LAGRO HIGH SCHOOL 1

GENERAL MATHEMATICS: ERROR ANALYSIS ON HUMMS 11-AMORSOLO

INVOLVING PIECEWISE FUNCTION IN WORDED PROBLEMS, EVALUATION

OF FUNCTIONS INCLUDING PIECEWISE FUNCTIONS, OPERATIONS OF

FUNCTIONS, COMPOSITION OF FUNCTIONS, SOLVING RATIONAL

EQUATIONS, SOLVING RATIONAL INEQUALITIES, FIND THE DOMAIN AND

RANGE OF RATIONAL FUNCTIONS, DETERMINE THE INTERCEPTS, ZEROES

AND ASYMPTOTES OF RATIONAL FUNCTION, AND SOLVING PROBLEMS

INVOLVING RATIONAL FUNCTIONS A.Y, 2019-2020

Performance Based Task Activity

Lagro High School
Brgy. Greater Lagro, Quezon City

Group Number 5
Bendaña, John Allen M.
Siagan, Karl Gerard M.
Bayran, John Jowell F.
Deocariza Jr., Ramil V.
Fiala, Patrick L.
Ramirez, Aldrine L.
Fermi

August 2019
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Introduction

Throughout the past, our knowledge in Math have drastically changed. With

the help of the respected intelligent people who shaped Math by providing new

solutions and problems, we are able to come up with a subject that can be used to

nurture our future.

As the Commission supports DepEd implementation of Senior High School

(SHS) program, Mathematics has been divided into different parts, whereas it is

taught by semester. General Mathematics program aims to provide students with the

knowledge of mathematics in its breadth by drawing its courses from the

department’s different mathematical divisions: Applied Mathematics, Pure

Mathematics, Statistics and Actuarial Science. The program explores the various

branches of mathematics and their applications in the real world.

Senior High School students learn mathematic fundamentals, which include

functions (rational, inverse, piecewise, exponential and logarithmic functions). In

addition to acquiring basic mathematical skills, students are free to explore the

manifold areas of this discipline to gain exposure to a variety of modern

mathematical subjects such as mathematical analysis, abstract algebra, geometry,

number theory, combinatorics, numerical analysis, statistics and actuarial science.

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General Mathematics majors practice and enhance a set of valuable skills

that include calculation techniques, logical (deductive) reasoning, practical and

probabilistic (inductive) reasoning, formulation of mathematical problems from real

world scenarios, data manipulation and interpretation as well as basic computer

programming. Their exposure to numerous branches of mathematical study gives

them an advantage over students in a more narrowly focused program when posing

and solving cross-disciplinary problems. The General Mathematics program

provides the interdisciplinary knowledge and problem-solving techniques that can

give you the edge in an increasingly competitive job market.

Significance of the Performance Based Task Activity

This activity where we became temporary tutors is task given to us in our

subject general mathematics. The first reason why this is considered important is

because it is our project and will obviously affect our grades, knowing that

performace is a big factor in the computation. But not only that, being able to teach

other students from other strand what we know is to pleasure to our hearts. It feels

good because we’re helping others to became better in a complex subject, we also

enjoyed and had a new friends because of this project.

Not only the one’s who we’re teaching benefit from this activity, we also gain

some one is that we practice the skill of teaching. We are like teaches who just
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happens to be a student also. This make the task also important for us . It can also

enhance our social communication skills by interacting with people who we’re not

close to that much, this can also cause them to get higher grades in math so it will

be a win-win situation

To sum it all this activity significance is what i enumerated and this makes the

importance of its student. Sharing is caring. Being tutors are helpful to ourselves but

also others. Thank you sir for that group activity

Description of Respondents

The respondents from HUMSS 11- Amorsolo was not like the other people

that is hard to teach but those respondents are cooperative respondents they

listened while We are teaching them they cooperate for those test that we gave to

them , they are fast learner because some of them are already knew the topic or has

a background for the lesson that We taught . While they are answering the Pre and

Post test at first or in the Pre Test their score wasn't that low . Their solution was

good enough for the HUMSS students and some of them are already know the topic

so they got high scores in Pre Test. And in the Post Test some of them they got

perfect scores because they are fast learner so they can easily solve those

problems.
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Performance Based Task Activity Instrument

In order to perform our math tutoring, we acquire our own test papers to the

respondents that consists of multiple-choice questions involving some lessons in

general mathematics. In each test papers, they divide into two parts. The first part is

the pretest which consists of five multiple-choice questions that measure the

knowledge of the respondents have that applied for answering in this part of the

testpaper. The second part is the posttest which consists of the same number and

type of questions from pretest that measure the knowledge of the respondents

learned from us in a way of our math tutoring that applied for answering this part of

the test paper.

In addition, each test papers have specific lesson that are related to general

mathematics. These lessons are piecewise functions in worded problems, evaluation

of functions including piecewise functions, operations and compositions of functions,

solving rational equations and inequalities, finding the domain and range including

the asymptotes, zeroes, and intercepts of rational function, and solving problems

involving rational functions, with the total of nine lessons that tackled to the

respondents.

We also acquire clean sheets of paper to the respondents to write their

solutions serves as a guide to answer the questions properly and accurately. In our

math tutoring, we applied our math knowledge to the respondents to be able to

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taught them some points in each lessons in general mathematics. These

instruments, test papers, papers, and math knowledge, are we used and applied to

perform our math tutoring to the respondents.

Data-Gathering Procedure

Data collection is the process of gathering information that relate to the topic

under investigation with the view to achieving the objectives of the research . This

study broadly categorized the data collection into two namely: secondary and

primary data. While secondary data involved already written, published and used

information , primary data was composed of raw and first hand information that the

researcher gathered from the field. These data were obtained through the use of

self- administered questionnaires given to Grade 11 Students of HUMMS-Amorsolo

in depth question with Grade 11 management personnel and through participant

observation within the school.

Presentation, Analysis, and Interpretation of Data

1. Piecewise Function in Worded Problems

In this graph, it shows the number of respondents who got the correct

2 Pretest
Posttest
1

0
Item no. 1 Item no. 2 Item no. 3 Item no. 4 Item no. 5
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answer in each item for the pretest and posttest about piecewise function in

worded problems. According to the graph, item nos. 1 and 2 for pretest and item

nos. 1 to 5 for posttest are the easy items for the respondents because all of them

got the correct answer. In item nos. 3 to 5 for pretest are the difficult items for the

respondents because one of the three of them only got the correct answer.

2. Evaluation of Functions Including Piecewise Functions

In this graph, it shows the number of respondents who got the correct

answer in each item for the pretest and posttest about evaluation of functions

including piecewise functions. According to the graph, item nos. 2 to 5 for pretest

and item nos. 1 to 5 for posttest are the easy items for the respondents because all

of them got the correct answer. In item no. 1 for pretest is the difficult item for the

respondents because two of the three of them only got the correct answer.

2 Pretest
Posttest
1

0
Item no.1 Item no. 2 Item no. 3 Item no. 4 Item no. 5

3. Operations of Functions

In this graph, it shows the number of respondents who got the correct

answer in each item for the pretest and posttest about operations on functions.

According to the graph, item nos. 1 and 3 for pretest and item nos. 1, 3, 4 and 5 for
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posttest are the easy items for the respondents because all of them got the correct

answer. In item no. 5 for pretest is the difficult item for the respondents because

none of the three of them got the correct answer.

2 Pretest
Posttest
1

0
Item no. 1 Item no. 2 Item no. 3 Item no. 4 Item no. 5

4 Composition of Functions

In this graph, it shows the number of respondents who got the correct

answer in each item for the pretest and posttest about composition of functions.

According to the graph, item nos. 1 and 2 for pretest and item nos. 1 to 5 for

posttest are the easy items for the respondents because all of them got the correct

answer. In item nos. 4 and 5 for pretest are the difficult items for the respondents

because none of the three of them got the correct answer.

2 Pretest
Posttest
1

0
Item no. 1 Item no. 2 Item no. 3 item no. 4 Item no. 5
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5. Solving Rational Equations

In this graph, it shows the number of respondents who got the correct

answer in each item for the pretest and posttest about solving rational equations.

According to the graph, item nos. 1, 2 and 4 for pretest and item nos. 1, 2, 3 and 5

2 Pretest
Posttest
1

0
Item no. 1 Item no. 2 Item no. 3 Item no. 4 Item no. 5

for posttest are the easy items for the respondents because all of them got the

correct answer. In item nos. 3 and 5 for pretest are the difficult items for the

respondents because one of the three of them only got the correct answer.

6. Solving Rational Inequalities

In this graph, it shows the number of respondents who got the correct

answer in each item for the pretest and posttest about solving rational inequalities.

According to the graph, item nos. 1, 3 and 4 for pretest and item nos. 1 to 5 for

posttest are the easy items for the respondents because all of them got the correct

answer. In item nos. 2 and 5 for pretest are the difficult items for the respondents

2 Pretest
Posttest
1

0
Item no. 1 Item no. 2 Item no. 3 Item no. 4 Item no. 5
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because two of the three of them only got the correct answer.

7. Find the Domain and Range of Rational Functions

In this graph, it shows the number of respondents who got the correct

answer in each item for the pretest and posttest about find the domain and range

of rational functions. According to the graph, item nos. 1, 2 and 5 for preteset and

item nos. 1 to 4 for posttest are the easy items for the respondents because all of

them got the correct answer. In item no. 4 for pretest is the difficult item for the

respondents because none of the three of them got the correct answer.

2 Pretest
Posttest
1

0
Item no. 1 Item no. 2 Item no. 3 Item no. 4 Item no. 5

8. Determine the Intercepts, Zeroes and Asymptotes of Rational Function

In this graph, it shows the number of respondents who got the correct

answer in each item for the pretest and posttest about determine the intercepts,

zeroes and asymptotes of rational function. According to the graph, item nos. 1, 4

and 5 for pretest and item nos. 1 to 5 for posttest are the easy items for the

respondents because all of them got the correct answer. In item no. 3 for pretest is
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the difficult item for the respondents because one of the three of them only got the

correct answer.

2 Pretest
Posttest
1

0
Item no. 1 Item no. 2 Item no. 3 Item no. 4 Item no. 5

9. Solving Problems Involving Rational Functions

In this graph, it shows the number of respondents who got the correct

answer in each item for the pretest and posttest about solving problems involving

rational functions. According to the graph, item nos. 1 and 2 for pretest and item

nos. 1 to 5 for posttest are the easy items for the respondents because all of them

got the correct answer. In item nos. 3 to 5 for pretest are the difficult items for the

respondents because two of the three of them only got the correct answer.

2 Pretest
Posttest
1

0
Item no. 1 Item no. 2 Item no. 3 Item no. 4 Item no. 5

Findings
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Insert paragraph/s. What strategies did you use ? Discuss on how you teach

the particular topic and how you make correct solutions. Discuss short-methods

you discovered on this activity. You can include any findings.

Recommendations

For students, teachers, curriculum implementers, and school officials.

Appendices

1. Documentation: Session 1, 2, and 3

2. Outputs

3. Questionnaire