Grade 8 Module Physical Education 3rd Quarter PDF

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES
QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES
INTRODUCTION
Indoor recreational activities are voluntarily undertaken for pleasure, exercise, relaxation,
and leisure. It is a way of rejuvenating the mind and the body especially when you are caught in
situations such as hectic jobs and routine chores. This is why you have these modules, for you to
indulge in some recreational activities like scrabble, chess, and domino.
Scrabble, chess, and domino are varieties of activities that affect what, when, and how
people recreate including chgange in lifestyle, family structure/commitments, work demands, and
work-life balance.
Participating in this leisure and recreational activities can foster a range of positive benefits
including
Opportunities for health, well being, and quality lifestyle for the community.
Personal development, expressions, creativity, individuality, social, physical and intellectual,
and close family ties/relationship.
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INTRODUCTION
Welcome learners’ to word power. This module will provide you an overall outlook on what
you will learn in the game scrabble. Activities will be provided to enhance your knowledge and
skills on the following concepts: nature of the game, basic skills and tactics and interpretation of
the rules and regulations.
Varied assessment tools will be given to you, this will be used to define your personal
goals and targets, acquire adequate and relevant information and knowledge and broaden your
understanding about the game.
You will be given the opportunity to engage in practical application of the principles and
ideas of playing scrabble.
So what are you waiting for? Let the learning begins!
OBJECTIVES:
At the end of the lesson, you should be able to
1. discuss the nature/background of the game scrabble;

2. explain the benefits that the family can derive from playing scrabble;
3. practice proper and acceptable behaviour when participating indoor recreational activities;
4. promote indoor recreational activities to family members;
5. execute basic skills and tactics in scrabble;
6. interpret rules and regulations in scrabble;
7. apply knowledge of rules and regulations and strategies in scrabble.
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PRE- ASSESSMENT:
You will be provided with sets, of activities to assess and activate your prior knowledge about
scrabble.
ACTIVITY 1 DO I KNOW THIS INDOOR RECREATIONAL ACTIVITIES?
Indoor recreational activities

are undertaken in the
comfort of one’s home or
specifically indoor and they
are to recreate the mind and
soul of a person.
1. Table A are sets of terms used in playing indoor recreational activities.
2. Select the terms used in playing scrabble and place it on the space provided for in Table B.
Table A. TERMS
SPY Boneyard Rice Knight Hardway

Tiles Jail Spade Double Word Cardboard
Double letter Bankrupt Heart Hook Letter Free Space
Soldier Square Triple Word Open Board Queen
Flag Castling Blank Tiles Chance Joker
Rectangle Draw Insignia Rook Count Tiles
Bones Chips Rank Mate Double Challenge
Adjutant Stock Go to Jail False Alarm Shuffle
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Table B
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
ACTIVITY 2 AGREE OR DISAGREE
Put a positive sign ( + ) if you agree with the statement and negative sign ( - ) if you disagree. You
will be guided by your teacher.
______1.Playing scrabble will enhance your vocabulary.

______2.Scrabble is played with exactly 100 tiles.
______3.The objective of scrabble is to score more points than one’s opponent.
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______4.Playing scrabble with your family will not only enhance your vocabulary but also increase
closeness within.
______5. Players cannot place any word which can be found in a Standard English dictionary.
______6. Reading books will help you improve your vocabulary.
______7.Generally, foreign words can be placed on the scrabble word.
______8. You can play blocking to stop your opponent from making a potentially large score.
______9. Enhancing your skills and strategies can be done through online scrabble competition or
watching online videos about scrabble strategies and techniques in playing.
_____10. Concept of sportsmanship cannot be applied in playing scrabble.
Reflection
Ooooops! Before you proceed to the next activity,

take time first to reflect on what you have understood
in Activity No. 2.
http://www.fotosearch.com/clip-art/minute.html&docid
How will you rate yourself?
Equivalent Descriptions
10 Congratulations!
Highly Proficient You know the concept of the game scrabble
7-9 You have an idea about the game scrabble
Proficient
5-6 You have at least a partial idea about the game
Basic scrabble
BELOW 5 You need to be updated about the game
Below Basic scrabble
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LEARNING GOALS and TARGETS
ACTIVITY 3 To Know You More!

http://www.sophia.org
This activity will give you opportunity to know more about your expectations of the lesson, your
prior knowledge and skills in one of the indoor recreational games called SCRABBLE.
1. Below is a K-W-L chart. In column K, your going to write 4 things that you already KNOW
about scrabble , in column W, which is what you WANT to know, 4 things that you WANT
to know more about. Oops! Please don’t write anything yet in the third column, column
L, you will accomplish this after we are done discussing the first two columns. Is it clear?
Okay, get ready to accomplish the chart, K – W – L Na!
K - What you KNOW W- What you WANT to know L -What you LEARNED
 _______________  _______________  _______________
 _______________  _______________  _______________
 ____________  ____________  ____________
 ____________  ____________  ____________
Ok, very good, are you ready with the next encounter? Let’s Go!
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PART 1 WHAT TO KNOW?
The objective of Scrabble is

to have the highest number
of points at the end of the
game when the extra letters
run out, and one person
doesn't have any letters in
their 'hand'.
Hi, Welcome to ACTIVITY 1 CLOSE ENCOUNTER of the SECOND KIND!
This activity will assess your encounter with scrabble and will serve as the basis in planning
the sequence of your learning activities regarding indoor recreational activities. Reflect on your
participation in scrabble game by accomplishing the questionnaires below.
1. Answer the questions by drawing a smiley for YES
and for NO on the column provided for.
2. The result will be the basis of designing future activities in SCRABBLE game. You will
be guided by your teacher. READY to DRAW? READY!, GET SET!, DRAW!
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QUESTIONS YES NO
1. Have I experienced playing SCRABBLE?
2. Do I play SCRABBLE often?
3. Do I play SCRABBLE with friends?
4. Do I play SCRABBLE with family?

5. Am I a member of a SCRABBLE team in the
school?
6. Do I enjoy participating in a SCRABBLE game?
7. Do I consider the benefits derived from
playing SCRABBLE?
8. Are there SCRABBLE game enthusiasts in my
family?
9. Do I plan to make SCRABBLE game as one of
my lifelong activities?
. . . . Nice drawing! Rest for a while and prepare yourself to go to MMDA.
TARA NA! MagMMDA NA!
http://www.clipartof.com/gallery/clipart/rally.html&docid
ACTIVITY 2 MMDA (Meet my Deep Appreciation)
In this activity, you will be introduce with what is expected of you in terms of product and
performance including how these shall be assessed and rated.
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A. Product:
http://www.google.com.ph/imgres?q=FAMILY+PLAYING+SCRABBLE
Scrapbook containing pictures of your family playing SCRABBLE.
 On your scrapbook, paste pictures that you have taken while playing with your family
at home.
 Put a short description,including the date and place of each picture/s and write a
short essay on the benefits that your family may derived from playing the game
 Criteria for Assessment
o Content / relevance of picture presented 30%

o Creativity and resourcefulness of presentation 30%
o Understanding the benefits from playing SCRABBLE
on family’s fitness and wellness 40%
100%
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B. Performance/s
 Demonstrate of your understanding of skills and basic rules in playing scrabble.
Criteria for Assessment:

o Proficiency in the execution of skills 30%
o Ability to adopt / use skills to a particular 40%
game situations
o Behavior in playing SCRABBLE 30%
100%
Check this out !
How did you appreciate playing

scrabble with
your family?
http://www.google.com.ph/imgres?q=thinking+clipart&start
Wow! That’s nice! I appreciate what you have done
ACTIVITY 3 PUNTO for PUNTO
Hello learners This activity will allow you to further understand the lesson. Questions with
increasing difficulty will be given to draw ideas from you.
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GUIDE QUESTIONS:
1. Based on what you have written in the K – W – L chart, what indoor recreational
activities/games does your family play? Write down atleast 3 skills/tactics you
use as you play scrabble with your family and or friends.
2. Give a short description about the nature and background of the game scrabble.
3. Do you think playing scrabble can promote health, fitness and wellness among
family members? How?
Congratulations learners! You can now proceed to your next activity
PART II WHAT TO PROCESS?
In this part, you are provided with various learning resources and learning experiences for you to
develop enrich or broaden your understanding about the lesson.
ACTIVITY 1 INTERNET CONNECTIVITY
 Make an internet research on the nature and background of the game scrabble.
o Objectives of the game

o No. of players
o Rules of the game
o Scoring system
o Equipment
o Playing time
 Formative assessment will be used to measure your knowledge retention.
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Check this out !
1. What are the objectives of the game scrabble?

2. What are the materials used in playing scrabble?
3. How many players can play in any game of scrabble?
4. Why do you need to follow correctly the rules of the game scrabble?
5. What particular rules of the game will enhance your knowledge/skills about the game
scrabble?
6. What are the values of each tile used in scrabble?
7. How could you determine if you won the game ?
8. What learnings will you get from playing scrabble?
The following rubric will be use for your assessment in activity 1
Descriptions Beginner Novice Intermediate Expert

1 2 3 4
Content and The research work The research work The research The research
Resource seems haphazard, has a focus but work presents work has a clear
Requirement hurried or strays from it at information in an goal related to a
unfinished. times. There is an accurate and significant topic
There are organizational organized or issue.
significant factual structure, though manner that can Information
errors, not be consistent be understood by included
misconceptions or enough. the intended reflects broad
misunderstanding There may be audience. There research and
factual errors or is a focus that is application of
inconsistencies, maintained critical thinking
but relatively throughout the skills, show
minor. piece. notable insight
Information is or
relevant and understanding
useful. of the topic,
compels the
audience’s
attention.
Subject The learners does Learners is Learners is at Learners
Knowledge not have group of uncomfortable ease and ready demonstrates a
information. with the with expected full range of
Information is information and answers to all knowledge and
confusing, incorrect are able to answer questions, but is able to
or flawed. only rudimentary fails to elaborate. answer all
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questions. Information is questions with

Some information clear, appropriate explanation and
are confusing, and correct. elaboration.
incorrect or All information
flawed. are clear,
appropriate and
correct.
Data Collection There is minimal or Learners Adequate Abundant
irrelevant data. attempted to relevant data of relevant data
None is gathered gather their own at least two with at least
directly by learners. field data, but types, at least three different
were unable to one set gathered types, at least
complete the directly by one set is
assignment, learners. gathered by
therefore learners should
conclusions be directly from
cannot be drawn. their own field
work.
ACTIVITY 2 WATCH AND LEARN : THE BASIC
The activity aims to introduce to you the basic skills in playing scrabble and how each skill
is properly executed.
Video aided instructional materials will be used for your skill acquisition.
Kindly visit and download this site www.youtube.com/watch?v=62RxWIKEnqM How to play scrabble.
Your teacher will guide you in this activity.
Scrabble moves
Sequence of Play
Scoring
Strategies/Techniques
Scrabble Picture/
Video Analysis
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PLAY TIME ! Since you have already an idea on how to play scrabble, you can now
proceed to the next activity.
ACTIVITY 3 I WANT TO PLAY !
Hello learners! This is now the opportunity for you to demonstrate the basic skills you have
seen in the picture/video-aided instructional materials. LET’S PLAY!
1. Form a group with 4 members each.
2. Assign an observer & a recorder while the other members of the group will play. While
playing, observer / recorder will record his/her observation on skills / tactics
used/applied by the player.
3. At the end of the game, the player, observer / recorder will share their experiences in
the game.
4. The leader of your group will conduct a short discussion to arrive at a generalization
regarding the importance of mastery of the basic skills in scrabble.
Note: To enhance your skills in playing scrabble, you can play

online scrabble game at www.games.com>Word Games.
CONGRATULATIONS LEARNERS ! You know already how to play!
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PART III. WHAT TO UNDERSTAND
Your understanding of the essence of participating in scrabble games will be assessed.
ACTIVITY 1 HOW I APPRECIATE THE GAME
Hello Learners’!
In your activity notebook answer the following questions:
o How do you play scrabble?
o What basic skills/tactics do you need to develop/master in order to be

thebsreport.wordpress.com successful in playing SCRABBLE.
o Do you think that your knowledge on the rules and regulations of the game is an
edge for you to win? Why?
o Are there any health and fitness benefits we can get out of playing scrabble?
Enumerate at least five of them.
ACTIVITY 2 PLAYING WITH MY FAMILY
Scrabble helps build language skills, and your skills

will develop more if you are directly engage with your
family. Scrabble is a social game and it can top the http://www.clipartof.com/portfolio/bnpdesignstu
dio/illustration/stick-kids-playing
list of family fun activities. It is a form of recreational
activity that allows you and your family to relax, forget
any pressing concerns and improve mental
capabilities. To sum up everything, it is a way of
enhancing family bonding/camaraderie.
Based on the statements you have read above,

kindly fill up the chart given below.
Copy the format below in your activity notebook.
You will be guided by your teacher.
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How the game

scrabbles enhance
bonding in your
family?
ACTIVITY 3 WHAT VALUE WE LEARNED FROM PLAYING SCRABBLE?
One of the important aspects in playing scrabble is developing good values. Complete the survey
below and determine the values in playing scrabble. In your activity notebook check the
appropriate space based on the importance.
After you have completed the table below, look for a partner and discuss with them the values you
learn from playing scrabble.
Values Learned Not Important Slightly Important Most Important

1. Developed camaraderie
among my peers
2. Established good
relationship with my
family
3. Made intelligent
decisions in my life
4. Made mefacing
chalenges
5. Enhanced my
capabilities in terms of
vocabulary.
Before you proceed to the transfer part, answer the SUMMATIVE ASSESSMENT below:
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I. Multiple Choices: Choose the correct answer from the given choices
below. Write the letter of the correct answer on the
space provided for.
ANSWERS
1. Which of the following scrabble tiles have a value of five points? 1.________
A. D B. X C. K
2. What particular color of the cells on the scrabble board 2.________
Corresponds to a triple word score?
A. Light Blue B. Dark Red C. Dark Blue
3. How many bonus points will be given to a player who is able to 3.________
place all seven tiles on the board at the same time?
A. 50 B. 100 C. 150
4. Which of the following scrabble terms that is used to stop 4.________
the opponent from making a potentially large score?
A. Bluffing B. Blocking C. Challenge
5. When a rack has more than one of a given letter, it is called as? 5. ________
A. Dumping B. Hold C. Duplication
II. Completion Type: Complete the given statements below. Write your
answer on the space provided for.
ANSWERS
1. Scrabble is played with exactly __________ tiles. 1._________
2. When a player is able to place all seven tiles from the tile
rack on the board, the player receives _________ point bonus. 2._________
3. In scrabble the _________ tiles may be used as any letter
desired. 3._________
4. A _________ square doubles the score of a letter. 4._________
5. An opponent calls _________ when they think a play is not
acceptable. 5._________
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III. Matching Type: Match the scrabble letter in Column A with the
equivalent point value in Column B.
Write the letter of the correct answer on the space
provided for in Column C.
Column A Column B Column C
1. A,F,I,L,N,O,R,S,T and U A. 10 points 1. ___________

2. Q and Z B. 4 points 2. ___________
3. J and X C. 8 points 3. ___________
4. F,H,V,W, and Y D. 3 points 4. ___________
5. B,C,M and P E. 1 point 5. ___________
Very Good Learners’ You are now on the last activity of this module,
keep it up!
http://www.google.com.ph/imgres?q=clapping+hands+clip+art&hl
PART IV. WHAT TO TRANSFER
In this phase, you are expected to demonstrate a complete product or

performance.
ACTIVITY 1 HOW WELL DO I KNOW THE GAME
This activity gives you chance to re- assess and apply what you have learned about the basic
rules of the game scrabble.
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Using the table below, enumerate the rules on how to play the game scrabble.
Copy the table in your activity notebook.
How to play scrabble
10
www.fuzzimo.com/free-hi-res-wooden-scrabble-letter-tiles/&docid
ACTIVITY 2 DO YOU STILL REMEMBER ME?
Hi learners’!
Kindly identify the common scrabble terms

that you have learned before.
Complete the corresponding scrabble letters

placed on the scrabble board.
Use the guide statements below as your

reference to complete the scrabble terms.
Write your answers in your activity notebook.
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1. In scrabble, it is a term that describes a rack that has more than one of a given letter.
2. It consists of two blanks, the four S’s and the letter J, Q, X and Z.
3. A piece that is being used in playing scrabble.
4. It is a word game in which two to four players score points by forming words from individual
lettered tiles on a game board marked with a 15-by-15 grid.
5. A term used in scrabble when an opponent thinks a play is not acceptable.
6. A letter that will spell a new word when it is played with in the front of or at the end of a
word already on the board.
7. This is a dark red square on the scrabble word. When a word is played using this square,
then the points for the word are multiplied by three.
8. Any word played that uses all seven letters on the rack earning a bonus of 50 points.
9. The act of playing a word on the board that stops the opponent from making a potentially
large score.
10. Term in scrabble wherein the player may “pass” his/her turn by not exchanging tiles and not
making a play on the board.
1 3
2 P W R T L E
U
P 5 L 6 H
4 S C A B E
I O
8 A 9 B 10 P
A B L L L
7 T I E W R S O R
E C T
O G N I
N I E
E G R
G
Rate yourself based on the value of the tiles:
Point values Scrabble Letters

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0 Blank tile
1 A,E,I,L,N,O,R,S,T and U
2 D and G
3 B,C,M and P
4 F,H,V,W and Y
5 K
8 J and X
10 Q and Z
2x L (Double Letter Scores) Light Blue Cells
3x L (Triple Letter Scores) Dark Blue Cells
2x W (Double Word Score) Light Red Cells
3x W (Triple Word Score) Dark Red Cells
ACTIVITY 3 MINI SCRABBLE GAME TOURNAMENT
http://www.google.com.ph/imgres?q=scrabble+board+clip+art&start
This activity aims to synthesize and apply what you have theoretically and practically
learned in the previous learning sequence. Decision making, critical thinking and sportsmanship
will be revealed and developed.
Your performance during the activity will be rated according to the following criteria:
appropriateness of skills, execution of skills and behaviour during

the performance.
1. Group in such a way that there will be players and game officials. Rotation will be made
so that all groups will be able to play and officiate as arbiter/recorder.
2. The winner of each group will be selected to compete with the other winner of the group
and came up with the champion.
Check this out!
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You are encouraged to integrate/use terms related to social

issues such as environmental aspect, drug education, peace education and consumer
education.
ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS’ PERFORMANCE
Proficiency in the Ability to Adapt a Skill to Behavior in Playing

Execution of Skills a Certain Sport Situation
Weight 30% 40% 30%
MASTERFUL: Able to use SKILLFUL: Demonstrates MATURE: Highly
5 knowledge and skills powerful and skillful disciplined and able to
automatically, effectively execution of the game demonstrate appropriate
and efficiently in game skills with high level of behavior towards the
situations confidence game, players and game
officials
SKILLED: Able to use COMPETENT: SENSITIVE: Disciplined
4 knowledge and skills Demonstrates and able to demonstrate
competently in game competently the game appropriate behavior
situations skills with confidence towards the game, players
and game officials
ABLE: Has limited but PRACTITIONER: AWARE: Generally
growing ability to use Demonstrates general demonstrates proper
3 knowledge and skills in level of coordination and behavior towards the
game situations competence in the game, players and game
execution of game skills officials
with limited but growing
confidence
APPRENTICE: Relies on APPRENTICE: DECENTERING: Has
2 limited knowledge and Demonstrates limited some capacity for self-
skills; has limited use of coordination and discipline but with limited
judgment and competence in the reactions and attitudes
responsiveness to game execution of game skills towards the game, players
situations. with low level of and game officials
confidence
NOVICE: Can perform NOVICE: Has very low or
EGOCENTRIC: Has little
1 only with coaching and no coordination in
or no consideration to the
relies on highly directed demonstrating game skills;
rules of the game; behaves
skill execution, procedures has very low level or no
untowardly and has no
and game approaches confidence at all
respect for other players
and game officials
CONGRATULATIONS! YOU DID A GOOD JOB TO FINISH THIS MODULE
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SUMMARY/SYNTHESIS/GENERALIZATION
After doing all the activities, I hope that you have learned a lot specifically on the following parts:
Part 1 gives you a brief recall about your concept on the game scrabble including adequate and
relevant information and knowledge.
Part II enables you to perform/demonstrate activities that will assess your skills and
understanding.
Part III provides you with different activities and discussion that will help you to reflect and think
deeper about the game scrabble
Part IV is the final phase in which you are expected to transfer your learning through a product or
performance in a new context or situation.
I hoped that you gained a lot in terms of knowledge, skills, and value formation from the different
activities. Congratulations!
GLOSSARY OF TERMS
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1. BINGO- Any word played that uses all seven letters on the rack, earning a bonus
of 50 points.
2. BLOCKING -The act of playing a word on the board that stops the opponent from
making a potentially large score. It also refers to the act of playing words that
make it harder for either player to score many points.
3. CHALLENGE-An opponent calls a "CHALLENGE" when s/he thinks a play is not

acceptable (i.e. not in the OWL or Merriam-Webster Collegiate Dictionary,
Eleventh Edition). A Word Judge is called to verify which words are acceptable or
not. Whenever there is a challenge, someone loses exactly one turn.
4. COUNT TILES- players often count tiles at two different times: 1) before a game
begins to ensure that there are 100 tiles; 2) near the end of the game, when
knowing exactly how many tiles remain to be played can be crucial for the astute
player.
5. DOUBLE-DOUBLE-When a player makes a play with letters that cover two

Double-Word Squares. The bonus for covering two DWSs one play: quadruple
the sum of the value of the letters of the "Double-Double" word. The sum should
include that extra values earned form any DLS covered that turn only.
6. END GAME-The portion of a SCRABBLE game when there are less than seven
tiles left to draw from the bag.
7. HOOK LETTER (A.K.A. HOOK)-A letter that will spell a new word when it is
played with in the front of or at the end of a word already on the board. Example:
With HARD on the board, the letter Y is a hook letter since HARDY is acceptable.
Likewise, the letter C can be "hooked: since CHARD is acceptable.
8. PASS-A player may pass his/her turn by not exchanging tiles and not making a
play on the board. The player scores zero and says "Pass!" and starts opponent's
timer. It is now opponent's turn. Note that when there are 6 consecutive scores of
zero in a game, the game is finished.
9. SCRABBLE- is a word game in which two to four players score points by forming
words from individual lettered tiles on a gameboard marked with a 15-by-15 grid.
10. TILES - Game equipment consisting of a flat thin piece marked with characters
and used in board games like Mah-Jong, Scrabble, etc.
REFERENCES
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1. Wikipedia : The free Encyclopedia

2. www.Scrabblefinder.com
3. www.lifestyle.indianetzone.com
4. http://www.google.com.ph
5. MAPEH-CAT IV By Vilma Perez, et.al.
6. http://www.hasbro.com/scrabble/en_US/glossary.cfm
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Participating in indoor recreational activities is important for a child’s development and can
lay a foundation for a healthy life. Play is a good mental and physical activity for children. It
develops their physical body, movement, and coordination; encourages self-esteem; fosters social
interaction skills; improves thinking skills; and develops emotional skills. Moreover, family
relationships can be enhanced when the family has something worthwhile to do altogether.
This module encompasses the basic principles and ideas about one of the indoor
recreational activities, i.e., chess. It will lead you to understand the nature/background of the game
chess and the benefits derived from playing it. This will help you to become better player or to
love chess while learning the basic skills in playing it.
Learning Competencies:
1. discuss the nature/background of the game chess;
2. explain the benefits that the family can derive from playing chess;
3. practice proper and acceptable behavior when participating in indoor
recreational activities;
4. promote indoor recreational activities to family members;

5. execute basic skills and tactics in chess;
6. interpret rules and regulations in chess;
7. apply knowledge of rules and regulations and strategies in chess.
Pre-Assessment
You will be given set of activities to assess and activate your prior knowledge about chess.
Activity 1: Name Me!
In this activity your prior knowledge in the game chess will be assessed.
In your activity notebook, copy the table as shown. Look at the drawing of chess pieces
and equipment of the game. Identify each of the pieces.
Write your answer on the appropriate boxes.
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Are you ready? Let’s check it out!
Chess pieces and equipment So, you are…..
The above simple recall and identification have surely activated your prior knowledge in
chess. In the next activity, you will be directed to identify your own personal learning goals and
objectives of the course. At this point, you will write your expectations for this module.
GOOD JOB LEARNER!
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Define your own personal learning goals and targets about our lesson chess.
Example: Learn the moves of each chess piece.
1.___________________________________________________
2.___________________________________________________
3.___________________________________________________
4.___________________________________________________
5.___________________________________________________
The succeeding activities are classified into four phases of learning. Knowing, processing,
reflecting and understanding, and transferring of understanding.
PART I: WHAT TO KNOW

In this phase, you will be given activities to assess your prior knowledge; communicate your
expectations: what you want to know, understand, produce or perform. You will be taught what
you need to learn about chess. You will also be informed of the assessment techniques which will
be used to rate your output and performance at the end of the lesson.
Brief History of Chess

Do you know where chess originated? Chess is a game that has been played for centuries
and was thought to have originated in India in the 15th century. Long ago, it was considered a
game reserved only for kings and members of the upper classes. Nowadays, chess is played by
common people even at an early age.
The modern design of chess pieces bears the name Staunton, who was an English master
in the mid-18OO's. These are the type of pieces that are now used in all tournaments worldwide.
The first international chess tournament was the London Tourney played in 1851. A
German named Adolf Anderssen won the game. He became the unofficial best chess player of
the world because he did not receive any award or title.
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The first great American-born chess player is Paul Morphy. Paul traveled to Europe in the
185O's, where he beat all challengers, including Adolf Anderssen. However, the English champion
of the time (Staunton) refused to play with him, so Morphy never became a world chess champ.
The first official championship chess tournament was played in 1866 in London, with sand
clocks to restrict the length of a game. A Bohemian (Czechoslovakian) Jew named Steinitz won
the game. He became the world's first official chess champion, holding this title until 1894.
Have you wondered who rules in the world of chess today? Recently, Russia dominates the
game of chess. This results from the establishment of government schools for talented chess
players after the communist revolution of 1917. Since 1927, many of the top chess players have
been citizens of the former USSR, and include: Tal, Alekhine, Petrosian, Spassky, Smyslov,
Anatoli Karpov, and Gary Kasparov.
Benefits Derived from Playing Chess.

Chess is an indoor recreational activity which is now being introduced as a major part of
secondary level curriculum because of the benefits it gives to the students.
You probably know some of the benefits derived from playing chess. Here are some of the
benefits which can be derived from playing chess.
1. Chess increases the mathematical and scientific skills of the students. It also enhances the
problem solving skills, concentration ability, as well as logical thinking ability of the students.
2. It develops a sense of confidence and self-worth of a student.
3. It also increases communication skills of a student.
4. It gives a lesson of hard work and commitment.
5. Aside from intellectual exercise, chess provides entertainment and relaxation. This game is
free and can provide entertainment even for the observers.
6. Chess also has health benefits. It is considered as a form of recreational therapy. Chess
keeps the mind healthy and a healthy mind results in healthy body. It is used by therapists
to help people suffering from cognitive functioning such as anxiety and depression.
7. Chess a form of indoor recreational activity can be used to strengthen family bond. The
members of the family can play with each other while at home. In a way, the chess pieces
can represent the family members. Each member of the family has a role to play. In chess,
the pieces also have specific function to perform to win the game.
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Activity 1: Think of Me!
This activity will give you the opportunity to know more about your expectations of the
lesson, to assess your prior knowledge and skills in chess, and what you want to know/learn about
it.
Copy the illustrations as shown, and write what you currently know about the game chess
under box A and what you want to know more about the game under box B. Use the questions
as your guide.
Ready Chess Go!
A B
Guide Questions
1. Give a short description about the nature and background of the game chess.
2. Do you think playing chess can promote health, fitness, and wellness among family members?
How?
Activity 2: Give Me a Star!
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At this point,questions are provided for you to gauge how you value chess as a game.
In your activity notebook, copy the table as shown, and answer the questions by placing
for always, for sometimes, and for never on the space provided.
QUESTIONS always sometimes never
Have I experienced playing chess?
Do I play chess with my family?
Do I enjoy participating in chess games?
Do I consider the benefits derived from playing

chess?
Do I plan to make chess game as one of my

lifelong activities?
Do I play chess with friends?
How often do I play chess?
Are there chess enthusiasts in my family?
The two activities above gave information on your personal concepts of the game chess. In the
next activity, your answers will be based on the lessons you will learn in the classroom about the
nature and background of the game.
Activity 3: Map the Concept!

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This time, you will express what concepts you know about chess. Below are chess pieces.
Write a word or phrase inside the pieces which are related to the background and nature of chess.
After writing the four words or phrases, use each word in a sentence. The sentence
must be related to the background and nature of chess.
1.
2.
3.
4.
The above activities are only starters and the succeeding ones will enable you to identify
the benefits derived from playing chess and the proper conduct when participating in the game.
Activity 4: Chess Out! All On Board!
Below is a chess board containing rumbled details regarding benefits derived from chess
and the proper behavior when participating in this game. Copy the chess board in your activity
notebook.
From the numbered details below, identify which are the benefits derived from chess and
the proper behavior when participating in the game. Write the number on the shaded box below
corresponding to benefits derived from chess and the number on the white box for the proper
behavior when participating in chess game.
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1 2 3 4
Develops a sense of It gives a lesson of Increases
confidence and self- hard work and Never boast over a communication
worth. commitment. win skills.
5 6 7 8
Chess increases the Don’t show rude
Always show mathematical and Chess keeps mind behavior over a
sportsmanship. scientific skills. healthy. defeat.
9 10 11 12
Strengthen family Don’t distract the Provide Do not make it

bond. other players. entertainment. obvious if you make
a mistake
13 14 15 16
If you disagree with
Never blame others Chess provides Minimize talking what your opponent
for something they relaxation. when at the event has done raise your
did not do. venue. hand and ask for
help.
You have made a lot of progress by learning the overview of the game chess. Now, you
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will learn the basic skills in playing chess. You will be acquainted with the rules and regulations of
the game.
Activity 5: Watch Me!
This module comes with a video presentation on how to play the game which you can
download at https://www.youtube.com/watch?v=unB3BoEtLDo&feature=channel&list=UL
After the video presentation answer the following questions:

1. How does a chess piece move?
2. What are the special features of the chess piece?
3. How can you do castling?
4. When does check or checkmate occur?
In Part I of the module, activities are designed to gauge the knowledge and interests you
already possess as well as the evidence of your learning from this module. In the second phase,
activities will focus on how you process the information you gained in the first phase.
PART II: WHAT TO PROCESS

In this phase, you will be provided with various learning resources and learning experiences
to enable you to understand and perform better in the game chess as an indoor recreational
activity.
Activity 1: Paper Juggling!
This activity will test your ability to use your hands and eyes together to perform a task
requiring you to synchronize vision, touch, movement, and cognition.
Paper juggling is a fun way to help you develop and maintain your eye-hand coordination
that is essential in playing chess.
1. Make your own paper juggling ball by crumpling 2 sheets of paper.

2. Start the activity by juggling the paper ball alternately with right and left hand.
3. Count how many times you hit the paper ball.
4. If you fail to hit the paper ball, stop counting.
5. Do it three times.
6. Your final score will be the highest in three trials.
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Activity 2: Where do I belong?
You are now on the exciting part of the module. In this activity, you will be acquainted with
the proper positioning of the chess pieces on the chess board.
Try to visualize a chess board with chess pieces placed in their proper initial positions. In
your activity notebook, copy the illustration as shown and locate the following pieces in their initial
positions on the chess board by writing the number in the space provided.
__________ __________
__________ __________
__________ __________
__________ __________
__________ __________
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Through the aforementioned activities, you were warmed up by playing paper juggling and
identifying the initial positions of the chess pieces. In the proceeding activity, you will perform the
moves of each chess piece.
Activity 3: It’s Playtime!
In this next activity, you will be given the opportunity to practice the basic moves of each
chess piece. You need to remember each specific move to win a game. Pieces can be moved to
capture an opponent's piece. This is done by landing on the square of the opponent’s piece and
then replacing it.
Pieces can also be moved to defend other pieces in case of capture, or to control important
squares in the game.
Follow the moves of the chess pieces as illustrated below.
THE KING
The king is the most important piece, however it is also considered one of the weakest. The
king only moves one square in any direction - up, down, to the sides, and diagonally. The king
may never move himself into check (where he could be captured).
Note: The dot (●) represents the direction of moves of the pieces.
THE QUEEN
The queen is the most powerful piece. It moves in any one straight direction - forward,
backward, sideways, or diagonally. As all the other pieces, except the knight, it cannot move over
any intervening piece.
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THE ROOK
The rook may move to any square as far as it wants, but only forward, backward, and to the
sides. The rooks are particularly powerful pieces when they are protecting each other and working
together!
THE BISHOP
The bishop may move as far as it wants, but only diagonally. Each bishop starts on one color (light
or dark) and must always stay on that color. Bishops work well together because they cover up
each other’s weaknesses.
THE KNIGHT
Knights moves by going two squares in one direction, and then one more move just like an
“L” shape. Knights are the only pieces that can move over other pieces.
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THE PAWN
Pawns move forward, but capture diagonally. They can never move backwards. On its first
move, the pawn can advance two squares at a time. Succeeding moves will be one square at a
time.
Note: the x represents the move for capturing opponent’s piece.
Congratulations! You have gained understanding and knowledge of the basic moves of
each chess piece. You can now proceed to the next activity.
At this point you need to concentrate on the rules and rules and regulations of the game and
be in focused on the game play.
Activity 4: Mix Match!
After learning each chess moves, let us review your knowledge on the rules and regulations
in playing chess.
Welcome to your next activity! In your activity notebook, copy the figures and other entries
as shown. You have to identify the move of each illustrated chess piece. With the use of a
straight line, connect column A to column B then, column B to column C. The first one is done for
you.
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COLUMN A COLUMN B COLUMN C
Pieces that
● ●a ● ●a can move over
1. other pieces.
The most
important
● ●b ● ●b piece, but it is
2. one of the
weakest
Move to any
square as far
as it wants,
3. ● ●c ● ●c but only
forward,
backward, and
to the sides.
Move and
● ●d ● ●d capture along
4.
the diagonals
The most
● ●e ● ●e powerful
5.
piece.
Can be
● ●f ● ●f promoted to
6. any piece.
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After finishing the preceding activities, you are now equipped with the basic skills in playing
chess. To further your knowledge and for more excitement,you will now play chess online.
Activity 5: Online Games!
Way to go! Play chess online. You will have the computer as your opponent.
Play chess with your computer at http://www.learn4good.com/games/board/play-chess-
against-the-computer.htm.
In Part II, you were given sets of activities to facilitate better understanding of the game
chess. Aside from just knowing the basic required skills in playing the game, a deeper
understanding of its importance is necessary. In the next phase, activities are designed to convey
the deeper value of chess.
PART III: WHAT TO REFLECT AND UNDERSTAND
In this phase you have other learning resources and experiences to enrich your
understanding of chess.
Activity 1: The King and I !
Below are pictures of chess pieces and members of a typical family. In your notebook, copy
the table as shown. Write the function of each chess pieces and the function of the family
members on the space provided for. After which, relate the functions of each chess piece to the
members of the family or to the family as a whole. Present your work to your teacher.
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CHESS FUNCTION IN THE FUNCTION OF THE FAMILY

PIECES CHESS PIECES FAMILY MEMBERS MEMBERS
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Activity 2: Very Essay!
Here is a question for you to ponder. This will give you a deeper understanding on the
value of playing chess.
Do you think playing chess can promote health, fitness and wellness among family
members? How?
Copy the illustrations in your notebook, and write your answer on the space provided.
In Part III, you have sets of activities which deepen your understanding of the game chess.
In Part IV, your performance and product will be assessed. It’s now time for you to solve chess
puzzles and meet other players and do chess match.
PART IV: WHAT TO TRANSFER

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WOW! Finally, you made it to this part! This is now your chance to show everyone that you
can play chess with your classmate. In the next activities, you need to have a chess set. Your
performance and product will be graded based on a set of criteria.
Activity 1: CHESS PUZZLES!
Below are chess puzzles for you to solve.

Your teacher will rate your ability (by checking the appropriate box) to execute the basic
skills and tactics in playing chess by using the rubrics that follow.
(White to move)
RATING
ACTIVITY
4 3 2 1
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Second Third More than

First Attempt
Attempt Attempt 4 Attempts
1. Solve the puzzle in
2. Time to solve the Less than 2 Less than 3 Less than More than
Puzzle. minutes minutes 4 minutes 5 minutes
Rating Scale:
4 - Advance
3 - Proficient
2 - Approaching Proficiency
1 - Developing
MINI-CHESS TOURNAMENT
The aim of this activity is for you to apply what you have learned theoretically and practically in
the previous phases of learning sequence.
1. You will be grouped by pairs. Rotation will be done so that you will have the chance to meet
the other members of the group.
2. Your performance will be ranked based on the score garnered during the mini-tournament.
Name of Students Score Rank
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1.
2.
3.
Note: The number of students to be ranked is not limited to three.
SUMMARY / SYNTHESIS / GENERALIZATION
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This module focuses on different sets of activities that help you develop the required skills
in playing chess. It has enabled you to understand the basic principles and concepts behind the
game. After performing all the required tasks in this module, it is expected that you have already
gained knowledge on the essentials of chess and its deeper value as a recreational activity to
promote good family relationship.
Part 1 gives you a brief recall on the game, chess. It has also provided you with activities
which strengthened your knowledge about the game such as providing you with the opportunity to
enumerate what you know and what you want to know about chess. You are also acquainted with
the benefits derived and the proper behavior when participating in a chess game. Moreover, a
downloadable video clip is prepared for you to help you better understand the rules and
regulations of the game.
Part II enables you to perform activities that evaluated your skills and understanding of the
game. You are tasked to demonstrate the move of each chess piece. Moreover, you are given the
opportunity to play online chess to enhance your skills in playing the game.
Part III provides you with activities to make you reflect and think deeper on the value of
chess as a game.
Finally, in Part IV, you are made to transfer what you have learned in this module through a
product or performance. You are given the chance to apply what you have learned theoretically
and practically in this module. You were made to solve chess puzzles and played mini-chess
tournaments.
Congratulations! You made a good job. Surely, you have gained a lot of knowledge after
performing all the activities in this module. It is hoped that you have also gained the family values
this module wants to convey.
Glossary of Terms
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1. Castling - This is a move of the king and either rook of the same color along the player’s first
row. On a player’s turn he may move his king two squares over to one side and then move
the rook from that side’s corner to right next to the king on the opposite side.
2. Checkmate - is a situation in chess in which one player's king is threatened with capture (in
check) and there is no way to meet that threat.
3. Chess - A board game for two players, each beginning with 16 pieces of six kinds that are
moved according to individual rules, with the objective of checkmating the opposing king.
4. Draw - a chess game where nobody ends as a winner.
5. En Passant - It is a special pawn capture which can occur immediately after a player moves
a pawn two squares forward from its starting position, and an enemy pawn could have
captured it had it moved only one square forward. The opponent captures the just-moved
pawn as if taking it "as it passes" through the first square. The resulting position is the same
as if the pawn had moved only one square forward and the enemy pawn had captured
normally.
6. Promotion - Special ability of pawns wherein if it reaches the other side of the board it can
become any other chess piece except the king.
Sources:
http://www.fide.com/component/handbook/?id=124&view=article
http://www.buzzle.com/articles/basic-rules-of-chess-how-to-play-chess.html
Chess basic rules of play http://www.oksports.ie/games-rules/chess/
http://clatskaniechessclub.tripod.com/id70.html
The History of chess.http://www.learn-chess.com/the_history_of_chess-27008.php
http://lifestyle.indianetzone.com/recreation/1/indoor_recreational_activities.html
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The family needs to have opportunities to have fun and bond altogether. Parents are
important role models and should be active with their children everyday. It is best that activities for
children match their skills and abilities.
Families who spend their leisure time together become closer and indoor activities are the
best ways for them to stay close while having fun!
This module focuses on another indoor recreational activity for the family, the game
domino. It is designed to acquaint you with the principles and ideas behind the game. This module
will assist you in the process of understanding the nature/background, benefits derived, and the
basic skills and tactics in playing the game. You will be given the opportunity to engage in
practical applications, of the principles and ideas of playing domino. As a student, you are
probably familiar with the procedures of playing domino. This time, you can become a better
player and appreciate the game more as you go through this module.
Learning Competencies:
1. discuss the nature/background of the game domino;
2. explain the health and fitness benefit that the family can derive from playing dominos;
3. practice proper and acceptable behavior when participating in indoor recreational activities;
4. execute basic skills and tactics in domino;
5. interpret rules and regulations in domino;
6. applyappropriate rules and regulations in domino;
7. initiate the promotion of indoor recreational activities to family members.
Pre- Assessment:
At this point, you will beprovided withactivities to pre-assess and recall your prior
knowledge about the game domino.
Now, start with your lesson!
Activity 1:“BatangHenyo”
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We are going to start with our first activity. You will be divided into 3 teams. You will play
charades on words related to chess. This activity will test how sharp your mind and body act in
coordination when you are short ofsome words.
Here’s what you are to do.
1. The game starts by asking each team to write words related to domino on pieces of paper
then fold and put them on a bowl.
2. Each member of the team will pick a piece from the bowl. When it's your turn, close your
eyes and pick a piece of paper from the bowl. Without saying a word, help your team by
trying to guess the word by giving signals and gestures.
3. Stop when your team guesses the word or time runs out. You will be given a minute to act
out the word.
4. The team with the most number of correct guesses wins the game:
You need to use the following words related to the game.
 Bone
 Double
 Block
 Tiles
 China
 Rectangle
 Bar
 Dots
The above activity helps facilitate your prior knowledge about domino. In the next activity,
enumerate your own personal learning goals and objectives for the lesson. At this point, you will
write your expectations for this module.
Express/State your own learning goals and target about our lesson domino.
Example. Learn how to play domino.

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1.____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
5. ____________________________________________________
The succeeding activities are classified into four phases of learning. Knowing, processing,
reflecting and understanding then transferring of knowledge.
PART I: WHAT TO KNOW

In this phase, you will be provided with sets of activities to measure your prior knowledge;
to express your expectations of this course based on what you know, what you want to know and
what you can accomplish in relation to the topics; to equip you with the necessary knowledge
about domino; and to inform you of the assessment techniques which will be used to rate your
output and performance.
History of Dominoes
Dominoes (or dominos) generally refer to the collective gaming pieces making up a domino
set (sometimes called a deck or pack) or to the subcategory of tile games played with domino
pieces. In the area of mathematical tilings and polyominoes, the word domino often refers to any
rectangle formed from joining two congruent squares edge to edge. A domino set may consist of
different number of tiles and dots. The traditional Sino-European domino set consists of 28
dominoes. The totals for all common domino sets is presented in the following table:
Domino Set Number of Tiles Number of Dots

Double Six (6-6) 28 168
Double Nine (9-9) 55 495
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Double Twelve (12-12) 91 1092

Double Fifteen (15-15) 136 2040
Dominoes are called "bones" because the earliest domino tiles were made from animal
bones or ivory. In addition to "bones", dominoes are also called "tiles", "stones", "men", “tickets”,or
“spinners.”. Each domino is a rectangular tile with a line dividing its face into two square ends.
Each end is marked with a number of spots (also called pips) or is blank. The word "pip"
commonly means a "spot" or a "speck", and perhaps that's why a domino's spots are called
"pips".The backs of the dominoes in a set are indistinguishable, either blank or having some
common design. A domino set is a generic gaming device, similar to playing cards or dice, in that
a variety of games can be played with a set.
Evidences show that tile games have been found in China as early as 1120 CE. Some
historians credit Keung T'ai Kung, in the twelfth century BCE for creating them. Other historians
stated that dominoes were invented by a statesman named Chu sz yam in 1120 CE. This person
is said to have presented them to the Emperor Hui Tsung, and that they were circulated abroad by
imperial order during the reign of Hui's son, Kao-Tsung (1127-1163 CE).
You might have notice that there has been no exact data on the origins of domino.
However, one is clear enough, it has existed so long ago that documentation of which is scarce.
Although domino tiles are clearly of Chinese inheritance, there is a debate over whether the
European tile set came from China to Europe in the fourteenth century or was invented
independently.
Have you seen European dominoes? They are rectangular tiles that are twice as long as
they are wide. There is a single tile for each combination of the faces of a pair of dice; the blank
suit is the throws of a single die, for a total of twenty-eight tiles in the standard Double six set.
Other sets with larger numbers of tiles were invented later, with the double nine and Double twelve
sets being the most common extensions.
Where did the word domino came from? The word "domino" is most likely to be derived
from the Latin, dominus (i.e., the master of the house). The vocative, domine, became the Scottish
and English dominie (i.e., schoolmaster). The dative or ablative, domino, became the French and
then the English domino. The word "Domino" is French for a black and white hood worn by
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Christian priests in winter which is probably where the name of the game derives from. Domino
games are played all over the world, but they are most popular in Latin America.
The game domino is very popular in Italy, France, and Britain in the 18th century. France
was also producing domino puzzles. The puzzles were of two types. In the first, you were given a
pattern and asked to place tiles on it in such a way that the ends matched. In the second type, you
were given a pattern and asked to place tiles based on arithmetic properties of the pips, usually
totals of lines of tiles and tile halves.
Benefits from playing dominoes.
As any indoor recreation game, playing dominoes provides fun and interaction for the family.
At the same time, the game provides learning opportunities to stimulate the mind. It also
encourages socializing and important social skills such as learning how to win/lose, teamwork, and
other values. These are values which cannot be gained from playing online games which children
play on their own.
Dominoes cater not only for the young ones but also for the grown-ups. Domino sets come
in different colors, designs, and sizes.
Activity 1: Go Domino!
This activity will give you opportunity to know more about your expectations of the lesson,
your prior knowledge and skills in one of the indoor recreational games called domino, and what
you want to know / learn more about the game.
A. In your activity notebook, copy the chart as shown and write what you currently know
about domino under box 1 and what you want to know more about the game under box 2.
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Share your answers with your teacher or resource person. After the activity, each group
will share with the class what they have written. As each group presents their output other groups
are allowed to contribute to the discussion.
B. Below are frequently asked questions about domino. Try to answer each of the following
based on your prior knowledge about the game. Write your answers in your activity notebook.
1. Is domino a game for two persons only? If your answer is no, give a scenario wherein the game
can be played by more than two persons?
2. Why are domino tiles called bones?
3. How many tiles and dots are there in a domino set?
4. What is the origin of dominos?
5. Why are dots on the dominoes called pips?
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The above activities are focused on your personal concept of the game domino. They cover
the nature and background of the game. Now, you will further your knowledge on the rules and
regulations of the game by watching a video.
Activity 2: Watch a Video!
This module comes with a video presentation on how to play the game which you can
download at https://www.youtube.com/watch?v=uyy2XQ9n-yM&feature=g-upl.
Now you know how to play domino based on the video you have watched. The next two
activities can be answered based on the video you watched.
Activity 3: Way to Domino!
In your activity notebook, copy the chart shown and write the 7 steps on how to play domino
on the appropriate boxes.
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Activity 4: Domino Rules!
In this activity, you learn the rules and regulations of domino. Copy the chart in your activity
notebook and arrange the statements according to the sequence on how the game is played.
Put a dot on the first step, 2 dots on the second step, 3 dots on the third step, and so on…
Place your answers on the box at the left side of the statements.
The first player places the first tile, usually a double-six, on the table. If no
one holds the double-six, then the double-five is played, and so on.
Once you begin drawing tiles, they are typically placed on-edge so that you
and your opponent can see your own tiles, but without showing the value of
the tiles. Every player can thus see how many tiles remain in the other
players hands at all times during game.
The dominoes must be shuffled to make a boneyard.
As you take turns placing tiles with your opponent, if someone cannot
make a move, you can draw a tile from the boneyard.
The game ends when you have played all your tiles, or when a game is
blocked.
Each of the players choose a domino at random, with first move going to
the player holding the "heavier" domino.
In Part I of this module, activities are intended to assess the knowledge and interests as
well as the proof of your learning from this module. In Part II, activities will deal with how you
process the information you gained in Part I.
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PART II: WHAT TO PROCESS
In this phase, you will be provided with various learning resources and learning experiences
to enable you to better understand and perform the game domino as an indoor recreational
activity.
Activity 1: Domino Effect!
This activity will help you relax, develop, and maintain your coordination and reaction time
all of which are essentials in playing domino.
With your friends/classmates, form a straight line.
1. The first player in front will perform and the next player will follow one after the other.
2. If someone can’t follow, he/she will go in front and make a move to be followed by the
students.
Suggested moves/steps:
1. Sit
2. Squat
3. Turn to the right/left
4. Raise arms
5. Clap
The activity has surely warmed you up. Before you play domino with other players, you
need to answer the following domino puzzles.
Activity 2: DOMINO PUZZLES!
Let us gauge your skills in playing domino. Below are domino pieces which need other
pieces to be connected.
Solve the puzzles below by applying the domino game tips.
What will be your best move a, b, or c. Write the letter of your answer in your activity
notebook.
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1.
2.
3.
4.
5.
After finishing the puzzles, enhance your knowledge on the basic skills in
playing domino by playing online games.

Let us further enhance your skills by using the computer as your opponent. Play domino w/
your computer at http://freegamepick.com/free-online-games/domino/.
173Activity 4: Online Games!

You are now equipped with the basic skills in playing domino! At this point, you will be
familiarized on how domino tiles look like. You will make your own domino set.
Activity 4: Make your own domino!
Have the class form three groups, make 28 domino cards using illustration board or
cartolina. The size will be 2 x1 inch. Use pen marker or ballpen to draw dots. The 28 domino cards
will look like the illustration below.
Materials needed: Illustration board, cartolina, scissors and pen marker.
You did a good job in making your own domino cards!
In Part II, you were given sets of activities to facilitate better understanding of the game
domino. Aside from just knowing the necessary skills in playing the game, a deeper understanding
of its value is necessary. In Part III, the sets of activities are intended to communicate the
importance of domino.
PART III: WHAT TO REFLECT AND UNDERSTAND

In this phase, you will be provided with other learning resources and experiences for you to
enrich your understanding of the game domino.
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Activity 1: Let’s Get Domino!
Based on what you have learned in this module, has your view on the significance of
playing a recreational activity like domino changed? Start your write up with this statement. I have
come to realize that _____________________________.
175
Activity 2: Guess the Word!
Below are domino tiles which, when arranged, form the words that complete the two
unknown phrases at the middle (two question marked tiles). Rearrange the letters at the bottom of
each word/phrase to find the word. The two unknown words represent the category of the
words/phrases. Write your answers in your activity notebook.
Cater not only

Provides Interaction for the young
learning Good Values Teamwork for the ones but also Friendship Social skills Fun
opportunities to family for the grown-
stimulate the ups
mind
E F E S I N T B
Refrain from Never

Don’t show Minimize Don’t Do not
giving Never Always blame
rude talking distract make it
comments boast show others for
behavior when at the the obvious if
on another over a sports- something
over a event other you make
game that is victory manship. they did not
defeat. venue. players. a mistake.
in progress. do.
I E B A V H O R
The above activity focused on the benefits derived from playing domino and the proper and
acceptable behavior in playing the game. In the next activity, it’s your time to share your own idea
on the importance of playing domino.
176
Activity 3: Sharing Time!
Share to the class/friends/relatives your ideas about the value of playing domino. Be
guided by the following questions. Write your ideas/answers to the questions in your activity
notebook.
How did you feel about playing recreational games like domino?
Would you encourage your family members to play domino? Why?
Is playing domino considered a good recreational activity which fosters good social
relationship?
Can you think of other activities which can be paired with domino to make the game more
exciting?
In Part III, you have sets of activities which deepened your understanding of the game
domino. In the next part, your performance and product will be evaluated. You will play domino
matches.
PART IV: WHAT TO TRANSFER
In this phase, you are expected to demonstrate/show a completed output or performance

as required by the lesson.
177
Activity 1: Let’s Play!
Finally, you made it to this part! This is now your chance to show everyone that you can play
domino with an opponent.
a. Your teacher will ask you to pair with your classmates in a match of domino.
b. You will be assessed using the following rating scale:
Numerical Interpretation Descriptive

Value Equivalent
1 Perform the basic skills with no errors Advance
2 Perform the basic skills with some errors Proficient
Perform the basic skills with some errors Approaching
3
and relied on others’ help Proficiency
Needs more practice to perform basic
4 Developing
skills
Activity 2: ASSESSMENT OF PERFORMANCE: DOMINO MINI-TOURNAMENT!
After you have mastered playing domino with your classmates, you are now ready to
compete in a mini-tournament. This time, your performance will be ranked based on the score
garnered during the tournament.
A game will be composed of four players.
Name of Students Score Rank
1.
2.
3.
Note: The number of students to be ranked is not limited to three.
178
SUMMARY / SYNTHESIS / GENERALIZATION
Domino mimics family situation wherein the pieces are interconnected and needs to match
each other. Like the family, the members of the family have a bond that connects them. Each
member needs to be in consonance with each other so that harmony among them will be
achieved.
This module focuses on activities that facilitated the development of the required skills in
playing domino. It has helped you understand the basic ideas and concepts behind the game.
After performing the required activities in this module, it is expected that you are already equipped
with the knowledge on the basics of domino and it the family values the game wants to promote. .
Part 1 dealt on a short recall on your prior knowledge about domino. It has activities which
strengthened your knowledge about the game such as asking you to enumerate what you already
know and what you want to know about domino. The module also acquainted you with the basic
rules and regulations of the game. The module also comes with a downloadable video clip which
surely helped you to better understand the rules and regulations of the game.
Part II focuses on activities that assessed your skills and understanding of the game chess.
You were tasked to solve domino puzzles as well as make your own domino set. Moreover, you
are given the opportunity to play online chess to enhance your skills in playing the game.
Part III provides you with activities to make you reflect and think deeper on the value of
chess as a game.
Finally, in Part IV, you are made to transfer what you have learned in this module through a
product or performance. You are given the chance to apply what you have learned theoretically
and practically in this module. You are made to compete in mini-chess tournaments.
Great job! Congratulations! You have learned a lot after going through the module. It is
hoped that you have also gained the family values embodied in this module.
GLOSSARY OF TERMS
179
Bar - refers to the middle line dividing the two squares of a domino tile.
Blocked game - occurs when neither player can play.
Bones - also known as the domino tiles.
Bone yard - refers to the stock of domino pieces.
Dominoes - generally refers to the collective gaming pieces making up a domino
set (sometimes called a deck or pack) or to the subcategory of tile
games played with domino pieces.
Dots - refers to the spots of a bone.

Draw game - Players are additionally allowed to draw as many tiles as desired
from the stock before playing a tile, and they are not allowed to pass
before the stock is (nearly) empty. The score of a game is the
number of pips in the losing player's hand plus the number of pips in
the stock.
Sources:
http://www.domino-play.com/Strategy.htm
http://en.wikipedia.org/wiki/Dominoes
http://www.pagat.com/tile/wdom/history.html
180

Grade 8 Module Physical Education 3rd Quarter PDF

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LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

indulge in some recreational activities like scrabble, chess, and domino.

Personal development, expressions, creativity, individuality, social, physical and intellectual,

and close family ties/relationship.

At the end of the lesson, you should be able to

1. discuss the nature/background of the game scrabble;

ACTIVITY 1 DO I KNOW THIS INDOOR RECREATIONAL ACTIVITIES?

Indoor recreational activities

1. Table A are sets of terms used in playing indoor recreational activities.

SPY Boneyard Rice Knight Hardway

ACTIVITY 2 AGREE OR DISAGREE

______1.Playing scrabble will enhance your vocabulary.

Ooooops! Before you proceed to the next activity,

How will you rate yourself?

LEARNING GOALS and TARGETS

ACTIVITY 3 To Know You More!

 _______________  _______________  _______________

 _______________  _______________  _______________

 ____________  ____________  ____________

 ____________  ____________  ____________

PART 1 WHAT TO KNOW?

The objective of Scrabble is

Hi, Welcome to ACTIVITY 1 CLOSE ENCOUNTER of the SECOND KIND!

1. Answer the questions by drawing a smiley for YES

and for NO on the column provided for.

2. Do I play SCRABBLE often?

3. Do I play SCRABBLE with friends?

4. Do I play SCRABBLE with family?

. . . . Nice drawing! Rest for a while and prepare yourself to go to MMDA.

TARA NA! MagMMDA NA!

ACTIVITY 2 MMDA (Meet my Deep Appreciation)

Scrapbook containing pictures of your family playing SCRABBLE.

 Criteria for Assessment

o Content / relevance of picture presented 30%

 Demonstrate of your understanding of skills and basic rules in playing scrabble.

Criteria for Assessment:

Check this out !

How did you appreciate playing

Wow! That’s nice! I appreciate what you have done

ACTIVITY 3 PUNTO for PUNTO

Congratulations learners! You can now proceed to your next activity

PART II WHAT TO PROCESS?

ACTIVITY 1 INTERNET CONNECTIVITY

o Objectives of the game

 Formative assessment will be used to measure your knowledge retention.

Check this out !

1. What are the objectives of the game scrabble?

The following rubric will be use for your assessment in activity 1

Descriptions Beginner Novice Intermediate Expert

questions. Information is questions with

ACTIVITY 2 WATCH AND LEARN : THE BASIC

Your teacher will guide you in this activity.

ACTIVITY 3 I WANT TO PLAY !

1. Form a group with 4 members each.

Note: To enhance your skills in playing scrabble, you can play

CONGRATULATIONS LEARNERS ! You know already how to play!

PART III. WHAT TO UNDERSTAND

Your understanding of the essence of participating in scrabble games will be assessed.

ACTIVITY 1 HOW I APPRECIATE THE GAME

In your activity notebook answer the following questions:

o How do you play scrabble?

o What basic skills/tactics do you need to develop/master in order to be

 _______  _  _________

 _______  _  _________

  

  