QUEZON MEMORIAL ACADEMY

Progreso St. Poblacion West Umingan, Pangasinan

NAME: DATE:

LEARNER’S MODULE
(GRADE 12-STEM)
WEEK 1
1ST SEMESTER

CONTENT
CORE & APPLIED SUBJECTS:
 EARTH AND LIFE SCIENCE
 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
 MEDIA AND INFORMATION LITERACY
 PHYSICAL EDUCATION 3
 ENTREPRENEURSHIP
 FILIPINO SA PILING LARANGAN
 PRACTICAL RESEARCH 2

SPECIALIZED SUBJECTS:
 CHEMISTRY 1
 GENERAL PHYSICS 1

GENERAL INSTRUCTIONS:
 Read and understand each topic in your learning module in order to answer the activities.
 Use a SEPARATE SHEET of paper for your answers in any of the given task.

EARTH AND LIFE SCIENCE

I. TITLE
LESSON 1: INTRODUCTION TO PLANET EARTH

II. OBJECTIVES
At the end of the lesson, the learners should be able to:
a. describe Earth as a planetary body;
b. explain the various motions of Earth and the results of those motions; and
c. compare continental and oceanic features on the surface of the Earth.

III. ANTICIPATORY GUIDE

Earth, our home, is the third planet from the sun. It's the only planet known to have an atmosphere
containing free oxygen, oceans of water on its surface and, of course, life.

IV. LESSON CONTENT

EARTH AS A PLANETARY BODY
Earth is an inner planet in the solar system and it is very much like the other inner planets,
at least in its size, shape, and composition. But many features make Earth very different from the
planets and any other planet that we know of so far. Earth is a sphere or, more correctly, an  oblate
spheroid, which is a sphere that is a bit squished down at the poles and bulges a bit at the equator.
Or to be more technical, the minor axis (the diameter through the poles) is smaller than the major
axis (the diameter through the equator). When the earth is cut in equal halves, each half is called a  hemisphere.
North of the equator is the northern hemisphere and south of the equator is the southern hemisphere. Eastern and
western hemispheres are also designated.

What evidence is there that Earth is spherical? What evidence was there
before spaceships and satellites? Try to design an experiment involving a ship and
the ocean to show Earth is round. If you are standing on the shore and a ship is
going out to sea, the ship gets smaller as it moves further away from you but the ship’s bottom also starts to disappear
as the vessel goes around the arc of the planet. There are many other ways that early scientists and mariners knew
that Earth was not flat.

THE FOUR LAYERS OF THE EARTH

The Earth is composed of four different layers. The crust is the layer that
you live on, and it is the most widely studied and understood. The mantle is much
hotter and has the ability to flow. The outer core and inner core are even hotter
with pressures so great you would be squeezed into a ball smaller than a marble if
you were able to go to the center of the Earth.

a. CRUST
 The Earth's Crust is like the skin of an apple. It is very thin in comparison to the other three layers. The crust is only
about 5-30 km thick under the oceans (oceanic crust) and about 50-100 km thick under the continents (continental
crust)
 Crust is composed of two rocks. The continental crust is mostly granite. The oceanic crust is basalt. Basalt is much
denser than the granite. Because of this the less dense continents ride on the denser oceanic plates.

b. MANTLE
 The Mantle is the largest layer of the Earth. The middle mantle is composed of very hot dense rock that flows like
asphalt under a heavy weight. The movement of the middle mantle (asthenosphere) is the reason that the crustal
plates of the Earth move.
 Convection Currents The middle mantle "flows" because of convection currents. Convection currents are caused by
the very hot material at the deepest part of the mantle rising, then cooling and sinking again - repeating this cycle
over and over.

c. OUTER CORE
 The core of the Earth is like a ball of very hot metals. The outer core is so hot that the metals in it are all in the liquid
state. The outer core is composed of the melted metals of nickel and iron.

d. INNER CORE
 The inner core of the Earth has temperatures and pressures so great that the metals are squeezed together and are not
able to move about like a liquid, but are forced to vibrate in place like a solid.

 Lithosphere
- the crust and the upper layer of the mantle together make up a zone of rigid, brittle rock called the Lithosphere
- The crust and part of the upper mantle = lithosphere –100 km thick –Less dense than the material below it so it
“floats”

2 |GRADE 12
 The Lithospheric Plates
- the crust of the Earth is broken into many pieces called plates. The plates "float" on the soft, semi-rigid asthenosphere
 Asthenosphere
- The layer below the lithosphere = asthenosphere
- The plates of the lithosphere float on the asthenosphere

PLATE TECTONICS
The Earth’s crust and upper mantle are broken into sections called plates. Plates move around on top of the mantle
like rafts.

2 Types of Plates
1. Ocean plates - plates below the oceans
2. Continental plates - plates below the continents

CAUSES OF PLATE TECTONICS

Convection Currents
Hot magma in the Earth moves toward the surface, cools, and then sinks again.
Creates convection currents beneath the plates that cause the plates to move.

ALFRED WEGENER
- proposed that in the distant past, the Earth’s continents were all joined as a single landmass.
- Evidence for his theory :
South America and Africa would fit remarkably well, shoreline to shoreline. If the Americas were moved next to
Africa and Europe, there would be a match of ancient continental rocks and tectonic (fold and fault) structures
Pangaea – when Wegener placed all the continents together like a puzzle, it formed a large landmass which he called
Pangaea.

PLATE BOUNDARIES
1. DIVERGENT BOUNDARIES
Boundary between two plates that are moving apart or rifting.
(RIFTING causes SEAFLOOR SPREADING)
Features of Divergent Boundaries
• Mid-ocean ridges
• Rift valleys
• Fissure volcanoes
2. CONVERGENT BOUNDARIES
Boundaries between two plates that are colliding

3 TYPES:
a. Type 1 (OCEANIC-CONTINENTAL)
- Ocean plate colliding with a less dense continental plate
- Subduction Zone: where the less dense plate slides under the more dense plate.
- VOLCANOES occur at subduction zones. (Example: ANDES)
b. Type 2 (OCEANIC-OCEANIC)
- Ocean plate colliding with another ocean plate
- The less dense plate slides under the denser plate creating a subduction zone called a TRENCH.
c. Type 3 (CONTINENTAL-CONTINENTAL)
- A continental plate colliding with another continental plate
- Have Collision Zones: –a place where folded and thrust faulted mountains form.

V. TASK
ACTIVITY #1:
A. ESSAY
DIRECTION: Write an informative essay elaborating on the statement: “There is plenty of evidence to show that the
continents have moved throughout Earth’s past and eventually it all led to Plate Tectonic Theory.”
B. QOUTE ANALYSIS
DIRECTION: Explain BASED ON YOUR OWN IDEA the meaning of each quotation.
1. “Earth provides enough to satisfy every man's needs, but not every man's greed.” ― Mahatma Gandhi
2. “Earth's crammed with heaven... But only he who sees, takes off his shoes.” ― Elizabeth Barrett
Browning, Aurora Leigh
3. “We don't inherit the earth from our ancestors, we borrow it from our children.” ― David Brower

3 |GRADE 12
VI. ASSIGNMENT #1
DIRECTION: On a bond paper (any size), draw a diagram of Earth, and label the following. BE CREATIVE!
- Crust - Inner Core
- Mantle - Lithosphere
- Outer Core - Asthenosphere

Prepared by:
CHARLENE ANNE A. CUNANAN
TRISHA ALLEA A. BALANGUE
Subject Teachers

21st CENTURY LITERATURE

UNIT 1: THE EVOLUTION OF PHILIPPINE LITERATURE
Module 1: Pre-colonial Philippine Literature

I. LEARNING OBJECTIVES:
The learners will be able to:
a) identify the geographic, linguistic, and ethnic dimensions of Philippine literary history during pre-colonial times
to the contemporary;
b) identify representative texts, genres, and authors of the pre-colonial period;
c) value the contributions of local cultures to the development of regional literary traditions;
d) situate texts in the context of the region and the nation;
e) explain the socio-cultural context and discuss how it enhances the meaning of text and enriches the reader’s
understanding; and
f) explain the relationship of context with its meaning.

II. TOPICS:
 Philippine Pre-colonial Literature
 Salawikain (Proverbs)
 Bugtong (Riddles)
 Kantahing Bayan (Folk Song)
 Tales (Kuwento)
 Myths (Mito)
 Legends (Alamat)
 Epics (Epiko/Mahabang Tula)
 Fables (Pabula)

III. INTRODUCTION
To understand our literature as it is now – and where it is headed – we must first trace its past. By appreciating how
Philippine literature has evolved throughout the centuries, we shall realize why we have come to explore certain themes
and to craft certain genre. We shall also gain a sense of a national pride as we uncover the richness of literature in the
Motherland.

IV. LESSON CONTENT

PRE-COLONIAL PHILIPPINE LITERATURE
The roots of Philippine literature maybe traced back to pre-colonial times. As ethnic cultures emerged across the
archipelago, they diversified in terms of beliefs, values and customs. Collaboratively, pre-colonial literature is a literary
gem that must be rediscovered in the present.
When the pre-historic period literature was principally oral in as much as writing was not yet invented and more
of the works were concise poetic.
Before the Philippines was colonized, it was already brimming with a rich tradition of oral literature. Early
Filipinos weaved together countless myths and legends to explain certain phenomena in life. They had stories on how the
world was created- why there is a sun in the morning and the moon at night, how a mountain was formed, why there are
earthquakes, and other life events. However, because paper was not invented yet, many of these tales were not preserved
and have vanished from local knowledge. Most of what have been transcribed nowis taken from oral literature, which
means that these stories have been passed on from one generation to another. Most of that which survived are epics and
folklores. Here are their descriptions and other forms of literature that were passed on by the early Filipinos today’s
generation.

OTHER FORMS OF PRE-COLONIAL PHILIPPINE LITERATURE

1. Proverbs are practical observations and philosophy of everyday life that are written usually in rhyming scheme.
Example: Kung ano ang puno, siya ang bunga.(Whatever the tree, so is the fruit)

4 |GRADE 12
2. Riddles are like proverbs with one main difference: they demand an answer and are used to test the wits of those who
are listening to them.
Example: Heto na si kaka, bubuka-bukaka.(Here comes kaka, walking with as open leg.)
3. Folksongs are beautiful songs that are informal expressions of our ancestors’ experiences in life.
Types of folksongs:
Bansal/Harana or Serenade (courtship) Diona (wedding song)
Kundiman (love song) Kumintang (war song)
Oyayi (lullaby) Soliranin (boat song)
Dipayanin(harvest/feast) Dalit (religious song)
Bung-aw (funeral song) Hibais (travel song)

4. Tales are stories of origin for certain places, their names, and their creation. These are also known as myths and
legends. They usually are used to explain certain events or phenomena in our ancestors’ lives that cannot be explained by
the limited practical kind of science they knew back then.
5. Epics are long-winded poems about a hero and his adventures and misadventures.it usually tells of a male hero who is
born with all the pleasing qualities that your ancestors like in a person and who also has superhuman capabilities.
6. Fables are short tales that usually highlighted animals. It is didactic that meant to teach lessons.

V. EVALUATION/ASSESSMENT
ACTIVITY 1.0 Reflect Upon
1. How can these pre-colonial forms of literature be of use to your life right now?
2. Do you think you can still use the lessons teach in your daily life? Explain your answer.

ACTIVITY 2.0
Discuss the following questions through a graphic organizer.
1. Compare and contrast the form of literature in the past to our time. Why is it important to learn about the pre-colonial
literature of the Philippines?
2. How different and similar are the situations of your ancestors back then to your situation right now? Are there still
values that you can learn from them that you can apply in your life?

VI. ASSIGNMENT
Read the Epic of Lam-ang and answer following questions:
1. Describe Lam-ang. What is his dominant character trait?
2. Identify the character trait of Lam-ang that is valued by Filipinos up to the present time.
3. Describe traits of the characters that are realistic. What are not?
4. Point out the common character of the village people. Is it true to both men and women, young and old alike?
5. Is the milieu of the story similar to that of other rural areas in the Philippines?
6. Do you know of anybody who is like Lam-ang? How is he similar to Lam-ang?

REFERENCES:
Redoblado, Simoun Victor D. Contemporary Literature 21 st century literature from the Philippines and world. Quezon
City. Brilliant Creations publishing, inc.

Prepared by:
JOCHELLE C. FERNANDEZ
Subject Teacher

MEDIA AND INFORMATION LITERACY

CHAPTER 1 INTRODUCTION TO MEDIA AND INFORMATION LITERACY`
I. LEARNING OUTCOME:
At the end of the lesson learners should able to
a. describe how communication is affected by media and information;
b. identify the similarities and differences of media literacy, information literacy, and technology literacy; and
c. write a analysis about different media platforms.

II. TOPIC OUTLINE

A. Communication
1. Definitions
2. Basic Types
3. Elements
4. Communication Models

5 |GRADE 12
 E
III. INTRODUCTION
Every society in the world is saturated with information, mostly coming from media sources such
as television, radio, newspaper, and the internet. With the onset of the digital age, the public has
gained access to more information and easier methods of communication. In this situation, how
can you ensure your protection from too much information? How can you meet the challenges of exposure to
media content?
This chapter aims to help you demonstrate better understanding of media and information literacy (MIL) and
other MIL-related concepts.
You will focus on how media and information content are analyzed and evaluated, the legal and ethical
issues concerning media and information usage, and other relevant aspects that contribute to the development of
media and information literate individuals in our society.

IV. LESSON CONTENT

Lesson 1: Communication, Media and Information
Refection: What do you do during your free time?
How much time do you spend on watching television or listening to the radio? Do you surf the internet every day?
Do you have account(s) on social media? How many hours do you spend on Facebook, twitter, Instagram, or YouTube?
Your answers to the above questions justify the notion that everyone consumes mass media, or the channel used
to communicate to a large audience.
Mass media has become a significant part of people’s lives, particularly in communication. However, with this
high degree of exposure to media and communication come challenges in consumption of media. In this environment,
how does one distinguish the useful sources of information from the useless one? How does one meet the challenge of
selecting appropriate messages, bearing in mind how these influence lives?

True or False
Which of the following do you believe are true, and which are false and state why?
1. Media are full of negative effects that people need to stop using them.
2. Being media literate pertains to limiting the use of any kind of media.
3. Familiarizing with the internet is enough to be media literate.
4. Media and information literacy is synonymous to critical thinking

WHAT IS COMMUNICATION?
The act or process of using words, sounds, signs, or behaviors to express or exchange information or to
express your ideas, thoughts, feelings, etc., to someone else
The exchange of information and the expression of feeling that can result in understanding
(http://dictionary.cambridge.org)
BASIC TYPES OF COMMUNICATION
NON-VERBAL COMMUNICATION
 Signs
 Symbols
 Colors
 Gestures

VERBAL COMMUNICATION
 Oral
 Written
 Facial Expression
 Body Language

Elements of Communication
1. Sender- is the person who sends ideas to other person.
2. Message- the idea, feeling, suggestion, guidelines orders or any content which is
indeed to be communicated.
3. Encoding- it is the process of converting the idea, thinking or any other
component of message into symbols, words, actions, diagram etc.
4. Media- it is the medium, passage or route through which encoded message is
passed by the sender to the receiver
5. Decoding- means translating the encoded message into language understandable
by the receiver
6. Receiver- is the person to whom the message has been sent.
Communication Models
1. Linear Communication Model- has defined set of components required for a communication to be established
which are sender, encoding, decoding, message, channel, receiver and noise.
 Lasswell’s Model
6 |GRADE 12
  Aristotle’s Model
 Berlo’s Model
Components of Lasswell’s Model

Who
(SENDER)
Says what
(MESSAGE)
CHANNEL
(Medium)
To whom
(RECEIVE
R) With what
effect

Aristotle’s Model of Communication

(Message) (Listener)
SPEAKER EFFECTS
SPEECH AUDIENCE

OCCASION

2. Transaction Model - is the exchange of messages between sender and receiver where each take turns to send
or receive messages.
 Barlund’s Model
 Shannon and Weaver Model

Berlo’s Model of Communication

Source Message Channel Receiver

Communicatio Communication
n skills Content Hearing
Skills
Elements
Attitudes Treatment Attitudes
Seeing
Structure
tasting
Knowledge Code Knowledge
Touching

Social System
Social System
Smelling

Culture
Culture

3. Interactive Model - (also known as convergence model) deals with exchange of ideas and messages taking place
both ways from sender to receiver and vice-versa.
 Schramm’s model
 White’s Model

7 |GRADE 12
MEDIA AND INFORMATION
According to United Nations Education, Scientific and Cultural Organization (UNESCO), media and information
literacy (MIL) recognizes the primary role of information and media in people’s everyday lives. The term is a product of
two previously separate fields—media and information
Media, as define by UNESCO, refers to sources of credible and current information created through an editorial
process determined by journalistic values. Media are vehicles that carry messages from one person to another or from one
person to a group of large people. They serve as a channel which people use to send/or receive information.
Information, on the other hand, is a broad term that is derived from study, experiences, or instructions. It can
refer to any facts or details about a subject that depict meanings to a person.
MEDIA AND INFORMATION LITERACY
William James Potter (2004), a Canadian communication educator, defines media literacy as a set of perspective
that people use actively to expose themselves to mass media and interpret the meaning of the messages they encounter.
Perspective in Potters definition relate to people’s positions. For example, in a classroom setting, when you are seated at
the center of the room near the platform, chances are you can easily recognize the writings on the board.
Information Literacy is a set of abilities which require individuals to recognize when information is needed and to
locate, evaluate, and use it effectively (The Association of College and Research Libraries).
Media and information literacy (MIL) therefore is the ability to access, analyze, evaluate, and create information from
media and other information sources.
Technology (Digital) Literacy is the ability to use digital technology, communication tools or networks to locate,
evaluate, use, and create information.
V. ASSESSMENT
Analyze the pictures and answer it based on your understanding.

Facebook/Video chat/Phone/letter/IM
Text Messagge/Email/Facebook message/Facebook status/Twitter
Answer the following questions:
1. Why is communication a process?
2. What are the elements of communication?
3. How can we achieve an effective communication with other people?

VI. ASSIGNMENT
Answer this question in your paper.

Prepared by:
Ma. Aulene V. Montemayor
Subject Teacher

PHYSICAL EDUCATION 3
I. LESSON: Brief History and Nature of Dance

II. OBJECTIVE:
a.) Define and discuss dance
b) Enumerate the different benefits of dancing; and
c.)Appreciate the importance of dancing

III. ANTICIPATORY GUIDE

Dance is an activity which can take many forms and fill many different needs. It can be recreation, entertainment,
education, therapy, and religion. In its purest and most basic form, dance is an art, the art of body movement. (Barbara
Mettler, 1980).

IV. LESSON CONTENT

8 |GRADE 12
 Dance is a performing art form consisting of sequences of movement, either improvised or purposefully selected.
This movement has aesthetic and often symbolic value. Dance can be categorized and described by its choreography, by
its repertoire of movements, or by its historical period or place of origin.
History of Dance
Dance can be seen among all the people and civilizations of the world. Dances thrived at different periods of
history and mostly were a result of intercultural exchange and contact (Alejandro and Santos-Gana, 2002). The origins of
dance are rooted in the Prehistoric past. Various artistic, religious, and social forces started out the incorporation and
development of dance.
Dance has been a major form or religious ritual and social expression within primitive cultures. It was used as a
way of expressing and reinforcing tribal unity and strength, as an approach for courtship and mating, and as means of
worship, communication, and therapeutic experience. It was said that the first use of dance was as a gesture in order to
communicate. People from the prehistoric era performed ways they hoped would appease the forces of nature or give
them new powers of their own. As Kraus and Gaufman (1981) said, "man danced originally to supplicate the gods on all
important occasions of life"
Dance was also commonly used in education. Greek philosophers such as Plato, Aristotle, and Socrates strongly
supported this art as an integration of the body and soul. Plato immensely gave importance to dance in education as stated
in his elucidation on the Laws. He highlighted the two kinds of dance and music: the noble (fine and honorable) and the
ignoble (imitating what is mean or ugly).

Four Reasons why people dancing

1. To please God
2. To please others
3. To please themselves or self-expression
4. To build community within an ethnic group or social interaction

Two Basic Types of Dance

1. Round Dance dancers hold each other by hand, forming a long chain and move about in an open or closed
circle or an extended line.
2. Couple Dance any dance form that is done and performed by two persons or partners.

V. ASSESSMENT
Activity 1
1. What are the health benefits of Dancing?
2. What are the importance of dancing?
Activity 2
Watch a video in You Tube of any dance class of your choice. Give at least two benefits of dance based on the
following:
Physical
1.
2.
Emotional
1.
2.
Mental
1.
2.
Social
1.
2.
Cultural
1.
2.

VI. ASSIGNMENT
Briefly define the meaning of dance. Discuss its history.

Prepared by:
Godfrey C. Casuga
(Subject Teacher)

ENTREPRENEURSHIP
I. TOPIC
INTRODUCTION TO ENTRPRENEURSHIP

9 |GRADE 12
II. OBJECTIVES
At the end of the lesson, the learners should be able to:
a. explain entrepreneurship, and
b. discuss the common problems of entrepreneur.

III. LEARNING CONTENT

The Definition of Entrepreneurship
The word entrepreneurship originates from the French word, “entreprende”, which means “to undertake”. As
you’ll see from the following thought, trying to get a consistent definition for entrepreneurship these days isn’t that easy:
 The Merriam-Webster Dictionary presents the definition of an entrepreneur as one who organizes, manages, and
assumes the risks of a business or enterprise.
 The famous 20th century Austrian economist Joseph Schumpeter’s definition of entrepreneurship placed an
emphasis on innovation, and the creation of new products, new production methods, new markets, and new forms
of organization.
 According to the renowned French economist, J. B. Say, an entrepreneur is a person who shifts economic
resources out of an area of lower productivity into an area of higher productivity and grater yield.

THE TOP 10 CHALLENGES FACED BY ENTREPRENEURS TODAY

1.  Cash flow management
The challenge: Cash flow is essential to small business survival, yet many entrepreneurs struggle to pay the bills (let
alone themselves) while they’re waiting for checks to arrive.
The solution:  Proper budgeting and planning are critical to maintaining cash flow, but even these won’t always save you
from stressing over bills. One way to improve cash flow is to require a down payment for your products and services.
2.  Hiring employees
The challenge: Do you know who dreads job interviews the most? It’s not prospective candidates — it’s entrepreneurs.
The hiring process can take several days of your time: reviewing resumes, sitting through interviews, sifting through so
many unqualified candidates to find the diamonds in the rough. Then, you only hope you can offer an attractive package
to get the best people on board and retain them.
The solution:  Be exclusive. Far too many help wanted ads are incredibly vague in terms of what qualifications
candidates must have, what the job duties are, what days and hours will be worked, and what wages and benefits will be
paid.
3.  Time management
The challenge: Time management might be the biggest problem faced by entrepreneurs, who wear many (and all) hats. If
you only had more time, you could accomplish so much more!
The solution: Make time. Like money, it doesn’t grow on trees, of course, so you have to be smart about how you’re
spending it. Here’s how:
4.  Delegating tasks
The challenge: You know you need to delegate or outsource tasks, but it seems every time you do something gets messed
up and you have to redo it anyway.
The solution:  Find good employees (see above) and good outsourced contract help, for starters. You might have to pay a
little more for it, but the savings in time (and the resulting earning potential) more than make up for it.
5.  Choosing what to sell
The challenge: You know you could make a mint if you just knew what products and services to sell. You’re just unsure
how to pick a niche.
The solution: Admit that you’re weak in identifying prosperous niches, and delegate the task to someone who is strong in
this area. You don’t have to hire a huge, expensive marketing firm; rather, recruit a freelance researcher who has
experience in whatever type of field you’re considering entering (retail e-commerce, service industry, publishing, etc.).
Have them conduct market research and create a report with suggested niches, backed by potential profit margins and a
complete SWOT analysis: Strengths, Weaknesses, Opportunities and Threats.
6.  Marketing strategy
The challenge:  You don’t know the best way to market your products and services: print, online, mobile, advertising,
etc. You want to maximize your return on investment with efficient, targeted marketing that gets results.
The solution: Again, if you’re not adept at creating marketing plans and placing ads, it’s a good idea to outsource your
marketing strategy to someone who is.
7.  Capital
The challenge: You want to start or grow your business, but you have little capital to do it with.

10 |GRADE 12
The solution: There are many ways to earn funding, from traditional bank loans to family and friends to Kickstarter
campaigns. You can choose these routes, certainly, but I prefer the self-fueled growth model in which you fund your own
business endeavors.
8.  Strapped budget
The challenge: Even though cash flow is fine, it seems you never have enough in your budget to market your company to
its full potential.
The solution:  The key is to prioritize your marketing efforts with efficiency in mind — spend your money where it
works — and reserve the rest for operating expenses and experimenting with other marketing methods.
9.  Business growth
The challenge: We’re assuming you are growing, not that you can’t grow, and you’ve come to the point at which you
can’t take on any more work in your current structure.
The solution: Create new processes that focus on task delegation. Many entrepreneurs, used to wearing all the hats, find
themselves in this position once they’ve achieved a modicum of success. Because you’re doing everything, your growth
halts to a stop when it hits a self-imposed ceiling.
10. Self-doubt
The challenge: An entrepreneur’s life is not enviable, at least in the beginning. It’s extremely easy to get discouraged
when something goes wrong or when you’re not growing as fast as you’d like. Self-doubt creeps in, and you feel like
giving up.
The solution: Being able to overcome self-doubt is a necessary trait for entrepreneurs. Having a good support system will
help: family and friends who know your goals and support your plight, as well as an advisory board of other entrepreneurs
who can objectively opine as to the direction of your business.

V. TASK
ACTIVITY #1:
Direction: Answer the following questions given below, use a separate sheet for this activity.
1. Choose 1 problem that entrepreneurs encountered, and compare it to the challenges that you’ve faced in your
life. States the things or solutions that you’ve made to overcome those problems.
2. What are the importance of Entrepreneurship?
3. How does entrepreneur contributes in our economy?
4. As a student, do you consider yourself as an entrepreneur? Why?
5. Give the importance of having enough Capital if you want to put up a business or if you want to expand your
business.

VI. ASSIGNMENT
ASSIGNMENT #1:
1. In a one whole sheet of paper, search and write the importance of a business plan.
*GENERAL DIRECTION: Write all your answers (for activity and assignment) on a sheet of paper. 

Prepared by:
JONAFE M. IMBAG
(Subject Teacher)

FILIPINO SA PILING LARANGAN

I. PAMAGAT:
Katangian ng Akademikong Pagsusulat at Pagbabahagi ng Kaalaman sa
Paraang Pabigkas: Talumpati
II.LAYUNIN
a. Natutukoy ang katangian ng isang sulating akademiko;
b. Nakapagbibigay ng iba’t-ibang kahulugan ng talumpati;
c. Naiisa-isa ang mga layunin sa pagsulat ng talumpati;

III. BALIK-ARAL
Pagtatanong sa mga mag-aaral kung ano ang natutunan nila tungkol sa Akademikong pag-aaral.
IV. NILALAMAN
 Katangian ng Akademikong Pagsusulat
 Kahulugan ng Talumpati
 Layunin at Bahagi
 Paghahanda sa Talumpati

Bigyang Kahulugan ang mga Katangian ng Akademikong Pagsusulat

11 |GRADE 12
1.Kompleks
2.)Pormal
3.)Tumpak
4.)Obhetibo
5.)Eksplisit
6.)Wasto
7.) Responsable
8.)Malinaw na layunin
9.)Malinaw na pananaw

10.)May Pokus
11.)Lohikal na organisasyon
12.) Matibay na suporta
13.)Malinaw at kumpletong eksplanasyon
14.)Epektibong pananaliksik
15.)Iskolarling estilo sa pagsulat

Ang talumpati ay isang buod ng kaisipan o opinyon ng isang tao na pinababatid sa pamamagitan ng pagsasalita sa
entablado para sa mga pangkat ng mga tao. Layunin nitong humikayat, tumugon, mangatwiran, magbigay ng kaalaman o
impormasyon at maglahad ng isang paniniwala. Isang uri ito ng komunikasyong pampubliko na nagpapaliwanag sa isang
paksa na binibigkas sa harap ng mga tagapakinig.
 Ibigay ang Layunin at Bahagi ng Talumpati
__________________________________________________________________________________________________
__________________________________________________________________________________________________
___________________________________________________________
Nahahati sa tatlong bahagi ang talumpati:
1.Pamagat
__________________________________________________________________________________________________
__________________________________________________________________________________________________
______________________________________________________
2.Katawan
__________________________________________________________________________________________________
__________________________________________________________________________________________________
______________________________________________________

3.Katapusan
__________________________________________________________________________________________________
__________________________________________________________________________________________________
______________________________________________________

12 |GRADE 12
Bahagi ng paghahanda sa Pagtatalumpati
 layunin ng okasyon
 layunin ng magtatalumpati
 manonood
 tagpuan ng talumpati

V. GAWAIN
Gawain 1.
A.Mamili ng limang Katangian ng Akademikong Pagsusulat at bigyan ito ng sariling pagpapaliwanag.
B.Sumulat ng isang talumpati na pumapaksa sa pagtatapos ng mga mag-aaral sa ika-
labindalawang baitang.
C. Ano ang paksa ng talumpati?
D. Ano-anong ideya ang naman ang sumusuporta sa talumpating ito?

Gawain 2
A. Pumili ng isang pinakamasayang pangyayari sa iyong buhay ngayong taon. Sumulat ng maikling sanaysay
hinggil dito. Sundin ang tinatalakay na proseso ng pagsulat at mga bahagi ng isang teksto.
PANIMULA
KATAWAN
WAKAS
A. Gumawa ng isang Talumpati at gumawa ng isang tsart. Sundan ang apat na bahagi
ng paghahanda.

1) Layunin ng okasyon
2) Layunin ng magtatalumpati
3) Manonood
4) Taguan ng talumpati.

VI. TAKDANG ARALIN

1. Ano ang Seintesis?
2. Ibigay ang Hakbang sa Pagbuo ng Sintesis?

Inihanda ni:
JOMARI BELOGOT
Guro

PRACTICAL RESEARCH 2
I. TITLE
Lesson 1.1 – The Nature of Inquiry

II. OBJECTIVES
At the end of this lesson, you should be able to:
 Familiarize, define and discuss the key concepts of inquiry, its meaning and importance;
 Apply the concepts of inquiry in our daily living; and
 Describe the outcomes of inquiry.

III. Anticipatory Guide

IV.
REFLECT: “The only true wisdom is in knowing that you know nothing. “ – Socrates

LESSON CONTENT
THE NATURE OF INQUIRY AND RESEARCH
Inquiry, a term that is synonymous with the word investigation. When you inquire, you tend to ask questions to
probe or examine something. You do this kind of examination through your HOST or higher order thinking strategies of
inferential, analytical, critical, creative, and appreciative thinking to discover more understandable or meaningful things
beyond such object of your inquiry. Thinking in this manner makes you ask open-ended questions to elicit views,
opinions, and beliefs or other concepts in relation to your research. (Small in Baraceros, 2016).

The Meaning of Inquiry

Inquiry is defined as the “question for truth, information, or knowledge through questioning.” The process of
inquiry follows the developmental stage of a person, which proceeds from “womb to tomb”. Inquiry begins when a person
13 |GRADE 12
a person is born; an infant starts to grasp his surroundings, and gathers information and data using the human senses. The
progression of inquiry continues as the child grows up, develops and perceives his own environment.
Inquiry denotes participation that leads to acceptance. Involvement in the learning process leads to the mastery
of skills and attitudes which are necessary in the search for answers and questions.

Importance of Inquiry
Through inquiry, you will engage in research around interesting ideas and essential questions. Questioning,
critical thinking, and the creative development of new knowledge through inquiry are as important to learning as
information finding through research. (Stripling, 2016)
It is also important in the generation and transmission of knowledge. This is essential because the source of
knowledge is constantly increasing. Inquiry also helps develop higher order information literacy and critical thinking
skills.

The Application of Inquiry

Inquiry learning can be applied to all disciplines and all facets of life. Learning is a continuous process. A person
never stops learning while he breathes.
Individuals have different perspectives in viewing the world such as scientific, historic, artistic economic,
political, and other viewpoints. While disciplines should interconnect with one another, inquiry learning includes the
application of certain specific “ground rules” that safeguard the integrity of the various disciplines and their world views.

Outcomes of Inquiry
 A practical knowledge about the world should be an important outcome.
 Provides individuals with different ways of viewing the world, communicating about it, and successfully coping
with the questions and issues of everyday lives.
 Questioning and searching for answers are extremely important parts of inquiry.
 Inquiry should be about a greater understanding of the world we live in.

V. TASK
Activity: Write a checklist of questions that may be asked by the following people to their respective clients. (a
minimum of four (4) questions each)
a. Lawyer to Witness
b. Doctor to Patient
c. Counselor to Counselee
d. Teacher to Student

VI. ASSIGNMENT
ESSAY:
1. In your own opinion, what is the importance of inquiry in conducting a research?
2. Give a topic (related to your specialization) that requires inquiry.
3. Compose 1 question on things you are confused about in this lesson.
Note: Your essay must be brief and concise.

I. TITLE
Lesson 1.2 RESEARCH: An Overview

II. OBJECTIVES
At the end of this lesson, you should be able to:
 Define and explain the meaning of research;
 Enumerate and explain the types of research; and
 Cite some examples of research topics that may be explored to aid the researcher in the choice of a topic.
III. Anticipatory Guide

REFLECT: “Research is what I'm doing when I don’t know what I’m doing.” IV.
- W. Braun

LESSON CONTENT
WHAT IS RESEARCH?
14 |GRADE 12
  The word research is a combination of the prefix “re” (do again) and the root word “search” (to seek, explore, and
investigate)
 A scientific, experimental, or inductive manner of thinking. Starting from particular to more complex ideas, you
execute varied thinking acts that range from lower-order to higher-order thinking strategies.

15 |GRADE 12
  The acquisition of new knowledge through a purposive, organized and designed program of activities.
 It seeks to find the answers to the problems and generate new information for a better understanding of the
concepts under study.

Research may either be basic or applied depending on the aims of the researcher:
a. Basic Research – conducted solely to come up with a new knowledge or to have a fuller understanding of a
particular subject for its own sake.
b. Applied Research – done to find an application of the knowledge, whether it be old or new.
c.
Aims of Research
 Produce new knowledge or information
 Utilize the new knowledge
 Validate existing knowledge
 Improve the investigator/researcher

Sources of Research Topics

PEOPLE PLACES OBJECTS EVENTS
Scientists Laboratory Specimen Experimentation
Educators School Books Graduation
Students Classroom Notes Exam days
Businessman FOREX Contract Product launch
Politicians Session Hall Bills In-session
Doctors Clinic Medicine Check-up
Lawyers Court of Justice Documents Case hearing
Farmers Rice Field Plants Harvest season
Housewives House Clothes Wash day
Priests Church Bible Eucharistic celebration
Soldiers Barracks Ammunition Pass and review
Administrators Office Desk Labor day
Other Possible Research Areas:
- History and Culture
- Languages
- Music and Arts
- Sports
- Pollution control
- HumanitiesEnergy conservation

V. TASK
Choose research area that you want to develop and identify the possible research gaps (areas to explore) that exist in your
chosen topic.
Example:
Research Area: Information Technology
Possible areas to explore:
a. The use of databases in government agencies to expedite data collection and reporting.
b. Information as an aid to municipal protection in the disaster-hit areas in the Philippines.
c. The role of Information Technology in social media.
d. Information Technology as a tool in instruction and communicatio

16 |GRADE 12
 1. Research Area: Philippine Politics
a. ____________________________________________________________________
b. ____________________________________________________________________
c. ____________________________________________________________________
d. ____________________________________________________________________

2. Research Area: Graft and Corruption

a. ____________________________________________________________________
b. ____________________________________________________________________
c. ____________________________________________________________________
d. ____________________________________________________________________

3. Research Area: Online/Modular Learning

a. ____________________________________________________________________
b.____________________________________________________________________
c.____________________________________________________________________
d. ____________________________________________________________________

VI. ASSIGNMENT
ESSAY:
1. Choose a topic that you want to explore. Defend your topic through writing your possible research gaps.
2. List down 3 things remarkable from this lesson.
3. Compose 1 question on things you are confused about in this lesson.
Note: Your essay must be brief and concise.

Prepared by:
CAMILLE JOY F. CADA
Subject Teacher

CHEMISTRY 1

I. TITLE.
Lesson 1: Matter and its Properties

II. OBJECTIVES.
At the end of this lesson, you should be able to:
a. describe the particulate nature of the different forms of matter;
b. classify the properties of matter; and
c. differentiate pure substance and mixtures; elements and compounds; homogeneous and heterogeneous mixtures;

III. ANTICIPATORY GUIDE.

Why study chemistry? There are many good reasons. Chemistry is the science of matter and its transformation
from one form to another. Consequently, chemistry has enormous impact on our daily lives, on other sciences, and even
on areas as diverse as art, music, cooking and recreation.

IV. LESSON CONTENT.

A. Composition, Structure, and Behavior
 Chemistry is the science that investigates and explains the structure and properties of matter.
 Matter is the stuff that’s all around you: the metal and plastic of a telephone, the paper and ink of a book, the
glass and liquid of a bottle of soda, the air you breathe, and the materials that make up your body.
 A more formal definition of matter is anything that takes up space and has mass.
 The structure of matter refers to its composition—what matter is made of—as well as how matter is organized.
 The properties of matter describe the characteristics and behavior of matter, including the changes that matter
undergoes.
 All matter is particulate in nature. This simply means that matter is made up of tiny bit bits material known as
particle.
 PLASMA
(THE 4TH STATE OF MATTER)
 It is a hot ionized gas consisting of approximately equal numbers of positively charged ions and
negatively charged electrons.
 The characteristics of plasmas are significantly different from those of ordinary neutral gases so that
plasmas are considered a distinct "fourth state of matter”

BOSE-EISTEIN CONDENSATE
(THE 5TH STATE OF MATTER)
 It is a state of matter in which separate atoms or subatomic particles, cooled to near absolute zero.
 When they reach that temperature the atoms are hardly moving relative to each other; they have almost no
free energy to do so. At that point, the atoms begin to clump together, and enter the same energy states.

PHYSICAL PROPERTIES
INTENSIVE PHYSICAL PROPERTIES EXENSIVE PHYSICAL
PROPERTIES
Color Melting Point Density Mass
Solubility Conductivity Malleability Volume
Luster Viscosity Boiling Point Length
Temperature Odor

CHEMICAL PROPERTIES
CHEMICAL PROPERTIES DESCRIPTION
1.Combustibility Whether the substance undergoes combustion or not
2. Stability Whether the substance can be easily decomposed or not
3. Reactivity Whether it reacts with acids, bases, and oxygen, gas or not
4. Relative Activity Whether the material is more active or less active than other members
of its chemical family

18 | GRADE 12
 5. Ionization Whether it will break into charged particles when in solution with water
or not
6. Toxicity Whether substance can damage an organism or not

B.
Chemist separate mixtures by using different methods
1. Filtration is a process of separating the components of a suspension
2. Decantation is the solid particles are allowed to settle first at the bottom and later, the liquid which is called
supernatant is poured into another container leaving behind solid particle.
3. Evaporation is the process of converting liquid to gas, is useful in sorting mixtures such as salt solution. 4.
Distillation is a process of separating a homogeneous mixture composed of two substances with different boiling
points.
5. Magnetic Separation is the process of separating elemental metals from other particles in a mixture.
6. Melting is a process that can be used in extricating mixture that contain two substances with different melting
points.
7. Sublimation is a process of changing solid to gas without passing through the liquid state.
8. Centrifugation is the mixture is poured into a special tube in the centrifuge apparatus, and is allowed to spin
using centrifugal force. The spinning motion forces the sediments to settle at the bottom. The liquid can be poured
off from the solid particles.
9. Chromatography is another method of separating complex mixtures. It has various methods that can be used
in separating mixture such as paper chromatography, which makes used of an adsorbent (filter paper or
chromatogram paper), then separation depends upon the solubility of each component in the solvent.
PURE SUBSTANCES & MIXTURES IN CONSUMER PRODUCTS
CONSUMER PRODUCT
• It is any item often bought for consumption.
Convenience Product – those that appeal to a large segment of the market or those that are routinely bought.
1. Household Cleaning
2. Personal Care Product

PRODUCTS HOUSEHOLD CLEANING MATERIAL

• The most commonly used cleaning products are bleach, soaps, and detergents. These products have different
compositions, specific uses, precautions for use, and costs
• Bleach helps clean and whiten surfaces by generally lowering the stability of the chemical bonds in stain
molecules.
• It can convert dirt into particles that can be easily washed away in conjunction with use of detergents.
• NaOCl (Sodium Hypochlorite) and H2O2 (Hydrogen Peroxide) are most common bleaching agents that are
strong oxidizers; they can burn then skin and eyes especially if used in concentrated form
• Soap and Detergent are mixture of surfactants, water softeners, stain removers, enzymes and perfumes, among
others.
• Surfactants render soaps and detergents capable of lowering the surface tension of water, which allows them
to wet the surface to be cleaned. They also loosen and disperse water insoluble solids making them washable with
water.
• Soap and Detergents are generally not toxic and severely dangerous, but may cause irritation to the skin and
eyes.
PERSONAL CARE PRODUCTS

19 | GRADE 12
• Personal Care product constitutes a diverse group of materials that improve the overall appearance of a person.
These products are used to generally cleanse and beautify.
Examples of highly demanded personal care products are makeup, lotions, and toothpaste.

IV. TASK
Activity 1.0 Table Completion
Properties Solid Liquid Gases
Distance between particles
Molecular arrangement
Shape
Volume
Speed of movement
Forces of attraction
Activity 1.1
Group the characteristics of the given substances according to their physical (extensive or intensive) or chemical
properties.
CHARACTERISTICS OF SOME PHYSICAL PROPERTIES CHEMICAL
SUBSTANCES PROPERTIES
INTENSIVE EXTENSIVE

1. The water in the container has a volume of

100 mL and a mass of 99.8 g. It is colorless,
and tasteless. It has a density of 0.998g/mL,
boils at 100 degrees Celsius, and freezes at 0
degree Celsius. It does not burn. It causes
Iron to rust.

2. NaCl with a mass of 37.9 g is colorless,

odorless, and salty solid crystals. It has
melting point of 801 degree Celsius. When
dissolved in 100 mL water, it conducts
electricity. It reacts with silver nitrate to form
a white precipitates. It also reacts with water
to form chlorine gas, hydrogen gas, and
sodium hydroxide.

Activity 1.2
Pure Substance (✓) Mixture (✓) Explanation
1.Table Sugar
2. Table Salt
3.Iodized Salt
4. Distilled Water
5. Soft drinks
6.Oxygen Gas (Tank)
7.Brown Sugar
8.Human Breath

VI. ASSIGNMENT
1. In your own idea what is the difference between accuracy and precision?
2. What are the different sources of errors in measurements? Explain each.
Note: Any answers that are directly copied from the google/outline will be
automatically scored zero.
Use a separate sheet of paper for your answers

References:
2012 Cengage Learning Asia Pte. Ltd.The World of Chemistry, Philippine Edition by Melvin Joesten and John Hogg
2019 Rex Book Store, Inc. General Chemistry1 by John W. Moore, Conrad L. Stanitski and Peter C. Jurs

20 | GRADE 12
 Prepared by:
MARY GRACE M. VILLAR
Subject Teacher

GENERAL PHYSICS 1

I. TOPIC
SCIENTIFIC NOTATION
PHYSICAL QUANTITIES AND
UNIT OF MEASUREMENT
II. OBJECTIVES
At the end of the lesson, the learners should be able to:
a) Differentiate the various systems and units of measurement.
b) Explain the standards of measurement for length, mass, and time.
c) Solve measurements using scientific notation.

III. ANTICIPATORY GUIDE

Are the horizontal lines in the figure 1 parallel to each other? At first glance,
it looks like the lines are curved. But if you measure the distance between them, you
will know that the lines are parallel to each other. You need to be careful with
measurements to ensure reliable observations.
Figure 1
IV. LEARNING CONTENT
* Scientific Notation
Scientific notation also called exponential notation is a convenient way of writing values using the power of
ten notation wherein we can determine the number of significant digits as well as the place value of the digit.
Place values are denoted by prefixes.

Format:
where: - the characteristic digit, may be any digit from 0-9
– the mantissa digits, may be any digit from 0-9
– base
– exponent, the number of times the decimal point is moved to either towards left or right

Rules in expressing standard notation to scientific notation:

1. When the decimal point is moved from right to left, the result is positive exponent.
Example: = =

2. When the decimal point is moved left to right, the result is negative exponent.
Example:

Adding or Subtracting Scientific Notation

To add or subtract two numbers in scientific notation:
Step 1: Adjust the powers of 10 in the 2 numbers so that they have the same index. (Tip: It is easier to
adjust the smaller index to equal the larger index).
Step 2: Add or subtract the numbers.
Step 3: Give the answer in scientific notation.
Example:
Evaluate 2 × 103 + 3.6 × 104, giving your answer in scientific notation.
Solution:

Unit Consistency and Conversion of Units

Measurement is the art of comparing unknown values to a standard or the accepted set of
values for a particular quantity. In the past until the first half of the 1900s, the organization was known as the

21 | GRADE 12
metric system. Then in 1960 it was called as Système International d’ Unitès (SI) or the International Systems of
Units.
There are six fundamental quantities and units in the SI units, which are best remembered by the acronym
METALL.

Physical Quantity Unit Name Symbol

Mass Kilogram Kg

electric current Ampere A

Time Second S

amount of substance Mole Mol

Length Meter M

luminous intensity Candela Cd

Other than the fundamental SI quantities and their units, there are other quantities recognized in the system as
well. Here are some of them.

Quantity Unit Conversion

1 square kilometer (km²) 1 000 000 m²
1 hectare (ha) 10 000 m²
Area
1 acre 4 047 m²
1 are (a) 100 m² = 0.0247 acre
1 cubic meter (m³) 1 m³
1 cubic centimeter (cm³) 0.000001 m³
Volume
1 kiloliter (kL) 1 000 L
1 centiliter (cL) 0.01 L
1 metric ton (t) 1 000 000 g = 1 000 kg
mass and weight
1 centrigram (cg) 0.01 g
1 Newton (N) 1 kg · kg/s²
1 Joule (J) 1 m² · kg/s²
force, energy, frequency, pressure,
and power 1 Hertz (Hz) 1/s
1 Pascal (Pa) kg/m- s²
1 Watt 1 m² · kg/s³

Metric Prefixes and Scientific Notation

Prefix Symbol Exponential Short Scale Decimal

Notation
Yotta Y 1 x 10²⁴ Septillion 1 000 000 000 000 000 000 000 000

Zetta Z 1 x 10²¹ Sextillion 1 000 000 000 000 000 000 000
Exa E 1 x 10¹⁸ Quintillion 1 000 000 000 000 000 000

22 | GRADE 12
 Peta P 1 x 15¹⁵ Quadrillion 1 000 000 000 000 000

Tera T 1 x 10¹² Trillion 1 000 000 000 000

Giga G 1 x 10⁹ Billion 1 000 000 000

Mega M 1 x 10⁶ Million 1 000 000

Kilo K 1 x 10³ Thousand 1 000
Hector H 1 x 10² Hundred 100
Deka Da 1 x 10 Ten 10
base unit 1 x 10⁰ One 1
Deci D 1 x 10⁻¹ Tenth 0.1

Centi C 1 x 10⁻² Hundredth 0.01

Milli M 1 x 10⁻³ Thousandth 0.001

Micro µ 1 x 10⁻⁶ Millionth 0.000001

Nano N 1 x 10⁻⁹ Billionth 0.000000001

Pico P 1 x 10⁻¹² trillionth 0.000000000001

Femto F 1 x 10⁻¹⁵ quadrillionth 0.000000000000001

Atto A 1 x 10⁻¹⁸ quintillionth 0.000000000000000001

Zepto Z 1 x 10⁻²¹ sextillionth 0.000000000000000000001

Yocto Y 1 x 10⁻²⁴ Septillionth 0.000000000000000000000001

In Multiplying and/or dividing units just like ordinary algebraic expressions give an easy way to convert
a quantity from one unit to another to be dimensionally consistent.
Example:

1. To convert to
Conversion factor to be used:

2. To convert in meters per second

Conversion factors to be used:

DIMENSIONAL ANALYSIS
dimension = type of quantity independent from units
1 foot ≠ 1.1 mile ≠ 5 km ≠ 2.5 m ≠ 1 light year
BUT
Unit Equivalent Unit Unit Equivalent Unit they have all the same
1 101 235 pascals dimension
1 inch 2.54 centimeters
(in) (cm) atmosphere (Pa)
(atm)
1 gallon 3.788 liters (L)
(gal) 1 foot (ft) 12 in

1 calorie 4.186 joules (J) 1 mile (mi) 5 280 ft

23 (cal)
| GRADE 12
Example:
How many inches are there in 12 m?

1 in. = 2.54 cm 12m = (100 cm/1m) (1 in/2.54 cm)

100 cm. = 1 m = 472 in

IV. TASK
Activity
A. Express the following examples in the scientific notation.
1. 100 m 6. 0.0005 m
2. 250 000 kg 7. 0.003 kg
3. 725 000 000 mL 8. 0.000000004 mL
4. 59 J 9. 0.09 J
5. 550 000 000 000 miles 10. 0.000000000240 miles
B. Convert the following scientific notations into simple values.
1. 900 x 10⁴m 6. 0.0001 x 10⁴m
2. 460 000 x 10⁷ kg 7. 0.002 x 10⁷kg
3. 371 000 000 x 10⁹ mL 8. 0.000000003 x 10⁹ mL
4. 31 x 10⁵ J 9. 0.02 x 10⁵ J
5. 220 000 000 000 x 10⁻4 miles 10. 0.000000000240 x 10⁻⁴ miles
C. Solve the following.
1. 4.1x10^5 + 5.5 x10^6 =
2. (2.8x10^11) + (5.4x10^9) =
3. (7.2x10^6) – (3.4x10^6) =
4. (5.2x10^7) - (3.01x10^4) =
5. [(9.9x10^2) – (2.2x10^2)] + 7.5x10^3 =

V. ASSIGNMENT:
Directions: Collect all the data given below.

Name of
your family
HEIGHT MASS
members
cm m ft g kg lb

Convert the following:

1. m to cm
2. cm to ft
3. lg to kg
4. g to lb
*GENERAL DIRECTION: Write all your answers (for activity and assignment) on a sheet of paper. 

Prepared by:
JEFFREY C. RELAMADO
(Subject Teacher)

24 | GRADE 12