COMPUTER PROGRAMMING (NC IV)

Quarter 1 – Module 2
FLOWCHARTING
SELECT THE PROGRAM LOGIC DESIGN APPROACH

WEEKS 3 and 4

SDO TAGUIG CITY AND PATEROS

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Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the Development and Quality
Assurance Teams of SDO TAPAT to assist you in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module. You also need to
keep track of the learners' progress while allowing them to manage their own learning. Furthermore,
you are expected to encourage and assist the learners as they do the tasks included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents of the
learning resource while being an active learner.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 Lesson
FLOWCHARTING
2
Let’s Learn

At this point of the lesson, the learners will be assessed on what common
competencies from the NC III were still mastered. Some recalls and drills will
be done to ensure that the preparation for the national certifications is really
doing according to expectations. In case the mastery is showing
inconsistencies, retooling will be 100% repeated. In the event the students
will show proficiency, the focus will be to the application as preparation to
another programming language.

LO 1. Select the Program Logic Design Approach

At the end of the module, the students will be able to:
1. Obtain Design Documentation
2. Identify System Specification and Requirements|
3. Select the Design Approach to be followed in Coding

Let’s Try

PRE - ASSESSMENT
TEST I – FLOWCHARTING
Directions:
Read and analyze the problem. Create a flowchart solution. Solution will be
done on Microsoft Word Document. Send it to the destination given by the teacher.
A. Create a flowchart that will input two numbers. Add the two numbers
and display the sum.

B. Input two numbers. Identify which of the number is bigger.

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TEST II – LABELLING
Directions: Identify what the Flowchart Symbol represents. Write the correct
answer on the space provided for every number.

1. ____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
6. _____________________________

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 L.O. 1: SELECT THE PROGRAM LOGIC DESIGN
APPROACH
PERFORMANCE STANDARD
The learners demonstrate an understanding of the concept and underlying
principles of designing program logic.

Let’s Recall

In this portion of the module, the learners will be given series of challenges as to
develop critical and creative thinking so when the actual programming is tackled,
they will find it fun and easy to learn the required competencies of the lessons. Some
exercises will enhance more their inner potentials to make the learners really
productive during the activity and performance tasks.

DRILL # 1 – MEMORY AND MNEMONICS

PROCEDURES:
1. The teacher will mention three words and demonstrate it in front of the
class
2. One student will demo too, in case understood well by the entire class
the drill proper will start
3. The timer will be set to 1 minute
4. Count the number of words spoken correctly
5. The learner with the many words spoken correctly will be declared the
winner, he/she shall receive something from the teacher

DRILL # 2 – IMAGE GUESSING

PROCEDURES:
1. The teacher will show an example of the image/s, using creative mind
tell the word/s associated with it
2. It will be conducted through group activity
3. The group will create their group name; the group name must be related
to their animals or simply pet at home
4. Every correct answer is worth 2 points
5. At the end of the activity, something will be given by the teacher to the
winning group
6. A PPT will be shown by the teacher to reinforce the activity

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 Let’s Explore

Watch the videos on this links to understand the lessons on Flowcharting!

(38) Introduction to Creating Flowcharts - YouTube
(38) Creating a Simple Flowchart in Microsoft Word. - YouTube
(38) FLOWCHART AND ALGORITHM SAMPLE PROBLEMS TAGALOG | Beginners Guide 2020 - YouTube

Let’s Elaborate

LO 1: SELECT THE PROGRAM LOGIC DESIGN

APPROACH
1. Obtain Design Documentation
2. Identify System Specification and Requirements|
3. Select the Design Approach to be followed in Coding

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 OBTAIN DESIGN DOCUMENTATION

Computers are capable of handling various complex problems which are

tedious and routine in nature. In order that a computer solve a problem, a
method for the solution and a detailed procedure has to be prepared by the
programmer.
A flowchart is simply a graphical representation of steps. It shows steps in
sequential order and is widely used in presenting the flow of algorithms,
workflow or processes. Typically, a flowchart shows the steps as boxes of
various kinds, and their order by connecting them with arrows.
Flowcharting is a tool developed in the computer industry, for showing the
steps involved in a process. A flowchart is a diagram made up of boxes,
diamonds and other shapes, connected by arrows - each shape represents a
step in the process, and the arrows show the order in which they occur.
Flowcharting combines symbols and flow lines, to show figuratively the
operation of an algorithm. In computing, there are dozens of different symbols
used in flowcharting (there are even national and international flowcharting
symbol standards). In business process analysis, a couple of symbols are
sufficient. A box with text inside indicates a step in the process, while a
diamond with text represents a decision point. See the figure for an example.

Before you start coding a program it is necessary to plan the step by step
solution to the task your program will carry out. Such a plan can be
symbolically developed using a diagram. This diagram is then called a
flowchart. Hence a flowchart is a symbolic representation of a solution to a
given task. A flowchart can be developed for practically any job. Flowcharting
is a tool that can help us to develop and represent graphically program logic
sequence. It also enables us to trace and detect any logical or other errors
before the programs are written.

In developing the flowcharts following points have to be considered:

 Defining the problem.
 Identify the various steps required to form a solution.
 Determine the required input and output parameters.
 Get expected input data values and output result.
 Determine the various computations and decisions involved.

With this background of flowcharts and flowchart symbols let us now draw
some sample flowcharts. First we shall write the steps to prepare the flowchart
for a particular task and then draw the flowchart. The first design of flowchart
goes back to 1945 which was designed by John Von Neumann. Flowchart is
often considered as a BLUEPRINT of a design used for solving a specific
problem.

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Here are some of the examples that will help in understanding the FLOWCHARTING concept!

Sample 1 - Sequence

Sample 2 - Selection
To prepare a flowchart to determine the greatest of two numbers. Here we use
the decision symbol. We also combine the two reads for numbers A and B in
one box.

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Sample 3 – Loops

Figure 1 – Profit or Loss

Figure 2 – Multiplication Table

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 IDENTIFY SYSTEM SPECIFICATION AND
REQUIREMENTS

FLOWCHARTING AND SYMBOLS TO USE

Normally, an algorithm is expressed as a flowchart and then the flowchart is

converted into a program with the programming language. Flowcharts are
independent of the programming language being used. Hence one can fully
concentrate on the logic of the problem solving at this stage. A large number of
programmers use flowcharts to assist them in the development of computer
programs. Once the flowchart is fully ready, the programmer then writes it in the
programming language.

Flowcharts
Symbols and Descriptions
Names

Every flowchart has a unique starting point and an

ending point. The flowchart begins at the START
terminator and stops at the END terminator.
Terminal

This symbol is used to denote any input/output

function in the program. Thus if there is any input to
the program via an input device, like a keyboard, tape,
I/O Symbol card reader etc.

A process symbol is used to represent arithmetic and data

movement instructions in the flowchart. All arithmetic
processes of addition, subtraction, multiplication and
Process division are indicated in the process symbol.

The decision symbol is used in a flowchart to indicate

the point where a decision is to be made and
branching done upon the result of the decision to one
or more alternative paths.
Decision

This symbol is being used to provide a constant

variable to be used in the flowchart.

Preparation
In situations, where the flowcharts become big, it may so
happen that the FLOWLINES start crossing each other at
many places causing confusion. A connector symbol is
indicated by a circle and a letter or a digit is placed in the
circle. This letter or digit indicates a link.
Connector

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 FLOWLINES are solid lines with arrowheads which indicate the
flow of operation. They show the exact sequence in which the
instructions are to be executed. The normal flow of the flowchart
FLOWLINES is depicted from top to bottom and left to right.

ALOGORITHM

Algorithm is like a procedure in a certain activity or program. A Procedure

is a finite sequence of well-defined instructions, each of which can be
mechanically carried out in a finite amount of time.

The procedure must break up the problem solution into parts that the
recipient party can understand and execute. In the case of a computer, the
problem solution is usually in the form of a program that encompasses the
algorithm and explains to the computer a clearly defined procedure for
achieving the solution. The procedure must consist of smaller steps each of
which the computers understand.

The term ALGORITHM originally referred to any computation performed via

a set of rules applied to numbers written in decimal form. The word is derived
from the phonetic pronunciation of the last name of Abu Ja'far Mohammed
ibn Musa al-Khowarizmi, who was an Arabic mathematician who invented a
set of rules for performing the four basic arithmetic operations (addition,
subtraction, multiplication and division) on decimal numbers.

An algorithm is a representation of a solution to a problem. If a problem can

be defined as a difference between a desired situation and the current
situation in which one is, then a problem solution is a procedure, or method,
for transforming the current situation to the desired one. We solve many such
trivial problems every day without even thinking about it, for example making
breakfast, travelling to the workplace etc. But the solution to such problems
requires little intellectual effort and is relatively unimportant. However, the
solution of a more interesting problem of more importance usually involves
stating the problem in an understandable form and communicating the
solution to others. In the case where a computer is part of the means of solving
the problem, a procedure, explicitly stating the steps leading to the solution,
must be transmitted to the computer. This concept of problem solution and
communication makes the study of algorithms important to computer
science.

HOW TO WRITE ALGORITHMS

Step 1 Define your algorithms input: Many algorithms take in data to be

processed, e.g. to calculate the area of rectangle input may be the rectangle
height and rectangle width.

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Step 2 Define the variables: Algorithm's variables allow you to use it for more
than one place. We can define two variables for rectangle height and rectangle
width as HEIGHT and WIDTH (or H & W). We should use meaningful variable
name e.g. instead of using H & W use HEIGHT and WIDTH as variable name.

Step 3 Outline the algorithm's operations: Use input variable for

computation purpose, e.g. to find area of rectangle multiply the HEIGHT and
WIDTH variable and store the value in new variable (say) AREA. An algorithm's
operations can take the form of multiple steps and even branch, depending
on the value of the input variables.

Step 4 Output the results of your algorithm's operations: In case of area

of rectangle output will be the value stored in variable AREA. if the input
variables described a rectangle with a HEIGHT of 2 and a WIDTH of 3, the
algorithm would output the value of 6.

THE ALGORITHM AND FLOWCHART INCLUDE FOLLOWING THREE TYPES

OF CONTROL STRUCTURES

1. Sequence: In the sequence structure, statements are placed one after the
other and the execution takes place starting from up to down.
2. Branching (Selection): In branch control, there is a condition and
according to a condition, a decision of either TRUE or FALSE is achieved. In
the case of TRUE, one of the two branches is explored; but in the case of
FALSE condition, the other alternative is taken. Generally, the ‘IF-THEN’ is
used to represent branch control.
3. Loop (Repetition): The Loop or Repetition allows a statement(s) to be
executed repeatedly based on certain loop condition e.g. WHILE, FOR loops.

ADVANTAGES OF ALGORITHM

 It is a step-wise representation of a solution to a given problem, which

makes it easy to understand.
 An algorithm uses a definite procedure.
 It is not dependent on any programming language, so it is easy to
understand for anyone even without programming knowledge.
 Every step in an algorithm has its own logical sequence so it is easy to
debug.

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 SELECT THE DESIGN APPROACH TO BE FOLLOWED
IN CODING

PSEUDOCODE

Pseudocode is one of the tools that can be used to write a preliminary plan
that can be developed into a computer program. Pseudocode is a generic way
of describing an algorithm without use of any specific programming language
syntax. It is, as the name suggests, pseudo code —it cannot be executed on a
real computer, but it models and resembles real programming code, and is
written at roughly the same level of detail.

Pseudocode, by nature, exists in various forms, although most borrow syntax

from popular programming languages (like C, Lisp, or FORTRAN). Natural
language is used whenever details are unimportant or distracting.

Sample Design 1
Computer science textbooks often use pseudocode in their examples so that
all programmers can understand them, even if they do not all know the same
programming languages. Since pseudocode style varies from author to author,
there is usually an accompanying introduction explaining the syntax used.

In the algorithm design, the steps of the algorithm are written in free English
text and, although brevity is desired, they may be as long as needed to
describe the particular operation. The steps of an algorithm are said to be
written in pseudocode. Many languages, such as Pascal, have a syntax that
is almost identical to pseudocode and hence make the transition from design
to coding extremely easy.

The following section deal with the control structures (control constructs)
Sequence, Selection and Iteration or Repetition.

CONTROL STRUCTURES OR LOGICAL STRUCTURES

The key to better algorithm design and thus to programming lies in limiting
the control structure to only three constructs. These are illustrated below:

1. THE SEQUENCE STRUCTURE

The first type of control structures is called the sequence structure. This
structure is the most elementary structure. The sequence structure is a case
where the steps in an algorithm are constructed in such a way that, no
condition step is required. The sequence structure is the logical equivalent of
a straight line.

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For example, suppose you are required to design an algorithm for finding the
average of six numbers, and the sum of the numbers is given. The pseudocode
will be as follows:

Pseudocode # 1

Start
Get the sum
Average = sum / 6
Output the average
Stop

Flowchart Illustration # 1

2. DECISION STRUCTURE OR SELECTION STRUCTURE

The decision structure or mostly commonly known as a selection structure,
is case where in the algorithm, one has to make a choice of two alternatives
by making decision depending on a given condition.

Pseudocode # 2:
Selection structures are also called case selection structures when there are
two or more alternatives to choose from. This structure can be illustrated in
a flowchart as follows:

True Condition False

In pseudocode form we get

Pseudocode 2
If condition is true
Then do task A
else
Do Task-B

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Flowchart Illustration 2

In this example, the condition is evaluated, if the condition is true Task-A is

evaluated and if it is false, then Task-B is executed.

The action is only taken when the test is true. The logical operators used in
our pseudo-code are
= is equal to
> is greater than
< is less than
>= is greater than or equal
<= is less than or equal
<> is not equal to

Compound Logical Operators

There are many occasions when we need to extend the conditions that are to
be tested. Often there are conditions to be linked.

In everyday language we say things like If I had the time and the money I
would go on holiday. The and means that both conditions must be true
before we take an action. We might also say I am happy to go to the theatre
or the cinema. The logical link this time is or. Conditions in if statements
are linked in the same way. Conditions linked with and only result in an
action when all conditions are true.

For example, if a >b and a > c then displays “a is the largest”. Conditions
linked with an or lead to an action when either or both are true.

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3. REPETITION OR ITERATION STRUCTURE
A third structure causes the certain steps to be repeated.

The Repetition structure can be implemented using

 Repeat Until Loop
 The While Loop
 The For Loop

Any program instruction that repeats some statement or sequence of

statements a number of times is called an ITERATION or a LOOP. The
commands used to create iterations or loops.

The Repeat Until loop

The syntax is
REPEAT
A statement or block of statements
UNTIL a true condition

Note:
A program segment repeatedly asks for entry of a number in the range 1 to
100 until a valid number is entered.

REPEAT
DISPLAY “Enter a number between 1 and 100”
ACCEPT number
UNTIL number < 1 OR number > 100

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The WHILE loop

The second type of iteration we will look at is the while iteration. This type of
conditional loop tests for terminating condition at the beginning of the loop.
In this case no action is performed at all if the first test causes the terminating condition to
evaluate as false.

The syntax is
WHILE (a condition is true)
A statement or block of statements
ENDWHILE

Example 1: A program segment to print out each character typed at a

keyboard until the character ‘q’ is entered.

WHILE letter <> ‘q’

ACCEPT letter
DISPLAY “The character you typed is”, letter
ENDWHILE

Example 2: Write a program that will output the square root of any number
input until the number input is zero. In some cases, a variable has to be
initialized before execution of the loop as shown in the following example.

Use variable: number of type real

DISPLAY “Type in a number or zero to stop”

ACCEPT number
WHILE number <> 0
Square = number * number
DISPLAY “The square of the number is”, square
DISPLAY “Type in a number or zero to stop”
ACCEPT number
ENDWHILE

The FOR Loop

The third type of iteration, which we shall use when the number of iterations
is known in advance, is a for loop. This, in its simplest form, uses an
initialization of the variable as a starting point, a stop condition depending on
the value of the variable. The variable is incremented on each iteration until
it reaches the required value.

The pseudo-code syntax will be:

FOR (starting state, stopping condition, increment)
Statements
ENDFOR

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Example 1
FOR (n = 1, n <= 4, n + 1)
DISPLAY “loop”, n
ENDFOR
The fragment of code will produce the output
Loop 1
Loop 2
Loop 3
Loop 4

In the example, n is usually referred as the loop variable, or counting variable, or index of the
loop. The loop variable can be used in any statement of the loop. The variable should not be
assigned a new value within the loop, which may change the behavior of the loop.

Example 2: Write a program to calculate the sum and average of a series of

numbers.

The pseudo-code solution is:

Use variables: n, count of the type integer Sum, number, average of the type
real

DISPLAY “How many numbers do you want to input”

ACCEPT count
SUM = 0
FOR (n = 1, n <= count, n + 1)
DISPLAY “Input the number from your list”
ACCEPT number
SUM = sum + number
ENDFOR
Average = sum / count
DISPLAY “The sum of the numbers is “, sum
DISPLAY “Average of the numbers is “, average

Flowcharts have been used in this section to illustrate the nature of the three control structures.
These three are the basic control structures out of which all programs are built. Beyond this,
flowcharts serve the programmer in two distinct ways: as problem solving tools and as tools for
documenting a program.

Let’s Dig In

ALGORITHM –TO– FLOWCHARTING CHALLENGE

Directions: The Algorithm is given, the student will create the Flowchart
equivalent to check the mastery from the concept.
Create a Flowchart that will add two numbers and find the SUM on the box provided
at the right

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WORDED PROBLEM –TO– FLOWCHARTING CHALLENGE
Directions: The worded problem is given below; the student will create the
Flowchart equivalent to show mastery of the lesson.
(1) Create a flowchart that will input two numbers. Solve for the SUM,
DIFFRENCE, PRODUCT and QUOTIENT. Show the values computed.

(2) Create a transaction receipt from two types of candies purchased in a

store. The price of the first type is php5.00 and the next is php10.00.
Solve for the change and show the values.

(3) Create a flowchart that will enter the grade in Computer Programming
with the following components WW, PT and QA. To solve for the
semester grade, add the weighted scores of WW with 20% , PT with 60%
and QA with 20%. Identify if the grade computed is Passed or Failed.

Let’s Remember

DIRECTIONS: Read and analyze the questions below. Write your understanding on every
competency learned. Use separate sheet to answer for modular and new document for blended and
save it SN_Flowcharting.docx. Check the scoring RUBRIC for reference.

CRITERIA 5 3 1
Relevance The answer is complete in The answer is somehow The answer has little
contents and insights good in contents and content and insights
insights
Grammar The answer is The answer has some The answer have many
grammatically correct incorrect grammar incorrect grammar

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 Directions: Please complete the sentences below.
1. Flowcharting is helpful in programming because _____________________________
____________________________________________________________________.
2. I need to understand the problem before I use Flowcharting so it _________________
____________________________________________________________________.
3. If the problem is not well understood, this might possibly happen ________________
____________________________________________________________________.
4. To ensure balance learning before the programming proper, I must _______________
____________________________________________________________________.
5. As I create activity, Flowcharting makes me _________________________________
____________________________________________________________________.

Let’s Apply

FLOWCHARTING –TO- ALGORITHM CHALLENGE

Directions: The Flowchart is given, the student will create the Algorithm
equivalent to check the mastery from the concept.

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 Let’s Evaluate

TEST I – MULTIPLE CHOICE

Directions: Read each sentence carefully. Write the letter of the correct
answer on the space provided.

____ 1. Every flowchart has a unique starting point and an ending point.
This flowchart symbol begins at the START and stops at the END.
a. Flow lines c. Terminal
b. Process d. Connector
____ 2. This symbol is used to denote any input/output function in the
program. Thus if there is any input to the program via an input device,
like a keyboard, tape, card reader etc.
a. I/O c. Terminal
b. Decision d. Connector
____ 3. This symbol is used to represent arithmetic and data movement
instructions in the flowchart. All arithmetic processes of addition,
subtraction, multiplication and division are indicated in the process
symbol.
a. Flow lines c. Terminal
b. Process d. Connector
____ 4. This symbol is used in a flowchart to indicate the point where a
decision is to be made and branching done upon the result of the
decision to one or more alternative paths.
a. Decision c. Preparation
b. Process d. I/O
____ 5. This symbol is being used to provide a constant variable to be
used in the flowchart.
a. Preparation c. Terminal
b. Process d. Decision
____ 6. It is a diagram made up of boxes, diamonds and other shapes,
connected by arrows - each shape represents a step in the process, and
the arrows show the order in which they occur. It combines symbols
and flow lines, to show figuratively the operation of an algorithm.
a. Procedure c. Sequence
b. Flowchart d. Algorithm
____ 7. In situations, where the flowcharts become big, it may so happen
that the FLOWLINES start crossing each other at many places causing
confusion. This symbol is indicated by a circle and a letter or a digit is
placed in the circle. This letter or digit indicates a link.
a. Flow lines c. Preparation
b. Decision d. Connector
____ 8. These are solid lines with arrowheads which indicate the flow of
operation. They show the exact sequence in which the instructions are

22
 to be executed. The normal flow of the flowchart is depicted from top to
bottom and left to right.
a. I/O c. Flow lines
b. Process d. Connector
____ 9. It is like a procedure in a certain activity or program. It is a
representation of a solution to a problem.
c. Procedure c. Sequence
d. Flowchart d. Algorithm
____ 10. In the Flowchart structure, statements are placed one after the
other and the execution takes place starting from up to down.
a. Branching (selection) c. Loop (repetition)
b. Sequence d. Flowchart
____ 11. In this Flowchart, there is a condition and according to a
condition, a decision of either TRUE or FALSE is achieved. In the case
of TRUE, one of the two branches is explored; but in the case of FALSE
condition, the other alternative is taken. Generally, the ‘IF-THEN’ is
used to represent branch control.
a. Branching (selection) c. Loop (repetition)
b. Sequence d. Flowchart
____ 12. This Flowchart allows a statement(s) to be executed repeatedly
based on certain loop condition e.g. WHILE, FOR loops.
a. Branching (selection) c. Loop (repetition)
b. Sequence d. Flowchart
____ 13. This is one of the tools that can be used to write a preliminary
plan that can be developed into a computer program. This is a generic
way of describing an algorithm without use of any specific programming
language syntax.
a. Procedure c. Algorithm
b. Pseudocode d. Flowcharting
____ 14. The second type of iteration or loop we will look at is the while
iteration. This type of conditional loop tests for terminating condition at
the beginning of the loop.
a. Loop c. While loop
b. For loop d. Decision
____ 15. This iteration or loop, in its simplest form, uses an initialization
of the variable as a starting point, a stop condition depending on the
value of the variable.
a. Loop c. While loop
b. For loop d. Decision

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 Let’s Extend
INSTRUCTIONS:

INSTRUCTIONS:
For self-improvement, look for any transaction slip made, problem or business
related, case study for analysis and apply the basic concepts learned such as
Algorithm, Pseudocode and Flowchart solution. Create three samples showing
levels of difficulty such as SEQUENCE, SELECTION and LOOP.

Reminders:
The students may submit it or not. Students who will submit will receive extra
plus points in case the work is correct and those who submitted with incorrect
work will be guided. Students who will not submit will not be given minus
points however, he/she will be given some oral recitations the next day.

Requirements:
1. To be done using Microsoft Word containing (1) Worded Problem (2)
Algorithm (3) Pseudocode (4) Flowchart
2. Submit it on the teacher’s email joelmburgos2020@gmail.com

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 REFERENCES
BOOKS:
Application Programming 1 Using VB.Net by CAL Philippines

ELECTRONIC RESOURCES (PDF):

 www.tmv.edu.in/pdf/distance_education/bca books/bca ii sem/bca-222 %27c%27
%27programming.pdf
 ALGORITHM AND FLOW CHART | Lecture 1 (faradars.org)
 Microsoft Word - MT 512 Programming Design-NOTES.doc (eskisehir.edu.tr)
 accioneduca.org/admin/archivos/clases/material/flowchart_1563990484.pdf
 ALGORITHMS AND FLOWCHARTS (uomustansiriyah.edu.iq)

K TO 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY – COMPUTER
PROGRAMMING (NC IV)

 K to 12 ICT – Computer Programming (NC IV) Curriculum.

YOUTUBE:
 (38) Introduction to Creating Flowcharts - YouTube
 (38) Creating a Simple Flowchart in Microsoft Word. - YouTube
 (38) FLOWCHART AND ALGORITHM SAMPLE PROBLEMS TAGALOG |
Beginners Guide 2020 - YouTube
 (38) FLOWCHART AND ALGORITHM SAMPLE PROBLEMS FOR
LOOPS/REPETITION STRUCTURE | Beginners Guide 2020 - YouTube
 (38) FLOWCHART AND ALGORITHM SAMPLE PROBLEMS WITH DECISIONS
OR CONDITIONS Tagalog | Beginners Guide 2020 - YouTube

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 DEVELOPMENT TEAM OF THE MODULE
Writer : JOEL M. BURGOS
Content Editor : JASPER T. AGUILAR
Language Editor : JASPER T. AGUILAR
Reviewer : DR.ANGELA K. ALAMAN, Head Teacher IV-SVNHS
Illustrator : JASPER T. AGUILAR

Layout Artist : JASPER T. AGUILAR

HYBRID TEAM VALIDATORS:

SHS Team Leader/Facilitator:

DR. ROLANDO S. MAGNO, SDS (Ret.)
School Head In-Charge:
DR. GINA R. POBLETE, Principal III
Content Validator/Editor:
DR. RONALDO J. LASIN, Master Teacher
1
Management Team:
DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA, CID Chief
Name of EPS in-charge of Learning Area
DR. VIRGINIA L. EBOŇA
DR DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph

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