternity Act

RA 10627 – Anti-Bullying

SB 1987 ART. 14 SEK. 6-9 – FILIPINO (National Language)

BRUNER’S THREE MODES OF REPRESENTATION

1. ENACTIVE (0-1 yrs. old) – action-based information

2. ICONIC (1-6 yrs. old) – image-based information

3. SYMBOLIC (7+) – code/symbols such as language

TAXONOMY OF OBJECTIVES

COGNITIVE:

BLOOM (LOTS) ANDERSON (HOTS)

o Knowledge

o Comprehension

o Application

o Analysis

o Synthesis

o Evaluation o Remembering

o Understanding

o Applying

o Analyzing

o Evaluating

o Creating

AFFECTIVE:

o Receiving

o Responding

o Valuing

o Organizing

o Characterization

PSYCHOMOTOR:
SIMPSON HARROW

o Perception

o Set

o Guided Response

o Mechanism

o Complex Overt Response

o Adaptation

o Origination o Reflex movement

o Fundamental Movement

o Physical Movement

o Perceptual Abilities

o Skilled Movements

o Non-discursive communication

DALES CONE OF EXPERIENCE

Read

Hear

Picture

Video

Exhibit

Demonstration

Collaborative Work

Simulation

Real thing

ERIKSON’S PSYCHOSOCIAL TASKS

1. TRUST VS. MISTRUST (0-12 months)

2. AUTONOMY VS. SHAME/DOUBT (1-3 years old)

3. INITIATIVE VS. GUILT (3-6 years old)

4. INDUSTRY VS. INFERIORITY (6-12 years old)

5. INDENTITY VS. ROLE CONFUSION (12-18 years old)

6. INTIMACY VS. ISOLATION (early 20s-early 40s

7. GENERATIVITY VS. STAGNATION (40s-mid 60s)

8. INTEGRITY VS. DESPAIR (mid 60s-death)

PIAGET’S COGNITIVE DEVELOPMENT THEORY

1. SENSORY – senses

2. PRE-OPERATIONAL - imagination

3. CONCRETE 4. FORMAL

GENERATIONS OF COMPUTER

1. VACUUM TUBES (1940-1956)

2. TRANSISTORS (1956-1963)

3. INTEGRATED CIRCUITS (1964-1971)

4. MICROPROCESSORS (1971-present)

5. ARTIFICIAL INTELLIGENCE (present-future)

MISTAKEN GOALS

1. ATTENTION SEEKER – “teacher, notice me”

2. REVENGE – “teacher, I am hurt”

3. POWER-SEEKING – “teacher, may I help?”

4. INAD.

✔NATURALISM -- only nature exist, nature is better than civilization (NATURALESA ng isang BAGAY)

✔IDEALISM -- spiritual, values, moral, socratic method

✔REALISM -- natural world, values arenatural and absolute, reality exist undercieved
✔PRAGMATISM/¬¬¬¬¬EXPERIMENTALISM -- practical, problem solving research, knowledge is what
works, values are related, truth is warranted assertion.

✔ESSENTIALISM -- 3r's (4r's ngayon), achievement test, certain knowledge&skills are essential for
rational being.

✔PROGRESSIVISM -- process of development, higher level of knowledge, the child's need and interest
are relevant to curriculum.

✔EXISTENTIALISM -- knowledge is subjective, man shapes his being as he lives, we are what we do,
deciding precedes knowing.

✔PERENNIALISM -- education that last for century, universalist, knowledge is eternally valid.

✔SOCIAL RECONSTRUCTIVISM -- for better society, community based learning

✔RECONSTRUCTUONALISM -- the school should help rebuild the social order thus social change.

✔BEHAVIORISM -- learning is change in behavior, S-R relationship

✔EMPIRICISM -- knowledge comes thru senses, 5 senses (observatory learning)

✔STRUCTURALISM -- complex mental exp. such as image,feeling and sensation

✔FUNCTIONALISM -- focus to motivation, thinking & learning.

✔PURPOSIVISM -- individual hormones are responsible for the motive to strive towards fulfillment of
his/her objective.

✔PHILOSOPHICAL ANALYSIS -- reality is what verifiable, truth correspondes to reality, usage determines
meaning

PROFESSIONAL EDUCATION

SUBCATEGORIES OF TEACHER MOVEMENT/MOVEMENT MANAGEMENT

1. THRUST – proceeding without assessing

2. DANGLING – hanging activity by giving another

3. TRUNCATION – leaves activity

4. FLIP-FLOP – returns to a left activity while currently

doing an activity

5. STIMULUS-BOUND – distracted

6. OVERDWELLING – overtime in one topic

7. OVERLAPPING – multitasking results negatively

ISM’s IN EDUCATION

BEHAVIORISM – change ESSENTIALISM – basic

EXISTENTIALISM – choice HUMANISM – build

IDEALISM – enough in mind PERRENIALISM – constant

PRAGMATISM – practice (T&E) PROGRESSIVISM – improve

REALISM – enough to see UTILITARIANISM – best

SOCIAL RECONSTRUCTIVISM – benefit of all

AIMS OF ERAS

PRE-SPANISH – survival and conformity

SPANISH – Christianity

AMERICAN – democratic ideals and way of life

COMMONWEALTH – moral character, efficiency

JAPANESE – progress

PROFESSIONAL EDUCATION PROPONENTS

B.F. SKINNER – Operant Conditioning

BANDURA – Modeling

BANDURA & WALLACE – Social Learning

CARL JUNG – Psychological

CONFICIUS – Education for all, Golden Rule

EDWARD THORNDIKE – Connectionism

ERICK ERIKSON – Psychosocial

IVAN PAVLOV – Classical Conditioning

JEAN PIAGET – Cognitive FROEBEL – Father of Kndrgrtn

PEZTALLOZI – realia, Froebel’s protégé

JEROME BRUNER – Instrumental Conceptualism

JOHN DEWEY – learning by doing

JOHN LOCKE – Tabula Rasa (blank sheet)

KOHLERS – Insight Learning

LAURENCE KOHLBERG – Moral Development

LEV VGOTSKY – Social Cognitivist, Scaffolding

SIGMUND FREUD – Psychosexual

WILLIAM SHELDON – Physiological

PRINCIPLES

HEDONISM – pleasure principle

DOUBLE EFFECT – sacrifice for the good or bad

FORMAL COOPERATION – cooperation with will

LESSER EVIL – choice of the less one from two bad things

MATERIAL COOPERATION – cooperation without will

FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY

1. ORAL (0-1 yrs. old) – Infant

2. ANAL (1-3 yrs. old) – Toddler

3. PHALLIC – Preschool

4. LATENCY – School Age

5. GENITAL – Adolescence

@adminReygo

PILLARS OF LEARNING

Learning to know" HEAD" ---- Knowledge

Learning to Be "HEART" Awareness and understanding

Learning to Do "HAND"-- Skill and actions

Learning to Live "VALUES" Attitudes

Learning to To Transform is which involves all Pillars,

Learning to know - To recognize the evolving nature of the concept of sustainability - To reflect the ever-
growing needs of societies - To acknowledge that fulfilling local needs often has international effects and
consequences - To address content, context, global issues and local priorities Learning to be - To build on
the principles and values that underline sustainable development -To deal with the well-being of all
three realms of sustainability environment, society, and economy - To contribute to a person complete
development: mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality Learning to
live together - To build capacity for community -based decision making, social tolerance, environmental
stewardship, adaptable workforce and quality of life Learning to do - To contribute to a concrete reality
for all our daily decisions and actions - To build a sustainable and safe world for everyone

Fathers of different Fields

★Father of Biology: Aristotle

★Father of Physics: Albert Einstein

★Father of Chemistry: Jabir Bin Hayan

★Father of Statistics: Ronald Fisher

★Father of Zoology: Aristotle

★Father of History: Herodotus

★Father of Microbiology: Louis Pasteur

★Father of Botany: Theophrastus

★Father of Algebra: Diophantus

★Father of Blood groups: Landsteiner

★Father of Electricity: Benjamin Franklin

★Father of Trigonometry: Hipparchus

★Father of Geometry: Euclid

★Father of Modern Chemistry: Antoine Lavoisier

★Father of Robotics: Nikola Tesla

★Father of Electronics: Ray Tomlinson

★Father of Internet: Vinton Cerf

★Father of Economics: Adam Smith

★Father of Video game: Thomas T. Goldsmith, Jr.

★Father of Architecture: Imhotep

★Father of Genetics: Gregor Johann Mendel

★Father of Nanotechnology: Richard Smalley

★Father of Robotics:;Al-Jazari

★Father of C language: Dennis Ritchie

★Father of World Wide Web: Tim Berners-Lee

★Father of Search engine: Alan Emtage

★Father of Periodic table: Dmitri Mendeleev

★Father of Taxonomy: Carolus Linnaeus

★Father of Surgery (early): Sushruta

★Father of Mathematics: Archimedes

★Father of Medicine: Hippocrates

★Father of Homeopathy: Samuel Hahnemann

★Father of Law: Cicero

HISTORY OF MATHEMATICS

• In 1988, Nicolas Slonimsky (1894-1995) invented a method of beating a different rhythm with each
arm–created a new composition by identifying each note in Beethoven’s Fifth Symphony with a number,
and then playing the square root of each note.

• The symbol for infinity (∞) was used by the Romans to represent 1000.

• All palindromes with even number of digits are divisible by 11.

• The earliest evidence of a numerical recording device is a section of a fibula of a baboon, with 29
visible notches, dated to about 35000 BC, from a cave in the Lebombo mountains on the borders of
Swaziland in Southern Africa.

• The number 365 is equal to the sum of three consecutive squares and two consecutive squares in
which the five squares are also consecutive.
• 365 = 102 + 112 + 122 = 132 + 142

• 169 is equal to 132 and its reverse 961 is equal to 312.

• 206156734 = 26824404 + 153656394 + 187967604. This is an integer solution for the equation w4 = x4
+ y4 + z4 found by Noam Elkies.

• A tablet from Susa, dating from the period 1900-1650 BC, uses the Pythagorean theorem to find the
circumradius of a triangle whose sides are 50, 50, 60. Pythagoras himself lived in the sixth century BC.

• Perfect squares are the only numbers with an odd number of divisors.

• Saint Hubert is the patron saint of mathematicians.

• When the English mathematician Augustus de Morgan was asked for his age, he would reply, “I was x
years of age in the year x²” (He was 43 in 1849)

• Newton’s annotated copy of Barrow’s Euclid was sold at auction in 1920 for five shillings. Shortly
thereafter, it appeared in a dealer’s catalog marked as £500.

• The Chinese were the first who used negative numbers around 2200 years ago or maybe even earlier.

• Cardan (1501-1576) described negative numbers as “fictions” and their square roots as “sophistic”, and
a complex root of a quadratic, which he had calculated, as being “as subtle that it is useless”.

• In chess, there are 4897256 total possible positions after 5 moves by both players.

• The probability that the thirteenth day of the month being Friday is the highest

• Richard Recorde is credited with inventing the equal sign (=) in 1557.

• People back then believe that the number of grains of sand is limitless. However, Archimedes argued in
The Sand Reckoner that the number of grains of sand is not infinite. He then gave a method for
calculating the highest number of grains of sand that can fit into the universe, which was approximately
1063 grains of sand in his calculation.

• G. H. Hardy doesn’t like mirrors. He even covered the mirrors in any hotel rooms that he entered.

• Some mathematical celebrations: March 14 – Pi Day; June 28 – Tau Day; October 10 – Metric Day.

• The symbol for division (÷) is called obelus.

• On the other hand, the division slash (/) is called virgule.

• Negative numbers don’t have logarithms.

• The Babylonian mile is approximately equal to 11.3 km (about 7 miles).

• In which civilization dot patterns were first employed to represent numbers? Chinese
• The ancient Babylonians had their number system based on?

Answer: 60

• In which ancient civilization, numbers were for the first time represented by words? Indian

• In which ancient civilization, odd and even numbers were divided into two sets, the odd ones denoted
as males and the even females?

Chinese

• Among the numbers – Fibonacci, Kaprekar, Mersenne and Figurate numbers which one is ancient in
origin?

Figurate number

• Eudemus wrote an elaborate history of Greek geometry from its earliest origins

• Zephirum, lziphra, Cenero and Sifr are different names of Zero.

• Which ancient book contains 64 Hexagrams?

The book of changes

• Which mathematician prepared the trigonometric tables seen in a modern textbook? Claudius Ptolemy

• Ahmose wrote one of the oldest documents on mathematics, Rhind Papyrus’

• Pythagorean ancient school odd thought believed that the universe is primarily made of numbers

• Russell Maloney‘s story book gives an idea about statistics. Name this book. Inflexible logic

• Who is the author of geometry oriented science fiction Flatland?

Edwin A. Abbot

• “The world can be made intelligent in terms of right angles” This statement was made in a world
famous classic of Plato. Which is that classic? The Timaeus

• Who is the author of this book “The Law”?

Robert M. Coates

• “The senses delight in things duly proportional” who made this statement relating beauty to
mathematics? Thomas Aquinas

• Who said “music is the pleasure of the human soul experiences from counting without being aware
that it is counting”? G. W. Leibniz
• Who forwarded in his books this motto “The purpose of computing is insight, not numbers”? Richard
W. Hamming.

• An artist as well as mathematician, he wrote a book on geometrical and perspective meant for artists.
Who was he? Albrecht Durer

• Who said “the power is not in the hands of the few but information in the hands of the many”? John
Naisbitt

• Which books on mathematics has been described as a “scientific poem”?

Mecanique Analytique

• Who is the author of “Mecanique Analytique”? Joseph Lagrange

• Himself an esteemed philosopher of mathematics, he wrote solely and extensively on the philosophy
of mathematics. Who is he?

Ludwig Wittgenstein

• Who is the author of classic “Principia Mathematica”?

A. N. Whitehead and Bertrand Russell

• Who wrote one of the greatest mathematical treatises of ancient times the “Arithmetica”? Diophantus

• Who wrote “A Mathematician‘s Apology”? G. H Hardy.

• Who wrote the first textbook on differential calculus?

Marquis de l’Hôpital

• Who is the author of “The Fractal Geometry of Nature” an important contribution to understanding
form and complexity in the physical universe? Benoit Mandelbrot

• Who wrote the classic “Paradoxes of the Infinite”? Bernhard Bolzano

• Who wrote “Liber Abaci” which introduced the Indian number system and zero to the Europe?
Leonardo da Pisa

• Which mathematician wrote “Discourse of Method” in bed when he was hardly 16 years old and had
studied mathematics for a few months only?

Rene Descartes

• Who wrote the classic “On Growth and Form” a mathematical treatment of natural history? D’Arcy
Wentworth Thompson
• Who wrote the popular “One, Two, Thre… Infinity” a book on numbers and their relationship with the
cosmos? George Gamow

• Jagjit Singh-author of “Mathematical Ideas, Their Nature and Use”

• James R. Newman-wrote the recent mathematical masterpiece “Godel, Escher, Bach: An Eternal
Golden Braid”

• A. Henry Rhind-discovered the oldest document on mathematics

• Augustus De Morgan-wrote the witty and amusing book “A Budget of Paradoxes”

• E. T. Bell-the author of the classic “Men of Mathematics”

• Menaechmus-the discoverer of conic sections

• Benoit Mandelbrot- formulated the concept of “Fractals”

• Adrien Marie Legendre- provided that π2 is irrational

• John Graunt- not so well known father of statistics

• Evangelista Torricelli- discovered the “Isogonic Centre” of the triangle

• Kurt Godel-formulated “the Incompleteness Theorem” no theory of all mathematics is finitely

describable, consistent and complete

• John Von Neumann-the originator of the game theory is now applied to business, war etc.

• Joseph Liouville- proved that transcendental numbers exist

• Daniel Bernoulli-father of mathematical physics

• George Cantor-discovered the science of infinity

• George Polya-gave a global plan to solve a mathematical problem

• Francesco Bonaventura Cavalieri- invented the invention of integral calculus

• John Napier-invented logarithm for faster calculations

• William Oughtred- invented the slide rule

• Eudoxus-invented the method of exhaustion for determining the areas and volume of geometrical
figures and solids respectively

• Piet Hein-inventor of super ellipse

• James Thomson- invented the integrator, an instrument which gives the value of definite integrals
• Leonardo Torres y Quevedo-invented the first chess playing machine

• William R. Hamilton- invented “Quaternions”

• Gaspard Monge- invented what is known as “descriptive geometry”

• Claude Shannon- founded the mathematical theory of information

• Hipparchus-considered the founder of trigonometry

• Arthur Cayley-laid the foundation of matric algebra

• Josiah Williarrd Gibbs-founded the subject of vector analysis

• Thomas Bayes- founded the subject of functional analysis

• Pierre de Fermat-founder of modern theory of numbers

• Girard Desargues- founded the subject of projective geometry

• Isaac Barrow-he laid the foundation of calculus in geometrical form before it was actually invented by
others

• Charles Stanhope- built the first logic machine which could solve problems in formal logic

• William Stanley Jevons-built the first workable logic machine which could solve a problem faster than a
human being

• Howard H. Alken-built the first automatic calculating machine

• Vannevar Bush-built the first calculating machine that solved different equations

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LET in the NET

LICENSURE EXAMINATION FOR TEACHERS (LET)

Refresher Course

PART I: Content Update

I. PROPERTIES OF NUMBERS
A. SETS OF NUMBERS

The Real Number System

Set Definition

Real Numbers (R) � All numbers that we encounter everyday

� Consist of rational and irrational numbers

Rational Numbers (Q) � Numbers that can be expressed as the quotient or ratio of two integers a and b,
represented as , where b ≠ 0

� Have a specific place on the number line.

� Can be written as terminating (e.g. 1.75, 2.5) or repeating decimals (e.g. 0.1111…, 2. 090909…)

Subsets Definition

Natural Numbers (N) � Consist of the numbers 1, 2, 3, ….

Whole Numbers (W) � Consist of the natural numbers and zero

Integers � Consist of the natural numbers, their negatives, and zero

Irrational Numbers (H) � Numbers that cannot be expressed as fractions

� Have decimal representations that are non-terminating and non-repeating

B. THE ORDER OF OPERATIONS

When performing multiple operations, remember PEMDAS:

P Parentheses (grouping symbols)

E Exponents

MD Multiply and divide from left to right

AS Add and subtract from left to right

C. NUMBER PROPERTIES

Property Definition Examples

Closure Property � When we add or multiply any element in a set of numbers, the sum or product is a
unique real number which belongs to that same set. 14 + 25 + 44 + 52 = 135

23 x 14 x 10 = 3 220
Commutative Property � states that changing the position of the addends or the factors does not affect
the sum or the product 33 + 10 = 10 + 33

18 x 9 = 9 x 18

Associative Property � states that changing the grouping of addends in a sum or the grouping of factors
in a product does not change the resulting sum or product (5 + 6) + 7 = 5 + (6 + 7)

2 x (4 x 6) = (2 x 4) x 6

Identity Property Addition � The sum of any number and zero is the same number.

� 0 is the identity. 512 + 0 = 512

Multiplication � The product of any number and one is the same number.

� 1 is the identity 512 x 1 = 512

Distributive Property of Multiplication over Addition / Subtraction � states that multiplication distributes
over addition and subtraction 7(9 + 12) = 7(9) + 7(12)

II. NUMBER THEORY

A. DIVISIBILITY RULES

Divisibility by Rule

2 If the number is an even number

3 If the sum of all individual digits in the number is divisible by 3

4 If the last two digits of the number is divisible by 4

5 If the last digit of the number is 0 or 5

6 If the number is even and is divisible by 3

7 Double the last digit. Subtract the doubled last digit from the number without the last digit. If the
difference is a multiple of 7, then it is divisible by 7.

8 If the last three digits of the number is divisible by 8

9 If the sum of the individual digits in the number is divisible by 9

10 If the last digit of the number is 0

11 If after subtracting and adding the digits successively the result is divisible by 11

B. FACTORS and MULTIPLES

� The factors of integer n are the positive integers that divide n evenly without remainder.

Ex: factors of 24: 1, 2, 3, 4, 6, 8, 12, 24

� The multiples of n are the integers that n divides without any remainder.

Ex: multiples of 7: 7, 14, 21, 28, 35…

C. PRIME and COMPOSITE NUMBERS

� Prime Numbers – counting numbers that have exactly two distinct, positive divisors

e.g. 2, 3, 5, 7, 11, 13, 17, 19 …

� Composite Numbers – counting numbers greater than 1 that have positive factors other than 1 and
itself

e.g. 4, 6, 8, 10, 12, 14, 15, 16…

Prime Factorization

� expressing a number as a product of factors, each of which is a prime number

Methods in Finding the Prime Factors of a Given Number

Factor Tree Method Continuous Division Method

2 56

2 28

2 14

D. GCF and LCM

� Greatest Common Factor (GCF)

� Refers to the largest common factor of two or more numbers

Ex: Find the GCF of 45 and 60

METHODS

Intersection of Sets

For each of the given numbers, list their factors in ascending order, and pick out the factor that is
common to both lists.
Factors of 45 � {1, 3, 5, 9, 15, 45}

Factors of 60 � {1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60}

Common Factors � {1, 3, 5, 15}

GCF � 15

Prime Factorization Repeated Division by Primes

45 � 3 · 3 · 5

60 � 2 · 2 · 3 · 5

GCF � 3 · 5 = 15

3 45 60

5 15 20

34

The resulting quotients, 3 and 4 have no common factors. Therefore, the GCF of 45 and 60 is the product
of their common factors:

(3)(5) = 15

GCF � 15

� Least Common Multiple (LCM)

� Refers to the smallest number that two or more numbers will divide without remainder

Ex: Find the LCM of 18 and 20

METHODS

Intersection of Sets

For each of the given numbers, list their multiples in ascending order, and pick out the smallest non-zero
multiple that is common to both lists.

Multiples of 18 � {18, 36, 54, 72, 90, 108, 126, 144, 162, 180, 198…}

Multiples of 20 � {20, 40, 60, 80, 100, 120, 140, 160, 180, 200}

Common Multiple � 180

LCM � 180
Prime Factorization Repeated Division by Primes

Write the prime factorization for each of the given numbers in such a way that common, and only
common, prime factors are in the same column. The LCM is the product of the highest powers occurring
in a column of any of the prime factorizations.

18 = 2 x 32

20 = 22 x x 5

22 x 32 x 5 = 180

LCM � 180

2 18 20

2 9 10

395

35

LCM � 2 · 2 · 3 · 3 · 5

� 180

III. INTEGERS

� Integers – refer to the set of whole numbers and their opposites

� Absolute Value – the number of units a number is away from 0 in a number line

Ex: �-7� = 7

� Integer Operations

Operation Like Signs Unlike Signs

Addition Add the integers and keep the sign.

Examples:

5+3=8

(-6) + (-10) = -16

Subtract the integers and take the sign of the integer with the largest absolute value.

Examples:
7 + (-4) = 3

(-9) + 4 = -5

Subtraction Change the sign of the subtrahend, and then proceed to addition.

Examples:

Multiplication and Division If the signs of the factors or dividend/divisors are the same, the
product/quotient is positive.

Examples:

(3)(7) = 21

(-32) ÷ (-8) = 4 If the signs are different, the product/quotient is negative.

Examples:

(-9)(5) = -45

100 ÷ (-10) = -10

IV. FRACTIONS

� Fractions

� A number whose value can be expressed as the quotient or ratio of any two numbers a and b,
represented as , where b ≠ 0. It is a part of a whole or a set.

� Reducing Fractions to Lowest Terms

Divide the numerator and the denominator by its GCF.

Example:

÷=

� Conversions

Mixed Number to Improper Fraction Improper Fraction to Mixed Number

1. Multiply the denominator to the whole number.

2. Add the product to the numerator.

3. The sum is the new numerator, then copy the same denominator.

Example:
= (3 x 3) + 1 = 10 → new numerator

1. Divide the numerator by the denominator.

2. The quotient is the whole number for the mixed number.

3. The remainder is the new numerator over the same denominator.

Example:

= 77 ÷ 6 = 12 r. 5

� FRACTION OPERATIONS

A. Addition and Subtraction

a. Of Similar Fractions:

� Just add/subtract the numerators and copy the denominator.

Examples:

+=-=

b. Of Dissimilar Fractions:

� Convert the fractions first to similar fractions. Then add/subtract the numerators and keep the
denominators. Reduce to lowest terms if necessary.

Changing Dissimilar Fractions to Similar Fractions

� Find the LCM of the denominators involved (hence called Least Common Denominator or LCD). Divide
the LCD by each of the denominators, and then multiply each quotient to their corresponding
numerators.

Examples:

+==

- = = or

B. Multiplication of Fractions

� Simply multiply the numerators, and multiply the denominators. Reduce the product to lowest terms,
if necessary.
Example:

x=

÷=

C. Division of Fractions

� Take the first fraction and multiply it by the reciprocal of the second fraction.

Example:

÷=x=

÷=

� Complex Fractions

� Fractions whose numerator and/or denominator is/are also fraction/s

� To simplify these fractions, remember that the fraction bar means to divide. Rewrite the fraction as a
division problem, and follow the procedure for dividing fractions.

Example:

Simplify .

=÷4

= x = or

V. RATIO and PROPORTION

Ratio Rate Proportion

A comparison of two or more amounts or quantities, such as a and b, which can be expressed in the
following equivalent ways: a:b, ,

Refers to a ratio whose two amounts represent different quantities

Examples:

35 , 5

An equation or statement that expresses the equality of two ratios.

May be expressed as:

1) = , or
2) a : b = c : d

In each form, b and c are called means, and a and d are called extremes.

Extremes-Means Property:

� In any proportion, the product of the means is equal to the product of the extremes.

From = or a : b = c : d, we get ad = bc

� Finding the Missing Terms of a Proportion

� To find the missing term of a proportion, use the Extremes-Means Property and solve for the unknown.

Example:

4 : x = 8 : 10

(8)(x) = (10)(4)

8x = 40

x=5

� TYPES OF PROPORTIONS

A. Direct Proportion

� As one quantity increases, the other also increases.

Example:

If 4 kg of mangoes cost as much as 3 kg of guavas, how many kg of mangoes would cost as much as 75 kg
of guavas?

Solution:

Equate the ratio of the terms in the first condition to the ratio of the terms in the second condition. So,
we have:

First Condition Second Condition

Using the Extremes-Means Property, solve for the unknown.

n=

n = 100

Answer: 100 kg of mangoes would cost as much as 75 kg of guavas.

B. Inverse Proportion

� As one quantity increases, the other quantity decreases, and vice versa.

Example:

If the food in a crate is sufficient to feed 15 castaways in 14 days, how many days would it last for 30
castaways?

Solution:

Equate the product of the terms in the first condition to the product of the terms of the second
condition. So, we have:

First Condition Second Condition

(15 castaways)(13 days) = (30 castaways)(n days)

n=

n=7

Answer: The food supply will last for only 7 days for 30 castaways.

C. Partitive Proportion

� One quantity is being partitioned into different proportions.

Example:

A piece of wood 150 cm long is cut in the ratio 2:3:5. Find the measure of each part.

Solution:

1. Add the terms of the ratio.

2 + 3 + 5 = 10

2. Divide the whole measure that was partitioned by the sum of the terms.

150 cm ÷ 10 = 15 cm

3. Multiply the quotient to each term of the ratio to find the measure of each part.
2 (15 cm) = 30 cm

3 (15 cm) = 45 cm

5 (15 cm) = 75 cm

Answer: The measures of the cut parts of wood are 30 cm, 45 cm, and 75 cm.

� APPLICATIONS INVOLVING RATIOS and PROPORTIONS

A. Scales

When working with scale models, the scale is often given as the ratio:

model measurement : actual measurement

Example:

If the scale model of a boat measures 6 inches and the model has a scale of 1:20, what is the actual
measurement of the boat?

Solution: = =

x = 120

Answer: The actual measurement of the boat is 120 in., or 10 ft.

B. Similarity

� When figures have corresponding sides that are in proportion with one another and corresponding
angles with the same measure, the figures are similar.

� Proportions can be used to determine that figures are similar, and calculate the missing part/s of
known similar figures

Example:

Find the missing side of the larger triangle.

Answer: The measure of the missing side of the larger triangle is 9 cm.

VI. DECIMALS

Hundred Thousands Ten Thousands Thousands Hundreds Tens Ones Tenths Hundredths Thousandths
Ten Thousandths Hundred Thousandths

100 000 10 000 1 000 100 10 1 0 0.1 0.01 0.001 0.0001 0.00001
A. CONVERSIONS

Decimal to Fraction / Mixed Number Fraction to Decimal Mixed Number to Decimal

Simply use the place value and then reduce to lowest terms, if necessary. Recognize that a fraction bar
means ‘to divide’. Thus, to change a fraction to a decimal, simply divide the numerator by the
denominator. Separate and keep the whole number part (this is the number to the left of the decimal
point). Then divide the fractional part as described on the left.

Example:

18.6 = 18 + 0.6

= 18 + ( )

= 18 + ( )

18.6 = 18

Example:

= 6 ÷ 15

= 0.4

Example:

= 12 +

= 12 + (0.75)

= 12.75

B. DECIMAL OPERATIONS

a) Addition and Subtraction

� Make sure to LINE UP the decimal points first. Add trailing zeroes if necessary to avoid careless
mistakes. Then perform the indicated operation.

b) Multiplication

Steps:

1. Multiply the numbers without regard to the decimal point to obtain a whole number product.

2. Count the number of digits that are to the right of the decimal point of BOTH factors.
3. Alter the whole number product to have the same number of digits to the right of the decimal point,
as counted in step 2.

c) Division

Steps:

1. Set up the long division problem.

2. Count how many digits there are to the right of the decimal point in the divisor.

3. Move the decimal point in the dividend with the amount from step 2.

4. Raise the newly placed decimal point up to the quotient.

5. Divide as usual, as if there were no decimal points.

VII. PERCENTS

� Percent

� Literally meaning ‘per hundred’, it refers to a special ratio that compares a numerical quantity to 100.

� CONVERSIONS

Between Decimals and Percents Between Fractions and Percents

A. Percent to Decimal

� Remove the percent symbol (%) and move the decimal point two places to the left.

B. Decimal to Percent

1. Multiply the decimal by 100; or

2. Move the decimal point two places to the right and write a percent symbol

A. Percent to Fraction

� Use the proportion = , and cross-multiply to solve for the variable x.

B. Fraction to Percent

� Remove the percent symbol (%) and multiply the number by .

� PERCENTAGE, BASE, and RATE

Percent Formula:

Part = Percent x Whole

Remember, in Mathematics:

� “Of” usually means multiply.

� “Is” usually means equals.

75 is 30% of 250

Formulas:

P=RxBR=B=

� APPLICATIONS INVOLVING PERCENT

A. Percent Increase or Decrease

� To increase a number by a certain percent, (1) add 100% to the given percent, (2) convert the sum to a
decimal, and (3) multiply the number by that decimal.

Example: increase 40 by 45%

Solution: 45% + 100% = 145% = 1.45

40 x 1.45 = 58

B. Simple Interest Rate

I = Prt

Example:

If Cedric borrows P15,000 at an interest rate of 17% for 18 months, how much will he have paid in simple
interest at the end of the 18 months?

Solution:

P � P15,000

r � 17%

t � 18 months = 1.5 years I = Prt

I = (P15,000)(17%)(1.5)

I = P3,825

Answer: At the end of 18 months, Cedric will pay P3,825 in simple interest.

VIII. PLANE GEOMETRY

A. BASIC NOTIONS

LINEAR NOTIONS

Term Definition Illustration

Point

point A, point B

Line

line m, line AB or BA

Collinear Points Points that lie on the same line

Line l contains points D, E, and F.

Points D, E, and F belong to line l.

Points D, E, and F are collinear.

Point D, E, and G are not collinear.

Line Segment A subset of a line that contains two points of the line and all points between those two
points

Ray A subset of a line that contains the endpoint and all points on the line on one side of the point.

PLANAR NOTIONS

Term Definition Illustration

Coplanar Points Points that lie in the same plane

Points A, B, and C are coplanar.

Points A, B, C, and D are noncoplanar.

Lines AB, BC, and AC are coplanar.

Lines AB and AC are intersecting lines. They intersect at point A.

Lines AC, BC, and DC are concurrent.

Lines AB and CD are skew lines.

Coplanar Lines Lines that lie in the same plane

Intersecting Lines Two coplanar lines with exactly one point in common.

Concurrent Lines Lines that contain the same point

Skew Lines Lines that do not intersect, and there is no plane that contains them

Parallel Lines Two distinct coplanar lines that have no points in common.

l is parallel to m, written as l �� m.

Perpendicular Lines Lines in the same plane that intersect at one point and form four 90° angles.

B. OTHER PLANAR NOTIONS

� ANGLES

� An angle is formed by two distinct rays sharing the same endpoint.

a. Classification of Angles

Type of Angle Description

Acute Measure is between 0° and 90°

Right Measures exactly 90°

Obtuse Measure is between 90° and 180°

Straight Measures exactly 180°

b. Special Angle Pair Relationships

Term Definition Illustration

Complimentary Angles Any two angles whose combined measures equal to 90°.

Supplementary Angles Any two angles whose combined measures equal to 180°.

Vertical Angles Formed when two lines intersect;

Two angles that share a common vertex but share no common sides

Ex: ∠1 ≅ ∠4; ∠2 ≅ ∠3; ∠5 ≅ ∠8; ∠6 ≅ ∠7

A transversal cuts through two parallel lines:

Corresponding Angles Two angles on the same side of the transversal, but one is in the interior of the
parallel lines, the other on the exterior

Ex: ∠1 ≅ ∠5; ∠2 ≅ ∠6; ∠3 ≅ ∠7; ∠4 ≅ ∠8

Alternate Interior Angles Two angles on different sides of the transversal, both in the interior of the
parallel lines

Ex: ∠3 ≅ ∠6; ∠4 ≅ ∠5

Alternate Exterior Angles Two angles on different sides of the transversal, both in the exterior of the
parallel lines

Ex: ∠1 ≅ ∠8; ∠2 ≅ ∠7

C. POLYGONS

� Polygon

� A simple and closed geometric figure which have sides that are line segments

� A point where two sides of a polygon meet is a vertex.

� TRIANGLES

Name Definition Illustration

CLASSIFICATION According to the Angle Measures Acute Triangle A triangle containing one right angle

Right Triangle A triangle in which all the angles are acute

Obtuse Triangle A triangle containing one obtuse angle

According to the Measures of Sides Scalene Triangle A triangle with no congruent sides

Isosceles Triangle A triangle with at least two congruent sides

Equilateral Triangle A triangle with three congruent sides

� QUADRILATERALS

Name Definition Illustration

Trapezoid A quadrilateral with at least one pair of parallel sides

Kite A quadrilateral with two adjacent sides congruent and the other two sides also congruent

Isosceles Trapezoid A trapezoid with exactly one pair of congruent sides

Parallelogram A quadrilateral in which each pair of opposite sides is parallel

Rectangle A quadrilateral with 4 right angles

Rhombus A quadrilateral with all sides congruent

Square A quadrilateral with 4 right angles and 4 congruent sides

IX. MEASUREMENT

PLANE FIGURES

Figure Name of Figure Formula

Perimeter Area

Rectangle 2l + 2w lw

Square 4s s2

Parallelogram 2a + 2b bh

Trapezoid a1 + a2 + b1 + b2 ( ) h

Triangle s + s + s ½ bh

Circle Circumference:

2r

r2

SOLID FIGURES

Figure Name of Figure Formula

Total Surface Area Volume

Rectangular Prism 2lw + 2wh + 2hl lwh

Cube 6e2

(e = edge) e3

Cylinder 2 r2 + 2 rh

r2h

Pyramid s2 + 2sl

s = side of the base

l = slant height of the pyramid ⅓ bh

Cone r2 + rs
⅓ r2h

Sphere 4 r2

r3

� METRIC SYSTEM

Metric System

Prefix Equivalent Dimension

Length Capacity Mass

Greek kilo 1000 meter liter gram

hecto 100

deca 10

Latin deci 1/10

centi 1/100

milli 1/1000

� UNIT CONVERSIONS

Length: 1 foot (ft) = 12 inches (in)

1 yard (yd) = 3 feet

1 mile (mi) = 5280 feet = 1760 yards

1 inch = 2.54 centimeters

1 foot = 0.3 meter

1 meter = 1.1 yards

1 mile = 1.6 kilometers

Area: 1 acre = 43,560 sq. ft.

1 sq. m. = 640 acres

Mass: 1 pound (lb) = 16 ounces (oz)

1 ton = 2000 pounds

1 kilogram = 2.2 pounds

Time 1 minute (min) = 60 seconds (s)

1 hour (hr) = 60 minutes

1 day (d) = 24 hours

1 year (yr) = 365 days

1 decade = 10 years

1 millennium = 1000 years

Volume: 1 gallon (gal) = 4 quarts (qt)

1 quart = 2 pints (pt)

1 cup = 16 tablespoons

1 liter = 1.06 quarts

� PYTHAGOREAN THEOREM

� In every right triangle, the sum of the squares of the legs is equal to the square of the hypotenuse.

c2 = a2 + b2

X. PROBABILITY

A. SIMPLE PROBABILITY

� The probability (P) of an event (E) is defined as:

P(E) =

Example:

A gumball machine has 18 pieces remaining (6 blue, 5, yellow, 7, red). The probability of getting a blue
gumball is or .

B. COUNTING TECHNIQUES

a) Permutation

� refers to the number of possible arrangements for a given set of objects

Case 1: All of the objects are considered for each different arrangement
(nPn, read as “the permutation of n objects taken n at a time”)

This is represented by this operation:

nPn = n! (read as “n factorial”)

The factorial of a whole number is the product of that whole number and each of the natural numbers
less than the number.

n! = n x (n – 1) x (n – 2) x … x 1

Example:

In how many ways can 6 books be placed on a shelf?

Solution: 6! = 6 x 5 x 4 x 3 x 2 x 1 = 720

Answer: There are 720 ways that 6 books can be placed on a shelf.

Case 2: Not all of the objects are considered for each different arrangement

(nPr, read as “the permutation of n objects taken r at a time”)

nPr =

Example:

How many different arrangements of 5 students can be made in a row of 3 desks?

Solution:

nPr =

5P3 = → 5P3 = = = 5 · 4 · 3 = 60

Answer:

There are 60 different arrangements of 5 students that can be made in a row of 3 desks.

b) Combination

� refers to the total number of groupings of a set of objects.

� The order of the objects is not important when dealing with combinations.

nCr =

Example:

How many different 4-person committees can be formed from a total of 8 people?
Solution:

nCr =

8C4 = → = = = 70

Answer: There are 70 different 4-person committees that can be formed from 8 people.

XI. BASIC ALGEBRA

A. ALGEBRAIC EXPRESSIONS

� TRANSLATING ALGEBRAIC EXPRESSIONS

Add

(+) Subtract

(-) Multiply

(x) Divide

(÷) Equal

(=)

plus, sum, increased by, more than, exceeds minus, difference, decreased by, less than, reduced times,
multiplied by, product, of, divide by, quotient, into is, result, total, equal to

Algebraic Expression – contains numbers, variables, and operations to state a relationship

Examples: 5, 7n, 3x + 2, x2+4x+4

Equation – two algebraic expressions set equal to each other

Example: 3x + 5 = x + 7

� EXPONENTS

Exponent or Power – the total number of times a base is used as a factor

a) Multiplying and Dividing Like Bases

Multiplication Division

When multiplying like bases, add the exponents:

xm · xn = xm+n

Example:
a3 · a2 = a3+2 = a5 When dividing like bases, subtract the exponents:

= xm-n

Example:

= b5-2 = b3

b) Operations with Powers

Raising a Power to a Power Simply multiply the exponents:

(xm)n = xmn

Example:

(a2)3 = a(2)(3) = a6

Raising a Product to a Power Raise each base number and/or variable to that exponent:

(xmyn)t = xm·t yn·t

Example:

(4x2)3 = (41·3)(x2·3) = 64x6

Raising a Quotient/Fraction to a Power Raise both numerator and denominator to that exponent and
simplify the expression:

Example:

===

c) Negative Exponents

To simplify an expression with negative exponents, remember that:

x-m =

� POLYNOMIALS

a) Adding and Subtracting Polynomials

When adding and subtracting polynomials, only like terms can be combined.

Examples:

5z + 6z = 11z
18x2 - 8x2 = 10x2

b) Multiplying Polynomials

1. Monomial by a monomial

� Multiply the coefficients and then follow the rules for multiplying the exponents for like bases.

Example:

2x3 · 4x4

Solution:

2x3 · 4x4 = (2)(4)·(x3)(x4) = 8x7

2. Monomial by a Polynomial

� Use the distributive property

Example:

3a2 (2a + 4)

Solution:

3a2 (2a + 4) = (3a2)(2a) + (3a2)(4)

= 6a3 + 12a2

3. Binomial by a Binomial

� Use FOIL (First, Outer, Inner, Last)

Example:

(x – 3)(x + 4)

Terms Factors Product

First x · x x2

Outer x · 4 4x

Inner -3 · x -3x

Last -3 · 4 -12

(x – 3)(x + 4) = x2 + 4x – 3x – 12
= x2 + x – 12

4. Any polynomial by a polynomial

� Use the distributive property

Example:

(2x – 1)(3x2 – 5x + 2)

Solution:

(2x – 1)(3x2 – 5x + 2) = 6x3 – 10x2 + 4x - 3x2 + 5x – 2

= 6x3 – 13x2 + 9x – 2

� FACTORING

a) Using GCF

� To find the GCF of any polynomial, look for common factors in the coefficients, and common variables
between each term.

Example:

Factor 4x4 + 12x3.

Solution:

The GCF of 4x4 + 12x3.is 4x3, so factor out 4x3 from each term.

4x4 + 12x3 = 4x3 (x + 3)

b) Difference Between Two Perfect Squares

� To factor the difference between two perfect squares, take the square root of each term. Then, express
the factors in the following form:

(x – a)(x + a)

Example:

Factor x2 – 49.

Solution:

x2 – 49 = (x – 7)(x + 7)
c) Polynomials in the form ax2 + bx + c

� When factoring any factorable polynomial in the form ax2 + bx + c, where a = 1, the constant terms of
the factors have a sum of b and a product of c. If the value of a 1, use the factors of c with trial-and-error
to find the factors.

Example:

Factor x2 + 5x + 6

Solution:

x2 + 5x + 6

a = 1, b = 5, c = 6

1. List the factors of 6 (c): 1 and 6, -1 and -6, 2 and 3, -2 and -3

2. Find the pair of factors that has a sum of 5 (b). Here that pair is 2 and 3.

3. Use the factors 2 and 3 as the second terms in the binomial factors.

(x + 2)(x + 3)

Answer: The factors of x2 + 5x + 6 are (x + 2)(x + 3).

d) Perfect Square Trinomials

� Has two equal binomial factors; they have two forms and factored as follows:

x2 + 2ax + a2 = (x + a)2

x2 – 2ax + a2 = (x – a)2

Example:

Factor b2 – 10b + 25.

Solution:

b2 – 10b + 25.= (b – 5)(b – 5)

= (b – 5)2

e) Factoring Completely
� To factor polynomials completely, the expression must be broken down into its smallest possible
factors.

Steps:

1. Factor out the GCF, if it exists.

2. Factor the difference between two squares.

3. Factor the trinomial into two binomials (FOIL).

� RATIONAL EXPRESSIONS

� Expressions that may involve constants and/or variables in the form , where b ≠ 0.

a) Simplifying

� When simplifying rational expressions, factor first and make sure to only cancel factors.

Example:

Solution:

b) Adding and Subtracting

Steps:

1. Find a common denominator (LCD) by finding the smallest expression that each denominator will
divide into without a remainder.

2. When this denominator is found, multiply both the numerator and denominator of the rational
expressions by the missing factor needed to make the LCD.

3. Combine the expressions.

4. Keep the common denominator.

Example:

Solution:
+=+

=+

c) Multiplying and Dividing

Steps:

1. Factor each numerator and denominator of the fractions when possible.

2. Cancel out any common factors between the numerators and denominators.

3. Multiply across any remaining factors.

4. When dividing, simply take the reciprocal of the fraction being divided by and then multiply as
explained in steps (1) to (3).

Example:

Solution:

÷=x

=x

=2·

B. ALGEBRAIC EQUATIONS

� Solving Equations

Here are the steps to ensure success when solving an equation:

1. Simplify each side of the equation separately:

� Apply the distributive property when needed.

� Combine like terms when needed.

2. Move the variable to one side of the equation.

3. Perform the inverse operations of either addition or subtraction.

4. Perform the inverse operations of multiplication or division.

5. Check your answer by substituting the value of the variable into the original equation.

Example 1: -2(x + 8) = 32

Solution:

-2(x + 8) = 32 Given

(-2 · x) + (-2 · 8) = 32

-2x – 16 = 32 Apply the distributive property to get rid of the parentheses.

-2x – 16 + 16 = 32 + 16

-2x = 48 Add 16 to both sides.

x = -24 Divide both sides of the equation by -2.

Check: Substitute in the equation the value of -24 for x:

-2(x + 8) = 32

-2(-24 + 8) = 32

-2(-16) = 32

32 = 32

Example 2: 4x – 6 – 7x = 27

Solution:

4x – 6 – 7x = 27 Given

4x – 7x – 6 = 27 Apply the commutative property.

-3x – 6 = 27 Combine like terms

-3x – 6 + 6 = 27 + 6

-3x = 33 Add 6 to both sides of the equation

=
x = -11 Divide both sides of the equation by -3.

Check: Substitute in the equation the value of -24 for x:

4x – 6 – 7x = 27

4(-11) – 6 – 7(-11) = 27

-44 – 6 +77 = 27

-50 + 77 = 27

27 = 27

C. SEQUENCES and SERIES

� Sequence

� An ordered set whose elements consist of consecutive natural numbers

Types of Sequences:

1. Arithmetic Progression

� a sequence of numbers in which the difference between any two successive terms is constant; the
constant difference is called the common difference (d)

Elements of an Arithmetic Progression:

a1 = the first term

an = general term

n = no. of terms

d = the common difference

Sn = sum of the first n terms

To find any term (nth term): an = a1 + (n – 1)d

To find the sum of n terms (Sn) of an arithmetic progression:

Sn = (a1 + an)

2. Geometric Progression
� a sequence of numbers in which the ratio of every pair of successive terms is constant; the constant
ratio is called the common ratio (r).

Elements of a Geometric Progression:

a1 = the first term

an = general/nth term

n = no. of terms

r = the common ratio

Sn = sum of the first n terms

To find any term (nth term): an = a1rn – 1

To find the sum of n terms (Sn) of a geometric progression:

Sn = a1 where r ≠ 1

3. Infinite Geometric Progression

� A geometric progression with an infinite number of terms

To find the sum of n terms (Sn) of an infinite geometric progression:

Sn = where │r│< 1

4. Harmonic Progression

� A sequence of numbers whose reciprocals form an arithmetic progression

Example:

AP: 2, 5, 8, 11, 14

HP: , , , ,

PART II: Analyzing Test Items

1. How many thirds are there in ?

A. 35

B. 36

C. 37
D. 38

2. An artist ordered cans of red paint, white paint, and green paint in the ratio 2 : 4 : 6, respectively. If he
ordered a total of 24 cans of paint, how many cans of white paint did he order?

A. 4

B. 8

C. 12

D. 16

3. A scale replica of a building is 18 inches tall. If the actual height of the building is 36 feet, then the
scale used between the model and the actual building is 1 inch = __________.

A. 1.5 ft

B. 2 ft

C. 18 ft

D. 24 ft

4. John and Bob are cycling on a track. Bob completes one lap every 12 seconds, and John completes one
lap every 15 seconds. When will Bob lap John, assuming that they started together?

A. after 45 seconds

B. after 3 minutes

C. after 2 minutes

D. after 1 minute

5. A store reduced the price of a computer by 20% and sold it for P56,400. How much did the computer
originally for?

A. P 60,400

B. P 65,000

C. P 70,500
D. P 72,500

6. Mr. Jimenez owns a 10 ½ hectare tract of land. He plans to subdivide this tract into ¼ hectare lots. He
must first set aside of the total land for roads. How many lots will this tract yield?

A. 32

B. 35

C. 42

D. 4

7. The first 5 numbers in a sequence are 5,6,8,11 and 15. What are the 8th and 10th numbers in the
sequence?

A. 27 and 42

B. 26 and 49

C. 32 and 49

D. 33 and 50

8. The carat is a unit of measure used to weigh precious stones. It equals 3.086 grains. How many grains
does a 2.8 carat diamond weigh?

A. 8.6408

B. 86.408

C. 864.08

D. 8640.8

9. A carpenter wanted three pieces of wood each feet long. If he planned to cut them from a 6-foot piece
of wood, how much of the piece would be left?

A. ft

B. ft

C. ft

D. 3 ft
10. Four mangoes cost P29.00. At what price will 2 ½ dozen mangoes cost?

A. P 217.50

B. P 188.50

C. P 348.50

D. P 870.00

11. How many integers between 1 and 150 are divisible by both 4 and 5?

A. 7

B. 8

C. 9

D. 10

12. If P75.00 is shared among three children in the ratio of 3:7:15. What is the size of the smallest share?

A. P 35

B. P 25

C. P 15

D. P 9

13. Which is the sum of the infinite progression , 1, , …?

A. 6 ½

B. 5 ½

C. 4 ½

D. 7 ½

14. Which of the following is a factor of the equation x2 – 2x – 24 = 0?

A. x – 4

B. x + 2

C. x + 4

D. x + 6

15. In the progression 18, -12, 8…, which term is ?

A. the 8th

B. the 6th

C. the 9th

D. the 7th

16. What is the sum of all the two digit numbers which are divisible by 5?

A. 945

B. 950

C. 960

D. 1050

17. All the seats in a bus are occupied and six persons are standing. At the next bus stop, 13 persons got
off and 5 got in. How many seats were empty after this stop if everyone had a seat?

A. 0

B. 2

C. 23

D. 24

18. If a baseball player hits 10 home runs in the first 45 games, at the same rate how many home runs
can he expect to hit during the 162-game season?
A. 38

B. 42

C. 36

D. 40

19. You buy a refrigerator for P12,800.00 and make a down payment of P2,500.00. If you finance the
remainder at 8% annually for three years, how much will you actually pay for the refrigerator?

A. P 12,190.00

B. P 10,300.00

C. P 15,272.00

D. P 12,772.00

20. Joan bought 120 handkerchiefs at 10 pesos each. Then she sold them at 3 handkerchiefs for P 50. If
she sold all the handkerchiefs, how much profit did she make?

A. P170

B. P400

C. P733

D. P800

21. Employees at Highwire Musictown get a 20% discount on all purchases. If Luis buys three tapes at
P7.49 each, how much will he have to pay after his employee discount?

A. P 16.98

B. P 17.98

C. P 18.98

D. P 19.98

22. How many ways can a committee of 4 people be selected from a group of 7 people?
A. 35

B. 70

C. 140

D. 210

23. If the area of one circle is twice of another circle, what is the ratio in percent, of the smaller to larger
circle?

A. 25%

B. 50%

C. 70%

D. 75%

24. How many gallons of water will fill a fish tank that is 18 inches by 12 inches by 48 inches? (There are
231 cubic inches per gallon). Round your answer to the nearest gallon.

A. 45 gallons

B. 38 gallons

C. 47 gallons

D. 40 gallons

25. What day follows the day before yesterday if 2 days from now will be Sunday?

A. Wednesday

B. Thursday

C. Friday

D. Saturday

26. A, B, and C are consecutive numbers. If A>B>C, what is the value of (A-B) (A-C) (B-C)?
A. -2

B. -1

C. 1

D. 2

27. The hypotenuse of a right triangle is 25 feet. If one leg is 24 feet, what is the length of the other leg?

A. 6 ft

B. 5 ft

C. 7 ft

D. 20 ft

28. What is the average of ½, ¼, and ⅓?

A.

B.

C.

D.

29. Write the expression 4x3 + x in factored form.

A. 4 (x3 + 1)

B. 4x2 (x + 1)

C. x (4x2 + 1)

D. 4x (x2 + 1)

30. Which of the following is the smallest prime number greater than 200?

A. 214

B. 205
C. 201

D. 211

31. If a car travels 96 miles on 8 liters of gas, how far can the car travel on a full tank of gas that holds 20
liters?

A. 230 miles

B. 235 miles

C. 240 miles

D. 245 miles

32. A vendor sold one sack of rice more than she paid for it. What information is needed to find his gain?

A. The amount paid by the customer per sack

B. The number of sacks sold

C. The amount she was paid

D. The amount she paid for it

33. In a group of 250 students, 40 are freshmen. What percentage of the group are freshmen?

A. 15

B. 16

C. 30

D. 40

34. If x – 6 > 24, then:

A. x > 6

B. x > 4

C. x > 24

D. x > 30
35. A recipe which is good for 4 persons calls for 2/3 cup of milk. How much milk will be needed by a
recipe for 6 persons?

A. 1 cup

B. 2 cups

C. 4 cups

D. 8 cups

36. Write the following in factored form: 65y3 – 35y2 + 15y

A. 5 (13y3 – 7y2 + 3y)

B. 5 (13 – 7y2 + 3y)

C. 5y (13y2 – 7y + 3)

D. 5y (13 – 7y + 3)

37. A certain bank issues 3-letter identification codes to its customers. If each letter can be used only
once per code, how many different codes are possible?

A. 326

B. 78

C. 15,600

D. 17,576

38. Three brothers inherited a cash amount of P 120,000 and they divided it among themselves in the
radio of 5:2:1. How much more is the largest share than smallest share?

A. P15,000

B. P30,000

C. P60,000

D. P75,000
39. If - is an integer, which of the following statements is true?

A. x is a multiple of 6

B. x is even

C. x is a multiple of 3

D. x is odd

40. What is the volume of a cube whose surface area is 54?

A. 54

B. 81

C. 27

D. 729

41. What are the odds of getting two 5’s in a single throw of a pair of dice?

A.

B.

C.

D.

42. What percent of P340.00 is P30.60?

A. 9%

B. 8%

C. 7%

D. 6%
43. What is the length of the diagonal BD of the rectangle pictured below?

A. 50

B. 40

C. 30

D. 20

44. What part of an hour has passed from 2:48 pm. to 3:20 pm?

A.

B.

C.

D.

45. Which of the following is equivalent to 777 - 776?

A. 777 + 76

B. 777 – 76

C. 776 (6)

D. 7 (77 -76)

46. Mr. Manlapaz is 44 years old. He was 21 years old when his eldest daughter was born who is six years
older than his younger son. How old is Mr. Manlapaz’s youngest son now?

A. 18

B. 22

C. 17

D. 23
47. A street vendor sells roasted peanut at P5 per packet of 25 gm which she bought for P80 per kilo. She
spent P20 for oil, fuel, and plastic bag. What is her net gain from selling all the peanuts?

A. P360

B. P380

C. P400

D. P480

48. Divide ÷

A.

B.

C.

D.

49. How much interest would be paid on a bank loan of P30,000 for 8 months at 12% annual interest?

A. P2,400

B. P2,800

C. P3,240

D. P3,600

50. What value of x will satisfy the equation 0.2(2x+1470) =x?

A. 490

B. 560

C. 1470

D. 2130

PART III: Enhancing Test-Taking Skills

1. If the price of round-trip fare to Malolos, Bulacan is P285, how much will it cost a family of four if the
husband pays full fare, the wife pays ⅔ of full fare, and the two children each pay ½ of the regular price?
A. P 475

B. P 570

C. P 760

D. P 1140

2. What number subtracted from each of 71 and 58 will result in two perfect squares?

A. 22

B. 33

C. 35

D. 42

3. Jessica has 6 red t-shirts and 9 yellow t-shirts. If she picks one t-shirt at random, what is the probability
that it will not be yellow?

A.

B.

C.

D.

4. The simplest expression for 240/420 is _____________.

A. 1

B. 4

C. (½)20

D. 220

5. What percent of 4 is 3/5 of 8?

A. 48%
B. 80%

C. 83 %

D. 120%

6. Three times the first of three consecutive odd integers is 3 more than twice the third. Find the third
integer.

A. 9

B. 13

C. 11

D. 15

7. Which of the following is/are TRUE?

I. x3 - y3 = (x – y)(x2 + y2)

II. (5x – 2y)(5x – 2y) = 25x2 – 20xy + 4y2

III. x2 + y2 = (x + y)(x + y)

A. I only

B. I and III

C. II only

D. I and II

8. How many members of Set A are factors of any members of Set B?

SET A = {0,1,2,3,4,5}

SET B = {1,2,7,9,10}

A. 6
B. 5

C. 4

D. 3

9. A meter stick was cut into two pieces at the 64-cm mark. What is the ratio of the smaller piece to the
largest piece?

A. 9:16

B. 16:25

C. 13:50

D. 9:25

10. The product of 2 whole numbers is 36, and their ratio is 1:4. Which of these is the smaller number?

A. 9

B. 3

C. 2

D. 12

11. Find, in feet, the amount of framing needed to frame a picture 8 ½ inches by 11 inches?

A. 3 ¼ ft

B. 2 ¼ ft

C. 4 ¼ ft

D. 5 ¼ ft

12. If a certain job can be finished by 18 workers in 26 days, how many workers are needed to finish the
job in 12 days?

A. 24
B. 30

C. 39

D. 45

13. Which of these weights is heaviest?

A. 2250 g

B. 2.5 kg

C. 4200 mg

D. 5 pounds

14. A certain pole cast a shadow 24 feet long. At the same time another pole 3 feet high casts a shadow
4 feet long. How high is the first pole, given that the heights & shadows are in proportion?

A. 24 ft

B. 21 ft

C. 18 ft

D. 20 ft

15. What is the median of the following numbers 8, 5, 7, 5, 9, 9, 1, 8, and 10?

A. 5

B. 7

C. 8

D. 9

16. Which is the 10th term of the progression -8, -4, -2, …, ___?

A.

B.
C.

D.

17. Two buses leave the same station at 9:00 pm. One bus travels north at the rate of 30 kph and the
other travels east at 40 kph. How many kilometers apart are the buses at 10 pm?

A. 50 km

B. 70 km

C. 100 km

D. 140 km

18. A park has a triangular shape. It has a base of 12m and a height of 9m. What is its area?

A. 122 m2

B. 108 m2

C. 42 m2

D. 54 m2

19. Joel repacks a 60 kg sack of sugar into small packs of 750g. How many small packs can be made?

A. 90

B. 45

C. 75

D. 80

20. What is the value of ?

A. 21

B. 21

C. 21
D. 22

21. An employee earning P9,200 a month will receive a 15% increase next month. How much will his/her
new salary be?

A. P10,500

B. P10,530

C. P10,530

D. P10,560

22. What is 3 m +.28 dm when converted to centimeters?

A. 480

B. 580

C. 4800

D. 5800

23. What is the smallest positive integer that has 6, 8 and 10 as factors?

A. 300

B. 240

C. 80

D. 120

24. If dosage of medicine is ⅔ milliliter, how many dosages can be given from a bottle containing 20
milliliters?

A. 13⅓

B. 19⅓

C. 20
D. 30

25. A box is 12 inches wide, 16 inches long and 6 inches high. How many square inches of paper would
be needed to cover it on all sides?

A. 192 sq. in.

B. 900 sq. in.

C. 360 sq. in.

D. 720 sq. in.

26. If x2 is odd, which of these statements is true?

I. x is odd

II. x2 is odd

III. x2 + 1 is odd

A. I and III only

B. I and II only

C. I only

D. II only

27. What are the missing terms in the series 5, 10, 20 _____, 80, ____320?

A. 40, 160

B. 40, 120

C. 50, 120

D. 35, 135

28. Michael is 15 years older than his brother Rafael. However, y years ago Michael was twice as old as
Rafael. If Rafael is now x years old and x > y, find the value of x-y.
A. 13

B. 14

C. 15

D. 16

29. Which of the following sets of numbers can be sides of a right triangle?

A. 4, 5, 6

B. 6, 6, 2, 3

C. 3, 6, 3

D. 2, 2, 3

30. Which of the following could be a factor of n (n+1) if n is a positive integer less than 3?

A. 3

B. 5

C. 8

D. 9

31. In a certain school, the ratio of boys to girls is 3 to 7. If there are 150 boys and girls in the school, how
many boys are there?

A. 45

B. 105

C. 75

D. 90

32. In one senior class, ⅓ of the students are honor students. Of these honor students, 2/7 are varsity
athletes. If there are four athletes in the class, how many students are there in the class?
A. 42

B. 52

C. 60

D. 84

33. If the variance of distribution is 25, then the standard deviation is ________.

A. 12.5

B. 30

C. 625

D. 5

34. How long will it take P10,000 to grow to P12,000 if it is invested at 9% compounded monthly?

A. 25 months

B. 18 months

C. 20 months

D. 15 months

35. The school cafeteria raised the price of a plate of rice from P8 to P10. If the same rate of increase was
applied to a regular order of viand which used to cost P20, how much does an order of viand cost now?

A. P 22

B. P 24

C. P 25

D. P 26

36. A 737-model plane has 29 rows with 5 seats per row, except for the last three rows which had 3 seats
each. What is the seating capacity of the plane?
A. 144

B. 145

C. 142

D. 139

37. The perimeter of an isosceles triangle is 42 in. The 2 equal sides are each 3 times as long as the third
side. What are the lengths of these sides?

A. 18,21,3

B. 21,21,21

C. 6,6,8

D. 18,18,6

38. Julie spent one-sixth of her money in one store. In the next store, she spent three times as much as
she spent in the first store, and had 80 pesos left. How much money did she have at the start?

A. P 240

B. P 252

C. P 300

D. P 360

39. How many ounces of pure acid must be added to 20 ounces of a solution that is 5% acid to
strengthen it to a solution that is 24% acid?

A. 5

B. 6

C. 10

D. 2 ½

40. If 50% of x is 20, what is 30% of x?

A. 30

B. 12

C. 20

D. 16

41. Kath’s grades in three math quizzes are 82, 78, 86. What grade should get in her next quiz to raise her
average to 85?

A. 94

B. 90

C. 88

D. 87

42. P8,000 is invested at 12% simple interest. What is the amount at the end of 2 years?

A. P 8,960

B. P 8,240

C. P 9,600

D. P 9,920

43. Anthony has 5 action figures. In how many ways can he arrange the figures in his shelf?

A. 20

B. 25

C. 100

D. 120

44. Which of these numbers is greater than ¼?

A. .04
B. (1/2)2

C. 1/8

D. 1/0.04

45. A senior class of 50 girls and 70 boys sponsored a dance. If 40% of the girls and 50% of the boys
attended the dance approximately what percent attended?

A. 44

B. 46

C. 42

D. 40

46. Give the factors of 2x3 + 9x2 + 9x

A. x (2x – 3)(x + 3)

B. x (2x + 3)(x + 3)

C. x (3x – 2)(x + 3)

D. x (2x + 3)(x – 3)

47. Joseph has more money than Mila but less than Billy. If the amounts held by Joseph, Mila and Billy
are x, y and z respectively, which of the following is TRUE?

A. Z < X < Y

B. X < Z < Y

C. Y < X < Z

D. Y < Z < X

48. If x =-5, what is the value of ?

A. -8

B. -6

C. 5
D. 7

49. What percent is 3/4 of 5/6?

A. 65%

B. 90%

C. 80%

D. 75%

50. A man started painting a wall at 9:00 AM and was able to finish painting 3/5 of it at 10:30 AM.
Continuing at this rate, at what time will he finish painting the wall?

A. 11:35 AM

B. 11:30 AM

C. 12:30 AM

D. 12:15 AM

March 14 at 5:18 PM · F

L COACHING BULLETS

Stimulus bounded- distracted by outside stimuli easily.

Horizontal mobility- a teacher in brgy. School transferred in town.

Vertical mobility- teacher being promoted as supervisor

Nuclear family- father, mother and their children

Extended family- parents and other relatives

Solitary play- children play toys by themselves

Onlooker play- children watch others play but not involved

Parallel play- children watch alongside not with each other.

Associative play- parehas ang kanilang nilalaro

Baduy- awkward looking

Transmuted- changed

Carnal- bold

Aplomb- composure

Loquacious- verbose

Profanity- obscenities

Rizal was born- calamba, laguna

Penchant- fondness

Eureka- discovery

Metaphor- "the lord is my sheperd"

Hyperbole- " he is the blacksheep in the family"

Geoffrey Chaucer- morning star of English lit.

Shakespear- "Bard of avon"

Nature- heredity, IQ, character traits

Nurture- environment

Phelogenetic- development follows orderly sequence

Ontogenetic- rate of dev. Is unique

Cepalocaudal- dev. From head to foot

Proximodistal- central access

Iconic- by seeing ex. Pictures

Symbolic- by symbols ex. Words and numbers

Inactive- learning by doing physical action

Socrates- " know thyself"

Plato- " wrote the republic"

Aristotle- "father of modern sciences"

Albert bandura- social learning theory/ modelling

Kohlberg- moral dev. Theory

Pavlov- classical conditioning

Skinner- operant conditioning

John amos comenius- " orbis pictus"

NCBTS -national Competency-based teacher standards

tanaga 7777

tanka 57577

Tree releases carbon dioxide during? ~ evening

tatlong tuldok na sunod-sunod = elipsis

town criers~~~umalohokan

Meaning of TOS ~~~table of Specifications

Sage on stage ~~dispenser of knowledge

Negative effect of extended family~ FAVORITISM.

Bicameralism~~ Jones Law

Ang _____ay ang bantas na ginagamit sa pagitan ng panlaping IKA at Tambilang~~~GITLING

She is a lovely rose" is an example of~~metaphor

Had I studied very well, I ___________ rewarded with vacation in the US~~would have been

She is a lovely rose" is an example of~~metaphor

Had I studied very well, I ___________ rewarded with vacation in the US~~would have been

___________ is an example of a non pathogenic microorganism~~ Probiotics as bifidobacterium

First labor union in the Philippines~~~Union Obrera Demokratika

The only remnant after world war II~~Philippine Independent Church

Sa mga Soc Sci major mag focus po kayo sa Economics

PROFESSIONAL EDUCATION

SUBCATEGORIES OF TEACHER MOVEMENT/MOVEMENT MANAGEMENT

1. THRUST – proceeding without assessing

2. DANGLING – hanging activity by giving another

3. TRUNCATION – leaves activity

4. FLIP-FLOP – returns to a left activity while currently

doing an activity

5. STIMULUS-BOUND – distracted

6. OVERDWELLING – overtime in one topic

7. OVERLAPPING – multitasking results negatively

ISM’s IN EDUCATION

BEHAVIORISM – change ESSENTIALISM – basic

EXISTENTIALISM – choice HUMANISM – build

IDEALISM – enough in mind PERRENIALISM – constant

PRAGMATISM - practice (T&E) PROGRESSIVISM – improve

REALISM – enough to see UTILITARIANISM - best

SOCIAL RECONSTRUCTIVISM – benefit of all

AIMS OF ERAS

PRE-SPANISH – survival and conformity

SPANISH – Christianity

AMERICAN – democratic ideals and way of life

COMMONWEALTH – moral character, efficiency

JAPANESE – progress

PROF. ED PROPONENTS

B.F. SKINNER – Operant Conditioning

BANDURA – Modeling

BANDURA & WALLACE – Social Learning

CARL JUNG – Psychological

CARL JUNG – Psychological

CONFICIUS – Education for all, Golden Rule

EDWARD THORNDIKE – Connectionism

ERICK ERIKSON – Psychosocial

IVAN PAVLOV – Classical Conditioning

JEAN PIAGET – Cognitive FROEBEL - Father of Kndrgrtn

PEZTALLOZI – realia, Froebel’s protégé

JEROME BRUNER – Instrumental Conceptualism

JOHN DEWEY – learning by doing

JOHN LOCKE – Tabula Rasa (blank sheet)

KOHLERS – Insight Learning

LAURENCE KOHLBERG – Moral Development

LEV VGOTSKY – Social Cognitivist, Scaffolding

SIGMUND FREUD – Psychosexual

WILLIAM SHELDON – Physiological

PRINCIPLES

HEDONISM – pleasure principle

DOUBLE EFFECT – sacrifice for the good or bad

FORMAL COOPERATION – cooperation with will

LESSER EVIL – choice of the less one from two bad things

MATERIAL COOPERATION – cooperation without will

FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY

1. ORAL (0-1 yrs. old) – Infant

2. ANAL (1-3 yrs. old) – Toddler

3. PHALLIC – Preschool

4. LATENCY – School Age

5. GENITAL – Adolescense

OEDIPUS – son to mom ELECTRA – daughter to dad

LAWS IN EDUCATION

PRC BR 435 – Code of Ethics for Professional Teachers

PD 1006 – Decree Professionalizing Teachers

RA NO. 1425 – inclusion of the works of Jose Rizal

RA NO. 4670 – “Magna Carta for Public School Teacher”

RA 7722 – CHED

RA 7796 – “TESDA Act of 1994”

RA 7836 – Phil. Teachers Professionalization Act of 1994

RA 9155 – BEGA (Basic Educ.) or DepEd Law

RA 9293 – Teachers Professionalization Act

RA 10533 – K-12 Law

ACT NO. 2706 – “Private School Law”

COMMONWEALTH ACT NO. 578 – “persons in authority”

KAUTUSANG PANGKAGAWARAN BLG 7 - PILIPINO NatlLng

PROKLAMA BLG 12 - Linggo ng Wika (Balagtas,Mr29-Ap4)

PROKLAMA BLG. 186 – Linggo ng Wika (Quezon,Ag13-19)

PROKLAMA BLG. 1041 – Buwan ng Wika (Ramos)

PHIL. CONSTITUTION ACT 14 – ESTACS

RA 1079 – no limit of Civil Service eligibility

RA 6655 – “Free Public Secondary Educ. Act of 1988”

RA 6728 – “Act Providing Government Assistance to

Students and Teachers in Private Education

RA 7277 – Magna Carta for PWD

RA 7610 – Anti-Child Abuse Law (Amendment: RA 9231)

RA 7743 – establishment of public libraries

RA 7877 – “Anti Sexual Harassment Act of 1995”

RA 7880 – “Fair and Equitable Access to Education Act”

RA 8049 – Anti-Hazing Law

RA 8187 – Paternity Act

RA 10627 – Anti-Bullying

SB 1987 ART. 14 SEK. 6-9 – FILIPINO (National Language)

BRUNER’S THREE MODES OF REPRESENTATION

1. ENACTIVE (0-1 yrs. old) – action-based information

2. ICONIC (1-6 yrs. old) – image-based information

3. SYMBOLIC (7+) – code/symbols such as language

TAXONOMY OF OBJECTIVES

COGNITIVE:

BLOOM (LOTS) ANDERSON (HOTS)

o Knowledge

o Comprehension

o Application

o Analysis

o Synthesis

o Evaluation o Remembering

o Understanding

o Applying
o Analyzing

o Evaluating

o Creating

AFFECTIVE:

o Receiving

o Responding

o Valuing

o Organizing

o Characterization

PSYCHOMOTOR:

SIMPSON HARROW

o Perception

o Set

o Guided Response

o Mechanism

o Complex Overt Response

o Adaptation

o Origination o Reflex movement

o Fundamental Movement

o Physical Movement

o Perceptual Abilities

o Skilled Movements

o Non-discursive communication

DALES CONE OF EXPERIENCE

Read
Hear

Picture

Video

Exhibit

Demonstration

Collaborative Work

Simulation

Real thing

ERIKSON’S PSYCHOSOCIAL TASKS

1. TRUST VS. MISTRUST (0-12 months)

2. AUTONOMY VS. SHAME/DOUBT (1-3 years old)

3. INITIATIVE VS. GUILT (3-6 years old)

4. INDUSTRY VS. INFERIORITY (6-12 years old)

5. INDENTITY VS. ROLE CONFUSION (12-18 years old)

6. INTIMACY VS. ISOLATION (early 20s-early 40s

7. GENERATIVITY VS. STAGNATION (40s-mid 60s)

8. INTEGRITY VS. DESPAIR (mid 60s-death)

PIAGET’S COGNITIVE DEVELOPMENT THEORY

1. SENSORY – senses

2. PRE-OPERATIONAL - imagination

3. CONCRETE 4. FORMAL

GENERATIONS OF COMPUTER

1. VACUUM TUBES (1940-1956)

2. TRANSISTORS (1956-1963)

3. INTEGRATED CIRCUITS (1964-1971)

4. MICROPROCESSORS (1971-present)

5. ARTIFICIAL INTELLIGENCE (present-future)

MISTAKEN GOALS

1. ATTENTION SEEKER – “teacher, notice me”

2. REVENGE – “teacher, I am hurt”

3. POWER-SEEKING – “teacher, may I help?”

4. INAD.

✔NATURALISM -- only nature exist, nature is better than civilization (NATURALESA ng isang BAGAY)

✔IDEALISM -- spiritual, values, moral, socratic method

✔REALISM -- natural world, values arenatural and absolute, reality exist undercieved

✔PRAGMATISM/¬¬¬¬¬EXPERIMENTALISM -- practical, problem solving research, knowledge is what

works, values are related, truth is warranted assertion.

✔ESSENTIALISM -- 3r's (4r's ngayon), achievement test, certain knowledge&skills are essential for
rational being.

✔PROGRESSIVISM -- process of development, higher level of knowledge, the child's need and interest
are relevant to curriculum.

✔EXISTENTIALISM -- knowledge is subjective, man shapes his being as he lives, we are what we do,
deciding precedes knowing.

✔PERENNIALISM -- education that last for century, universalist, knowledge is eternally valid.

✔SOCIAL RECONSTRUCTIVISM -- for better society, community based learning

✔RECONSTRUCTUONALISM -- the school should help rebuild the social order thus social change.

✔BEHAVIORISM -- learning is change in behavior, S-R relationship

✔EMPIRICISM -- knowledge comes thru senses, 5 senses (observatory learning)

✔STRUCTURALISM -- complex mental exp. such as image,feeling and sensation

✔FUNCTIONALISM -- focus to motivation, thinking & learning.

✔PURPOSIVISM -- individual hormones are responsible for the motive to strive towards fulfillment of
his/her objective.
✔PHILOSOPHICAL ANALYSIS -- reality is what verifiable, truth correspondes to reality, usage determines
meaning

PROFESSIONAL EDUCATION

SUBCATEGORIES OF TEACHER MOVEMENT/MOVEMENT MANAGEMENT

1. THRUST – proceeding without assessing

2. DANGLING – hanging activity by giving another

3. TRUNCATION – leaves activity

4. FLIP-FLOP – returns to a left activity while currently

doing an activity

5. STIMULUS-BOUND – distracted

6. OVERDWELLING – overtime in one topic

7. OVERLAPPING – multitasking results negatively

ISM’s IN EDUCATION

BEHAVIORISM – change ESSENTIALISM – basic

EXISTENTIALISM – choice HUMANISM – build

IDEALISM – enough in mind PERRENIALISM – constant

PRAGMATISM – practice (T&E) PROGRESSIVISM – improve

REALISM – enough to see UTILITARIANISM – best

SOCIAL RECONSTRUCTIVISM – benefit of all

AIMS OF ERAS

PRE-SPANISH – survival and conformity

SPANISH – Christianity

AMERICAN – democratic ideals and way of life

COMMONWEALTH – moral character, efficiency

JAPANESE – progress

PROFESSIONAL EDUCATION PROPONENTS

B.F. SKINNER – Operant Conditioning

BANDURA – Modeling

BANDURA & WALLACE – Social Learning

CARL JUNG – Psychological

CONFICIUS – Education for all, Golden Rule

EDWARD THORNDIKE – Connectionism

ERICK ERIKSON – Psychosocial

IVAN PAVLOV – Classical Conditioning

JEAN PIAGET – Cognitive FROEBEL – Father of Kndrgrtn

PEZTALLOZI – realia, Froebel’s protégé

JEROME BRUNER – Instrumental Conceptualism

JOHN DEWEY – learning by doing

JOHN LOCKE – Tabula Rasa (blank sheet)

KOHLERS – Insight Learning

LAURENCE KOHLBERG – Moral Development

LEV VGOTSKY – Social Cognitivist, Scaffolding

SIGMUND FREUD – Psychosexual

WILLIAM SHELDON – Physiological

PRINCIPLES

HEDONISM – pleasure principle

DOUBLE EFFECT – sacrifice for the good or bad

FORMAL COOPERATION – cooperation with will

LESSER EVIL – choice of the less one from two bad things

MATERIAL COOPERATION – cooperation without will

FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY

1. ORAL (0-1 yrs. old) – Infant

2. ANAL (1-3 yrs. old) – Toddler

3. PHALLIC – Preschool

4. LATENCY – School Age

5. GENITAL – Adolescence

@adminReygo

PILLARS OF LEARNING

Learning to know" HEAD" ---- Knowledge

Learning to Be "HEART" Awareness and understanding

Learning to Do "HAND"-- Skill and actions

Learning to Live "VALUES" Attitudes

Learning to To Transform is which involves all Pillars,

Learning to know - To recognize the evolving nature of the concept of sustainability - To reflect the ever-
growing needs of societies - To acknowledge that fulfilling local needs often has international effects and
consequences - To address content, context, global issues and local priorities Learning to be - To build on
the principles and values that underline sustainable development -To deal with the well-being of all
three realms of sustainability environment, society, and economy - To contribute to a person complete
development: mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality Learning to
live together - To build capacity for community -based decision making, social tolerance, environmental
stewardship, adaptable workforce and quality of life Learning to do - To contribute to a concrete reality
for all our daily decisions and actions - To build a sustainable and safe world for everyone

Fathers of different Fields

★Father of Biology: Aristotle

★Father of Physics: Albert Einstein

★Father of Chemistry: Jabir Bin Hayan

★Father of Statistics: Ronald Fisher

★Father of Zoology: Aristotle

★Father of History: Herodotus

★Father of Microbiology: Louis Pasteur

★Father of Botany: Theophrastus

★Father of Algebra: Diophantus

★Father of Blood groups: Landsteiner

★Father of Electricity: Benjamin Franklin

★Father of Trigonometry: Hipparchus

★Father of Geometry: Euclid

★Father of Modern Chemistry: Antoine Lavoisier

★Father of Robotics: Nikola Tesla

★Father of Electronics: Ray Tomlinson

★Father of Internet: Vinton Cerf

★Father of Economics: Adam Smith

★Father of Video game: Thomas T. Goldsmith, Jr.

★Father of Architecture: Imhotep

★Father of Genetics: Gregor Johann Mendel

★Father of Nanotechnology: Richard Smalley

★Father of Robotics:;Al-Jazari

★Father of C language: Dennis Ritchie

★Father of World Wide Web: Tim Berners-Lee

★Father of Search engine: Alan Emtage

★Father of Periodic table: Dmitri Mendeleev

★Father of Taxonomy: Carolus Linnaeus

★Father of Surgery (early): Sushruta

★Father of Mathematics: Archimedes

★Father of Medicine: Hippocrates

★Father of Homeopathy: Samuel Hahnemann

★Father of Law: Cicero

Godbless Philippines