Senior High School

CONTENTS
Making Educational History One Textbook at a Time, vii

Suggested Schedules, ix
CORE SUBJECTS
ORAL COMMUNICATION IN CONTEXT
ZZ SpeaC (Speak and Listen in Context): An Oral Communication Textbook for

Senior High School, 1
ZZ Integrated English for Ef f ective Communication: Oral Communication in
Context Senior High School, 2
READING AND WRITING SKILLS
ZZ Integrated English for Ef f ective Communication: Reading and Writing Skills

Senior High School, 3
ZZ English for the Globalized Classroom Series: Developing Reading and Writing Skills for Senior
High School, 4
KOMUNIKASYON AT PANANALIKSIK SA WIKA AT KULTURANG PILIPINO
ZZ Pinagyamang Pluma: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino, 5
PAGBASA AT PAGSUSURI NG IBA’T IBANG TEKSTO TUNGO SA PANANALIKSIK
ZZ Pinagyamang Pluma: Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik, 6
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
ZZ ECAS Beyond Borders: Reading Literature in the 21st Century, 7
MEDIA AND INFORMATION LITERACY
ZZ From Cave to Cloud: Media and Information Literacy for Today, 8

ZZ Media and Information in a Changing World: The Essential Introduction to Media and
Information Literacy (The Padayon Series), 9
GENERAL MATHEMATICS
ZZ Next Century Mathematics: General Mathematics, 10

ZZ Soaring 21st Century Mathematics: General Mathematics, 11
Your Partner in Innovative Teaching and Effective Learning i

STATISTICS AND PROBABILITY
ZZ Next Century Mathematics: Statistics and Probability, 12

ZZ Soaring 21st Century Mathematics: Statistics and Probability, 13
EARTH AND LIFE SCIENCE
ZZ Exploring Life T hrough Science Series: Earth and Life Science, 14

ZZ You and the Natural World Series: Earth and Life Science, 15
EARTH SCIENCE
ZZ Exploring Life T hrough Science: Earth Science, 16

ZZ You and the Natural World: Earth Science, 17
PHYSICAL SCIENCE
ZZ Exploring Life T hrough Science Series: Physical Science, 18

ZZ You and the Natural World: Physical Science, 19
DISASTER READINESS AND RISK REDUCTION
ZZ Exploring Life T hrough Science Series: Disaster Readiness and Risk Reduction, 20
ZZ Building Resilient Communities: Disaster Readiness and Risk Reduction (The Padayon Series), 21
PERSONAL DEVELOPMENT
ZZ Moving Up: A Guide to Personal and Career Development, 22
UNDERSTANDING CULTURE, POLITICS, AND SOCIETY
ZZ Society, Culture, and Politics: An Introductory Text for Senior High School, 23
ZZ Understanding Culture, Society, and Politics (The Padayon Series), 24
INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON
ZZ Philosophy of the Human Person: An Introductory Text for Senior High School, 25
ZZ Making Life Worth Living: An Introduction to the Philosophy of the Human Person (The Padayon
Series), 26
CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS
ZZ JOURNEY: Contemporary Arts of the Philippines, 27

ZZ HeARTsrings: Philippine Contemporary Art from the Regions (The Padayon Series), 28
PHYSICAL EDUCATION AND HEALTH
ZZ Fit for Life: T he K to12 Physical Education and Health Textbook, 29
ii 2018 Senior High and TechVoc Catalog

SPECIALIZED SUBJECTS
ACADEMIC TRACK
ACCOUNTANCY, BUSINESS, AND MANAGEMENT (ABM) STRAND

ZZ Applied Economics for a Progressive Philippines, 30
ZZ Math in Today’s World: Business Mathematics, 31
ZZ Soaring 21st Century Mathematics: Business Math, 32
ZZ The Phoenix ABM Textbook Series (Proj. Dir.: E. Pefianco), 34
ZZ Learning to Succeed in Business Series (Proj. Dir.: M. Rapatan), 36
HUMANITIES AND SOCIAL SCIENCES (HUMSS) STRAND

CREATIVE WRITING / MALIKHAING PAGSULAT
ZZ Pinagyamang Pluma: Malikhaing Pagsulat, 38

ZZ Integrated English for Effective Communication: Creative Writing, 39
INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS
ZZ Pilgrimage to Sacred Spaces: An Introduction to World Religions, 40

ZZ Introduction to World Religions and Belief Systems (The Padayon Series), 41
CREATIVE NONFICTION: THE LITERARY ESSAY
ZZ Claiming Spaces: Understanding, Reading, and Writing Creative Nonfiction, 42
TRENDS, NETWORKS, AND CRITICAL THINKING IN THE 21ST CENTURY CULTURE
ZZ Wired! Trends, Networks, and Critical T hinking Skills in the 21st Century, 43
ZZ Trends, Networks, and Critical T hinking in the 21st Century Culture
(The Padayon Series), 44
PHILIPPINE POLITICS AND GOVERNANCE
ZZ Politics Without Borders: Philippine Politics and Governance (The Padayon Series), 45
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
ZZ Zeal for Action: Community Engagement, Solidarity, and Citizenship

DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES
ZZ Disciplines and Ideas in the Social Sciences (The Padayon Series), 47
Your Partner in Innovative Teaching and Effective Learning iii

DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES
ZZ Disciplines and Ideas in the Applied Social Sciences (The Padayon Series), 48
WORK IMMERSION / RESEARCH / CAREER ADVOCACY / CULMINATING ACTIVITY
ZZ HUMSS Fusion (The Padayon Series), 49
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) STRAND

PRECALCULUS
ZZ Next Century Mathematics: Precalculus, 50

ZZ Soaring 21st Century Mathematics: Precalculus, 51
BASIC CALCULUS
ZZ Next Century Mathematics: Basic Calculus, 52
ZZ Soaring 21st Century Mathematics: Basic Calculus, 53
GENERAL PHYSICS 1 AND 2
ZZ Exploring Life T hrough Science Series: General Physics 1 and 2, 54
GENERAL BIOLOGY 1 AND 2
ZZ Exploring Life T hrough Science Series: General Biology 1 and 2, 55
GENERAL CHEMISTRY 1 AND 2
ZZ Exploring Life T hrough Science Series: General Chemistry 1 and 2, 56
RESEARCH / CAPSTONE PROJECT
ZZ Exploring Life T hrough Science Series: Capstone Research Project, 57
PRE-BACCALAUREATE MARITIME
ZZ Introduction to Maritime Career Grade 11, 58
ZZ Introduction to Marine Transportation and Engineering Grade 11, 59
ZZ Introduction to Maritime Safety Grade 12, 60
iv 2018 Senior High and TechVoc Catalog

TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK
HOME ECONOMICS
ZZ Fashion Design Grade 11, 62

ZZ Front Of f ice Services, 62
ZZ Housekeeping, 63
ZZ Travel Services, 63
ZZ Local Guiding Services, 64
ZZ Bread and Pastry Production, 64
ZZ Food and Beverage Services, 65
ZZ Caregiving Grade 11, 65
INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
ZZ Programming Java, 66
ZZ Programming Oracle Database, 66
ZZ Animation Grade 11, 67
ZZ Medical Transcription Grade 11, 67
INDUSTRIAL ARTS
ZZ Consumer Electronics Servicing Grade 11, 68
AGRI-FISHERY ARTS
ZZ Food Processing Grade 11, 68
APPLIED TRACK SUBJECTS

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
ZZ English for the Globalized Classroom Series: English for Academic and Professional Purposes, 69
RESEARCH IN DAILY LIFE 1 / PRACTICAL RESEARCH 1
ZZ Applied Research: An Introduction to Qualitative Research Methods and Report Writing

ZZ Applied Research: An Introduction to Quantitative Research Methods and Report Writing

ZZ You and the Natural World: Quantitative Research, 72
Your Partner in Innovative Teaching and Effective Learning v

ENTREPRENEURSHIP
ZZ Pathways to Entrepreneurship, 73
PAGSULAT SA FILIPINO SA PILING LARANG (AKADEMIK)
ZZ Pinagyamang Pluma: Filipino sa Piling Larang (Akademik), 74
INQUIRIES, INVESTIGATIONS, AND IMMERSION
ZZ Applications and Practice of Research for Senior High School: Inquiries, Investigations, and
Immersion (The Padayon Series), 75
SPECIAL TITLES
THEOLOGY
ZZ Road to Emmaus Series: Stay with Us, Lord! Revelation and Faith (Book 1), 76
ZZ Road to Emmaus Series: Stay with Us, Lord! Our Holy Catholic Church (Book 2), 76
ZZ Road to Emmaus Series: Stay with Us, Lord! Liturgy and Sacraments (Book 3), 77
ZZ Road to Emmaus Series: Stay with Us, Lord! Life and Beyond (Book 4), 77
ORDER AND WE DELIVER! FAST!, 79
OUR CUSTOMER SERVICE OFFICERS (LUZON), 80
OUR SUB-AGENTS AND FIELD MARKETING ASSISTANTS, 81
OUR CUSTOMER SERVICE OFFICERS, SUB-AGENTS, AND FIELD MARKETING ASSISTANTS (VISMIN), 82
OTHER OFFICERS (LUZON AND VISMIN), 83
ORDERING INFORMATION, 84
QUESTIONS ABOUT YOUR ORDER, 85
CUSTOMER ASSISTANCE HOTLINES, 86
SALES ORDER FORM, 87
EXAMINATION COPY FORM, 89
BE AN AUTHOR, 91
vi 2018 Senior High and TechVoc Catalog

MAKING EDUCATIONAL HISTORY
ONE TEXTBOOK AT A TIME
Know more about Phoenix Publishing House, Inc.
Patriot. Pioneer. Innovator.

Dr. Ernesto Y. Sibal was one among only a few Filipinos in education who can irrefutably lay
claim to these three titles.
A staunch patriot, Dr. Sibal advocated for putting Filipino-authored books in the hands of
young Filipino learners. This was in 1958, when his fledgling ALEMAR’S was gaining popularity
as one of the country’s first bookstore chains. His advocacy was galvanized by his visionary
wife, Alegria Rodriguez, and literally put to paper by a staff of five. He was the first to publish
quality instructional materials for and by Filipinos, earning him an indelible place in the pages of
Philippine education forever and the moniker, “Father of Filipino-authored textbooks.”
Dr. Sibal’s unwavering commitment and valiant crusade for Filipino-crafted books decisively
bore fruit with the issuance of the Department of Education Order No. 43 s. 1972, which states,
“with a view of accomplishing an integrated, nationalistic, and democracy-inspired education
system in the Philippines, all schools, colleges, and universities should use, if available, only
textbooks authored by Filipinos and published locally in preference to those written by foreigners
and printed abroad.”
Through the decades, a succession of Dr. Sibal’s sons and daughters helmed Phoenix
Publishing House, Inc. and brought it to new heights of leadership helping create new products
and transforming existing ones. The stringent demands of a burgeoning market gave rise to
Sibs Publishing House, Inc. in the ‘90s. Underneath it all remained the true mission of the sister
publishing houses—to improve the quality of Philippine education and the quality of life of
teachers.
Innovative teaching and effective learning is our passion.

Our company culture reflects the core values that we have stood on since our foundation—
God-centered, service-oriented, and committed to excellence. These pillars guide us in how we
develop our transformative content for our K to 12 instructional materials and even college
books.
Many of our textbooks have achieved bestseller status, a testimony of our customers’
continued patronage. Our bestsellers are more than books, they are part of our legacy in helping
educational institutions shape the minds of the young before they embark into new environments
such as college and career.
Phoenix Publishing is your partner in each challenge you face. We bring our expertise and
energy to collaborate with you every step of the way—from innovative teaching through the best
educational materials to effective learning through the continuous professional development of
school faculty and staff.
Pushing the boundaries at 60.

Educating a nation takes time so we push farther into the emerging trends in education
to help our clients and customers stay competitive and future-ready. Backed by six decades of
inspired solutions in teaching and learning, our current product catalog includes textbooks with
ICT-integration activities and Quick Response (QR) codes for additional resources for teachers
and students; teachers’ manuals called Teachers Wraparound Edition; and a technology-assisted
teaching and learning ecosystem called ARALinks®.
Phoenix Publishing is proud of all its contributions to Philippine education, but we’re
just getting started at 60!
Your Partner in Innovative Teaching and Effective Learning vii

EMPOWERING TEACHERS AND EDUCATING LEARNERS:
Sixty Years and Beyond
Looking for instructional materials for your teaching advantage and for effective
learning? Phoenix Publishing House, Inc. provides them for you in many ways. Here’s
how!
Textbooks/Worktexts
ZZ Presents quality content, pedagogically sound lesson plans and activities,
innovative instructional designs addressing the 21st century skills, and
eye-catching presentations
ZZ Complies with the Department of Education’s K to 12 Curriculum
ZZ Written by competent academicians, practitioners, and experts in the field
ZZ Comes with ICT activities and Quick Response (QR) codes for additional
learning resources
Teachers Wraparound Edition (TWE)

ZZ A user-friendly guide for our teachers—both seasoned and newbies—in
one package!
ZZ Combines textbook/worktext, curriculum map, learning guide, answer key,
solution set, laboratory manual, and TRCD contents
ZZ Integrates ICT activities and resources via QR codes that aid teachers to
teach in a 21st century classroom, equip them to be tech savvy, and connect
them with today’s generation
ZZ Helps learners achieve the 21st century skills, guiding them to “think
critically, communicate clearly, work collaboratively, embrace culture, develop
creativity, utilize connectivity,” and use Information and Communications
Technology (ICT) responsibly
ICT INTEGRATION AND THE USE OF QR CODES

ZZ Render inclusion of available learning resources in the textbooks/worktexts and
TWEs, with examples and situations contextualized for the 21st century learners
ZZ Reinforce learners’ knowledge and skills in communication, collaboration,
creativity, critical thinking, culture, and connectivity
ZZ Allow the 21st century learners to enjoy learning through technology
TEACHERS RESOURCE CD (TRCD)

ZZ Serves as a handy tool kit for teachers containing photos and other images for
projection, additional lessons or activities, rubrics and other assessment tools and
procedures, presentation materials, graphic organizers, among others
Phoenix Publishing House Inc. happily serves and addresses your teaching-learning
needs—for already sixty years and beyond. Avail of our products today, be empowered,
and help enable our learners to become globally competitive.
viii 2018 Senior High and TechVoc Catalog
SUGGESTED SCHEDULES
SUGGESTED ACADEMIC TRACK – ACCOUNTANCY, BUSINESS, AND MANAGEMENT (ABM)
STRAND SCHEDULING OF SUBJECTS*
GRADE 11 GRADE 12
ABM STRAND
First Semester Second Semester First Semester Second Semester
Oral Communication in Reading and Writing 21st Century Literature Physical Education and
Context Skills from the Philippines Health
and the World
Komunikasyon at Pagbasa at Pagsusuri Introduction to
Pananaliksik sa Wika ng Iba’t-Ibang Teksto Philosophy of the
at Kulturang Pilipino tungo sa Pananaliksik Human Person
/ Pambungad sa
Pilosopiya ng Tao
General Mathematics Statistics and Contemporary
Probability Philippine Arts from
CORE SUBJECTS the Regions
Earth and Life Science Physical Science Media and Information
Literacy
Personal Development / Physical Education and Physical Education and
Pansariling Kaunlaran Health Health
Understanding Culture,
Society, and Politics
Physical Education and
Health
English for Academic Empowerment Research in Daily Life 2 Entrepreneurship
and Professional Technologies (E-Tech): (Practical Research 2)
Purposes ICT for Professional
CONTEXTUALIZED Tracks
SUBJECTS Research in Daily Life 1 Pagsulat sa Filipino
(Practical Research 1) sa Piling Larang
(Akademik)
Research Project
Business Math Fundamentals of Applied Economics
Accountancy, Business,
and Management 2
Organization and Business Finance Business Ethics and
SPECIALIZATION Management Social Responsibility
SUBJECTS Fundamentals of Business Marketing
Accountancy, Business,
and Management 1
Business Enterprise
Simulation
Hours Per Day 6.6 6.6 5.8 5.8
Please note that some subjects have prerequisites/co-requisites. T hese are indicated in the Curriculum Guides and are listed
below for easy referral.
SUBJECT PREREQUISITE/S
Research in Daily Life 2 / Practical Research 2 Statistics and Probability
Business Finance
Fundamentals of Accountancy, Business, and Management 1
Fundamentals of Accountancy, Business, and Management 2
Fundamentals of Accountancy, Business, and Management 1 and

Business Ethics and Social Responsibility 2; Organization and Management; Principles of Marketing; and
Business Math
Business Marketing Organization and Management
Business Finance CO-REQUISITE: Fundamentals of ABM 2

*K to 12 Senior High School Accountancy, Business, and Management Strand Scheduling / Subjects are based
on DepEd’s website; accessed last Jan. 16, 2018.
Your Partner in Innovative Teaching and Effective Learning ix

SUGGESTED ACADEMIC TRACK – HUMANITIES AND SOCIAL SCIENCES (HUMSS) STRAND
SCHEDULING OF SUBJECTS*
GRADE 11 GRADE 12
HUMSS STRAND
Oral Communication in Reading and Writing Media and Information Physical Education and
Context Skills Literacy Health
Komunikasyon at Pagbasa at Pagsusuri ng Introduction to

Pananaliksik sa Wika at Iba’t-Ibang Teksto tungo Philosophy of the Human
Kulturang Pilipino sa Pananaliksik Person / Pambungad sa
Pilosopiya ng Tao
Contemporary Philippine 21st Century Literature Physical Science
Arts from the Regions from the Philippines and
CORE SUBJECTS the World
General Mathematics Statistics and Probability Physical Education and
Health
Earth and Life Science Personal Development /
Pansariling Kaunlaran
Understanding Culture, Physical Education and
Society, and Politics Health
Health
English for Academic and Pagsulat sa Filipino sa Research in Daily Life 1 Entrepreneurship
Professional Purposes Larang (Akademik) (Practical Research 1)
CONTEXTUALIZED
SUBJECTS Empowerment Research in Daily Life 2 Research Project
Technologies (E-Tech): (Practical Research 2)
ICT for Professional
Tracks
Philippine Politics and Creative Writing / Creative Nonfiction: T he
Governance Malikhaing Pagsulat Literary Essay
Disciplines and Ideas in Disciplines and Ideas Introduction to World
the Social Sciences in the Applied Social Religions and Belief
Sciences Systems
Trends, Networks, and
SPECIALIZATION Critical T hinking in the
SUBJECTS 21st Century Culture
Community Engagement,
Solidarity, and
Citizenship
Work Immersion… /
Culminating Activity
Hours Per Day 6.6 6.6 5.8 5.8

Research in Daily Life 2 (Practical Research 2) Statistics and Probability
Creative Writing / Malikhaing Pagsulat 21st Century Literature from the Philippines and the World
Creative Nonfiction: T he Literary Essay Creative Writing / Malikhaing Pagsulat
Disciplines and Ideas in the Applied Social Sciences Disciplines and Ideas in the Social Sciences
Community Engagement, Solidarity, and Citizenship Disciplines and Ideas in the Social Sciences, Disciplines and
Ideas in the Applied Social Sciences, and Philippine Politics and
Governance
Trends, Networks, and Critical T hinking in the 21st Century Introduction to Philosophy of the Human Person / Pambungad
Culture sa Pilosopiya ng Tao and Understanding Culture, Society, and
Politics
*K to 12 Senior High School Accountancy, Business, and Management Strand Scheduling / Subjects are based on
DepEd’s website; accessed last Jan. 16, 2018.
x 2018 Senior High and TechVoc Catalog

PRE-BACCALAUREATE MARITIME SPECIALIZATION
SCHEDULING OF SUBJECTS*
GRADE 11 GRADE 12
PBM STRAND
Oral Communication in 21st Century Literature Contemporary Philippine
Context from the Philippines and Arts from the Regions
the World
Personal Development / Pagbasa at Pagsusuri ng Komunikasyon at

Pansariling Kaunlaran Iba’t-Ibang Teksto tungo Pananaliksik sa Wika at
sa Pananaliksik Kulturang Pilipino
General Mathematics Reading and Writing Statistics and Probability

CORE SUBJECTS Skills
Earth Science Disaster Readiness and Media and Information
Risk Reduction Literacy
Introduction to Understanding Culture,
Philosophy of the Human Society, and Politics
Person
Physical Education and Physical Education and Physical Education and Physical Education and
Health Health Health Health
Practical Research 1 Filipino sa Piling Larang Practical Research 2
(Akademik)
English for Academic and Entrepreneurship
APPLIED TRACK Professional Purposes
SUBJECTS Empowerment
Technologies
Inquiries, Investigations,
and Immersion
Precalculus Basic Calculus General Physics 1 General Physics 2
Introduction to Maritime Introduction to Marine Introduction to Maritime General Chemistry 1
Career Transportation and Safety
SPECIALIZATION Engineering
SUBJECTS Work Immersion
Research/Career
Advocacy/Culminating
Activity
Hours Per Day 5.8 6.6 6.6 5.8
Practical Research 2 Statistics and Probability
Basic Calculus Precalculus
General Physics 1 Precalculus, Basic Calculus
General Physics 2 General Physics 1
Introduction to Marine Transportation and Engineering Introduction to Maritime Career
Introduction to Maritime Safety Introduction to Marine Transportation and Engineering

*K to 12 Senior High School Accountancy, Business, and Management Strand Scheduling / Subjects are based on DepEd’s
website; accessed last Jan. 16, 2018.
Your Partner in Innovative Teaching and Effective Learning xi

SUGGESTED ACADEMIC TRACK – SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
(STEM) STRAND SCHEDULING OF SUBJECTS*
GRADE 11 GRADE 12
STEM STRAND
Oral Communication in Reading and Writing 21 Century Literature
st
Context Skills from the Philippines and Health
the World
Komunikasyon at Pagbasa at Pagsusuri ng Contemporary Philippine

Pananaliksik sa Wika at Iba’t-Ibang Teksto tungo Arts from the Regions
Kulturang Pilipino sa Pananaliksik
General Mathematics Statistics and Probability Media and Information

Literacy
CORE SUBJECTS
Earth Science Disaster Readiness and Understanding Culture,
Risk Reduction Society, and Politics
Introduction to Personal Development / Physical Education and
Philosophy of the Human Pansariling Kaunlaran Health
Person / Pambungad sa
Pilosopiya ng Tao
Physical Education and Physical Education and
Health Health
Empowerment Research in Daily Life 1 English for Academic and Research in Daily Life 2
Technologies (E-Tech): (Practical Research 1) Professional Purposes (Practical Research 2)
Tracks
CONTEXTUALIZED
SUBJECTS Entrepreneurship
Filipino sa Piling Larang Research Project

(Akademik)
Precalculus Basic Calculus General Physics 1 General Physics 2
General Chemistry 1 General Biology 1 General Biology 2

SPECIALIZATION General Chemistry 2
SUBJECTS
Research / Capstone
Project
Hours Per Day 5.8 6.6 6.6 5.8
Research in Daily Life 2 (Practical Research 2) Statistics and Probability
Basic Calculus Precalculus

General Biology 2 General Biology 1
General Chemistry 2 General Chemistry 1
General Physics 1 Precalculus, Calculus
General Physics 2 General Physics 1

*K to 12 Senior High School Accountancy, Business, and Management Strand Scheduling / Subjects are based on DepEd’s
website; accessed last Jan. 16, 2018.
xii 2018 Senior High and TechVoc Catalog

SUGGESTED ACADEMIC TRACK – GENERAL ACADEMIC STRAND
SCHEDULING OF SUBJECTS
GRADE 11 GRADE 12
GAS STRAND
Oral Communication in Reading and Writing 21 Century Literature
st
Context Skills from t he Philippines and Health
t he World
Komunikasyon at Pagbasa at Pagsusuri ng Introduction to
Pananaliksik sa Wika at Iba’t-Ibang Teksto tungo Philosophy of the Human
Kulturang Pilipino sa Pananaliksik Person / Pambungad sa
CORE SUBJECTS Pilosopiya ng Tao
(SAMPLE ONLY; General Mathematics Statistics and Probability Contemporary Philippine
FROM ABM Arts from t he Regions
STRAND) Earth and Life Science Physical Science Media and Information
Literacy
Personal Development / Physical Education and Physical Education and
Pansariling Kaunlaran Health Health
Understanding Culture,
Society, and Politics
English for Academic and Empowerment Research in Daily Life 2 Entrepreneurship
Professional Purposes Technologies (E-Tech): (Practical Research 2)
CONTEXTUALIZED Tracks
SUBJECTS
Research in Daily Life 1 Pagsulat sa Filipino sa
(Practical Research 1) Piling Larang (Akademik)
Research Project
Humanities 1* Applied Economics Humanities 2*

(*Select from HUMSS (*Select from HUMSS
Strand Subjects 1 to 4): Strand Subjects 1 to 4):
1. Creative Writing / 1. Creative Writing /
Malikhaing Pagsulat Malikhaing Pagsulat
2. Introduction to World 2. Introduction to World
Religions and Belief Religions and Belief
Systems Systems
3. Creative Nonfiction 3. Creative Nonfiction
4. Trends, Networks, 4. Trends, Networks,
and Critical T hinking and Critical T hinking
in the 21st Century in the 21st Century
Culture Culture
Social Science 1** Organization and Elective 1 (from any
(**Select from HUMSS Management Track /Strand)***
SPECIALIZATION Strand Subjects 5 to 8): ***Schools must present /
5. Philippine Politics and of f er a range of subjects
SUBJECTS Governance from which students can
choose.
6. Community
Engagement,
Solidarity, and
Citizenship
7. Disciplines and Ideas
in the Social Sciences
8. Disciplines and Ideas
in the Applied Social
Sciences
Disaster Readiness and Elective 2 (from any
Risk Reduction Track /Strand)***
***Schools must present /
of f er a range of subjects
from which students can
choose.
Your Partner in Innovative Teaching and Effective Learning xiii

FREE Senior High OJI through Phoenix
Educational Foundation
Phoenix Publishing House, Inc. through the PPH Educational Foundation has signed a
Memorandum of Understanding (MOU) with the Philippine Retailers’ Association (PRA).
This MOU formalizes a partnership with PRA member companies on a nationwide scale
in accommodating senior high school students from Phoenix client schools for their work
immersion requirements.
If interested to be part of this program, please get in touch with the Customer Service Officers
assigned in your area to secure slots for this summer’s and/or SY 2018–2019 work immersion
schedule. Kindly mention the academic strands your school is offering and the number of
students per strand to help us in the industry
matching and planning with our PRA partners. Slots
may be limited so better secure yours now.
Updates and other specifics of said partnership will

be provided, so please stay tuned.
Remaining true to our promise

of Alagang Mahalaga, we are...
Phoenix Publishing House, Inc.
Phoenix Bldg., 927 Quezon Ave., Quezon City
Tel.: (02) 375-1640; 410-7635; 413-7744
Fax: 374-8061; 410-9330 • Toll Free: 1-800-10-PHOENIX
Email: service@phoenix.com.ph
Website: www.phoenix.com.ph
Twitter: phoenixpublish
Facebook: www.facebook.com/alagangphoenix
VISMIN OFFICE CAGAYAN DE ORO EXTENSION DAVAO EXTENSION

Mayor Maximo V. Patalinjug, Jr. Ave., Zone 1 Bulua Highway, Cagayan de Oro City Acacia St., cor. Doña Luisa St., Juna Subd.,
Sangi, Brgy. Pajo, 6015 Lapu-Lapu City Telefax: 088-850-0533 Matina, Davao City
Tel.: (032) 342-8305 Tel.: (088)324–0100/324-0189 Tel.: (082) 299-1133
xiv
Fax: (032) 342-8304 2018 Senior High and TechVoc Catalog
Email: cebu@phoenix.com.ph
Fax: (082) 297-4327
CORE SUBJECTS
SpeaC (Speak and Listen in Context): An Oral

Communication Textbook for Senior High
School
ZZ With the goal of becoming ef f ective (oral)
communicators and considering that in the twenty-
first century, every creator must first be an ef f ective
communicator, the senior high school students are
lead to the natural processes of listening and speaking,
enriched with viewing activities, following the
Understanding by Design framework, and simulating
authentic communication in various contexts. The
backward process of this framework puts the learners,
with the end in mind, in engaging, learner-centered,
and fun activities and simulations of real-world
communication to prepare them for the challenges of the
twenty-first century.
ZZ Task-based learning, as part of the framework
makes the students realize that learning happens
more meaningfully when they immerse themselves,
individually or collaboratively, in varied tasks prepared
AUTHORS for them as scaf f olds toward constructing new
perspectives and strategies to survive in the global arena.
Elineth Elizabeth L. Suarez, EdD
All these are focused on the learners’ development
Ana Marie O. Fernandez of knowledge and skills in a gradual pace until they
COORDINATOR reach independent learning or transfer of skills. Such
activities, including grammar-related ones, are meant
to create opportunities for the learners to become
COPYRIGHT 2016 communicatively competent, ‘glocal’ individuals—local
ISBN 978-971-06-3914-4 in concerns but global in visions and perspectives.
Moreover, the activities are mapped out aligned to the
ITEM CODE EN110
standards set by the K to 12 curriculum.
COMPONENTS G O A L Sample Rubric

AT A GLANCE Effective Communication
Rubrics for Impromptu Speech
(Formative Assessment)
Textbook Criteria Excellent

Very
Good
Good
Needs
Improvement
Poor
Did not
Perform
Total Remarks
Learning Guide with Curriculum

Listening Speaking Viewing Clarity of
content
Organization
of ideas
Map Task-Based UBD-Based

Language use
Self-confidence
Facial expres-
Teachers Resource CD
ORAL COMMUNICATION sion
Communicative Standards-Based
for Senior High School Body language
(including
Constructivist Learner-Centered gestures)
Voice (volume)
Vocal quality
Enthusiasm
Time
Nature of Communicative Types of Principles of Management
Communication Speeches Speech Writing
Competence
(occasion, and Principles
– Elements Highest Possible Score: 50 points
Strategies purpose, of Delivery
– Models audience,
in Various Maximum Time to present: 5 minutes
delivery, etc.)
– Modes
Situations
– Functions Deductions
More than 5 Minutes -5
3.0 – 5.0 minutes 0
Conceptual Framework 2:30 – 2:59 -5
SpeaC 2:00 – 2:29 -10
(Speak and Listen in Context) 1:30 – 1:50 -15
AN ORAL COMMUNICATION TEXTBOOK 0:31 – 1:29 -20
for Senior High School 0:01 – 0:30 -50
Note: Formative Assessment is intended to help the students to reach the instructional
objectives/desired outcome (i.e., assessment FOR Learning); not graded; if graded, the
grade is intended for feedback and not for factoring the score in the final computation of
the student’s grade.
vi sPeak and lisTen in conTexT for senior HigH sHool aPPendices 175
Your Partner in Innovative Teaching and Effective Learning 1

Integrated English for Ef f ective

Communication: Oral Communication in
Context Senior High School
ZZ T his book presents an integrated approach to listening
and speaking. T he course of f ers the learners the ability
to use listening and speaking skills ef f ectively to engage
in intrapersonal, interpersonal, and group interactions
in dif f erent sociolinguistic situations. It incorporates
the design of a task-based language approach by Nunan.
ZZ T he design of the instructional material takes into
careful consideration the core standards of Senior High
School and its subsequent articulation with the College
Readiness Standards by identifying skills in listening and
speaking that will not only allow learners to succeed in
college but also help them acquire twenty-first century
skills.
ZZ T his book comes with a learning guide with curriculum
map.
AUTHORS 6 Introduction to Communication The Nature and Elements of Communication 5
Allen Montenegro-Gasulas For this activity, you will be graded as a group by the other groups with these
criteria:
6. Where in the diagram should you place the other words from the Hide-
and-Seek activity? Write it with a red marker.
Fritzie Gay S. Lusica Rubric for Role-Playing 7. Look at the new diagram and write down its interpretation in a para-
graph.
Criteria Rating
Interact
1. The voice of each character was clear with appro-
5 4 3 2 1
Virna S. de los Santos

priate volume and inflection.
2. Each role was played in a convincing, consistent
manner.
5 4 3 2 1 Camera Roll
3. The dramatization was well prepared and organ- Pinned under your chair is a piece of paper on which a situation you are going
5 4 3 2 1
COORDINATOR ized.
4. Actors captured and maintained audience interest. 5 4 3 2 1
to role-play is written. Group with your classmates who have the same situation as
yours and write down a dialogue for a fifteen-minute presentation. Present your
Comment/s: two-minute dramatization in class.
Alce M. Sentones Situation 1

Your neighbor’s house is on fire. You call the fire department. You have to
Answer the following questions. communicate the urgency of the situation.
COPYRIGHT 2016 1.
2.
How did you report the urgency of the situation?
What is the effect of noise in the report on television or radio?
Situation 2
You are a reporter covering the fire in situation 1 and reporting it live on televi-
978-971-06-3870-3
3. Is there a difference between talking to an unknown person and talking sion. People are already crowding the area. Some are helping, others are bystand-
ISBN to family or friends? Why do you say so? ers. Firefighters are trying to put out the fire while sirens are blaring.
4. Are there differences in giving information to one, to two or more per- Situation 3
sons, and to the public? How are they different?
EN098
You are at the airport, pier, or bus station watching the TV report in situation 2.
ITEM CODE 5. In small groups, discuss the following:
a. point out the (1) source (2) message (3) encoding (4) communica-
Share your thoughts or feelings with a seatmate you have not met before.
tion channel (5) receiver (6) decoding, and (7) feedback in your Situation 4
assigned situation and how these elements interplay You are at home browsing through your social media account and reading
b. explain why there was a breakdown of communication the posts in situation 2. Share your thoughts or feelings with your family.
c. how did you avoid or resolve the breakdown in communication
Situation 5
COMPONENTS Points to Remember You are the head of the fire department reporting the findings on the cause
AT A GLANCE There are seven elements in communication. The source, also called and effect of the fire to the mayor.
sender, is the origin of the message, which contains the idea or action. To en-
Situation 6
sure that the correct message is sent, the source encodes it in the manner
believed to be most understood by the receiver who decodes the message. The You are the mayor addressing the media at a press conference, and highlight-
Textbook message goes through a channel, which may include the telephone, radio,
television, person to person, by letter or public address system. Feedback is
ing the importance of fire safety and prevention.

the response made by the receiver. It tells the sender if the intended message
is understood or decoded properly. The transmission of the message may be
affected by noise.
Map
2 2018 Senior High and TechVoc Catalog

Integrated English for Ef f ective

Communication: Reading and Writing Skills
Senior High School
ZZ T his book presents a holistic approach to
functional language based on the theories on the reading-
to-writing connections by Krashen, Tierney, and Pearson
and incorporates the design of a task-based language
teaching by Nunan.
ZZ To view reading and writing as a process of making
meaning involves aspects of understanding. Reading
provides the writer an extensive range of written texts
essential for discourse constructs necessary in the
development of language acquisition.
ZZ T his book comes with a learning guide with curriculum
map.
AUTHORS 10 Metacognitive Reading Strategies Metacognitive Reading Strategies 9
Allen Montenegro-Gasulas Marking Strategy Probable Passage

While reading the selection, please do the following:
Fritzie Gay S. Lusica

From the words in Word Splash, predict the problem, setting, causes, people,
1. Draw a box on a section you are confused about and put a question and solutions presented in the selection, and list down the words you do not know
mark (?) on the margin. or understand. Write your answers in the appropriate box.
2. Draw a circle around a word you do not know.
Louie G. Mendoza
Problem Setting Causes
3. Place an exclamation point on a paragraph you mostly understand.
4. At the end of the selection, draw a sad face if you did not mostly under-
stand the selection or a smiley face if you did.
Ace Lyn U. Miranda Why Nutrition Is Important People Solutions Unknown Words
Mark Gleen O. Cidro

The importance of food and nutrition in human development is widely rec-
ognized in both high income and middle to low income countries. Malnutrition in
all its forms amounts to an intolerable burden not only on national health systems
but the entire cultural, social, and economic fabric of nations and is the greatest
Anne Margareth A. Mallari

impediment to the fulfillment of human potential. Investing in nutrition therefore Examine your answers written above. Based on these answers, write a sum-
makes economic sense because it reduces health care costs, improves productivity mary of what you predict the selection would be and what you would like to dis-
and economic growth and promotes education, intellectual capacity, and social cover. Write your paragraphs below.
development for present and future generations.
Danilo Ciceron T. Yabut

Gist Statement:
Nutrition is a foundation for development, as is elaborated in the UNSCN
brief compilation from 2002, designed to facilitate dialogue between nutrition and
other development professionals and to make the case for integrating nutrition
into the work of the development community. Income poverty reduction and in-
COORDINATOR creased food production alone will not solve the nutrition problems of the poor in
low income countries. Tackling global nutrition problems is essential for achieving
the Millennium Development Goals (MDGs). The critical role of nutrition for reach-
Alce M. Sentones
ing the MDGs was the topic of an UNSCN Special Information Meeting held with
ECOSOC at the UN in June 2005 and of UNSCN News 28 and the 31st UNSCN Ses-
sion.
To discover:
Moreover, good nutrition is a human right. Nutrition security encompasses
COPYRIGHT 2016 many rights, especially the right to adequate food and to the highest attainable
standard of health. It includes children’s rights to food, health, and care as well as
survival and development. Besides that, it comprises women’s right to appropri-
ate services in connection with pregnancy, confinement, and the post-natal period
ISBN 978-971-06-3869-7 along with adequate nutrition during pregnancy and lactation. This is the focus
area of the UNSCN Working Group on Nutrition, Ethics and Human Rights and the
topic of UNSCN News No. 18 and No. 30.
EN099
Nutrition is ever more important in the light of the recent financial and food
ITEM CODE price crises. These crises increase malnutrition among the most vulnerable people
in developing countries, with pregnant women and children being the hardest hit.
COMPONENTS
AT A GLANCE
Textbook
Map
Ebook

English for the Globalized Classroom Series:

Developing Reading and Writing Skills for
Senior High School
ZZ This book helps learners gain knowledge and skills
related to critical reading and academic writing. The
units come with related and well-organized lessons
aimed to discuss and to give ample practice to learners
to tackle challenging reading and writing tasks that
they will encounter when they practice their chosen
profession in the near future.
ZZ For the teachers, this book gives them flexibility on
how they can carry out the lessons and develop their
creativity on how they should engage the learners to
be active and at the same time make them realize their
role not just as a source of knowledge, but facilitators of
learning.
AUTHOR be noted that based on some recent studies, both mastery goals and per- LESSON THREE
formance goals can and are actually being pursued at the same time by
Ma. Joahna M. Estacio, PhD students, although the latter have been previously thought to cause mala-
daptive learning and achievement outcomes (Wolters & Rosenthal, 2000;
Woolfolk, 2007). The last construct, which has been employed to explain
THE LANGUAGE OF ACADEMIC
WRITING
2016
what makes individuals want and not want to read, is Intrinsic Motivation. It
COPYRIGHT has been defined as “being engaged in an activity for its own sake, rather
than for “extrinsic reasons” (Guthrie & Wigfield, 2000, par. 12). Read-
ing experts explain that an intrinsically-motivated reader has stronger and
978-971-06-3755-3
more long-lasting reasons for reading. (Mante-Estacio, 2012)
ISBN
Objectives
— Mante-Estacio, M.J. “Dimensions of Reading Motivation among At the end of the lesson, the students are able to:
Filipino Bilinguals.” TESOL Journal 7 (2012): 10–29.
A. Identify and describe a writing style and tone appropriate to any
ITEM CODE EN087 Focus

Academic Writing
B.
academic task, purpose, and audience; and
Choose words and phrases to express ideas precisely and con-
cisely.
You have been writing in your classes for years now, and perhaps most of
your output were mostly personal writing—those that are about yourself and
your experiences. But have you noticed that in recent years, you have been Starter
challenged to write about more complicated topics? Perhaps you have been
Read the paragraph that follows. What differences do you see between
COMPONENTS
asked to write an analysis of societal issues in your social studies classes, write
a report about an experiment you have conducted in your science class, even this paragraph and the typical paragraphs you write and read outside the class?
write a project proposal for your club or organization. In general, these writing
AT A GLANCE tasks have challenged you to analyze knowledge and ideas and to take a stance
related to those.
Using Competence and Efficacy theories, reading researchers have
been able to explain the role of learners’ beliefs about their efficiency and
ability to perform certain reading tasks. They have reported that these two
This type of writing is called academic writing. It has its own set of rules and related factors actually estimate one’s achievement in reading, and have
Textbook practices. The previous lessons on writing evaluative statements and rhetorical
patterns aim to prepare you more for this type of writing. In the Starter para-
graph example, what did you notice about the language and writing style used?
cited activity choice, willingness to expend effort, and persistence as me-
diators (Guthrie & Wigfield, 2000). Moreover, a person’s anticipation that
he/she will be successful in a reading activity positively predicts his/her
Learning Guide with Curriculum As you read the next discussion, note the differences between academic
writing and personal writing.
performance on that task. Constructs related to Subjective Task Value such
as interest, attainment, and utility values explain why there are competent
and confident readers who do not prefer to read when they do not per-
Map 1.
Qualities of Academic Writing
Word choice – Choose words that will really express the meaning you
ceive any reward for doing so. A third construct, which has been used to
study reading motivation, is Achievement Goals. Clear, specific, and ap-
propriate learning goals lead to better performance as argued by experts.
want to convey to your readers.
Researchers like Ames (1992, in Guthrie & Wigfield, 2000) have likewise
A. Misused words – words that do not convey the meaning the identified two goal patterns that influence how individuals set their goals—
writer thinks it does. mastery goals and performance goals. Learners who set mastery goals
Which italicized word is used correctly? (also called task goals or learning goals) are expected to have greater per-
sistence in doing tasks and more positive motivation, which is the reason
The song affected me so much that I cried.
why instructional methods in reading should highlight this type of goals.
The girl was effected by the problem. On the other hand, performance goals of learners will make them focus
more on comparing their abilities and grades with others, and in securing
social approval (Kolic-Veholec, Roncevic, & Baysanski, 2007). It should
44 Reading into Writing The Language of Academic Writing 43

KOMUNIKASYON AT PANANALIKSIK SA WIKA AT KULTURANG PILIPINO
Pinagyamang Pluma: Komunikasyon at

Pananaliksik sa Wika at Kulturang Pilipino
ZZ Nakabatay ito sa mga kasanayan sa pagkatutong
itinatakda ng Kurikulum para sa K to 12 ng Kagawaran
ng Edukasyon.
ZZ Nagtataglay ng mga babasahin, mga gawain, mga
pagtataya, at mga pagpapahalagang iniangkop sa
kakayahan at interes ng mga mag-aaral upang maging
makabuluhan, napapanahon, kawili-wili, nakalilinang ng
kritikal at mapanuring pag-iisip, at makapaghahanda sa
mga mag-aaral sa mga pagsubok at realidad ng totoong
buhay.
ZZ Naglalayong higit pang mapalalim ang pagmamahal at
pagpapahalaga ng mga mag-aaral sa kanilang sariling
wika at mga konseptong kaugnay nito.
ZZ Nagtataglay ng mga araling nagbibigay-diin
sa mga aspekto ng buhay sa ikadalawampu’t isang siglo
upang malinang ang mga kasanayan at pagpapahalaga
tulad ng mahusay na pakikipagtalastasan, mapanuring
pag-iisip, mabuting pakikipagkapwa-tao, at paglikha
ng makabuluhang bagay na makatutulong sa kanilang
pagharap sa mga susunod na taon ng pag-aaral,
MGA AWTOR pagtatrabaho, o pakikipagkala-kalan.
Alma M. Dayag ZZ May kasamang curriculum map at learning guide na
Mary Grace G. del Rosario gumagamit ng estilong backward design.
COPYRIGHT 2016
ISBN 978-971-06-3945-8
ITEM CODE FI086
Mga Konseptong Pangwika
“Ang wika’y mahalagang instrumento ng komunikasyon,
Makatutulong sa pagkakaroon ng mabungang inter-aksiyon.”
COMPONENTS
AT A GLANCE Mahahalagang Tanong
d Bakit mahalaga ang wika? Sa paanong paraan ito nagiging instrumento
Textbook ng mabisang komunikasyon, kapayapaan, at mabuting pakikipagkapwa-

tao?
Learning Guide with Curriculum Sa iyong palagay, ano-ano ang sangkap sa mabuti o epektibong
Map komunikasyon?
Ebook
Epektibong
Komunikasyon
Ano–ano naman ang nagagawa ng isang taong nakahahadlang sa mabuting

komunikasyon? Maglahad ng lima sa mga ito.
1 8 KomuniKasyon at PananaliKsiK sa WiKa at Kulturang PiliPino

PAGBASA AT PAGSUSURI NG IBA’T IBANG TEKSTO TUNGO SA PANANALIKSIK
Pinagyamang Pluma: Pagbasa at Pagsusuri

ng Iba’t Ibang Teksto Tungo sa Pananaliksik
ZZ Nakabatay ito sa mga kasanayan sa pagkatutong
itinatakda ng Kurikulum para sa K to 12 ng Kagawaran
ng Edukasyon.
ZZ Nagtataglay ng mga babasahin, mga gawain, mga
pagtataya, at mga pagpapahalagang iniangkop sa
kakayahan at interes ng mga mag-aaral upang higit
na maging makabuluhan, napapanahon, kawili-wili,
nakalilinang ng kritikal at mapanuring pag-iisip, at
makapaghahanda sa mga mag-aaral sa mga pagsubok at
realidad ng totoong buhay.
ZZ Naglalayong higit pang mapalalim ang pagmamahal at
pagpapahalaga ng mga mag-aaral sa kanilang sariling
wika at mga konseptong kaugnay nito.
ZZ Nagtataglay ng mga araling nagbibigay-diin
sa mga aspekto ng buhay sa ikadalawampu’t isang siglo
upang malinang ang mga kasanayan at pagpapahalaga
tulad ng mahusay na pakikipagtalastasan, mapanuring
pag-iisip, mabuting pakikipagkapwa-tao, at paglikha
ng makabuluhang bagay na makatutulong sa kanilang
pagharap sa mga susunod na taon ng pag-aaral,
MGA AWTOR
pagtatrabaho, o pakikipagkalakalan.
Alma M. Dayag ZZ May kasamang curriculum map at learning guide na
Mary Grace G. del Rosario gumagamit ng estilong backward design.
COPYRIGHT 2016
ISBN 978-971-06-3944-1
ITEM CODE FI089
na estadistika ang Pilipinas patungkol sa cyberbullying, sa bansang Amerika ay
lumalabas na nasa 9% ng mga mag-aaral sa Grades 6 hanggang 12 ang nakaranas
ng cyberbullying noong 2010 at 2011 at noong 2013, tumaas sa 15% ang mga
mag-aaral sa Grades 9 hanggang 12 na nakaranas ng cyberbullying.
COMPONENTS
Sa sarbey na isinagawa ng www.stopcyberbullying.org, ang sumusunod ang
isinasagawa ng mga nagiging biktima ng cyberbullying:
AT A GLANCE Mga Uri ng Teksto

❧
❧
36% ang nagsabi sa bully na huminto sa pambu-bully niya
34% ang gumawa ng paraan upang mahadlangan ang komunikasyon sa
bully
Textbook “Sa iba’t ibang uri ng teksto tayo’y natututo
Impormatibo, deskriptibo, naratibo,
❧ 34% ang nagsabi sa mga kaibigan ukol sa pambu-bully
❧ 29% ang walang ginawang anuman ukol sa pambu-bully
Learning Guide with
Prosidyural, persuweysib, argumentatibo
Lahat ng ito, sa isipa’y nagpapalago.” ❧ 28% ang nag-sign-offline
❧ 11% lang ang nagsabi sa magulang ukol sa nangyayaring cyberbullying
Curriculum Map Ano ang Maaaring Gawin ng Isang Taong Nabiktima ng Cyberbullying?
Ebook Ang cyberbullying, tulad din ng iba

pang uri ng bullying ay nagkakaroon ng
matitinding epekto sa buhay at pagkatao
ng biktima kaya ipinapayo ng mga
ekspertong hindi dapat basta manahimik
lang ang sinumang nakararanas ng ganitong
pangyayari sa buhay. Ipinapayo ni Sonnie
Santos, isang eksperto sa cyberbullying ang
pagsasagawa ng alinman sa sumusunod,
depende sa sitwasyon o pangangailangan.
❧ Laging kunan ng screenshot ang
mga nakasisirang mensahe at i-save
ito para magamit bilang ebidensiya
o katibayan sa ginawang pambu-bully.
❧ Ipaalam sa mga kapamilya ang mga pangyayari o pag-atake.
❧ I-report sa awtoridad tulad ng guro o guidance counselor kung sa paaralan
ito nangyayari o sa Human Resources kung ang pambubu-bully ay
nangyayari sa trabaho.
❧ I-report sa pamunuan ng social media (tulad ng Facebook o Twitter) ang
nangyayari upang magawan nila ng karampatang hakbang.
❧ Magpalit ng numero ng telepono kung cell phone ang ginagamit sa pag-
atake o pambu-bully.
Pinagyamang Pluma 7
Pinagyamang Pluma 17

21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
ECAS Beyond Borders: Reading Literature

in the 21st Century
ZZ T his is designed to aid transition from literature as
taught in high school (following pedagogical paradigms)
to literature as taught in college (literary studies as a
discipline). T hus, the textbook’s two-pronged focus is on
K to 12 compliance and critique. It also aims to develop
twenty-first century skills, namely, critical thinking,
reflexivity, and research for engaging in a globalized,
postmodern world.
ZZ T he textbook prepares the students for performance
standards tasks: critical papers, essays, adaptation
of literary texts, oral history research on key literary
figures, and close reading of texts.
ZZ It comes with a curriculum map or a more detailed K to
12 compliance chart to show strict alignment of contents
and competencies with (1) the requirements of the
new curriculum, (2) the pedagogical aims of UbD in the
learning guide, and (3) critical frameworks of literary
and cultural studies.
AUTHORS
Maria Gabriela P. Martin
One of the biggest technological advancements of the twentieth B. Exploring Texts and Contexts
century is the invention of the Internet, which has solidified the dawn-
Read “Flowers in the Crypt” by Catherina Garcia Dario, a work
ing of the Information Age. In the digital world of the Internet, physi-
of creative nonfiction. Lee Gutkind defines creative nonfiction as a
cal borders as those found in the maps of nations seem to have become
Alona U. Guevarra
literary work that “can be an essay, a journal article, a research paper, a
invisible, and people who connect online usually step out of the con-
memoir, or a poem; it can be personal or not, or it can be all of these.
fines of their geographic reality and step into a global citizenship—that
The words ‘creative’ and ‘nonfiction’ describe the form. The word ‘crea-
is to say, instead of being a citizen of a particular country, we become
tive’ refers to the use of literary craft, the techniques fiction writers,
Emar Ivery Del Campo

netizens of the globe.
playwrights, and poets employ to present nonfiction—factually accu-
Today, the Internet is connect- rate prose about real people and events—in a compelling, vivid, dra-
ing the people of our archipelago in matic manner. The goal is to make nonfiction stories read like fiction
so many ways. Filipinos have now so that your readers are as enthralled by fact as they are by fantasy.”
PROJECT DIRECTOR begun using social media platforms
(such as Twitter, Facebook, Insta-
gram) not only for entertainment To know more about creative nonfiction in relation to the
other genres, read Unit 3 Lesson 1 as well as Lee Gutkind’s
Ma. Socorro Q. Perez, PhD
but also for social awareness. The
Internet has also allowed writers to essay cited above (available online). How is creative nonfiction
experiment with other forms for expressing their literary skills. In the different from the other literary genres? How is creative non-
Philippines especially in Luzon where a good percentage of the popu- fiction different from other works of nonfiction?
COPYRIGHT 2016 lation is wired, some new forms of creative output mediated by new
technologies and devices are being created. Examples of these are the
***
web log or the blog, online novels, and the mobile phone text tula. Al-
978-971-06-4004-1
though these forms are still not included in our national literary canon,
ISBN we cannot deny that such works are opening new horizons for today’s
generation of Filipino authors in Luzon and around the country.
Flowers in the Crypt
by Catherina Garcia Dario
The woman in the photos was not there when Lolo died. She was
EN106
As of 2014 the Internet and Mobile Marketing Association of the
not there when they wrapped up his body and wheeled him to the
ITEM CODE Philippines (IMMAP) recorded that there are 38 million Internet users
of this country of the estimated 100 million Filipinos in 2015. IMMAP
morgue, nor was she at his wake when each of us bent to kiss his cold,
pallid forehead. On the day the oven lit up, I expected her to burst
expects that in the next few years, Internet use would dramatically in-
through the door, press her face against the glass divider and weep
crease in the country as Internet access becomes more widespread and
while Lolo turned into ash. But the funeral went by along with the
the prices of devices used to access the Internet gets more affordable
rosaries and novenas, plates of puto and pan de sal; the ornate flower ar-
(Montenegro 2014). Another important feature of IMMAP’s report
rangements embellished with long, silk ribbons that read: OUR DEEP-
is that two-thirds of Filipino Internet users are below thirty years old.
COMPONENTS
EST CONDOLENCES TO THE GARCIA FAMILY. I waited for her;
Therefore, putting together the information on the functional literacy
I imagined her wearing the silver cocktail dress that we found under
rate of people residing in Luzon with the rising Internet use in the
AT A GLANCE
Lolo’s bed. I remembered how Lola whipped out her scissors and cut it
country, we can surmise that functional Internet literacy (that is, lit-
until it was nothing more but a pile of shredded satin.
eracy in the use of Internet technology) is also on the rise today. Func-
tional Internet literacy is a necessary skill today especially for this new I did not know about Remedios—that was her name, I found out
Textbook
generation of Filipinos who should be able to compete intellectually soon after—because Lolo hid her very well. She was invisible during
with people of other nations. Hopefully, with discipline, our functional our beach trips, when he would prop me on his shoulders and carry me
literacy as a people would bring its own social and economic rewards to along the shore. He would tell me all his stories about his hometown,
Learning Guide with the country.
Lesson 1 • Luzon: Genres of Urban Writing 33 34 Unit 2 • The Regions in Focus: Selected Contemporary Issues
Curriculum Map
Ebook

From Cave to Cloud: Media and Information

Literacy for Today
ZZ T his covers the fundamental aspects of media and
information literacy, of f ering a historical survey of
the evolution of media and information technologies
that traces how dif f erent technologies were invented,
innovated, and predisposed to new uses, and how they,
in turn, shape history. T he textbook, then, endeavors to
provide today’s learners a vital educational resource for
helping them develop media and information literacy
both as an individual pursuit and as a social pursuit.
ZZ T he manner of writing also aims to engage the learner
in the style of communication that is familiar to young
people who are new media “natives.” By writing the
textbook as such, it is hoped that the learner will be
exposed to many and diverse examples, as well as to the
developments in media and information studies.
ZZ T he book comes with a learning guide (LG) with
curriculum map (CM), teachers wraparound edition
(TWE), and a teachers resource CD (TRCD). The LG with
CM and TWE provides sample learning plans to help
teachers explain the concepts and execute the activities.
AUTHOR It also shows lesson development, application of varied
Patrick F. Campos teaching strategies, as well as alignment of contents with
COPYRIGHT 2016 the learning competencies prescribed by DepEd. The
TRCD is an additional instructional material designed to
ISBN 978-971-06-3916-8 help teachers facilitate for effective teaching.
ITEM CODE SS192
COMPONENTS
AT A GLANCE PONDER Media Literacy by Doing:
CHAPTER 5 Document, Experiment,
Textbook
1. While Thamus criticizes the media capacity of writing, Bradbury
promotes the importance of books. But Bradbury does not exactly Narrate
refer to the idea of books as written materials. What is Bradbury
Teachers Wraparound 2.
trying to say exactly?
Is there a point in which Thamus’s and Bradbury’s ideas coincide?
Some Film Types: Documentary, Experimental, Narrative
In the last chapter, we ended with the important idea of learning by
Edition In what way could Thamus’s notion of memory and wisdom be

better understood in light of Bradbury’s novel?
doing. We can train ourselves to be media literate by producing media
messages, ideally as part of a community. These media messages can
be multimodal, drawing upon various modes of technical and aesthetic
Learning Guide with 3. Bradbury was aware of historical events when books were
actually banned, burned, or destroyed, such as the destruction
expression of narratives, images, words, and/or sounds.
In this chapter, we will look closely at examples of three different types
Curriculum Map (available

of the Library of Alexandria, the burning of books by Nazis, and of films,65 made outside the genre box, produced by filmmakers when
the killing of authors and poets in Russia. Speculate on how this they were still students. These types are: documentary, which is a form of
awareness helped Bradbury envision people as media, people as film that purports to represent the real world outside of film; experimental,
upon request) 4.
technology.
Bradbury started writing Fahrenheit 451 and stories with related
which experiments with the formal aspects of film, including camera shots,
production design, lighting, editing, and sound, in order to communicate
in nonnarrative terms an idea, a feeling, or a state of mind; and narrative,
themes at the time of the Golden Age of Radio, transitioning to the
which tells a story. It is hoped that the films will inspire you to think
time of the Golden Age of Television, in the United States. What
creatively about media production, whether or not you will proceed to
kind of influence do you think did these historical circumstances
produce your own short films. Alongside the discussion on the films, we
wield on the themes of Fahrenheit 451? will also consider some principles of aural and graphic design and how
5. If you were part of the wilderness community that memorizes, these may be effectively used in media production.
embodies, and mediates books, which book would you like to be?
Documentary
Sa Rikaw (2012)
Kathleen Lei Limayo’s documentary, Sa Rikaw, documents the Iraya
Mangyans of Magnot, Mindoro, and the vanishing Irayan language. Watch
the film from Vimeo here: https://vimeo.com/kathleilimayo/Sarikaw
To enhance your appreciation of the film, do some background reading
on the Mangyans of Mindoro, in general, and the Irayas, in particular.
CHAPTER 1 Media and the World 11 CHAPTER 5 Media Literacy by Doing: Document, Experiment, Narrate 107

Media and Information in a Changing World: The

Essential Introduction to Media and Information
Literacy (The Padayon Series)
ZZ In the aftermath of innovations that began with Gutenberg’s
printing press and carried through the centuries until
Zuckerberg’s Facebook, information and media have seeped
into every nook and cranny of our lives—be it our waking,
resting, or working lives.
ZZ This textbook is the learners’ guide to the theory and
practice embodied in the course Media and Information
Literacy. The various chapters recount the story and
growth of media. They present the theories, concepts, and
principles that learners need to be able to think about media
and information in critical and creative ways. Concepts are
enhanced using examples that trigger interest, stimulate
thinking, and inspire further learning. Guide questions,
activities, and tests provide opportunities to apply concepts
not only in the learners’ daily encounters with the media but
also in production projects. Indeed this book is an invitation
for learners to step back and ponder: What is media? What
is information? Where do these come from and where are
AUTHORS they bringing me? How are they shaping my life? How can
I use them to develop my potentials as an individual and as
Violet B. Valdez, PhD a productive and responsible citizen? How can I avoid being
Jaime Manuel Q. Flores manipulated and deceived by them? How can I be a part of
Jon Paul F. Maligalig them in a meaningful way? How can I use them to contribute
to the development of my community?
Aaron R. Vicencio
ZZ This book
Andrew Albert J. Ty will not TOPICS
only enrich
The Evolution of the media:
THE EVOLUTION OF TRADITIONAL ✦
Jo Aurea M. Imbong, Esq

✧ Prehistoric age
TO NEW MEDIA ✧ Industrial age
✧ Electronic age
classroom
INTRODUCTION ✧ Information age
Cheryl Borsoto-Nasol
How did we get here? You may not be aware of it but smartphones and ✦ Roles and functions of media in a democracy
computers have not always been with us. Many young people like you do
discussions but
not know of a world when there were only landlines not smartphones, snail LEARNING OUTCOMES
mails not emails, AM radio and not digital radio, news on print not online,
and broadcast not cable channels, typewriters instead of computers, brick- At the end of the lesson the student
Karissa Villa
and-mortar rather than online libraries.
also inspire
So, to reiterate the question: how did we get here? In this chapter we Knowledge ☞ Describes the media that were used at different
will learn about the developments that led from the traditional to the new periods in history.
media and how the two are linked. We will also learn that while there are ☞ Explains the roles and functions of media in a
differences between them they perform the same important functions in a democracy.
doing and
democratic society.
Skills/Performance Task ☞ Locates, access, organizes and communicates
PROJECT DIRECTOR GUIDE QUESTION

How did the media develop through the centuries to become the new
information on the functions of media in a
democratic society.
participation.
media we know today? In the contemporary media world what relationships
Ronaldo B. Mactal, PhD

exist between the traditional and new media? What roles and functions do PRETEST
the media serve in a democratic society?
It is an
A. Knowledge
1. Give examples of traditional media.

PERFORMANCE TASK
2018
2. Give examples of new media.
COPYRIGHT indispensable A timeline is a graphic representation of a period of time showing certain

important events. Prepare a timeline showing the availability of the media in
3. Read the day’s news – either in a newspaper (broadsheet) or an online
news site. Identify three news stories about government, politics and
society. Cut out, make a snapshot, or screen shot of these stories.
different historical periods in the Philippines, starting with the Propaganda
Explain why it is important for the media to report these stories. What
978-971-06-4334-9 guide for

Movement and choosing three others up to the last national elections (2016).
do they matter to citizens like you? Explain.
ISBN Indicate in the timeline the major social issues that the country was facing
at each time. For examples of a timeline, search the Internet.
learners as
ITEM CODE AP207
they become
more aware
COMPONENTS of media in their lives, and learn to reflect and decide on the
AT A GLANCE ways they deal with media and information.
Textbook ZZ Padayon: Media and Information in a Changing World
Learning Guide is a complete resource for the core course Media and
Information Literacy. Its content was carefully written and
organized following the course guidelines of the K to 12 Basic
Education Curriculum. It is an essential referral
for learners and a valuable tool for teachers.

GENERAL MATHEMATICS
Next Century Mathematics: General

Mathematics
ZZ T his is a textbook designed to cater to the needs of senior
high school learners. It aims to develop and intensify
the learners’ analytical and critical thinking skills and
problem solving skills.
ZZ T his textbook covers Rational, Logarithmic, and
Exponential Functions and connects these topics further
to Basic Business Mathematics including Interest,
Annuities, Stocks and Bonds, and Business and Consumer
Loans.
ZZ It also covers Logic and Reasoning.
ZZ With this textbook, the learners are expected to develop
understanding of the applications of math in general,
to have zest for life-long learning, and to be prepared
to take on the challenges ahead whether they choose to
engage in higher studies, to pursue an entrepreneurial
undertaking, or to enter the world of work.
AUTHOR-COORDINATOR
1.1 Representing Functions The present value of Mr. Torres’ annuity can be illustrated in a time-
3
31
Fernando B. Orines value scale as follows:
P100,000(1.022)-5
2016 L earning M11GM-Ia-1

COPYRIGHT
P100,000(1.022)-4
COMPETENCY The learner will be able to represent real-life situations using
functions, including piecewise functions. P100,000(1.022)-3
978-971-06-3889-5
In mathematics and other disciplines, functions occur repeatedly in P100,000(1.022)-2
ISBN different forms. Here are some real-life situations that make use of functions. P100,000(1.022)-1
a. The area A of a circle is a function of its radius r.
Period n 0 1 2 3 4 5
MA101
A = πr 2 .
ITEM CODE
Payment P100,000 P100,000 P100,000 P100,000 P100,000
b. The approximate amount of community tax C ( x ) paid by a

taxpayer whose gross income is x (in P) is
x Mr. Torres’ present value for each future payment:
C (x) = 5 + .
1, 000
P100, 000 (1.022)−1 = P97, 847.35812 on the 1st year,
c. The table below shows the PHILPOST rates for sending printed
COMPONENTS materials. P100, 000 (1.022)−2 = P95, 741.05491 on the 2nd year,
AT A GLANCE
Weight Price P100, 000 (1.022)−3 = P93, 680.09287 on the 3rd year,
20 g and below P14
P100, 000 (1.022)−4 = P91, 663.49596 on the 4th year,
more than 20 g but not over 50 g P32
Textbook
−5
more than 50 g but not over 100 g P54 P100, 000 (1.022) = P89, 690.30916 on the 5th year, for a total
more than 100 g but not over 250 g P132 of P468,622.311.
more than 250 g but not over 500 g
Learning Guide
P263 Thus, the present value PV of the annuity is P468,622.31.
more than 500 g but not over 1,000 g P525
The above computation is tedious. To facilitate the computation, a
Curriculum Map
The graph for the given data is shown below. formula for the present value of an ordinary annuity will be used.
540
520
Solution Set 500

280
260
Present Value of an Ordinary Annuity
The present value of an ordinary annuity for n periods at
Teachers Wraparound 240
Prize (in P)
140
interest i per compounding period is
−n
120 1 − (1 + i )
Edition 100 PVOrdinary Annuity = p
i
80
60 where p is the fixed periodic payments.
Teachers Resource CD 40
20
0
Ebook
2
30 20 25 50 75 100 250 275 500 975 1000
Weight (in g)

GENERAL MATHEMATICS
Soaring 21st Century Mathematics: General

Mathematics
ZZ T his is a concept-based and learner-centered book
intended for senior high school students.
ZZ T his book covers Functions and their Graphs including
rational, exponential, and logarithmic functions, basic
Business Mathematics including interest, annuities, loan
payment and mortgage, investments, stocks and bonds,
and Logic and Mathematical Reasoning.
ZZ It is designed to instill in students a deep understanding
of math, specifically how to solve problems involving
functions, how to operate in a world of growing financial
complexity, and how to apply logic to real-life situations.
AUTHORS That is, all even power functions have similar characteristics to a quadratic function
(parabola), and all odd power functions have similar characteristics to a cubic func-
That is, all even power functions have sim
(parabola), and all odd power functions h
For this example, distance y from origin is a function of tion. For
Inexample, all even functions
the graphical sense, arethesymmetric with respect toin
word “symmetry” themathematics
y – axis, whereascarries tion. For example, all even functions are sy
Renard Eric L. Chua x : y = x , or f ( x ) = x where y = f ( x ). These other representations are all odd functions
essentially theare symmetric
same meaningwith respect to theinorigin.
as it does art. This
The table summarizes
picture (in thistheir
case, the all odd functions are symmetric with respe
characteristics.
graph) “looks the same” when viewed in more than one way. The interesting characteristics.
illustrated
graph below.
also passes through the origin. When comparing a fifth-degree monomial to a third-de- graph
thingalso passesmathematical
about through the origin. When comparing
symmetry is that it acanfifth-degree monomial to
be characterized a third-de-
numerically
gree monomial, the graph of the fifth-degree monomial is closer
Graph to the1.1
Table x-axis when and closer gree monomial, the graph of the fifth-degree monomial is closer
and algebraically, as well. We will be looking at three particular typesto the x-axis when and closer
of
Zheng Rong S. Wu
to the y-axis otherwise.y tosymmetry,
the y-axis otherwise.
each of which can be spotted easily from a graph, a table of values, or
x y an algebraic formula. This is easy once we know what to look for. Since it is the
In the figures below, we have graphed these 5 functions for the special case . In the figures below, we have graphed these 5 functions for the special case .
10 -10 10 connections among the three models (graphical, numerical, and algebraic) that
y= x
Arvie D. Ubarro 5
we need to emphasize in this section, we will illustrate the various symmetries
…
in all three ways, side-by-side.

x
-10 -5 5 10 -5 5
-3.6 3.6 Symmetry with Respect to the x-axis
Manuel T. Kotah Note: The coordinate system
0 0
Example 2:
Solution: ExamplE 2 x = y2
Example 2:
Solution:
…
for the graph of an equation
Simon L. Chua, DT
has the independent variable 5 5 Figure
1.10
Figure on the horizontal axis and the Figure Graphically Numerically Algebraically
8.3 as follows.
Our observations in the above figures can be summarized 8.3 Our observations in the above figures can be summarized as follows.
2.1dependent variable on the
If n is odd, the function
2.1 y If n is odd, the function x f (x) Graphs with this kind
vertical axis. 10 10
( x, y ) 0 0 of symmetry are not
COORDINATOR y
Figure x
1
1
1
-1
functions (except the
zero function), but we Figure
2.2− y 2.2
x
5 5 can say that (x, -y) is
Roberto J. Degolacion
If n is even, the function If n is even, the function 5 − 5 on the graph whenever
Set of Ordered Pairs Mapping ( x, − y )
9 3 (x, y) is on the graph.
The graph of the equation The graph is unchanged when
9 -3
y = x consists of an infinite set −10 10 reflected in the x-axis.
of ordered pairs ( x , y ) such that −5 Example 3: Example 3:
PROJECT DIRECTOR each is a solution of the equation. −3.6
5 Solution: Solution:
MATHBOX
The following set includes some 0 3.6 MATHBOX
Symmetry with Respect to the y-axis
of the ordered pairs on the 5
Simon L. Chua, DT
0
line: {( –23, 23) , ( –10, 10) , 10 ExamplE 3 f (x) = x 2
(− 7 , 7 ), (0, 0), (5, 5)}.
Figure
Graphically Numerically Algebraically
2016
1.11
COPYRIGHT Figure
y
x f (x)
For all x in the domain
of f,
Figure
The possible set of values for the independent variable (the input set) is 2.3 −3 9 2.3
called the domain and the set of resulting values for the dependent variable −2 4 f ( x ) = f (−x ) .
978-971-06-3829-1
( − x, y ) y ( x, y )
ISBN (the output set) is called the range. In the context of mapping each value in the
domain, the latter is mapped to its image in the range.
−1
1
1
1
Functions with this
property (for example,
−x x
x
2 4 x where n is even) are
n
All of the various ways of representing a mathematical function illustrate even functions.
MA097
3 9
ITEM CODE its defining characteristic that each number in the domain determines a unique
number in the range.
The graph is unchanged
when reflected in the y-axis.
4 26
COMPONENTS
AT A GLANCE
Textbook
Curriculum Map
Learning Guide
Solution Set
Ebook

Next Century Mathematics: Statistics

and Probability
ZZ T his is a textbook designed to cater to the needs of senior
high school learners. It aims to develop and intensify
the learners’ understanding of the many applications
of statistics and probability to life specifically through
formal research.
ZZ T his book covers Random Variables and Probability
Distributions, Normal Distribution, Sampling and
Sampling Distributions, Estimation of Parameters, Tests
of Hypothesis, and Correlation and Regression Analysis.
ZZ T his textbook aims to develop the learners’ habit of going
through the systematic empirical steps in order to make
sound inferences and judgment.
Example 5 Find the area between z = -1.5 and z = -2.5.
So ution
Step 1. Sketch the normal curve.
A2
A A1
AUTHORS
−2.5 −1.5
Fernando B. Orines
0
Step 2. Let A = area between z = −1.5 and z = −2.5
Jesus P. Mercado
A1 = area between z = 0 and z = −1.5
A2 = area between z = 0 and z = −2.5
From the table,
COORDINATOR
A1 = 0.4332
Fernando B. Orines
A2 = 0.4938
A = A2 − A1
= 0.4938 − 0.4332
COPYRIGHT 2016 By substitution,
1
= 0.0606
P ( X = 1) =
Hence, the area between z = -1.5 and z = -2.5 is 0.0606.
978-971-06-3905-2
10
ISBN 2
P ( X = 2) = Example 6 Find the area between z = -1.35 and z = 2.95.
10
ITEM CODE MA109 P ( X = 3) =

3
10 So ution
4 Step 1. Sketch the normal curve
P ( X = 4) =
10
A
Therefore, P ( X ) ≥ 0.
COMPONENTS b. To check that the sum of the probabilities is 1, we have:

AT A GLANCE 1 2 3
∑ P ( X = x ) = 10 + 10 + 10 + 10
4 A1 A2
Textbook =
10
10
8
−1.35 0 2.95
Learning Guide =1
Both properties of a probability mass function are satisfied. So,
Curriculum Map 1
k= .
10
Solution Set The above probabilities can be presented in tabular form:
Teachers Wraparound x 1 2 3 4
1 2 3 4
Edition P (X = x)
10 10 10 10
Teachers Resource CD A probability mass function P(x)

may also be presented in graphical
Ebook
4
form. The probability histogram 10
for the probability mass function 3
above is shown at the right. The 10
values of the random variable 2
are plotted on the x-axis, while 10
their associated probabilities are 1
plotted on the y-axis. Rectangles 10
with equal width are drawn and
centered on each mass points. The x
1 2 3 4 5
heights of the rectangles are equal
to the probabilities.
21

Soaring 21st Century Mathematics: Statistics

and Probability
ZZ T his is a concept-based and learner-centered book
ZZ T his book covers Random Variables and Probability
Distributions, Normal Distributions, Sampling and
Sampling Distributions, Estimation of Parameters, Tests
of Hypothesis, and Correlation and Regression Analysis.
ZZ It is an excellent tool to equip all senior high school
students with the knowledge needed to apply statistics
and probability to a wide range of disciplines.
AUTHORS
Simon L. Chua, DT
Eduardo O. Dela Cruz Jr., PhD
Isidro C. Aguilar, EdD
Archieval Rodriguez, EdD
Lucy M. Puro
COORDINATORS
Manuel T. Kotah
PROJECT DIRECTOR
Simon L. Chua, DT
COPYRIGHT 2016
ISBN 978-971-06-3904-5
ITEM CODE MA108
COMPONENTS
AT A GLANCE
Textbook
Curriculum Map
Learning Guide
Solution Set
Ebook

Exploring Life T hrough Science Series: Earth

and Life Science
ZZ Guided by the K to 12 curriculum of DepEd, ELTS Earth
and Life Science provides an introduction to the origin,
evolution, composition, and characteristics of both Earth
and the living things that inhabit it.
ZZ The book is enriched with features that serve as
additional information or applications of the basic
concepts in geology and biology.
Fig. 1-16. The atmosphere

extends to about 10 000 km above
Earth. It is composed of mixed gases
of nitrogen, oxygen, argon, and
other gases in trace amounts.
The biosphere includes all life forms, even organic matter that has not yet decomposed. Most
life on Earth exists within a zone no wider than 20 km where interactions between the lithosphere,
hydrosphere, and atmosphere create a habitable environment. It is also in this zone that the interaction
between the different subsystems is most dynamic.
These four subsystems are closely linked through the biogeochemical cycles which, as the term
implies, involves biological, geological, and chemical factors. For example, the hydrosphere interacts
with the atmosphere, biosphere, and geosphere through the water cycle. Water from the ground
(geosphere) is absorbed by plants (biosphere) through osmosis, and then released into the atmosphere
through transpiration. Water vapor in the atmosphere eventually falls as precipitation where a portion
of it is absorbed by the rocks and becomes part of the groundwater.
These biogeochemical cycles are pathways by which chemical substances move through both biotic
or living (biosphere) and abiotic or non-living (lithosphere, atmosphere, and hydrosphere) components
of the Earth. It allows the circulation of important chemical nutrients that form and support life, such
as carbon, oxygen, nitrogen, phosphorus, calcium, and water, through the biological and physical
world. It also maintains the balance of substances in the different subsystems of Earth.
AUTHORS
Anna Cherylle Morales-Ramos
Jose Tolentino Olivar II
COPYRIGHT 2016 Fig. 1-17. Life on Earth exists
within a zone where interactions
between the four subsystems exist.
ISBN 978-971-06-3893-2 18
18 Exploring
Ex
E xpl
p lo
orriin
ng Life
LLiife
fe TThrough
hro
hr ou
ug
ghhS
Science—Earth
cien
cience
ce—E
Earrtth
haand
nd LLife
nd iiffe Sc
S
Science
cie
ien
ncce
ITEM CODE SC125

th
grow
Primary Growth
All plants exhibit primary growth. It starts as soon as pith
seeds germinate from the ground. Primary growth makes primary xylem
plants grow toward the light while their roots push and grow vascular cambium epidermis
deeper into the soil. Plants’ increase in length is due to apical primary phloem cortex
meristems, which are perpetual ones at the tips of roots and
stems. Most herbaceous plants with green and f lexible stems
Fig. 9-9. Primary growth makes plants grow
have only primary growth. The xylem and phloem produced taller.
th
by apical meristems are called primary xylem and primary phloem. grow
Secondary Growth
primary xylem
The increase in the width of stems and roots happen secondary xylem
during secondary growth. Secondary growth helps plants vascular cambium
secondary phloem cork
survive and withstand pressures outside their environment. It cork cambium
SCAN THE QR CODE TO VIEW does not only make plants grow wider but also helps plants
primary phloem
th
grow
THE AUTHORS’ INFORMATION. become stronger. This increase in diameter is a result of cell second year
first year
divisions in the lateral meristems located within and parallel
to the sides of roots and stems.
The lateral meristem has two main types that give rise
secondary xylem
to secondary growth—vascular cambium and cork cambium. (2 years growth)
COMPONENTS
Vascular cambium is a type of lateral meristem that produces vascular cambium
secondary phloem
secondary phloem and secondary xylem (wood). Cork cambium,
AT A GLANCE
cork cambium
on the other hand, gives rise to the waterproof outer part of the cork
bark of trees and shrubs (cork). Fig. 9-10. Secondary growth makes
plant grow wider.
Worktext Science Connections
Teachers Resource CD A geologist was able to identif y a thorny palmlike plant in West Africa
known as Pandanus candelabrum that only grows in choosy locations—
Ebook area with diamonds beneath. Interestingly, this plant only lives on top
of kimberlite pipes which are columns of volcanic rocks left by ancient
eruptions that exhumed diamonds from Earth’s mantle. Diamond hunters
in Africa will now have a simple detecting mechanism to find diamond-rich
deposits. This is the first time that an indicator plant for diamond mines has
been identified. Recent studies have revealed other plant indicators which
grow in ore-bearing rocks associated with copper.
Chapter 9 Plants’ Way of Survival 207

You and the Natural World: Earth

and Life Science
ZZ YNW: Earth and Life Science deepens student’s knowledge
of the geological and biological concepts and principles.
ZZ It provides the content coverage as prescribed in the
standards set by the DepEd.
ZZ It has short hands-on activities that provide opportunities
for learning through discovery, exploration through
laboratory investigation, and solving problems using the
scientific method.
ZZ It also has assessments that help students evaluate their
learning and require them to think critically about the
concepts and their applications to real life.
HIGHLIGHTS
• Life arose from nonliving matter present on early Earth. Miller and Urey showed that simple
molecules could react to form some of life’s building blocks.
• Earth is 4.5 billion years old. The oldest discovered fossils are 3.5 billion-year-old bacteria.
• The first cells, prokaryotes, were anaerobic. Eukaryotes evolved from prokaryotes about
1.5 Gya. Later, photosynthetic cyanobacteria evolved and caused oxygen to enter the
atmosphere.
• Multicellular organisms arose about 630 Mya. After about 230 million years later, enough
ozone had formed to make life on land possible.
• Plants and fungi invaded the land about 400 Mya. Arthropods, including insects, followed the
plants and fungi onto land. This was followed by vertebrates such as the fishes, amphibians,
reptiles, birds, and mammals.
• All living things share fundamental properties that define a living organism.
• Unifying themes in the study of life show the connections among living things and how they
interact with each other and with their environment.
AUTHORS Focus On: The Ancient Earth
Teresita F. Religioso Our planet Earth originated approximately 4.6 Gya as a great cloud of gas and dust that
condensed into a sphere. As gravity pulled this matter tightly together, heat from great pressure and
radioactivity melted the planet’s interior and then most of its mass. Eventually as Earth cooled, the
Lilia G. Vengco
first solid rocks formed on the surface about 4 Gya. Between 4 Gya and 3.8 Gya, a combination
of volcanic activities and a constant stream of meteorites released gases that created Earth’s early
atmosphere. Over a period of time, Earth was slowly changed by natural forces like weather. Rocks,
mountains, and valleys were changed gradually by rain, heat and cold, volcanic activities, and natural
COPYRIGHT 2016 processes. Evidence suggested that the land is constantly moving and shifting. Forces beneath Earth’s
surface twist, bend, and bury some rock layers and push up some parts of the sea floor, forming
mountain ranges.
ISBN 978-971-06-3927-4
ITEM CODE SC101
Geologic processes have transformed Earth’s terrains into its

distinct land forms.
Cells
Chapter 9 The Origin of Life • 173
have structures such as need
energy
cell membrane cytoplasm nucleus

for
containing
SCAN THE QR CODE TO VIEW organelles photosynthesis and cellular respiration
THE AUTHORS’ INFORMATION.
LEARNING C OMP ETENCI E S
COMPONENTS 1. Explain how cells carry out functions required for life.
AT A GLANCE 2.
3.
Explain how photosynthetic organisms use light energy.
Trace the flow of energy from the environment to the cells.
4. Illustrate the relationship between photosynthesis and cellular respiration.
Worktext 5.
6.
Describe how organisms obtain and utilize energy.
Recognize that organisms require energy to carry out functions required for life.
Learning Guide 10.1 How Cells Use Energy

Ebook You have learned that one of the characteristics of living things is that they are composed of one or
more cells. Cells perform the basic functions of life, such as homeostasis, metabolism, and cellular growth
and repair. How do cells perform all of these functions?
When you look at most cells under a compound microscope, you will see a dark small circle. The
dark circular object is called nucleus. This structure controls all the chemical activities of the cell. The
nucleic materials—DNA and RNA—are the principal molecules responsible for these actions.
Chapter 10 Cell Energy • 179

Exploring Life T hrough Science Series:

Earth Science
ZZ ELTS: Earth Science engages students in achieving the
intended competencies of earth science in preparation
for science, technology, engineering, and mathematics
(STEM).
ZZ T he book presents earth science topics in twofold. T he
first part gives an overview on the origin of the universe
and the solar system, including Earth. It also explores
the natural resources on Earth as well as the impact of
humans to the environment. T he second part deals with
the dif f erent processes on and within Earth through
which the present-day Earth resulted since its
formation.
ZZ The book provides a spiral progression of earth science
concepts between and among the chapters presented.
It presents challenging lessons for the students to think
critically and creatively, taking their role in exploring life
through science as scientists and engineers of the future.
Among Philippines’ important metallic minerals that are found in abundance include gold,
AUTHORS copper, iron, chromite, nickel, cobalt, and platinum, and nonmetallic minerals include sand and gravel,
limestone, marble, clay, and other quarry materials.
The most prolific copper and gold producers in the Philippines are found in Baguio and Mankayan
Jose Tolentino Olivar II districts of Benguet Province, although the Surigao-Davao districts also contribute to the production
of gold in the country. Major producers of nickel are the provinces of Palawan and Surigao.
Raymond S. Rodolfo Natural Resources Management

Personal ways of which we can prevent or lessen the environmental impact that results from the
Hillel B. Cabria
use, extraction, and exploitation of mineral resources is by finding environment-friendly alternatives
for the needed mineral resources. This can be done through recycling and resisting the urge to acquire
new commodities which are not necessary.
2016
Conservation, protection, and rehabilitation of ecosystems are also important in mitigating the
COPYRIGHT harmful effects of mineral resource extraction so that affected ecosystems may recover and eventually
restore itself back to its natural state.
Another approach that would have a large-scale effect is natural resource management, or the
ISBN 978-971-06-3894-9 management of natural resources, such as land, water, soil, plants and animals, with a particular
focus on how management affects the quality of life for both present and future generations. It is
an interdisciplinary approach that would require all stakeholders to have an active participation in
ITEM CODE SC126 Practical Science

the process—from the government, investors, engineers, scientists, sociologists, and businesspersons,
among others, to the local communities that would be affected by the operation.
Natural Lighting
Fig. 2-16. Unless actions are taken,
The sun provides an infinite source of light energy, which, when used properly, can provide natural the extraction of natural resources will
lighting to homes and office buildings. The science of day lighting design involves not just how to provide continue until they are depleted.
enough daylight to an occupied space, but on how to do so without any undesirable effects. Beyond the
addition of windows or skylights, careful balance of heat gain and loss, glare control, and variations in light
availability must also be considered.
For example, successful day lighting design should incorporate careful use of shading and reflecting
devices to control glare, contrast, and light in the workplace. Additionally, window size and spacing, glass
selection, reflectance of the building or room interior, and location of partitions should also be evaluated.
summer spring winter
Chapter 2 Rocks and Minerals 47
SCAN THE QR CODE TO VIEW

Intelligent planning and designing provides good lighting to home and office spaces.

Lesson 1.3 Main Idea: Processes and events dating back
to the big bang eventually led to the existence
of life on Earth.
Life on Earth
COMPONENTS EQ: What are the unique characteristics of Earth
that allow the existence of life?
AT A GLANCE
If all the planets in the Solar System share the same origin with Earth—as dust-sized particles that
Worktext combined through accretion, how come Earth is the only planet that can sustain life?
Everything that happened since the beginning of time is essential to the existence of life on Earth.
Learning Guide
The expansion and cooling of the universe, the creation of heavier elements from supernovas, or the
smallest and seemingly inconsequential processes on Earth are significant to the existence of life. Some
important requirements that are necessary in supporting life on Earth include the presence of liquid
Ebook water, available heat source, and the existence of an atmosphere.
12 Exploring Life Through Science—Earth Science

EARTH SCIENCE
You and the Natural World Series:

Earth Science
ZZ Earth Science provides meaningful and engaging
experiences to allow learners demonstrate basic
understanding of Earth and its processes. It presents
the history of the Earth through geologic time as a
continuous event.
ZZ It discusses Earth’s processes both internal and external
and how these change Earth. The book highlights issues
and concerns related to natural processes and human
activities in the use of Earth’s resources. It includes
Philippine environmental laws that govern the utilization
of these resources.
2.2 Relative Dating and Absolute Dating

Earth undergoes evolutionary processes. The early Earth is very different from Earth today. How
did scientists piece together the events that happened millions or billions of years ago, long before
humans even existed?
Geologists reconstruct the sequence of events from the study of petrology, stratigraphy, and
paleontology. Petrology is a branch of geology that deals with the origin, composition, structure, and
classification of rocks. Stratigraphy is the study of rock layers (strata) and layering (stratifications).
Paleontology studies the life that existed prior to, or sometimes at the start of, the Holocene epoch (the
current geologic epoch). It includes the study of fossils to determine how they have evolved and interacted
with the environment.
Based on the information gathered from the study of rock composition and structure, rock
layers, and fossils, geologists developed the geologic time scale. It represents the interval of time
occupied by the geologic history of Earth. It provides a meaningful time frame wherein events of the
geologic past are arranged. There are two ways in which scientists piece together the events and measure
geologic time. These are relative dating and absolute dating.
AUTHOR
Relative Dating
Teresita F. Religioso Relative dating places events or rocks in their chronological sequence or order of occurrence
without knowing their actual age. It simply means that Event B occurred before Event C, but after
Event A.
COPYRIGHT 2017 The relative order of geologic events can be established by applying the basic principles; namely,
principle of original horizontality, principle of superposition, principle of cross-cutting relationship, and
principle of inclusion.
ISBN 978-971-06-4681-4 1. Principle of original horizontality – Sedimentary rocks are deposited as horizontal or nearly
horizontal layers. Any deviation from horizontality indicates that deformation occurs after
the deposition.
ITEM CODE SC103 2. Principle of superposition – In the sequence of sedimentary rocks, the layer at the bottom of the
sequence is oldest, and the successively higher levels are successively younger.
basalt flow
baked contact
3. Principle of cross-cutting relationship – Geologic features such as faults or igneous intrusion is
younger than the rocks they cut across.
Figure 2-2. The layers of sediments are Figure 2-3. In the principle of superposition,
deposited horizontally. Any deviation the bottom of the sequence is always older
occurs after the deposition. than the overlying layer.
Figure 2-4. Any geologic
feature that cuts another is gr
an
the youngest of the layers. ite
dik Chapter 2 History of Earth • 25
e
4. Principle of inclusion – If rocks or rock fragments are included within another rock layer, the
rock fragments must be older than the rock layer they were embedded therefore any time
period can be recognized by its fossil content.

THE AUTHOR’S INFORMATION. Figure 2-5. The included
rocks or rock fragments
intusion = older
are older than the rock

that embedded them.
rock = younger
COMPONENTS
Unconformities
In the ideal sequence of sedimentary rock formation, sediments are deposited as horizontal
AT A GLANCE beds (law of horizontality). Younger strata always overlie older strata. The layer at the bottom of the
sequences is the oldest (law of superposition). This sequence of rocks resembles the stacks of books in a
conformable relationship.
Worktext However, the Earth’s crust is continually changing due to

erosion, deposition, uplift, and subsidence. These events cause gaps
or breaks in the stratigraphic records that result into unconformities.
Learning Guide An unconformity is a surface that corresponds with a gap in
sedimentation resulting from nondeposition or erosion. Rocks C
G
Ebook above any unconformity are younger than those below it.
There are three types of unconformity: angular unconformity,
F
A
B
disconformity, and nonconformity.

1. Angular unconformity – The rocks below the unconformity Figure 2-6. The development of angular
are tilted. The rocks above it are parallel. The sequence unconformity: (a) deposition of rocks
A, B, and C; (b) uplifting, tilting, and
follows an order of subsidence and deposition, uplift and erosion; (c) subsidence and deposition
tilt, erosion of the uplifted mountain, and then again by of rocks F and G.
subsidence and deposition.
26 • You and the Natural World—Earth Science

PHYSICAL SCIENCE

Physical Science
ZZ T his book provides students with a background in
chemistry and physics, which are broad in scope but with
strong emphasis on the basics and applications needed to
comprehend the nature of environmental problems and
issues.
ZZ T he book is written in a conventional style, making it
appealing and enjoyable to read among senior high
school students. It is divided into two units, each
consisting of five chapters.
ZZ All the book chapters are individually well constructed
in a comprehensive style, but maintained integrated
as a whole. Sample problems and practice exercises of
varying difficulty are included in the chapters to test
students’ grasp of the key concepts and problem solving
techniques.
ZZ Applications and updated information are major
considerations in writing this book. Special features are
added to spark the students’ curiosity and answer their
questions on how the principles are applied to a variety
of real-life situations and technological products.
AUTHORS
Karen S. Santiago
Angelina A. Silverio Dispersion of Light
2016
A prism is a piece of glass or a transparent material
COPYRIGHT
second prism
usually triangular in shape. Prisms allow visible light
t
to pass through. In doing so, visible light is separated ligh
recombination ite
wh
into its component colors, a process called dispersion.
978-971-06-3891-8
ht
ISBN Each component color is refracted twice: f irst, when it
enters the prism; second, when it leaves the prism. Red,
wh
ite
lig
dispersion
having the longest wavelength, is refracted the least.
ITEM CODE SC127 Violet, having the shortest wavelength, is refracted the
most. The dispersion increases during each refraction.
first prism
Fig. 8-15. Newton’s experiment on dispersion and recombination

This is the reason why the colors are separated. Isaac of white light
Newton f irst investigated dispersion by allowing white
light to pass through a glass prism. He also found that if the dispersed white light were allowed to pass
through another upside-down prism, white light was produced.
The rainbow is nature’s spectacular display of dispersion of light. It is formed when sunlight
passes through water droplets suspended in air after a rain shower. In 1637, René Descartes f irst gave
a detailed explanation of the formation of rainbow by mathematically tracing the path of light in a
C o n c e p t s i n a B O X spherical drop of water (f igure 8-16).
1. Upon entering a water droplet at point A, part of the light is refracted. The water droplet acts like
a mini-prism and disperses the light. Violet is deviated the most, and red the least.
Consumer Products
2. Upon hitting the back surface of the droplet, light is ref lected internally, following the laws of
may include
n ref lection.
3. When light exits the water–air interface at point B, it is again refracted and dispersed.
household cleaning personal care Each water droplet disperses all colors of light. However, the eyes can see only one particular color
products products
for each droplet depending on the angle between the incident sunlight and the emerging refracted ray.
Red results from a 42° angle, and violet from a 40° angle. All the other colors lie between these two
contain labels
e indicating values. The total effect produced by all the water droplets forms a primary rainbow.
It is also possible for light to be ref lected internally two times before coming out of the water
droplet. When this happens, a less bright secondary rainbow is produced. The angle between the incident
SCAN THE QR CODE TO VIEW major
ingredients
precautionary
measures hazards light and the emerging light is 50° for red and 54° for violet. In the primary rainbow, the outer color
THE AUTHORS’ INFORMATION. is red and the inner color is violet. For the secondary rainbow, the colors are reversed.
sun (a) (b)

ligh
t
Lesson 5.1 Main Idea: Consumer products contain

substances that perform specific function.
A
Fig. 8-16. Dispersion of light in a

single droplet of water showing the
COMPONENTS Consumer Products EQ: What defines the use of a consumer

product?
42° 40°
sunlight
formation of (a) the primary rainbow
and (b) the secondary rainbow
AT A GLANCE
50° 54°
B
The most common consumer products are
intended for household cleaning or personal care.
Worktext These products contain substances that may be
classif ied as active or inactive ingredients. Active
Learning Guide
ingredients are substances that directly help in
achieving the performance objectives of a certain
product. Other components though, which usually
Ebook Fig. 5-1. Ingredient list in a product label constitute a large percentage of the product, may
be considered as inactive or inert ingredients like
fragrance and solvents.
The main function of consumer products depends on the ability of the active ingredients to react
with target substances. For example, if a product is claimed to remove stains in fabric, it should contain
ingredients that actively react with stain and make its removal from cloth easier. Note that chemical
reactions may be involved when these consumer products are used. Handling, therefore, needs special
precaution.
110 Exploring Life Through Science—Physical Science

PHYSICAL SCIENCE
You and the Natural World:

Physical Science
ZZ YNW: Physical Science provides opportunities for
learning meaningful and practical experiences and
demonstrating understanding of physical science
concepts.
ZZ This book presents a concise discussion of the origin of
matter, their properties, interactions, and applications,
and a study of the universal laws and principles in
physics.
H He
big bang large stars supernova
Li Be B C N O F Ne
cosmic rays small stars humanmade
Na Mg Al Si P S Cl Ar
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Cs Ba Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
Fr Ra
La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
Section Review 1.2
1. How are chemical elements formed in the universe?

2. What chemical elements are formed through big bang nucleosynthesis?
3. What is the significance of the proton-proton cycle and the CNO cycle?
4. How are heavy elements up to iron synthesized in stars?
5. How are post-iron elements produced in stars?
6. What evidences support the idea that elements formed af ter the big bang and during
stellar formation, evolution, and explosion?
AUTHORS
Focus On: The Birth and Death of a Star HIGHLIGHTS
Teresita F. Religioso • The big bang theory explains the origin of the universe.
• Big bang nucleosynthesis happened a few minutes af ter the big bang. This formed the light
Delia Cordero-Navaza •
elements (deuterium, tritium, helium-3, helium-4, and lithium-7) in the early universe.
Stellar nucleosynthesis, which occurred during the different evolutionary stages of a star,
formed the other elements up to iron. The energy of a star is generated from the fusion of
2016
hydrogen nuclei to form helium.
COPYRIGHT • Elements from helium up to iron are produced through nuclear fusion.
• Elements beyond iron up to bismuth are synthesized through neutron capture and beta
978-971-06-4387-5
minus emission.
ISBN • Naturally occurring, heavy radioactive isotopes are synthesized during supernova through
rapid neutron capture and beta minus emission.
ITEM CODE SC102 Chapter 1 Origin of the Chemical Elements • 13
SOHO, EIT Consortium, ESA, NASA
The sun
The sun, like any other star in the universe, carries out nucleosynthesis during the different stages
of its existence. How does a star form, evolve, and die?
Condensation Phase
A star forms from the condensation of interstellar gas and dust composed mainly of hydrogen.
Shock waves or disturbances trigger the condensation of the gas and dust into a small gas cloud
called protostar. During condensation, hydrogen atoms combine to form hydrogen molecules (H2). This
process further accelerates the condensation process because hydrogen molecules are heavier than
hydrogen atoms.
The protostar then shrinks toward its center because of its own gravitational pull. From scientif ic
estimates, a protostar collapses in about 10 million years. It spins faster as it becomes smaller.
SCAN THE QR CODE TO VIEW As the protostar collapses, its potential energy is converted into heat and light. When the surface
THE AUTHORS’ INFORMATION. temperature reaches 2000 to 3000 K, the temperature at its center is as high as 100 000 K.
14 • You and the Natural World—Physical Science
COMPONENTS
AT A GLANCE
Worktext
Learning Guide
Ebook


Disaster Readiness and Risk Reduction
ZZ ELTS: DRRR is geared toward making the senior high
school students learn the basic concepts of the dif f erent
hazards the Philippines faces.
ZZ T he book presents the risks associated with specific
hazards to enable students to recognize and assess their
vulnerability.
ZZ It gives the students the opportunity to develop their
personal, family, and community emergency response
plans to make them more disaster-ready.
ZZ It also includes practical activities that reinforce
learning as well as worthwhile projects that can be done
individually or as a group that are all geared toward
disaster preparedness.
ZZ T he book features local and foreign scientists who
had great contributions in the study of disasters or its
origins. It also puts emphasis on the ef f ect of climate
change on the increasing risks and ef f ects of disasters.
It ultimately aims to make the students understand that
disaster preparedness is not just a government ef f ort but
AUTHOR everyone’s.
Juliano S. Parena Jr.

North American plate
Eurasian Eurasian
plate plate
COPYRIGHT 2016 Juan de Fuca plate
Caribbean plate
978-971-06-4000-3
Philippine plate Arabian plate Indian
ISBN Cocos plate
plate
Equator
SC128
Nazca South American African plate
ITEM CODE Australian plate Pacific plate

plate plate
Australian plate
Antarctic plate
Scotia plate
Fig. 5-2. Earth’s
Eartth’
h s surface can be described as one that is composed of seven
se major plates and several smaller ones.
Movement of the Plates

Cartographers during the late 1500’s, which include Dutch Abraham Ortelius, noticed that
Lesson 1.3
13 Main Idea: Disasters have two main
classifications: natural and humanmade.
some of the boundaries of continents seem to fit into the boundaries of other continents. One of the
most prominent pair of continents is Africa and South America. This led to the conclusion that the
two continents were once connected and have slowly drifted apart through the ages. Alfred Wegener
Nature of Disasters EQ: How are disasters classified? built on this idea in coming up with his theory of continental drift. Wegener noticed that when the
real edges of the continent, including the shallow submerged continental shelves, were considered,
the puzzle would fit perfectly. He also used other evidences like paleontological distributions and
Not all events turn into disasters that sometimes there is no need for a response. However, as geological
an formations that matched between the continents of South America and Africa.
event slowly unfolds and the extent of the damages are assessed, a disaster can then be declared which However, Wegener’s hypothesis was rejected by many because they thought that his ideas were
SCAN THE QR CODE TO VIEW would require local, regional, or national and international assistance, whichever is needed. physically impossible. Some of them thought that the rocks in the ocean floor were far too rigid to
THE AUTHOR’S INFORMATION. Basically, disasters are classified either as natural or humanmade. Natural disasters are related allow
to the continents to plow through them. In 1960, Harry Hess, a geologist and an officer of the
natural processes that occur on Earth with or without warning. In some areas, people are aware of the United States Navy during World War II, suggested that the ocean floor can be viewed as giant
hazards that could lead to disasters, and they probably have come up with actions or plans to cope conveyor belts that carry the continents. He even calculated that the speed at which the continents
with them. They have also studied their historical records and foresee which natural disasters they arewere spreading at the Mid-Atlantic Ridge to be approximately 2.5 centimeters per year. His work is
exposed to. Some hazards, such as earthquakes, have outstanding records. There are, however, some formalized with his theory of seafloor spreading. To this day, with the use of advanced instruments like
natural disasters that can be monitored, such as typhoons or volcanic eruptions, which could be vital global
in positioning system (GPS), it has been determined that the plates are actually moving up to 11
COMPONENTS providing enough information for evacuation or implementation of disaster response measures. centimeters annually.
Humanmade disasters often occur once the precursor sets in. For example, visible cracks on bridges The knowledge of plate movements is necessary in our study of geological hazards. This is because
AT A GLANCE can be repaired or retrofitted, without which, the structure will weaken due to exposure to elements
and ordinary wear-and-tear, which could lead to a disaster. However, majority of humanmade disasters
most of the earthquakes and volcanic activities that happen in our planet occur along or near the boundaries
of these plates. Any movement in those plates could be disastrous on the surface.
often occur without warning: hazardous materials could leak from a chemical tanker after a road
Textbook accident or by the deliberate acts of terrorism. Pandemics, although not entirely human-induced, may Chapter 5 On Shaky Grounds 95
be the result of human interaction with livestock—such as in the case of avian flu—or by living in
densely-populated places where tuberculosis could rapidly spread.
Learning Guide with
Curriculum Map
Answer Key
Ebook
Fig. 1-5. Disasters
could be natural or
humanmade.

Building Resilient Communities: Disaster

Readiness and Risk Reduction (The Padayon
Series)
T his is designed to impart knowledge and skills on
environment and disaster and its impact among senior high
school students. T his knowledge will enable the students to
respond and act before, during, and after a disaster strikes.
At the end of the course, the students are expected to equip
themselves with practical skills and simulation activities
related to disaster preparedness.
It includes the following features:
ZZ Attuned with the existing global frameworks on Disaster
Risk Reduction, e.g., Hyogo and Sendai Framework for
Action;
ZZ Practically designed to equip students with knowledge,
skills, and attitudes on how to deal with Philippine
disasters and hazards;
ZZ K to 12 Curriculum Compliant;
ZZ Upholds the rights-based approach, gender fairness, and
cultural sensitivity; and
ZZ Activities are crafted to stimulate students’ interests and
AUTHORS
engage them in the practical application of learnings.
Maria Isabel B. Lanada
Ma. Lourdes F. Melegrito, PhD
Cand. Write your answers on the notes box below.
notes Box
Diana J. Mendoza, PhD key concepts of disaster, hazard, Name:

vuLnerabiLity, and capacity
PROJECT DIRECTOR guide QuestiOn

What is disaster and how is it related to hazard, vulnerability, and
capacity?
COPYRIGHT 2016 TOPICS
978-971-06-3956-4
Concept of Disaster Concept of Vulnerability
ISBN
✦ ✦
✦ Concept of Hazard ✦ Concept of Capacity
ITEM CODE AP095 ASSESSING

Prior Knowledge
activity ACQUISITION
of Knowledge
Film showing on Disaster
Objective: It aims to stir the consciousness of the students on disaster and disaster
COMPONENTS determine their understanding on the subject matter.
intrOductiOn
AT A GLANCE Instructions:
1. You are going to watch a film entitled Into the Storm.

A disaster hits any place at any period of any year. It sees no color,
knows no culture, and recognizes no geographical boundaries. It puts lives
✧ 1:29:13 https://genvideos.org/watch?v=Into_The_Storm_2014 and properties at risk. The frequency of disaster occurrences challenges the
Textbook 2. Watch intently and take note of the events that strike you. government in reducing the effects of disasters and in building a more resilient
community. The tasks of the government become even more challenging
P rOcessing Q uestiOns
Learning Guide with
especially in disaster-prone areas like the Philippines. However, the task of
disaster risk reduction is not the sole responsibility of the government. The
1. What were your expectations before watching the movie or the film?
citizens, including students and various sectors, must participate in this
Curriculum Map
2. How did you feel while and after watching the movie?
task. Toward this end, it is imperative to study and understand disaster and
3. What scenes struck you most and why?
disaster risks.
Teachers Resource CD 10 11
Answer Key

PERSONAL DEVELOPMENT
Moving Up: A Guide to Personal

and Career Development
ZZ T his is a worktext for senior high school students who
should be engaged in career preparation. T he lessons
follow the curriculum prescribed by DepEd under the
K to 12 program. It has fifteen chapters that will enable
the students to walk through the process of developing
themselves toward creating a career in the future. It
touches based on their strengths and awareness of
one’s life goals through self-discovery, taking a holistic
approach by addressing key aspects of development and
integrative of factors that influence personal growth.
T he activities are experiential to engage the students
in the process in a more personal level. T here are also
opportunities for social interaction and learning through
group sharing and project work.
ZZ With this book, students will also be encouraged to
write their reflections to allow them to put together
their thoughts on specific themes relevant to personal
development and for leading them in making the right
career choice. It is like taking a personal journey from
within coming out to bloom in the world.
AUTHOR ZZ T he book comes with a teachers wraparound edition
Maricel Ilag-Ramos (TWE) that contains the learning guide, curriculum map,
COPYRIGHT 2016 and other teacher resources set in QR codes.
ISBN 978-971-06-3923-6
ITEM CODE SS146 Additionally, proximity or nearness may also account for the development
of one’s attraction to another person as there are frequent encounters and
Chapter Fourteen opportunities to get to know the person better. The more you see the per-
son, you become more aware of his/her qualities, and you get the chance to
share moments and experiences together.
Choosing a Career
COMPONENTS Preparing for the Future
“I LOVE YOU”: THE POWER OF LOVE
AT A GLANCE What Is Love?

1. Biblical Definition
What career is best for you?
Textbook
The definition of love given in the Bible is already the perfect kind
of love: love that is selfless and all giving. It is an ideal standard to
strive for in a relationship. The first letter of St. Paul to the Corinthians
Teachers Wraparound “When you want something, all the universe conspires
(13:4–8) says:
Love is patient, love is kind. It does not envy, it does not boast,
in helping you to achieve it.”
Edition —Paulo Coehlo
it is not proud. It does not dishonor others, it is not self-seeking, it
is not easily angered, it keeps no record of wrongs. Love does
Learning Guide with

not delight in evil but rejoices with the truth. It always protects,
always trusts, always hopes, always perseveres. Love never fails.
JOURNEY TOWARD YOUR CHOSEN CAREER But where there are prophecies, they will cease; where there are

Y
tongues, they will be stilled; where there is knowledge, it will pass
ou should have gathered much information in your career exploration in
away.
Chapter 13. Let us put them all together so you can start moving forward in
upon request) your journey toward your chosen career. Here are the things that you should do:
2. A Scientific Perspective
Ebook
Love is a powerful drive that excites the brain and sets a
Step 1: Engage in Self-Discovery and Awareness neurological condition, such that neurotransmitters release different
Recall the things you learned about yourself from the many exercises
chemicals in the body. First, our body manifests some signs when
and activities you had in previous chapters. By this time, you should have
in love, like flushed cheeks, racing heartbeats, and sweaty or shaky
known a lot of things about yourself and understood that it is an inte-
hands. Inside, there is a lot going on as different stages of falling in
gral part of the whole process of your development. Most significantly,
love take place. Helen Fisher of Rutgers University in New Jersey
it becomes very real and crucial at this point when you are making an
noted that there are stages of love, and on each stage are certain
important decision that will shape and give meaning to your life. Personal
chemicals that are released:
factors jumpstart and initially stir your career direction. Your goals in life,
personal qualities, interests, skills, and values when put together can be
Stage 1: Lust
your compass in finding your own true worth. That is why it is important
to do the following: (a) reflect on your life goals; (b) recognize your per- This is driven by the sex hormones, testosterone, and estrogen.
206 Moving Up: A Guide to Personal and Career Development Unit 3 • Building and Maintaining Relationships 173

Society, Culture, and Politics: An Introductory

Text for Senior High School
Designed to impart knowledge and skills on environment
and disaster and its impact among senior high school
students, t his book will help enable the students to respond
and act before, during, and after a disaster strikes. At
the end of the course, the students are expected to equip
themselves with practical skills and simulation activities
related to disaster preparedness.
It includes the following features:
ZZ Attuned with the existing global frameworks on Disaster
Risk Reduction, e.g., Hyogo and Sendai Framework for
Action;
ZZ Practically designed to equip students with knowledge,
skills, and attitudes on how to deal with Philippine
disasters and hazards;
ZZ K to 12 Curriculum Compliant;
ZZ Upholds the rights-based approach, gender fairness, and
cultural sensitivity; and
AUTHORS
B. The Primates, the Early Hominids, and the Homo Sapiens
Maria Virginia G. Aguilar, PhD

B. Internet Link
The order Primates is divided into two groups: the prosimians and the Go to http://www.bcps.org/offices/lis/researchcourse/sociology_
anthropoids. The prosimians' characteristics are as follows: they rely more research.html to learn more about researches in the field of sociology.
on smell for information, have mobile ears, whiskers, longer snouts, and
Luis Carmelo Buenaventura, PhD relatively fixed facial expressions. The anthropoids' characteristics are
rounded brain cases, reduced nonmobile outer ears, relatively small, and C. Approaches in Political Research
flat faces instead of muzzles. They have highly dexterous hands. The an-
Josephine R. Lejos-Cruz, MA thropoids include the great apes, orangutans, gorillas, and chimpan-
zees. Along with the gorillas, the chimpanzees have proteins and DNA
remarkably similar to that of humans.
Launch
Ma. Melinda S. Delmonte, MA

According to the
fragmentary fossil evi- Video Clip Analysis
dences found over the Watch a documentary film on a senate hearing. What did you learn
past thirty to forty years from the hearing? Describe the whole process.
COPYRIGHT 2016 of the twentieth century,

the recognized area of
human origins has been
Mind Boggling
978-971-06-3924-3
located in the continent
ISBN of Africa. Subsequently, Why do people keep on asking on almost everything in their lives?
other areas of the world
where early humans like
ITEM CODE SS128 homo erectus evolved

have been identified—
namely, China, Indone- Navigate
sia, and the continents of Prosimians
Europe and Asia. Political research increases our knowledge on the system of government
In theory, our early human ancestors primarily lived on trees, which is and of political activities and behavior. Political research deals more with
known as arboreality. Consequently, due to the relative dwindling food re- the political situations that may either authenticate political af fairs, or find
COMPONENTS sources of their initial habitat, our next generation human ancestors were
forced to move to the land, and became terrestrial in their reintroduction and
solution to the pressing issue on politics. The most prevalent methods used
in political research are surveys and case studies. But the use of primary
AT A GLANCE gradual adaptation to the new habitat or environment. Thus, their diets and
dietary habits changed, where meat-eating was mandatory so they could
sources is vital to establish the legitimacy of the research. Some approaches
that may be applied in political research include the following:
walk long distances, including hunt and forage for food. Followed by such • positivism deals primarily with observation and experience in a politi-
Textbook
developments, their brain sizes gradually increased from 300 cc to 1000 cc. cal society;
This phenomenon is known as encephalization. With this major change in • behavioralism seeks to understand human behavior within the politi-
their brain size, some scientists believed that their posture gradually changed cal institutions;
Learning Guide with from quadrupedalism to bipedalism, or upright walking.
• structural functionalism identifies the political structure that performs
its function to maintain political stability;
Curriculum Map
Ebook 39 34

Understanding Culture, Society, and Politics

(The Padayon Series)
ZZ T his textbook is not an anthology of concepts and jargons
that populate the discourses of sociology, anthropology, and
political science.
ZZ T he sections of the book are not organized as if they were
disciplinal turfs. Rather, the text’s integrity and coherence
are naturally anchored around common themes and
perspectives shared by the three social sciences. T he
“blending” of perspectives and the use of multidisciplinary
and transdisciplinary approach of anthropology, sociology,
and political science is expected to give the students the
opportunity to see the social world in a variety of ways, thus,
enriching their agentic capacities to broaden their minds as
social beings enmeshed in an intricate nexus of relations.
ZZ T he present volume does not assume to be the “ideal
textbook,” so to speak, on the subject, but the authors, in
their own ways, attempted to satisfy most, if not all, of the
following considerations: (1) Emphasize the role of the three
social sciences’ disciplines—sociology, anthropology, and
political science—as prisms in looking at (or in making sense
of) our social life; (2) Draw attention to the complementation
AUTHORS of the three social sciences and situate their unique
Antonio P. Contreras, PhD perspectives (or take) as separate and distinct disciplines;
and, (3) Structured activities, processing questions, and
Arleigh Ross D. dela Cruz, PhD
assessments aligned with the standards and competencies
Dennis S. Erasga, PhD provided in the K to 12 Curriculum guide that deepen
PROJECT DIRECTOR understanding through active and collaborative learning,
and provide meaningful opportunities to students to explore
Ronaldo C. Mactal, PhD
the “ordinary” and the “every day” as anthropologically,
COPYRIGHT 2016 sociologically, and politically significant.
ISBN 978-971-06-3955-7
ITEM CODE AP087 culture. Sociology, a social science that deals with human interactions in
formal and informal settings, provides the necessary momentum to complete
the culture picture (see Table No.4).
UNDeRsTaNDINg CULTURe, sOCIeTY, Table No. 4

The Anatomy of Culture and Society
aND POLITICs: sOme keY OBseRVaTIONs
Anthropology Sociology
COMPONENTS guide QueSTion

the What
Refers to the
the how
Refers to the
the Why
Refers to the reasons for compliance
AT A GLANCE What constitutes our sociality as human beings?

contents of culture processes that
guarantee the
and the mechanisms that facilitate
performance
transmission of
Textbook
the contents
Actions Learned Through socialization/enculturation:
TOPICS Individuals are exposed to and
Learning Guide
☞
experience lessons in everyday
✦ Society, culture, and politics as conceptual tools in the analysis of interactions. The lessons are
Ebook social behavior and interactions practical and address their basic
social needs.
✦ Students as acting agents and social actors
✦ Factors that account for social differences, cultural variations, and Language Shared Through conformity:
political identities ☞ Actions of individuals are
routinized and institutionalized
in contexts like family, church,
LeaRNINg COmPeTeNCIes schools, and government. In time,
they become part of their habits.
At the end of the lesson, you should be able to:
Through social control:
Attitude
Knowledge ☞ Articulate observations on human cultural variations, ☞ Conformity, or its absence thereof,
social differences, social change, and political identities is meted out through the system
☞ Demonstrate curiosity and an openness to explore the of giving rewards and imposing of
origins and dynamics of culture and society and political Communicated punishments.
identities
☞ Trace the link between behavior and culture through
observation and analysis e nCulturation and t hird C ulture S hoCk
☞ Analyze social, political, and cultural change
A counterpart concept of socialization, enculturation refers to the gradual
Skills/ Observations of a Mall as a Social World acquisition of the characteristics and norms of a culture or group by a
Performance This activity aims to get you to think about the familiar world that person, another culture, etc. It is not as pervasive as socialization, which is a
Task you see around you. You will visit a local mall, and for an hour, lifelong or “womb to tomb” journey. Enculturation starts with actual exposure
observe how people inside the mall conduct themselves to another culture and the duration and extent of exposure account for the
quality of the resulting enculturation.
6 53

Philosophy of the Human Person: An

Introductory Text for Senior High School
ZZ T his is a textbook designed to fill in the demands of
senior high school education: achieve holistic global
citizens equipped with critical thinking skills and with
ingrained capacity for insights-production and concepts-
generation.
ZZ It facilitates learning of higher philosophical theories
that cover significant themes of intellectual history
from the Ancient Greeks to the existentialists, and to
the postmodernists; taught in the traditional Socratic,
rational, intuitive, reflective practice with leveled design
using up-to-date pedagogical approaches.
ZZ T he authors’ combined experiences of teaching
philosophy in university setting guarantees the textbook
of initiating students for higher education presented in a
“classroom language,” with suf f icient tasks in preparing
them for performance standards: preparatory activity,
checks in between lessons, short evaluative exercises
involving classical concepts, and reflective activities
like critique exercise and journal writing to help exhibit
essential competencies of logical reasoning and insightful
AUTHORS expositions.
Loreto G. Camiloza ZZ The book comes with a teachers wraparound edition
Edgardo B. Garnace (TWE) that contains the learning guide, curriculum map,
and other teacher resources set in QR codes.
Rommel M. Mazo
Evelyn D. Perez
COPYRIGHT 2016 Lesson 7
ISBN 978-971-06-3925-0 Journal Entry

Can you relate with the quoted excerpt from the meditations of Rene Descartes?
Schools of Thought as Useful Ladders
Why/why not?
I, wisdom dwell with prudence and find out knowledge of witty inventions.
SS125
—Proverbs 8:12
ITEM CODE
C. Contemporary Period
The contemporary period may be best seen as a reaction against the views Show Me How
of the modern period. As such, postmodernists have come to be known for their Can you recommend some tips on how to navigate a maze puzzle like this?
COMPONENTS denial of philosophical viewpoints held between the sixteenth and mid-twentieth
centuries regarding reality, truth, knowledge, human nature, and language. FINISH
AT A GLANCE One of the most notable denials in the period known as postmodernism is
the attack on the notion of an objective reality. To postmodernists, such reality
is nothing but a conceptual construct. Since there is no objective reality, there
is no ‘Truth’. There are many truths, that is, truth that is particular. There is no
Textbook
START
Truth with a capital T, or truth that is absolute. In addition, they criticized the
modern period for its emphasis on reason, logic, and science for these have
Learning Guide with

led to knowledge that some postmodernists would describe as oppressive for
truth seemed to be dictated by those in power. Regarding human nature, they
claimed that much of who we are is socially determined. Many of these claims A. Hermeneutical Role
Curriculum Map (available can be illustrated by looking at Jacques Derrida’s contribution to philosophy.
In the late 1960s, Derrida K n ow th e P h il osoph e r
Philosophical reflection involves a lot of analysis, interpretation, and
communication. This shows how language is involved in every activity. It
developed deconstruction which means that every reflection involves a lot of text that you need to deal with,
upon request) challenged traditional views in
philosophy by looking at structures
Jacques Derrida
(1930–2004)
always keeping in mind that thought and language are intrinsically connected.
But because language is such a complicated one, any reflective analysis,
Teachers Wraparound
of language to open up limitless A French philosopher interpretation, and communication, notwithstanding the role of the person
interpretations. In contrast with born in Algiers, Derrida was doing the reflection in its entire subjectivity, there is a need for tools to help us
Plato’s doctrine on appearance and a prolific and influential interpret the text. These tools are provided by hermeneutics. At this point we
Edition essence (on which much of the can say that—in a very general sense—because any reflective activity involves
writer.
history of philosophy rests), Derrida’s His most famous work interpretation, whether explicitly expressing it or not, implied or categorically
theory of deconstruction significantly is Of Grammatology which was published in stated, the philosopher always plays the role of a hermeneute (someone who
influenced contemporary thought. 1967. performs hermeneutics). When somebody says that he/she “understands”
In Plato, to find essence is to find He coined the term “differance” as a the word in certain way and not in any other way, it is a cue that an act of
knowledge. In Derrida, non-essential reaction to structuralism. Deconstruction is interpretation is involved.
elements or appearance is the basis attributed to him.
32 Unit I x Philosophy: The Discipline and Its Methods Chapter 4 x Unveiling Truth through Methods 43

Making Life Worth Living: An Introduction

to the Philosophy of the Human Person
ZZ T he textbook follows the K to 12 curriculum design of the
course Introduction to Philosophy of the Human Person.
Supplementary topics, however, are added to better
address the objectives of the course and to make the
course more relevant to present realities and issues.
ZZ Simple, direct, and clear language is used in explaining
concepts and views without sacrificing the depth of what
they convey.
ZZ Complex philosophical ideas are thereby simplified for
students to better appreciate and benefit more from the
valuable insights expressed by these ideas.
ZZ Discussions are thematically arranged and systematically
organized.
ZZ T he textbook introduces the students to the various
philosophical aspects of human personhood and equips
them with the concepts and skills necessary for a critical
and reflective examination of their own personhood
(especially in light of current technological advances and
AUTHOR sociopolitical events that seem to undermine the value
Napoleon M. Mabaquiao Jr., PhD of human life). However, it also introduces the students
to the nature, major themes, and methods of philosophy
PROJECT DIRECTOR
because the act of philosophizing begins and ends with
Ronaldo B. Mactal, PhD the human person.
COPYRIGHT 2016 ZZ While this textbook is primarily an introduction to the
ISBN 978-971-06-3959-5 philosophy of the human person, it is at the same time an
introduction to the discipline of philosophy.
ITEM CODE AP097
wise man or one who knows. The Greek philosophers Socrates and Plato Review Questions
COMPONENTS are also noted for their early usage of the term “philosopher” to mean lover
of wisdom. This can be read in some of Plato’s Dialogues—referring to I. Explain the following:
AT A GLANCE Plato’s writings in which Socrates (Plato’s teacher) debated with some other
Greek thinkers (usually the “sophists”—see below) on a variety of topics
1. Statements and Beliefs as Bearers of Truth:
that included justice, love, and friendship (see, for instance, the dialogue
Textbook
Phaedrus).
The sophists were a group of intellectuals who taught oratory (or the 2. Difference Between Statements and Sentences:
art of public speaking) for a fee to individuals aspiring to have a successful
Learning Guide career in politics. The belief then was that a successful career in politics would
require skills in public speaking and persuasion. The sophists believed that 3. Difference Between Truth and Fact:
Ebook
all truths are relative in that all truths are determined by or based on human
interests. And because human interests vary from one person to another,
or from one group of persons to another, there is no truth that holds for all
humans. This view was expressed well by Protagoras, a leading sophist, 4. A Statement’s Truth-values:
when he said that “Man is the measure of all things.” Pythagoras, Socrates,
and Plato called themselves “philosophers” partly because they did not agree
with this view of the sophists. For the philosophers then, our reason will
show us that certain truths are universal (true for all humans) and objective II. Match Items in column A with those of column B.
(independent of human interests). Pythagoras showed this in the area of A B
mathematics. Socrates and Plato, on the other hand, demonstrated this
1. statements and beliefs a. can be known only after
through a series of debates between Socrates and the sophists as narrated
some relevant experience
in Plato’s Dialogues. 2. empirical truth
b. true only in some particular
3. rational truth situations
4. universal truth c. arrived at through inductive
reasoning
5. relative truth d. can be known, in principle,
6. subjective truth by everyone.
e. arrived at through deductive
7. objective truth
reasoning
8. private truth f. can be known before any
9. public truth relevant experience
Plato Socrates Pythagoras g. independent of the attitudes,
SOURCE: http://www.britannica. SOURCE: http://www.britannica. SOURCE: http://www.universal
10. necessary truth preferences, or interests
com/biography/Plato com/biography/Socrates theosophy/Pythagoras
11. contingent truth of a person or a group of
persons
Based on its etymological meaning, philosophy, first and foremost, is a 12. a priori truth
h. acknowledged to be true
kind of love, one that is directed at wisdom. This suggests that philosophy
13. a posteriori truth only by some people
is not a purely intellectual activity, for it is also a kind of attitude or emotion.
14. analytical truth
13 55

JOURNEY: Contemporary Arts

of the Philippines
ZZ This book invites senior high school students to
explore the rich Filipino heritage through the various
contemporary artworks, songs, dances, and drama
originating from dif f erent regions of the country.
ZZ Over a span of four units, the book surveys the different
forms of contemporary arts in the Philippines, the
notable and award-winning Filipino contemporary
artists, the avant-garde art techniques they employ,
and the dif f erent aspects of production of visual and
performing arts.
ZZ Furthermore, it aims to present relevant topics and
content vital to the artistic development of the twenty-
first century learners. The significant and interactive
activities included in the book ensure an enjoyable
and up-to-date learning process and provide students
with the opportunity to partake in enriching Philippine
contemporary art.
ZZ The textbook comes with a highly detailed teachers
wraparound edition (TWE) to aid the teachers in
discussing various concepts that are fundamental in
AUTHOR understanding the art of today. It also contains other
Arch. Carlo Luis C. Ganzon teacher resources set in QR codes.
COPYRIGHT 2017 ZZ As with any journey, it yearns to reach a destination;
one that is fulfilled by instilling collective pride and
ISBN 978-971-06-4330-1
nationalism in future Filipino artists in hopes of
ITEM CODE SS232 preserving the cultural heirloom handed down from one
generation to another.
COMPONENTS
AT A GLANCE 84 JOURNEY: Contemporary Arts of the Philippines
u Rajah Sulayman
Textbook UNIT CONTEMPORARY u

u
Abaniko
La Traviata
2
Teachers Wraparound FILIPINO ARTISTS u
u
Tomaneg at Aniway
Pagkahaba-haba man ng Prusisyon sa Simbahan din ang Tuloy
Edition
Benedicto R. Cabrera
Born April 10, 1942
Year awarded: 2006
Ebook Category: Visual arts
Place of birth: Manila, Philippines
Lesson 1 Philippine
P
National Artists
N
Key Terms
Pambansang Alagad ng Sining
Cultural Center of the Philippines (CCP)
Decorative art
Ten Outstanding Young Men (TEYM)
Performing arts
Thirteen Artists Awards (TAA)
Dance
Theater
S
Figure 5: Woman with Fan by BenCab, exhibited at the BenCab Museum
ome artists are acclaimed for their exemplary and outstanding

works. These recognized artists are given awards as recognition for Benedicto R. Cabrera, or BenCab as he is more popularly known,
their contribution and enrichment of Philippine culture and arts. Their is one of the most successful Filipino contemporary artists. His career
body of work has become a benchmark and has been influential to started in the 1960s, shortly after he graduated from the University of
other artists in developing and honing their craft. the Philippines with a bachelor’s degree in Fine Arts.
In this unit, we will discuss the highest distinctions an artist could be He is a painter and a printmaker; his works have been displayed
given in the Philippines. Namely the Pambansang Alagad ng Sining ng all over the Philippines, as well as Asia, Europe, and the United States.
Pilipinas or the Order of the Philippine National Artist and the Gawad sa He is most popular his series of works that feature a solitary figure of
Manlilikhang Bayan or the National Living Treasures Award. Included a scavenger whom he named Sabel. BenCab used the image of Sabel
as well are brief discussion on the other distinctions a Filipino artist as a symbolism of despair, desolation, and the inequality of the social
could receive such as The Ten Outstanding Young Men (TOYM) Award, classes in the Philippines.
the Thirteen Artists Awards, etc. With each award the list of recipients of He was conferred with the National Artist Award for Visual Arts in
the said awards as of writing are incorporated in the topic. 2006 by then president Gloria Macapagal Arroyo.

HeARTstrings: Philippine Contemporary Arts

from the Regions (The Padayon Series)
ZZ Brings students into the exciting world of contemporary
art in the different regions in the Philippines which
embodies a 21st century world view that combines
indigenous and traditional elements with global and
technological trends to create new and unique artistic
forms
ZZ Enhances students’ understanding and appreciation
of the development of contemporary Philippine art by
introducing them to our National Artists and Gawad
Manlilikha ng Bayan awardees whose works have laid the
foundation, set the standard, and provided inspiration for
our current generation of artists in the regions
ZZ Provides a rich variety of creative activities that
will develop the students’ skills in research, internet
navigation, media literacy, team-building, cooperative
learning, integration, and other competencies that are
required for success in the 21st century while further
honing their knowledge-retention, critical thinking, and
presentation abilities
ZZ Encourages students to discover their creative potential
AUTHORS
and to explore their local communities for materials
Fanny A. Garcia, PhD and resources that can be utilized in their own artistic
Anna Marie S. Oblepias productions and performances, thereby contributing to
the enrichment of art and culture in their own regions
PROJECT DIRECTOR
with their original contemporary work
Ronaldo B. Mactal, PhD ZZ Accommodates students’ individual learning styles by
COPYRIGHT 2018 discussing academic concepts within a highly readable
ISBN 978-971-06-4331-8 text, illustrating lessons with colorful visuals, and
demonstrating ideas and tasks through online videos and
ITEM CODE AP203 other electronic teaching-learning aids
ZZ Complies with the Department of Education’s curriculum
COMPONENTS goals and requirements for the K to 12 program
AT A GLANCE
Textbook LESSON PRETEST
UNDERSTANDING THE FUNDAMENTALS

Learning Guide Instruction: In a sentence or two, answer the following questions to the best
of your knowledge. OF CONTEMPORARY ART
1. What does the term “art” refer to?
2. Does the definition of the term “art” change with the passage of time?
3. What does the word “modern” mean? Guide Questions
4. Is the word “contemporary” a synonym of “modern”?
1. What is art?
5. What do you think is considered contemporary art?
2. What is contemporary art?
6. Can all artists be considered “modern artists” within the context of
3. What is integrated art?
the historical era they lived in?
7. Can all artists be considered “contemporary artists” within the context
of the historical era they lived in?
8. Do all viewers appreciate art in the same way? TOPICS
9. Is there a “correct” way to appreciate art?
10. What are integrated arts?
✦ Discussion of the fundamentals of art
✦ Development of comtemporary art
ACQUISITION ✦ Description of integrated art
of Knowledge
LEARNING COMPETENCIES
WHAT IS ART?
In a very general sense, art is a creation wrought from man’s imagination. At the end of the lesson, you should be able to:
It is not reality although it very likely depicts the artist’s interpretation of the
reality he or she finds himself in. For example, a viewer may come away from Knowledge ☞ define what contemporary art is
watching a good film remarking that is was “so real” that he or she could ☞ identify integrated art forms in the Philippines
“totally relate” to it. But a film is a creative work, not a factual record of a ☞ locate a contemporary integrated art form in his or her
real event, no matter how “realistic” the viewer may have found it. In fact, the community or region
viewer may have been more affected watching the film than witnessing the
real event that inspired the film. Why? Often, as we go about our daily lives, Skills ☞ describe the process involved in creating a
we look at things happening around us as routine and become indifferent contemporary art form in his or her community or region
to them. Many films, however, force us to see aneveryday event in a special ☞ suggest ways to promote and develop this community or
light. The artists behind the making of the film, particularly the director and the regional contemporary art form
writer, have processed the real event and created a cinematic version of it, ☞ conceptualize and present an original version of a
selecting particular details, highlighting specific aspects, and adding fictional contemporary integrated art form
or imagined elements in order to bring out their personal interpretation of a
piece of reality to which the viewer responds. In the same manner, natural
2 1

PHYSICAL EDUCATION AND HEALTH
Fit for Life: T he K to 12 Physical Education

and Health Textbook
ZZ T he emphasis of this curriculum is to lead the student to
health-optimizing physical education for life, through:
aerobic and muscle-and-bone strengthening exercises
(PE 1: Grade 11, 1st Semester); individual, dual, and team
sports in competitive and recreational settings (PE 2:
Grade 11, 2nd Semester); dance or rhythmical movement
patterns (PE 3: Grade 12, 1st Semester); and recreational
activities in outdoor, natural, or semi-natural settings
(PE 4: Grade 12, 2nd Semester). T his division of topics
is adapted from the tertiary level system of having PE 1
through 4 in four semesters, facilitating the transition to
the college level.
ZZ Designed as a folio of lesson plans that teachers and
practitioners can easily implement, Fit for Life: T he K to
12 Physical Education and Health Textbook hews closely
to the DepEd’s Curriculum Guide of allowing for flexible
curriculum, such that the array of sports activities to
choose from depends on the resources of the school and
the capability of the PE teacher to handle the classes. It
of f ers both PE and Health teachers and students with
AUTHORS flexible lessons and activities that suit their specific or
Richardson C. Gialogo unique timetables, circumstances, and resources of the
school.
Ryan C. Gialogo
ZZ T he book comes with a teachers wraparound edition
COPYRIGHT 2016 (TWE) that contains the learning guide, curriculum map,
ISBN 978-971-06-3917-5 and other teacher resources set in QR codes.
ITEM CODE SS194
ways, as well as reduces health risks such as hypertension, hypercholesterolemia,
high blood sugar, high blood pressure, and obesity. It also reverses the sedentary Lesson 2
lifestyle.
COMPONENTS Types of Eating (Fueling for Performance, Emotional Eating, Social

Aerobic and Strength Training
AT A GLANCE
Eating, and Eating while Watching Television or Sports Events) Aerobic Exercises Lesson 2
There are several types of eating. Athletes usually practice proper nutrition Definition (4 Hours)
through this type of eating called fueling for performance. In this type of eating,
Aerobic exercise is a physical activity performed with
Textbook
the athlete carefully selects food that is beneficial for the sport that he/she
is preparing for. Today, carbohydrate-loading is popular to some athletes. An moderate intensity, with a lot of repetitive movements
athlete who engages in carb- or carbo-loading makes sure that he or she eats an done within a long period of time. Aerobic activities use
energy systems that need oxygen to synthesize energy.
Teachers Wraparound
ample amount of carbohydrates so as to be prepared to participate in strenuous
activities like aerobics and marathon. A good aerobic session will include a five to ten minute
warm-up activity that elevates the heart rate to 50% to
On the other hand, emotional eating, social eating, and eating while 60% maxHR, a dynamic stretching routine, the actual
Edition watching are types of unhealthy eating. Emotional eating occurs when a person,
in an effort to relieve stress and negative emotions due to certain life events,
transforms eating into an outlet. While it may relieve a certain level of stress,
aerobic activity for at least 20 minutes at 70% to 80%
maxHR, and a cooldown routine of 50% to 60% maxHR.
The session should end with a cooldown through a static
Learning Guide with excessive emotional eating could lead to fat deposits. Social eating, such as eating
in parties or other gatherings, may impel a person to overeat as parties usually
extend for hours. Besides hefty servings and proportions, party food are more
stretching routine.
Curriculum Map (available appetizing than regular meals. Eating in front of the television or while watching
sports events may yet be another cause of unchecked diet.
Benefits of Aerobic Exercise
With a good aerobic exercise program, a student will
have
upon request) How to Self-Assess Health-Related Fitness (HRF) Status, Barriers to
Physical Activity Participation, and One’s Diet
1.
2.
an increased maximal oxygen consumption;
an improved cardiovascular function;
Health-Related Fitness 3. an improved cardiorespiratory function;
Health-related fitness is composed of the following components: 4. an increase of blood supply to the muscles and
1. body composition an increase in the ability to use oxygen;
2. muscular endurance 5. a lower heart rate and blood pressure with
moderate exercise;
3. cardiorespiratory endurance
6. lower levels of blood pressure (for people with
4. muscular strength high blood pressure);
5. flexibility 7. an increase in the threshold for accumulated
Body composition (also known as body lactic acid;
fat percent) refers to the ratio between 8. an increase in HDL cholesterol (good cholesterol);
lean body mass and fat body mass.
The traditional method of measuring body fat is through the skinfold 9. an improvement in glucose tolerance and a reduction of insulin
measurements. A caliper is used to measure skinfolds in these areas: chest resistance;
(diagonal skinfold); midaxilla (vertical skinfold); triceps (vertical skinfold); 10. a decrease in blood triglycerides; and
subscapula (diagonal skinfold); abdomen (vertical skinfold); suprailium (diagonal 11. a reduction of body fat.
10 36

ACADEMIC TRACK SPECIALIZED SUBJECTS
ACCOUNTANCY, BUSINESS, AND MANAGEMENT (ABM) STRAND
Applied Economics for a Progressive Philippines

ZZ T his book provides students in senior high school the
basic tools of applied economics using cost-benefit analysis
as framework in understanding the process of making
decisions. T he issues confronting contemporary Philippine
society and economy like pollution, crime, overfishing, low
school participation, and underinvestment in research and
development are examined in terms of the dif f erences in
the recognition and valuation between costs and benefits.
In addition, various applications of demand and supply
analysis, a more specific version of cost-benefit analysis,
are presented particularly in the determination of prices of
goods and services. Likewise, the concerns of entrepreneurs
and business firms on the minimum wage, exchange rate,
interest rate, and rental rate are shown as applications of
demand and supply analysis.
ZZ T he book also of f ers students with various alternative
perspectives in exploring the profitability of an industry
through profit maximization analysis, Porter’s five forces of
competitive position, environmental scanning in industry
analysis, and SWOT analysis.
ZZ The book outlines the elements for preparing a
socioeconomic impact analysis of a business enterprise with
AUTHOR its ef f ects on customers, suppliers, investors, employees
and other stakeholders as well as its impact on society at
Tereso S. Tullao Jr., PhD
large.
COPYRIGHT 2017 ZZ With this book, the youth of our country are urged to
ISBN 978-971-06-3947-2 establish commercial enterprises that create income and
ITEM CODE AP072 employment and thus contribute to Philippine progress.
changing, a new equilibrium is set at point e2 with a lower wage rate, WE2 and
a higher employment of OFWs at LE2. Thus even at a lower foreign wage
COMPONENTS
rate, there will be more OFWs willing to go abroad because the Philippine
absolute poverty marginal cost peso value of their reduced foreign wage is still high with a depreciated
AT A GLANCE allocation
cost-benefit analysis
command system
market system
opportunity costs
poverty incidence
Philippine peso. The demand for OFWs also increases because the foreign
wage has declined encouraging foreign firms to hire more Filipino workers.
depreciation poverty threshold Graph 2.20
Textbook
Market for the Services of Overseas Filipino Workers (OFWs)
discount rate profit
economics relative poverty
Foreign
Learning Guide
explicit benefits research and development
Wage
explicit cost resources Rate
external migration scarcity SLF1
food security scientific method

Gini coefficient spatial dimension SLF2
human capital spillover effects
human resource social benefits e1
WE1
development social costs
e2
human wants social science
WE2
knowledge capital surplus
infrastructure temporal dimension
internal migration tradition system
implicit benefits unemployment DLF1
implicit costs wastage 0 LE1 LE2 Labor Services
Lorenz curve wealth
of OFWs
marginal benefit
Determination of Rent
Another application of the demand supply analysis is the determination
of the rent which is the price for a fixed factor input. Typically, rent refers
to the price of using land, a fixed input, in the process of production. You
probably wonder why the price of land or rent in the commercial districts
1. Compare the similarities and differences of the three major strands in of Makati, Taguig, and Ortigas in Metro Manila are significantly higher
the definition of economics. than the same area of agricultural lands in rural Samar or Bicol. In some
remote areas of the country some lands remain idle. The framework of
2. Explain why profit or net surplus is not maximized when marginal
demand and supply analysis developed in this chapter can explain these
benefit is lower than marginal cost?
differences in rent.
3. Compare how the three economic systems of allocation (market,
Consider the Graph 2.21 where the market for land is shown. The supply
command, and tradition) answer the basic questions of production
curve of land is depicted by a vertical line S1 because land is fixed and cannot
and distribution?
42 Applied economics for A progressive philippines Phoenix Publishing House, Inc. 79

Math in Today’s World: Business Mathematics
Learning math has never been this easy!
This book aims to link the gap between the mathematics
courses offered in Junior High School and the higher level
mathematics courses in the tertiary level that must focus
on business applications required for the Accountancy,
Business, and Management track.
Each lesson follows the LEAP format:
ZZ Lesson objective/s – based on learning competencies
ZZ Linking – real-life situation problem as springboard for
discussion of the lesson
ZZ Exploring – discussion part where concepts are
explained in manner that is developmentally appropriate
ZZ Applying – set of exercises; half of which is answered
and explained in the textbook, the other half through QR
ZZ Performing – part of the lesson that involves exercises
that can be used for individual, paired, and grouped
activities
ZZ T he book comes with a solution set and a learning guide.
ZZ Note: Updated computations of withholding tax on
compensation based on the TRAIN law of 2018 are included
AUTHORS to make the book more relevant to current standards.
Mercurio T. Elenzano, PhD operations on these numbers. In this age of technology, we use calculators
and computers to compute for answers. However, these machines can only
1
perform functions as instructed. The instruction will still come from human
Maria Jenny Tan, PhD CHAPTER sis

beings.
Lesson 4
en A naly
Break-ev
Thus, it is imperative that we know how to perform fundamental
operations on numbers that we encounter regularly. These are fractions,
Fundamental Operations decimals, and percent. The first chapter in this business mathematics
textbook deals with the fundamental operations on fractions and decimals.
Ronaldo A. Manalo on Fractions, Decimals,

and Percent
It intends to equip us with knowledge and skills on the operations and
applications of fractions, decimals, and percent.
Objectives: Define break-even
Illustrate how to determine the break-even point
Solve problems involving buying and selling products
COORDINATORS General
Objectives
Art wanted to try selling burgers in his
mom’s canteen. The cost of one burger is P8.00
and he wanted to sell it for P12.00 His mom
Mercurio T. Elenzano, PhD

• Perform operations on fractions and decimals accurately however charges him P1,000 a month for rent of
• Solve problems involving fractions, decimals, and percent related to the space where he sells his burgers. How many
business burgers must he sell a month to cover all costs?
Maria Jenny Tan, PhD One way to figure out if a certain business is viable or not is to determine
the break-even point of a product. The break-even point is defined as the
point when the total cost of a product is equal to the total revenue or income.
There is neither profit nor loss. The break-even point may be best described
2018
as the needed volume of products that must be sold to attain a balance
COPYRIGHT between cost and income.

In order to compute for the break-even cost, we need to understand
other terms that come into the picture like variable cost, fixed cost,
Introduction contribution margin per unit, contribution margin ratio per unit, and break-
ISBN 978-971-06-4658-8
even sales.
In our daily life, we deal with numbers. If we buy something, we talk Variable costs are incurred in the creation of a product. They normally
about the amount to be paid, as well as the change that we should get. If change depending on the volume of the product. As the volume increases,
we are doing business, we speak of income, profit, expense, tax, etc. As a the variable costs also increase. They also decrease as the volume decreases.
They may include actual production costs. In determining the break-even
MA297
student, you may open a savings account to keep unused amount from your
point, the variable cost per unit is used.
ITEM CODE
allowance. You may be excited to know the interest earned per month. All
of these involve the use of numbers, and performing simple arithmetical Fixed costs are those that remain constant regardless of the volume.
Included in this category are rent, salary, power and telephone costs,
insurance, advertising costs, and all other costs that will be spent even if the
business will not realize any income.
86
2
COMPONENTS Students know what they are learning and why.

AT A GLANCE
Fixed cost
Solutions: Break-even point =
Textbook
Contribution margin per unit
In determining, the answers to the last 4 columns of the table, the following
formulas shall be applied:
Contribution margin per unit = Selling price - Variable cost
a. Break-even Sales = Selling Price× Break-even Point
= P12.00 × 250
=
690
386
700
= 55.27 or at least 56 pieces
Learning Guide
Break-even sales = Selling price× Break-even point
Contribution margin ratio per unit =

Selling price unit
= P3, 000.00
The second way requires that the contribution margin ratio be
determined:
= 3200 × 56 = Approx. 179,200.00
5. Book
Curriculum Map
Fixed cost 4 1
Break-even point = Contribution margin ratio per unit = =
Break-even sales = Selling Price × Break-even point

Thus,
12 3
Fixed Cost
Contribution margin per unit = Selling price − Variable cost
= 42
25.00 − 285.00 = 140.00
b. Break-even sales =
Solution Set
Contribution Margin Ratio per Unit Contribution margin per unit

Contribution margin ratio per unit =
Therefore, each item is solved as follows: Selling price unit
1000
=
1. Lamp 1 140
=
Contribution margin per unit = Selling price − Variable cost 3 425
= 1000 × 3
= 52
25 − 375 = 150 Fixed cost
= P 3, 000.00 Break-even point =
Contribution margin ratio per unit = 275
232
Selling price per unit = = 166.25 or at least 167 pieces
Applying
140
150
= Break-even sales = Selling price× Break-even point
525
A. In the following table, fill in the blank cells. The cells of the first item have = 425×167 = Approx. 70,975.00
Fixed cost been filled up.
Break-even point =
Contribution margin per unit Variable Selling Contribution Break-
Fixed Contribution Break-
675
256 Item Cost per
Cost
Price per
Margin
Margin
even
even
= = 171.67 or at least 172 pieces Unit Unit Ratio Sales
150 (in P)
(in P)
(in P)
per Unit
per Unit
Point
(in P) Complete Solution to
At least Approx. Numbers 6 and 7
Break-even sales = Selling price× Break-even point 1. Lamp 375 25,675 525 150 150/525
171 pcs 90,000
= 525×172 = Approx. 90,300.00 B. Solve the following:
2. Phone 1,250 22,600 2,000
1. A company sells chairs to offices at P300 per unit. If the cost of
3. Chair 500 33,000 875 manufacturing each chair is P200, how much is the contribution
2. Phone margin per unit?
4. Bike 2,500 38,690 3,200
Contribution margin per unit = Selling price − Variable cost 2. Universal Weights manufactures weighing scales at a unit cost of
= 2,, 000 − 1, 250 = 750 5. Book 285 23,275 425 P357. If the company sells each weighing scale for P900, what is
the contribution margin ratio per unit?
6. Desk 3,500 32,950 5,500
3. James is in the business of car repairs. He spends P3,500 and
charges P15,000 for every car repaired in his shop. If his monthly
7. Frame 550 32,600 875
fixed cost is P35,000,
89 91
88
Has multiple forms of assessments, feedback, and demonstration

of learning; concepts are presented in a manner that could be
easily understood by students.

Soaring 21st Century Mathematics:
Business Math
ZZ This concept-based, learner-centered book is
intended for senior high school students pursuing
careers in banking and finance, management,
marketing, hotel and restaurant management,
tourism, and other business courses with
mathematical concepts relevant to a business
curriculum. This book provides a unified and
comprehensive introduction of math skills needed
to attain success in business. It aims to help
students in business-related programs to become
independent thinkers, lifelong learners, and
successful businesspersons.
ZZ In this book, students will be given some
familiarity of electronic commerce, or
e-commerce, which is more common when
one does online shopping. Indeed, the rise of
e-commerce ushers in an era of borderless
shopping. The internet has made the world’s shops
a mere click away. Though majority of online
AUTHORS shoppers prefer local currency, introducing dollars
at least increases students’ awareness on another
Simon L. Chua, DT medium of exchange in e-commerce.
Queenie S. Flores ZZ The book comes with a solution set and a learning
Manuel T. Kotah guide.
Raymund Dimaranan
Joseph S. Wee
COORDINATORS 3.2 Cash Discounts
and Terms of Sale
Below are some important definitions related with cash discounts.
MATHBOX
Roberto J. Degolacion Terms of Sale are the details in the payment of invoice and
if a cash discount is being offered.
Isidro C. Aguilar, Ed. D.

TARGET Determining the cash discount and the net amount due Credit Period is the time period that the seller allows the
SKILLS Using the sales term on an invoice to determine cash discount buyer to pay an invoice.
and net payment due
Finding the credited amount and the outstanding balance from Net Date or Due Date is the last day of the credit period.
partial payments
Cash Discount is an extra discount offered by a seller as an
PROJECT DIRECTOR incentive for early payment of an invoice.
Invoice Date is the date an invoice is written. The beginning
Simon L. Chua, DT
Cash Discounts of the discount and credit periods when ordinary dating is used.
As merchandise physically arrives at the buyers’ back door, the Cash Discount Period is the period in which a buyer can
invoice ordinarily arrives by mail through the front door. Today, more take advantage of the cash discount.
Discount Date is the last day of the discount period.
CONSULTANT and more arrive by e-mail. The invoice has a section entitled terms of sale.
The invoice or the monthly statement contains terms of sale that indicate
the cash discount rate, allowable time period, and whether any additional
Simon L. Chua, DT discounts will be offered.
The Importance of Cash Discounts
Both buyers and sellers benefit from each discount. Sellers get their
Cash discounts are offered by sellers to encourage prompt payment money much sooner, which improves their cash flow, whereas buyers get an
COPYRIGHT 2016 by customers. In effect, the seller is saying, “Pay me quickly, and receive a
discount.” Businesses often borrow money for their day-to-day operations.
additional discount, which lowers their merchandise cost, thereby raising
their margin or gross profit. For example, a supplier may offer terms 3/10,
Immediate cash payments from customers decrease the need for borrowed net 20, which means that a 3% discount is given for payment within 10
978-971-06-4680-7
days or the full amount is due in 20 days. If the buyer pays within 10 days
ISBN money. The cash discount is usually a percent of the net, invoice, or price.
from the date of the invoice, he is entitled to the 3% cash discount.
Cash Discount = Net Price × Percent Discount ExamplE 1 Explain the following cash discount terms:
ITEM CODE MA243 The amount due is the net price less the cash discount, or the product
of the net price and the complement of the cash discount rate.
(a)
2 1 n
, ,
10 30 60
(b) net 30
Net Amount Due = Net Price − Cash Discount Solution

Net Amount Due = Net Price × Complement of the Cash Discount Rate (a) This term means 2% of the net price may be deducted if the
COMPONENTS invoice is paid within 10 days of the date of the invoice; 1 %
may be deducted if the invoice is paid between the 11th and
AT A GLANCE 30th day; and the full amount must be paid by the 60th day.
After the 60th day, the bill is overdue.
Textbook
(b) Net 30 means payment is due within 30 days of the invoice
date.
Learning Guide
Solution Set 136 137

Below are some important definitions related with cash discounts. ExamplE 2
MATHBOX An invoice dated November 2 for P401,000 was offered cash discount
Terms of Sale are the details in the payment of invoice and 1 n
terms of , . If the invoice was paid on November 11, what was the
if a cash discount is being offered. 10 30
Credit Period is the time period that the seller allows the payment?
buyer to pay an invoice. Solution
Net Date or Due Date is the last day of the credit period. Since the invoice was paid 9 days after the date of the invoice (within
Cash Discount is an extra discount offered by a seller as an the cash discount period), the buyer was entitled to a 1% cash discount.
incentive for early payment of an invoice.
Then
Invoice Date is the date an invoice is written. The beginning Cash Discount = Net Price × Percent Discount
of the discount and credit periods when ordinary dating is used.
= 401 000×0.01
Cash Discount Period is the period in which a buyer can
take advantage of the cash discount. = P 4, 010
Net Amount Due = Net Price − Cash Discount
Discount Date is the last day of the discount period.
= P 401, 000 − P 4, 010
= P396, 990
The Importance of Cash Discounts Thus, the payment was P396,990.
Both buyers and sellers benefit from each discount. Sellers get their ExamplE 3
money much sooner, which improves their cash flow, whereas buyers get an
additional discount, which lowers their merchandise cost, thereby raising An invoice dated April 10 for P2,300,000 is offered cash discount
their margin or gross profit. For example, a supplier may offer terms 3/10, 3 2 n
net 20, which means that a 3% discount is given for payment within 10 terms of , , . Find the payment if the invoice is paid on April 28.
10 20 60
days or the full amount is due in 20 days. If the buyer pays within 10 days
from the date of the invoice, he is entitled to the 3% cash discount. Solution
ExamplE 1 Explain the following cash discount terms: Since the invoice is paid 18 days after the date of the invoice, a cash
2 1 n discount of 2% is obtained. The buyer does not get the 3% cash discount
(a) , , (b) net 30 as the invoice is not paid within the 3% discount period of 10 days.
10 30 60
Net Amount Due = Net Price − Cash Discount
Solution = P2, 300, 000 − 0.02 (2 300 000)
(a) This term means 2% of the net price may be deducted if the = P 2, 254, 000
invoice is paid within 10 days of the date of the invoice; 1 %
may be deducted if the invoice is paid between the 11th and Therefore, the amount of payment is P2,254,000.
30th day; and the full amount must be paid by the 60th day. ExamplE 4
After the 60th day, the bill is overdue.
3 n
The total of an invoice with cash discount terms of , amounts
(b) Net 30 means payment is due within 30 days of the invoice 10 30
date. to P209,000, which includes a prepaid freight charge of P5,000. Find the
amount needed to pay the invoice within the cash discount period.
137 138
Detailed; this is to ensure that concepts are thoroughly explained and that students achieve
mastery
Solution Solution From the given information, we have:
Total amount including freight charge = P209, 000 Partial Payment

Partial Payment Credit =
100% − Cash Discount Rate
− Freight charge = 5, 000
100 000
Cost of Goods = P 204, 000 =
100% − 3%
− Cash Discount (3% of 204, 000) = 6, 120 100 000
= = P103, 092.78
197, 880 97%
+ Freight charge = 5, 000
Net Amount Due = Net Price − Partial Payment Credit
Amount to be paid = P2202, 880
= 367 000 −103 092.78 = P 263, 907.22
Cash Discounts on Partial Payments Aids in Calculating Discount Date and Net Date
Sometimes buyers do not have all the money needed to take advantage Sellers usually give credit for 30, 60, or 90 days. Not all months of
of a cash discount. Manufacturers and suppliers usually allow them to the year have 30 days. So, we must count the credit days from the date of
make a partial payment and still get a partial cash discount off the net price the invoice. The trick is to remember the number of days in each month.
if the partial payment is made within the time specified in the credit terms. We can choose one of the following three options to help us:
The amount credited to the account, then, is the partial payment plus this
partial cash discount. The outstanding balance is the amount still owed and Option 1 Days-in-a-Month Rule. Remember, in a leap year,
is expected to be paid within the time specified by the sales terms. February has 29 days. Leap years occur when the year
is evenly divisible by 4 except if the year is also evenly
divisible by 400. Hence, 2016, 2020, and 2024 are
MATHBOX examples of leap year, while 2000 was not a leap year.
The amount credited and the outstanding balance from the partial Each of the months, September, April, June, and
payments November has thirty days; all the rest have 31 except
February which has 28, and 29 in leap year.
1. The amount credited to the account is:
Option 2 Knuckle Months. Each knuckle represents a month
Partial Payment
Amount Credited = with 31 days and each space between knuckles represents
Complement of Cash Discount Rate a month with 30 days (except February, which has 28
days, except in a leap year when it has 29).
2. The outstanding balance or net amount due is:
Net Amount Due = Net Price - Partial Payment Credit
ExamplE 6
Happy Feet, a chain of shoe stores, receives an invoice from a rubber
3 n Figure 3.2.1
shoe manufacturer on September 3 with terms of , . The net price
20 60
of the order is P367,000. Happy Feet wants to send a partial payment of The knuckle months (Jan., Mar., May, July, Aug., Oct., and Dec.)
P100,000 by the discount rate and the balance on the net rate. How much have 31 days.
credit does Happy Feet get for the partial payment? What is the remaining The other months have 30 or fewer days.
net amount due to the manufacturer?
139 140
Concepts that are seemingly abstract are explained through visuals and computations are
shown in a tabular form and step-by-step manner

THE PHOENIX ABM TEXTBOOK SERIES
Project Director: Erlinda C. Pefianco, Ed.D
ZZ This series is intended for
senior high school students
taking the Accountancy,
Business and Management
(ABM) Strand. It covers all
of the nine specialization
subjects required by the
Department of Education
(DepEd). It hopes to realize
the following outcome goals:
ZZ Help bring Philippine
education standards at par
with international standards
through the publication of
instructional materials that
meet Filipino and global
standards.
ZZ Develop more emotionally
mature graduates equipped
with technical and/or
vocational skills who
are better prepared for
work, middle level skills
development, and higher
education through the
provision of contextually
appropriate and relevant
teaching and learning
materials.
ZZ Significantly address
shortages or gaps in
educational inputs,
particularly of quality
textbooks, workbooks, and
teachers guides for grades
11 and 12.
ZZ It complies with the
progress goals of the K to 12
Basic Education Program and strictly adheres to the standards and principles prescribed by R.A.
10533, as well as with policy guidelines issued by the DepEd on the implementation of the grades
11 to 12 of the K to 12 Basic Education Curriculum.
ZZ It is written by present and former faculty and associate business deans from the country’s
leading business schools who have excellent track records and experiences not only in the
academe, but especially in the practice of the various fields of specialization of the ABM Strand.
ZZ Each book comes with a teachers guide (TG) that contains curriculum map, strategies and
approaches in teaching ABM courses, practice exercises, answer keys, and other teacher
resources set in QR codes.

Project Director: Erlinda C. Pefianco, Ed.D
Subject Authors Copyright ISBN Item Code

Fundamentals of Accountancy, Solita A. Frias 2016 978-971-06-4058-4 SS176
Business, and Management: A
Textbook in Basic Accounting 1
Fundamentals of Accountancy, Solita A. Frias 2016 978-971-06-4057-7 SS177

Business, and Management: A
Textbook in Basic Accounting 2
Organization and Management: Solita A. Frias, Victoria G. Orjalo 2016 978-971-06-4054-6 SS175
Concepts, Caselets, and Exercises
Marketing for Beginners: The Anna A. Mendiola, Marla B. 2017 978-971-06-4110-9 SS181
Principles of Marketing Agustin, Oman S. Tanchingco
Applied Economics Patrick V. Caoile 2017 978-971-06-4236-6 SS182
Business Ethics and Social Solita A. Frias, Victoria G. Orjalo 2016 978-971-06-4059-1 SS179
Responsibility: Principles,
Policies, Programs, and Practices
Business Mathematics for Christian Paul O. Chan Shio, Jeric 2017 978-971-06-4056-0 SS180
Filipinos C. Briones, Len Patrick Dominic M.
Garces, Juan Carlo F. Mallari
Exploring Small Business and Patricia P. Benito, Tyrone Panzer 2016 978-971-06-4055-3 SS272
Personal Finance Chan Pao, Kenneth Yumang
Business Enterprise Simulation: Lead Author: Victoria G. Orjalo 2017 978-971-06-4344-8 SS183
Business Incubation and ABM
Integration
COMPONENTS
AT A GLANCE
Illustrative Business Transactions
Transactions A, B, C, D, E, F for ML Machine Shop:
A. Owner Mary Ligon invested P200,000 in ML Machine Shop.
Textbook
B. The business borrowed P100,00 from Asia Bank.
C. The business bought office equipment and paid P40,000 cash.
Teachers Guide with Curriculum
D. The business bought P50,000 furniture on credit.
E. Customer Leslie Joe paid P100,000 for car painting service.
Map
F. The Machine Shop promised to pay P40,000 rent for the shop
Ebook
CHAPTER 6 space rented from owners of lot and building.
Effects of Transactions on the Accounting
Analysis of Business
Typical Transactions Equation
Assets Liabilities Owner’s Equity
Credit
Transactions
A. Owner Mary Debit cash Mary Ligon
Ligon invested + Increase 0 Capital +
P200,000 cash. P200,000 increase
P200,000
B. The business Credit
Debit cash
borrowed Loan Payable
+ Increase 0
P100,000 from + Increase
P100,000
Asia Bank. P100,000
Debit Office
Learning Objectives Equipment
C. The business
In this chapter, you should be able to bought office + Increase
1. describe the nature and give examples equipment and P40,000 0 0
of business transactions; paid P40,000 Credit Cash
2. identify the different types of cash. – Decrease
business documents; P40,000
3. analyze common business transactions Credit
D. The business
using the rules of debit and credit; Debit furniture Accounts
bought P50,000
4. solve simple problems and exercises in the + Increase Payable + 0
furniture on
analyses of business transactions; and P50,000 Increase
credit.
P50,000
5. prepare a trial balance.
Chapter 6: Analysis of Business Transactions 71

LEARNING TO SUCCEED IN BUSINESS SERIES
Project Director: Miguel Q. Rapatan Ed.D
Learning to Succeed in Business Series is designed as a textbook material in introductory
accounting (volumes 1 and 2), management, and marketing for senior high school. It has the
following features:
Learning to Succeed in Business

with Accounting
Vols. 1 and 2
ZZ These textbooks on COMPONENTS
Accounting include AT A GLANCE
presentations and Textbook
discussions of various Learning Guide with
accounting concepts Curriculum Map
and frameworks, Ebook
which are simplified
to provide the reader with an initial
working knowledge on the different steps
of the accounting cycle for a service and
merchandising business. Emphasis is given to
various accounting concepts and at the same
time the development of procedural accounting
skills. Different basic accounting frameworks
and forms are used to assist readers in
understanding seemingly complex accounting
subject matters.

with Management
ZZ This textbook COMPONENTS
on Management AT A GLANCE
is written in an Textbook
easy-to-understand Teachers Wraparound
writing style Edition
with graphic Learning Guide with
illustrations for Curriculum Map (available
concepts to be more upon request
understandable
for students. Each chapter is made to get the
readers think about management principles,
theories, concepts, and issues. The presentation
of ideas is anchored on the link between the
competency-based learning objectives and
the chapter material. Through accompanying
cases and activities, these concepts are also
made meaningful to the reader. The book also
provides the foundation of knowledge and
skills that can enable the student to practice
management in the future.

with Marketing
COMPONENTS
ZZ For the book on Marketing, AT A GLANCE
theories are discussed to
Textbook
provide the reader with
Teachers Wraparound
frameworks to use in
Edition
consumption situations.
Learning Guide with
Emphasis is given to the
consumer perspective for
upon request
the reader to appreciate
Ebook
what marketing is all about.
References and examples from the internet were used
to show the marketing activities on the web. Each unit is
prefaced with learning objectives to orient the readers.
ZZ Discussion questions and problem exercises are included
in every unit to enable students to practice the different
frameworks and concepts learned.
ZZ Written in an outcome-based education (OBE) paradigm,
each book comes with teachers wraparound edition
(TWE) that contains the learning guide, curriculum map,
Project Director: Miguel Q. Rapatan Ed.D
Subject Authors Copyright ISBN Item Code

Learning to Succeed in Business Dr. Marivic Valenzuela-Manalo 2016 978-971-06-4006-5 SS261
with Accounting, Vol. 1
Learning to Succeed in Business Dr. Marivic Valenzuela-Manalo 2016 978-971-06-4143-7 SS266

with Accounting, Vol. 2
Learning to Succeed in Business Dr. Maria Victoria P. Tibon 2016 978-971-06-4010-2 SS262
with Management
Learning to Succeed in Business Dr. Ma. Luisa Chua- Delayco 2016 978-971-06-4008-9 SS260
with Marketing
scenariO
UNIT 1
In the marketplace, businesses exist basically to earn profit.
Businesses like restaurants and clothing stores try to get buyer’s attention
and money, and competition abounds. How can businesses make sure
their products get the buyer’s attention and stay in business given this
competition? Studying marketing and the importance of consumers
will give businesses the capability to compete in these times.
Meeting Needs and Understanding In this unit, we will think about the following questions and find
the answer to:
Basic Marketing Principles

Can people live without marketing?
Overview
E very day, we are faced with so much information coming from

different sources: media, word of mouth, actual products, and the
Put on your thinking caps. Write your ideas on the lines.
Internet. Much of this information can be traced to marketing activities.
Why does this happen often? What does marketing try to achieve?
At the end of the unit, you will be able to explain or communicate
the relevance of marketing to the consumer, marketer, and the society,
and describe the basic marketing concepts.
Learning Objectives
After studying this unit, you should be able to acquire the following
competencies:
1. define and discuss the meaning of marketing;

2. recognize marketing and its basic concepts, namely, satisfaction, You will be learning marketing through the case of Charlotte.
need, want, and demand in any consumption situation; and Charlotte, with the help of her friends and family, will go through the
marketing process.
3. identify other need theories.
Marketing  1 2  LEARNING TO SUCCEED IN BUSINESS

HUMANITIES AND SOCIAL SCIENCES (HUMSS) STRAND
CREATIVE WRITING / MALIKHAING PAGSULAT
Pinagyamang Pluma: Malikhaing Pagsulat

Layunin ng pagtuturo ng Filipino sa ilalim ng Enhanced
Basic Education K to 12 Curriculum ang malinang sa kabataang
Pilipino ng ika-21 siglo ang kakayahang komunikatibo at
pagkakaroon ng malikhain at mapanuring pag-iisip. Bilang
pagtugon sa layuning ito ay maingat na binuo ang aklat na ito
na naglalayong:
ZZ malinang sa mga mag-aaral ang kakayahang maging
praktikal at malikhain sa pagbasa at pagsulat;
ZZ maituro ang mga pundamental na teknik sa pagsulat
ng maikling kuwento, tula, at dula na ginamit ng mga
kilalang manunulat;
ZZ mahasa ang kakayahang magamit ang wikang Filipino
sa masining na pagsulat ng mga nasabing anyo ng
panitikan gamit ang aplikasyon ng mapanuri at masining
na pag-iisip at kasanayan sa pagbuo ng mga kaisipan sa
isang lohikal at malikhaing paraan;
ZZ malinang sa mga mag-aaral ang kasanayang magsuri ng
iba’t ibang teknik na ginamit sa pagsulat;
ZZ higit sa lahat, makabuo ng sariling akda o manuskritong
magpapatunay nang ganap na pagkaunawa ng mga
kaalaman at kasanayang nakapaloob sa kurso ng
Malikhaing Pagsulat.
MGA AWTOR
Rogelio G. Mangahas
Ailene Baisa-Julian
SIMULAN NATIN
Nestor S. Lontoc Naibabahagi ang karanasan batay sa paksa

Ang pagsulat ay isang mahalagang makrong kasanayang hinuhubog at
KOORDINEYTOR
pinauunlad sa bawat mag-aaral. Kaya naman bahagi ng asignaturang Filipino
ang pagsulat ng iba’t ibang anyo ng sulatin.
Ang Malikhaing Pagsulat Ibahagi ang isa sa mga sulating nagawa o nabuo mo na itinuturing mong
Alma M. Dayag
pinakamahalaga, pinakamaganda, o maaaring pinakamalapit sa iyong puso.
Ngayo’y hawak mo na’ng salita at pluma Punan ang aklat sa ibaba para sa hinihinging detalye
Isasatitik mo’ng danas ng pandama;
Gamit sa pag-akda’y alamin mo muna,
Pagkamalikhai’y sulo mo at sigla.
COPYRIGHT 2016 Pamagat ng sulatin: Maikling buod o tala tungkol sa

nilalaman nito:
ISBN 978-971-06-4348-6
Dahilan kung bakit ito ang
FI092
itinuturing mong pinakamaganda,
ITEM CODE pinakamahalaga, o pinakamalapit sa
iyong puso:
COMPONENTS
AT A GLANCE Mabuti ito sapagkat sa pagdaloy ng araling ito ay matutuklasan mong ang
pagsulat ay isang prosesong hindi natatapos dahil mayroon at mayroon kang
nanaising idagdag sa paglawak ng iyong kaalaman. May iba’t ibang dahilan kung
Textbook
bakit nagsusulat ang isang tao. Sa isang mag-aaral na katulad mo, ang kalimitang
dahilan ng pagsusulat ay ang matugunan ang pangangailangan sa pag-aaral bilang
bahagi ng pagtatamo ng sapat na kasanayan sa pagsasatitik ng inyong mga naiisip
Learning Guide at nararamdaman. Sa mga propesyonal namang manunulat tulad ng mga awtor,
peryodista, sekretarya, guro, at iba pa, ito ay kanilang ginagawa bilang bahagi
ng pagtugon sa bokasyon o trabahong kanilang ginagampanan sa lipunan. Para
naman sa iba pa, ito ay nagsisilbing libangan sapagkat sa pamamagitan nito ay
naibabahagi nila ang kanilang mga ideya at mga kaisipan sa paraang kawili-wili o
kasiya-siya para sa kanila.
Pinagyamang Pluma 1 Pinagyamang Pluma 3

CREATIVE WRITING/ MALIKHAING PAGSULAT
Integrated English for Effective

Communication: Creative Writing
ZZ Integrated English for Effective Communication: Creative
Writing provides an introduction to explore the
fundamental techniques of writing fiction, poetry, and
drama by well known authors in a variety of genres. The
course exposes students to look at outstanding literary
works by exploring techniques, engaging in a writing and
re-writing process, and drafting their works to develop
their own sense of artistic expression.
ZZ The texts presented range from classic and contemporary
literary pieces, online sources, and offline materials so
that learners can engage in a variety of meaningful tasks.
4 Imaginative Writing versus Technical Writing
First Impression
1. What is the first thing that you noticed about the poem?
2. What is the second thing you noticed about the poem?
3. Do these two things complement or contradict each other?
4. What mood does the poem create in you?
Closer Look
1. Listen to your teacher or a classmate as he/she reads the poem aloud.
2. Listen and watch out for words, images, and details that stand out in the
poem.
AUTHORS 3. Read the poem silently.
4. Again, watch out for words, images, and details that stand out for you.
Imaginative Writing versus Technical Writing 5
Allen Montenegro-Gasulas 5. Complete Part 1 of the matrix below by writing the words, imagery, or
details that stood out when you listened to and read the poem yourself.
Gerardo Gabriel Q. Mantaring Part 1 Part
More Heads Together
2 1. Partner with another pair. Examine your lists and compare items.
Fritzie Gay S. Lusica 1. 2. Together complete Part 2 of the matrix by grouping words into catego-
ries.
2.
Mark Gleen O. Cidro 3.
Sample list:
teacher lesson plan homework
Ace Lyn U. Miranda 4.
5.
peace student order
teach recite patrol car
Louie G. Mendoza 6.
study police salute
7. 3. Show your group output in class.
Hannah Mae C. Nacino 8.
Imaginative Writing
9.
COORDINATOR Imaginative writing is that which expresses the writer’s thoughts and feelings
10. in a creative, unique, and poetic way. Examples of imaginative writing are poetry,
Alce M. Sentones Pair-Share

fiction such as short stories and novels, creative nonfiction like travel writing, nature
writing, sports writing, autobiography, memoir, interviews, comics, play scripts, and
hypertexts.
COPYRIGHT 2017 Find a partner and exchange items in your list that are not in your partner’s list.
Talk about your answers. While imaginative writing may be for a variety of purposes, its main purpose
is to entertain and educate. Its content is imaginative, metaphoric, and symbolic. Its
ISBN 978-971-06-4300-4 language is informal, artistic, and figurative. The vocabulary used is evocative and is
usually written for a general audience. The tone, which refers to the mood, attitude,
feelings, or emotion of the writer toward the subject or topic, is subjective.
ITEM CODE EN182 Looking Back
1. How many stanzas are there in the poem?
2. What word or phrase is similar in each stanza?
COMPONENTS 3. Do you think this repeated word or phrase helped make the poem crea-
AT A GLANCE
tive? Why?
4. What does the repeated word or phrase imply?
Textbook 5. How does the writer feel about women? What mood does she convey?
Can you cite the word or phrase from your list that tells you this?
Teachers Wraparound Edition 6. How does the poem make you feel? Why? What word in the list evoked
this feeling?
Ebook 7. For whom do you think was this poem written? Is there any word or
phrase in your list that gave a clue?

Pilgrimage to Sacred Spaces:

An Introduction to World Religions
ZZ T his book brings the students into an encounter with
eight of the world’s religious traditions: Hindu Dharma,
Buddhism, Daoism, Confucianism, Shinto, Judaism,
Christianity, and Islam.
ZZ In this book, the authors make use of the analogy of
learners as pilgrims on a lifelong spiritual journey of the
spirit, encountering various sacred spaces before making
the voyage home.
ZZ This book comes with a teachers wraparound edition
CHAPTER
3 EAST ASIAN RELIGIONS
ESSENT IAL QUEST IONS
• How do Daoism,
Confucianism, and
Shintō fulf ill the human
H ow relevant are the East Asian religions in
the world today?
yearning for meaning and
AUTHORS wholeness?
• In what ways do adherents
PERFORMANCE TASK
of these religions ef fect
Christian B. Manaloto
posit ive inf luence on the
human community today? You are expected to do this task as an
• How similar are the evidence of your learning in this chapter.
Maria Teresita R. Rapadas

doctrines of East Asian
religions in the aspects
of how to relate to one’s
self, family, society, A MUSEUM EXHIBIT ON EAST ASIAN
government, and nature? RELIGIONS
PROJECT DIRECTOR • In what aspects do they
dif fer? An Asian Summit on World Religions will

be held in your city, with the theme ‘Revisit ing
the Age-old Wisdom of Religions in an Ever-
126 Pilgrimage to Sacred Spaces: An Introduct ion to World Religions
SKILLS TO ACQUIRE Changing World.’ Par t of the summit are
2016
exhibits featuring the dif ferent world religions,
COPYRIGHT IN THE SACRED SPACE • Ident ifying the uniqueness which par t icipants will get to visit in between
and similarit ies of Daoism, plenary sessions. Imagine you are among the
Confucianism, and Shintō
978-971-06-3913-7
student volunteers selected by the organizers
ISBN ORIGINS OF CONFUCIANISM • Providing evidence that to help them design museum exhibits, and you
Daoism, Confucianism, are par t of the team responsible for East Asian
and Shintō share common
SS186 traits in viewing nature religions.

ITEM CODE THE BEGINNINGS and ancestors The goal is to provide the par t icipants
• Just ifying that Daoism, suf f icient informat ion about the three religions
The Chinese sage called Confucius was not known in Europe before Confucianism, and Shintō that will deepen their understanding and
Roman Catholic missionaries from the Society of Jesus came to China in as East Asian religions/
philosophies have largely
appreciat ion of the wisdom and inf luence of
In the Sacred Space the seventeenth century. A relat ively recent invent ion, the English term East Asian religions. The museum must feature
inf luenced the world
Confucianism was not found before 1687, nor does it have an equivalent
COMPONENTS today the following:
in the Chinese language. Seeing a strong link between Chinese cultural
• Assessing and expressing the uniqueness and similarit ies of
AT A GLANCE values and the classical texts at tributed to Confucius and his followers, the
missionaries not surprisingly named this tradit ion Confucianism.
one’s appreciat ion of East
Asian religions
Daoism, Confucianism, and Shintō;
Like Daoism, the origins and development of Confucianism is inextricably

Textbook interwoven into the history and culture of Chinese civilizat ion. Unlike other
religious worldviews, it professes no belief in deit ies or in an af terlife, and has
Teachers Wraparound no clergy, sacred places, and f ixed religious services. Its collect ion of revered
texts is not regarded as containing divine revelat ion. It stresses or thopraxis
Edition [right act ion] over or thodoxy [right belief]. It has nothing to do with ascet icism
and monast icism.
Learning Guide with The Confucian tradit ion is the general term for the religious and ethical
ideals, values, and behaviors that have shaped Chinese culture for the

previous three to four millennia. These include the venerat ion of ancestors,
educat ion in history and culture [i.e., poetry,
music, paint ing, calligraphy], the cult ivat ion of
upon request) harmonious, hierarchical relat ions in one’s family
and social life, and the grounding of ethical
Ebook behavior in a cosmic reality. Confucianism aims
toward the ult imate transformat ion of individual
and society and provides the means for achieving
that ideal. The emphasis on good educat ion for
good governance made it the leading educat ional
theory in China.
The founder, known in the West as Confu-
cius, was named Kǒng Qiū, later Kǒng Zhòngní.
However, the Chinese people refer to him as
Kǒng Zǐ or Kǒng Fūzǐ [“Lord/Master Kǒng”], which
Kǒng Fūzǐ
Western missionaries and scholars Lat inized as
Confucius.

Introduction to World Religions and Belief

Systems (The Padayon Series)
ZZ The textbook, in compliance with the K to 12 Curriculum
design of the course Introduction to World Religions
and Belief Systems, explores the main teachings and
practices, as well as the origins and challenges of eight
major religions of the world, namely, Judaism, Christianity,
Islam, Hinduism, Buddhism, Confucianism, Taoism, and
Shintoism. This endeavor has three main objectives:
to cultivate a profound appreciation of the uniqueness
and dif f erences of these religions; to promote mutual
understanding and respect among followers of these
religions; and to deepen one’s own sense of spirituality.
The textbook has four chapters that are divided into two
units for a balanced division of topics.
ZZ The textbook is specifically designed to maximize students’
understanding of the eight world religions. Each chapter
contains various activities that help students demonstrate
their understanding of the lessons (such as filling in KWL
charts and concept mapping). Along with these activities
are tests that enable students to discover and critically
examine their initial ideas and views about religion and
AUTHOR the dif f erent world religions. Each lesson ends with
review questions to enhance knowledge retention. Every
Napoleon M. Mabaquiao Jr., PhD section of each lesson in turn ends with discussion points
PROJECT DIRECTOR designed to facilitate dialogue or exchange of ideas among
Ronaldo B. Mactal, PhD students, and to cultivate in them the attitudes of open-
mindedness and respect for dif f erences. Finally, each
COPYRIGHT 2016 chapter includes activities which ask students to compare
ISBN 978-971-06-3962-5 and contrast the dif f erent world religions and to reflect
ITEM CODE AP085 on how their newly acquired knowledge significantly
contributes to their spiritual growth.
COMPONENTS
AT A GLANCE
Activity
Choose a world-renowned work of art considered to be religiously

inspired. Make a presentation of it in class. (This can also be a written
Textbook
requirement.) Explain the specific religious inspiration of the artist behind
the artwork.
O v e r a rc h i n g Q u e s t i O n
Learning Guide
What is the nature of religion?
SPIRITUALITY AND DIVINE ABSOLUTES
Ebook EXPECTED LEARNING OUTCOME
The chapter aims to explain the nature of religion by clarifying its ☞

guiDe QuestiOns
How does spirituality relate to religiousness?
meaning, specifying its significance, and examining the different ways ☞ What are the different forms of divine absolutes?
of studying various religions. The meaning of religion is clarified by
looking into its etymology (that is, its meaning based on the history of its
linguistic form), key elements (its basic components), and the nature of We noted that among the key elements of religion are the belief in a
spirituality and divine absolute. Examining the ways of studying religions spiritual reality and the sacredness of certain things. In this discussion, we
would mean examining the various disciplinal approaches to the study of shall discuss concepts related to these two elements, which are critical
religions and the value of studying religions is assessed on theoretical, considerations in understanding the meaning of religion. Related to the
practical, and artistic levels. belief in the spiritual world is the concept of spirituality, while related to
At the end of the chapter, you must write a research paper on a sacredness is the concept of the divine absolute. Concerning spirituality, we
certain influential religious leader. The paper should: (1) provide a brief shall examine how it relates to and differs from religiousness. Concerning
biography of the religious leader; (2) identify and explain the teachings the divine absolute, we shall look into the nature of its existence and how it
of the religious leader; and (3) reflect on the ideas of the religious leader
relates to the natural or secular world.
concerning the nature of religion.
I. SPIRITUALITY AND RELIGIOUSNESS

In two large-scale studies examined by Zinnbauer and Pargament (2005,
Learning Competency 28) (see also Saucier and Skrzypi ska 2006) about how people perceive the
relationship between spirituality and religiousness, the respondents classified
Lesson 1. Understanding ☞ Explain the meaning of religion in terms of its themselves into three categories:
Religion etymology and basic elements. (1) those who considered themselves as both religious and spiritual
☞ Explain the relation between religion and (around 69%);
spirituality and the different forms of the divine
(2) those who considered themselves as spiritual but not religious (around
absolute.
21%); and
Lesson 2. Studying ☞ Differentiate the various ways of studying (3) those who considered themselves as religious but not spiritual (4%).
Religions religion.
These findings, among others, point to a difference between the concepts
☞ Explain the value of studying religions. of spirituality and religiousness. Some of the questions that arise, in this
6 17

CREATIVE NONFICTION: THE LITERARY ESSAY
Claiming Spaces: Understanding, Reading,

and Writing Creative Nonfiction
ZZ T his book responds to the requirement for the inclusion
of Creative Nonfiction in the Senior High School
curriculum. The book intends to create, recreate, and
articulate spaces in the teaching of Literature through
a relatively new, not to mention expanding, genre. In
accordance with UbD framework and as indicated in
its subtitle, the book is aimed at helping learners to
understand creative nonfiction as a genre (i.e., types,
elements, aesthetics); read and critique sample texts; and,
lastly, independently write their own pieces.
ZZ In terms of educational philosophy and approach, the
book is communicative, constructivist, and learner-
centered. As to its content, the book shows the connection
of creative non fiction to other literary genres; discuss
the elements, types and forms; present sample texts
reflecting local and global cultures; help build learners’
vocabulary and other skills essential to comprehension;
and involve the development of twenty-first century
skills demanding the use of the Internet and other
important aspects of technology.
AUTHORS ZZ T he book comes with a learning guide (LG) with
Noel Christian A. Moratilla, PhD curriculum map (CM), teachers wraparound edition
John Iremil E. Teodoro (TWE), and a teachers resource CD (TRCD).
PROJECT DIRECTOR
Elineth Elizabeth L. Suarez, EdD Angle and Grammatical Point of View
COPYRIGHT 2016
978-971-06-3911-3
“I know just one thing, and I repeat it over and over
ISBN On My Own: The Reflection Essay again. I try to approach it from different angles to make it
look different, but it’s the same thing.”
ITEM CODE SS184 —Colin Wilson
“ I was uncomfortable writing fiction. My love was the

personal essay, rather than the novel.”
—Alain de Botton The learner is expected to

1. describe point of view and angle as elements of creative nonfiction;
COMPONENTS 2. analyze a sample text according to angle and grammatical point of

view; and
AT A GLANCE The learner is expected to
1. discuss the reflection essay as a type of creative nonfiction;
3. write a short paragraph describing a place.
2. analyze a sample reflection essay;

Textbook 3. express his/her opinion on the content of a reflection essay; and Let’s Get Started
4. write a letter expressing empathy of the victims of a natural disaster.
Learning Guide with Curriculum Using one gadget (preferably an iPad because the screen is bigger and
easy to show the pictures to the whole class), three volunteer students will
Map Let’s Get Started take pictures of the classroom from three points of view or angles: (1) sitting
in the middle of the classroom taking a picture at the teacher lecturing in front
Teachers Wraparound Edition A. Try to recall the different types of essays by filling in the blanks below.
Choose the answers from the box below.
of the classroom; (2) standing in front of the blackboard taking a picture of
students sitting on their chairs; and (3) standing by the door taking a picture
of the teachers and students inside the room. Show to the class the pictures
1. The ______________ essay tells a story. that have been taken and answer the table below.
2. A type of essay that explains is called a/an ____________ essay.
Ebook 3. The _______________ essay expresses the writer’s opinion on a Photographer’s Location Description of the Picture
given subject matter.
4. The type of essay that describes a person, a place, an event, or an Chair in the middle of the room
idea is called a ________________ essay.
In front of the classroom

persuasive narrative expository
By the door of the classroom
descriptive reactive
57
Unit 2: Principles, Elements, Techniques, and Devices of Creative Nonfiction
B. What do you think makes the reflective essay different from the other
types?
112
Claiming Spaces: Understanding, Reading, and Writing Creative Nonfiction

Wired! Trends, Networks, and Critical

T hinking Skills in the 21st Century
ZZ T his book leads learners to an understanding of
the global community to become more increasingly
concerned with these major global issues and cultivate
in them a sense of commitment to become socially
responsive and responsible individuals.
ZZ Divided into seven learning units, the book critically
presents global issues, trends, local and global
networks, democratic participation, information and
communication technologies that are comprehensible
through activities and assessments that challenge
learners to become more socially and critically aware,
socially concerned, and socially committed.
ZZ T he authors hope that this textbook can help the learners
appreciate their own uniqueness and individuality as
digital citizens of the global village.
ZZ The book comes with a teachers wraparound edition
AUTHORS UNIT
UNDERSTANDING LOCAL NETWORKS
II
Renato T. Dela Cruz
Ronel P. Dela Cruz, Ph.D
T
his chapter introduces us to
the idea and importance of a
PROJECT DIRECTOR network for us human beings.
A network can be understood as a group
of people interacting regularly like
Elineth Elizabeth L. Suarez, Ed.D families, peers, neighbors, teachers, and
managers. This network has a certain
structure where members exchange
COPYRIGHT 2016 Drivers, Enablers, Friction, and Blockers

Understanding the forces that promote or retard trends allows us a
and communicate information and
experiences for both social and
professional purposes. It is like
more sophisticated view of where a trend will go in the future. Particularly,
978-971-06-3912-0
connecting and chatting with our online
ISBN it allows us to see the following attributes of change. The forces of change
behind a trend are called change drivers that make trends what they are.
friends on social media , engaging in a discussion with our peers, visiting
the members of our religious community, or volunteering for a community
The aging trend in some countries is driven by advances in medicine, better
work in school.
ITEM CODE SS185 access to health care, healthier lifestyles, and so on. Hence, in every case,
trends are merely the visible evidence of change drivers at work. A change Our varied network of relationships is enhanced by technology
driver is a vital element of change while an enabler is a catalyst that enhances regardless of our location. These patterns are the points on which we
a driver. For example, the development of a new technology that helps ground our understanding of the relationships that make up the structure.
mitigate climate change can be facilitated through government laboratory The social structures that we create and where we belong are indeed
funding, venture capital backing, intellectual property protection, or the networked. Our human existence and relationships are nested in both local
free market system as a whole. Friction is the resistance to change that
COMPONENTS
and global networks that constitute meaning and action. We are invited to
occurs naturally and inevitably due to learned habits of seeing and doing look at the network of relationships that continue to shape our personal
AT A GLANCE
things. People tend to judge innovations against the current way they do and social life.
things as they are socially and culturally invested in known, familiar patterns.
Old habits tend to block this new development and impede change. Learning Outcomes
Textbook Blockers may take the form of new law, politicking, street protests, and
other factors. They occur when people try to stop a change or delay it. For
Having worked through this chapter you should be better able to:
define network and its importance to relationships and
organizations;
Teachers Wraparound Edition
example, the proposed Freedom of Information Bill in the Philippines aims
to require the disclosure of public documents and how to access them. The explain strategic analysis and intuitive thinking; and
right to information is enshrined in the 1987 Philippine Constitution requiring attain facility in strategic analysis by mapping out a power
(available upon request) for transparency and accountability but it has been 29 years since the first bill
of this kind was filed in congress but until now, it remains a struggle of the
relations in their community.
Learning Guide with Curriculum many contradictions in Philippine society. The future is clearly to recognize
the power of information and the valued participation of the people in public
affairs yet there are many blockers that impede change.
Map The future can be conceived as the convergence of the different Wired! Trends, Networks, and Critical Thinking Skills in the 21st Century 39
forces of change—the change drivers and enablers—that are always in
disagreement with the blockers. Authentic change happens when drivers
overcome these blockers.
20 Wired! Trends, Networks, and Critical Thinking Skills in the 21st Century

Trends, Networks, and Critical T hinking

in the 21st Century Culture (The Padayon
Series)
ZZ T his is a resource book that serves both as a theoretical
and a practical guide in developing twenty-first century
competencies that leads the students to explore,
experiment, question, and discover in the light of
contemporary issues and challenges across the globe. As
a guide, it provides a conceptual understanding of trends,
networks, strategies, and meaning-making.
ZZ T he textbook also serves the twin goals of introducing the
students to the various issues and challenges that confront
the contemporary world as well as providing them with
the conceptual and analytical tools such as social mapping,
social analysis, higher order thinking, and strategic
assessment that are essential in enhancing their critical
thinking and appreciation of contemporary issues and
challenges.
ZZ T he textbook takes a thematic approach and analyzes
broad topics or themes at various levels of analysis,
namely, at the state, regional, and global levels. It
AUTHORS focuses on themes relating to migration, climate change,
democratization, governing the economy, and politics of
Arleigh Ross D. Dela Cruz, PhD
identities.
Cecile C. Fadrigon, PhD Cand. ZZ T hrough case studies and writeshop activities included
Napoleon M. Mabaquiao Jr., PhD in the textbook, students can learn how to analyze a
PROJECT DIRECTOR situation, assess available data, solve problems, build
scenarios, make judgments, and extract learnings.
ZZ Trends, Networks, and Critical T hinking in the 21st
COPYRIGHT 2016 Century textbook complies with the requirements of the
ISBN 978-971-06-3943-4 K to 12 Basic Education Curriculum of the Department of
Education (DepEd).
ITEM CODE AP083
ACQUISITION
of Knowledge and Skills
COMPONENTS Trends and Fads WHAT IS A TREND?

AT A GLANCE According to Brannon (2000, 6–7), a trend is a “look [that] has the appeal
of “newness” because it has been missing or scarce in the marketplace.”
INTRODUCTION It occurs when there is a building of awareness on this new idea and its
Textbook Identifying trends is an important skill that a 21st century Filipino student
must learn. As technology progresses, new trends develop around the world
presence produces an increasing demand or need for that idea among
consumers (Brannon, 2000, 7). A trend is basically is a pattern or a
conceptualized idea that has the prospect of providing or having a continuing
Learning Guide almost every minute. It is therefore necessary that students must be able to
learn how trends are created. This chapter explains the nature of trends. It
influence for a longer period of time due to its increasing and sustained
presence and effect or even demand among its consumers in the case of
examines the differences of trends and fads, two concepts that are commonly a product. Trends are manifested in the form of patterns of sustained and
Ebook mistaken to be synonymous. It explains the elements and characteristics

of trends and the processes that can be used to identify trends. It will also
increasing numbers for a longer period of time. Examples of this type of
trend include the increasing population growth trend in the Philippines or
discuss how trends and fads are shown in the market today. the trend towards the rising of HIV-AIDS victims in the Philippines. Another
type of trend would refer to product-use/consumption trend which shows that
O v e r a rc h i n g Q u e s T i O n there is a continuous use and appeal of the product among its consumers
because of its effectiveness, popularity, high market demand, and influence
What is the nature of a trend?
over a sustained period of time (Brannon, 2000, 7). Examples of this type
of trend are the use of smart phones and laptops among the middle class,
yuppies, professionals, and students.
CHAPTER PERFORMANCE TASK
WHAT IS A FAD?
My Idea of a Future Trend! Trend and fad are sometimes interchanged because many consider the
Think of an idea that can become a trend in the future. You can base two concepts synonymous. However, trend and fad are actually two different
your idea from television commercials, films or any other sources. Present concepts. Compared to a trend, a fad is a short-lived idea or temporary
your idea of a future trend in class by drawing an artwork that captures the event that is usually called as a “flash in the pan” because the popularity and
essence of your concept. Then, discuss your idea of that future trend using reception of consumers for this idea fades away easily over a short period
an audio-visual presentation. Be able to explain how your idea can become of time. Its appeal among consumers is relatively small as well. To put it
a trend in the future. Use the different elements and characteristics of trend simply, a fad has a shorter staying power in the market. It has a particular
to explain how your idea can become a trend. Be creative and innovative in beginning and a fixed end of influence. When a fad reaches a certain point
explaining your idea to your classmates. of its popularity, it declines and eventually disappears and dies in the market.
For example, the use of a particular color of paint, a new hairstyle or dance
move are all fads.
1
6

PHILIPPINE POLITICS AND GOVERNANCE
Politics Without Borders: Philippine Politics

and Governance (The Padayon Series)
ZZ T his book provides a basic yet intellectually stimulating
introduction to the study of Philippine politics and
governance. It introduces students not only to the
workings of the Philippine governmental system and
the various processes and means by which citizens
can participate and get represented in politics and
governance. It also introduces them to the debates and
complexities of civil society participation and state-civil
society relations in Philippine society.
ZZ Adopting a “broad yet variegated approach” in studying
politics and governance, the textbook focuses both on
rules and institutions, emphasizes both formal and
informal conceptions of institutions, and develops in
the students a value-critical stance on existing rules and
institutions in the Philippines.
ZZ T he textbook is enhanced by excellent pedagogical
features including, but not limited to, definition of key
concepts, case-study boxes, and numerous practical
examples. It complies with the requirements of the K to
12 Curriculum.
AUTHORS
Diana J. Mendoza, PhD
Figure 1: The Philippine Judicial System
Supreme Court
Ma. Lourdes F. Melegrito, PhD Cand.

Court of Tax
Court of Appeals Sandiganbayan
Appeals
PROJECT DIRECTOR
Ronaldo B. Mactal, PhD Court of Tax

Appeals
Shari’a District
Courts
COPYRIGHT 2016 Metropolitan

Trial Courts
Municipal Trial
Courts in Cities
Municipal Trial
Courts
Municipal
Circuit Trial
Shari’a Circuit
Courts
Courts
ISBN 978-971-06-3958-8 ChAPter One: OPen nOtes Source: http://www.gov.ph/about/gov/judiciary/
Instruction: Write down any ideas or thoughts that you have about any of the topics
ITEM CODE AP093 discussed in this chapter. List down any questions regarding the following: politics,
governance, government, power, ideology, state, nation, and globalization.
P rocessing Q uestions
Is the Philippine judicial system democratic? Does it guarantee the fair
and just application of the law?
The first-level courts consist of the Metropolitan Trial Courts (MeTC)
COMPONENTS based in Metro Manila and their counterparts in cities outside Metro Manila,
the Municipal Trial Courts in Cities (MTCC); as well as the Municipal Trial
AT A GLANCE Courts (MTC) which are found in all municipalities that are not part of
municipal circuits; and the Municipal Circuit Trial Courts (MCTC) intended
for two to three small municipalities that are too small to have their own
Textbook MTCs.
The second-level courts are made up of Regional Trial Courts (RTC),
Learning Guide formerly known as the Courts of First Instance until 1983. There is one RTC
for each of the 13 judicial regions of the Philippines. The bigger regions can
Ebook have several branches located in key cities throughout the region.
The Court of Appeals is the second highest tribunal of the Philippines.
It reviews the decisions and final orders of all the Regional Trial Courts. Also,
the Court of Appeals reviews decisions and resolutions in administrative
cases of the Ombudsman, and those of the Department of Justice and other
129
45

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Zeal for Action: Community Engagement,

Solidarity, and Citizenship (The Padayon Series)
ZZ This provides an overview on community engagement
framework and principles. It introduces the concepts
and perspectives of community that seek to explain
the importance of studying community dynamics and
community action in relation to applied social sciences and
the students’ future career options.
ZZ The book of f ers a distilled critical view from various
community development perspectives and highlights its
significance to national development to improve the quality
of life of the Filipinos especially the poor. It promotes
a people-centered approach with core values that put
premium on human dignity, social justice, and people’s
participation and empowerment. It also enumerates the
dif f erent models of social change.
ZZ It elucidates the value of undertaking community action
modalities. It acknowledges the interrelationship of self
and community in undertaking community action. Equally
important is the need to recognize the importance of
solidarity in sociopolitical processes in promoting national
and global community development. Assessment of selected
AUTHORS community-action initiatives will also be discussed to
Diana J. Mendoza, PhD promote good/best practices.
Ma. Lourdes F. Melegrito, PhD Cand. ZZ It showcases the various strategies and approaches applied
to community actions across disciplines particularly in
PROJECT DIRECTOR
applied social sciences. It analyzes various strategies/
Ronaldo B. Mactal, PhD approaches to people’s participation, empowerment,
COPYRIGHT 2016 and advocacy through community action. It hopes to
develop commitment and conviction to participatory
ISBN 978-971-06-3954-0 development for community well-being. It complies with
ITEM CODE AP091 the requirements of the K to 12 Basic Education Program of
DepEd.
COMPONENTS
AT A GLANCE
The differenT perspecTives
The core values anD GuiDinG PrinciPles
Textbook on The communiTy
of communiTy acTion
Learning Guide
Guide Question
How is community defined from various perspectives?
guide QuestiOn
Ebook TOPICS
What are the values and principles that guide community change
agents in undertaking community actions or interventions?
✦ The Social Science Perspective

TOPICs
✦ The Community-Based Perspective
✦ The Ecological Perspective
✦ Human Rights
✦ The Sectoral Perspective
✦ Social Justice
✦ The Civil Society Perspective
✦ Empowerment and Advocacy
✦ Participatory Development
ASSeSSIng
✦ Gender Equality and Equity
Prior Knowledge
Activity
ACQUIsITIOn
The Elephant and the Blind Men of Knowledge and Skills
Instructions: The Universal Declaration of Human Rights (UDHR) serves as the
A student will volunteer to read “The Elephant and the Blind Men” inspiration, platform, and reference of community action. The values and
to the class.
principles that guide social development workers, community organizers,
and social advocates are heavily influenced by the UDHR. Some of these
The Elephant and the Blind Men principles that are important among community change agents include
Once upon a time, an elephant came to a small town. People had human rights, social justice, empowerment and advocacy, participatory
read and heard of elephants but no one in the town had ever seen one. development, and gender equality and equity.
Thus a huge crowd gathered around the elephant, and it was an occasion
1. Human Rights
for great fun, especially for the children.
Five blind men also lived in that town, and consequently, they also
Human rights are inherent in all human beings, whatever their
heard about the elephant. They had never seen an elephant before, and nationality, place of residence, sex, national or ethnic origin, color,
they were eager to find out about the elephant. religion, language, or any other status is. We are all equally entitled
to our human rights without discrimination. These rights are all
interrelated, interdependent, and indivisible (ohchr.org).
26
89

DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES
Disciplines and Ideas in the Social Sciences

ZZ The textbook Disciplines and Ideas in the Social Sciences
(DISS) is an introductory course to the diverse fields of
the Social Sciences authored by trained academicians
and social science practitioners using a learner-centered
approach to encourage greater student involvement and
participation in the learning process.
ZZ The book uses an interdisciplinary and multidisciplinary
approach to the study of the fundamental ideas, concepts,
theories, inquiry and research methods in the Social
Sciences.
ZZ As an introductory course to the diverse fields of the
Social Sciences, students will not only learn western
social science concepts, theories, ideas, and inquiry
methods presented by influential social science thinkers
and philosophers but they will also explore and examine
the ideas of Filipino social thinkers and the dif f erent
indigenous concepts and theories developed by Filipino
social scientists to study Philippine history, culture,
society, and psyche.
ZZ In the end, the book aims to equip the students with the
AUTHORS necessary knowledges and skills in the diverse field of
Arleigh Ross D. dela Cruz, PhD the Social Sciences that they can apply in understanding
and analyzing contemporary political, economic, social,
Cecile C. Fadrigon, PhD Cand. and cultural trends and issues that are happening in the
Diana J. Mendoza, PhD Philippines and the world today.
PROJECT DIRECTOR
Ronaldo B. Mactal, PhD ✦ Scientific Method—a standardized set of techniques for building Other applications of the social sciences in the conduct of the people’s
scientific knowledge, such as how to make valid observations, how daily life include
COPYRIGHT 2016 ✦
to interpret result and to generalize results
Social Science—a study of the historical, cultural, sociological,
✦ Framing of legislative policies in relation to political and social issues
of class, gender, and power
psychological, and the political forces that shape the actions of Recommendations on changes on environmental use with respect
978-971-06-3952-6
✦
ISBN ✦
individuals and its impact on society
Subsistence threshold—this is the minimum income required to meet ✦
to geography studies on climate change
Preservation of cultural diversity and respect for traditions in this
basic food needs period of globalization
ITEM CODE AP077 ✦ Exchange of culture and ideas in the macrolevel and breakdown
of families in the microlevel as a result of economic migration by
Lesson posttest Filipino workers
✦ Infrastructural changes resulting from population studies
I. review of Knowledge and skills
A. Graphic organizer completion. Identify the chronological sequence
of the research process.
COMPONENTS
AT A GLANCE
✦ Humanities—seeks to human reactions to events and the meaning
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7 created by experience
✦ Hypothesis—an educated guess
Mixed method—a combination of quantitative and qualitative method
Textbook
✦
✦ Natural Science—aims to predict all natural phenomena and its
studies are based on experimentally controlled condition
Learning Guide ✦ Poverty Threshold—this is the minimum income required to meet

the basic needs like food, clothing, housing, transportation, health
B. enumeration. Enumerate the answers to the following questions:
Ebook
and education expenses
1. What are the different examples of research designs used by ✦ Qualitative Research—analyzes qualitative data such as interviews,
social scientists? narratives, and literary texts
2. What are the two types of methodological approaches used in ✦ Quantitative Research—analyzes quantifiable or numeric data and
gathering and analyzing data? subjects them to statistical analyses
3. What are the characteristics of social science research? ✦ Research—investigation of different sources in order to pursue the
4. What are examples of qualitative research? advancement of knowledge
5. What are examples of quantitative research? ✦ Research design—sets the tone for the type of data that will be used
in the study, the methodology that will be used in gathering and
II. critical thinking analyzing data, and the direction of the narrative, which ultimately
addresses the research problem
Application of the Scientific Methodology
✦ Research Problem—subject of the inquiry or investigation
Enumerate the different types of assessment you have been given
as a student or the ways by which your academic performance has been ✦ Review of Literature—the wealth of materials or sources that have
been previously written on the subject matter
16 15

DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES
Disciplines and Ideas in the Applied Social

Sciences (The Padayon Series)
ZZ The textbook Disciplines and Ideas in the Applied Social
Sciences (DIASS) focuses on the concrete application to
everyday life occurrences of the theories, methodologies,
and principles acquired from the social sciences,
including sociology, anthropology, psychology, and
others.
ZZ DIASS provides opportunities to explore, apply, and
experience social sciences theories and methodologies
in real-life settings through the practice of three applied
social science disciplines of communication, social work,
and counseling.
ZZ DIASS guides and accompanies readers as they learn
about and appreciate the applied social sciences and
what practitioners in the field do.
ZZ Crafted by practicing social scientists and applied social
science professionals, the book aims to develop among
the students a high level of understanding on the basic
concepts of counseling, social work, and communication
work through group dynamics, case studies, exposure
and observation, and project implementation and
AUTHORS evaluation.
Arleigh Ross D. Dela Cruz, PhD
Carl G. Fernandez, RSW, MSW Services include cash grants, food stamps, general assistance Comparing Concepts
such as hospital and medical care, and supplemental security

Topic:
income.
b. Social insurances are social provisions that are funded by
Sociology Anthropology
employers and employees through contributions to a specific
Cand. program.
c. The other income maintenance programs include cash in kind How are they alike?
benefits, emergency support funds, and other resources which
Violet B. Valdez, PhD

can be used by the poor for food and shelter.
Activity 3
PROJECT DIRECTOR
Determining Social Work’s Primary Discipline
Instruction: From the chosen agencies in the DSWD Directory, identify

the different programs where social work is depicted as a primary

How are they different?
discipline. Write your answers on the box below.
Notes Box
COPYRIGHT 2016 Name:
ISBN 978-971-06-3953-3
ITEM CODE AP076 Topic:
Comparing Concepts
Economics Demography
How are they alike?
COMPONENTS
AT A GLANCE 2. Social Work as an Equal Partner
In terms of aging, social work offers support for people in their
Textbook own homes and support for people in long-term care facilities.
Learning Guide 96 22

WORK IMMERSION / RESEARCH / CAREER ADVOCACY / CULMINATING ACTIVITY
HUMSS Fusion (The Padayon Series)

This is a workbook for the culminating activity of grade 12
students under the Humanities and Social Sciences (HUMSS)
Strand. It aims to help academic track students in integrating
concepts and principles learned from various disciplines and
learning areas in the humanities and social sciences. It is
intended to guide students in the step-by-step preparation of
group exhibits and student portfolios that creatively represent
syntheses of lessons learned from the humanities and social
sciences. It invites students to envision their future as liberal
arts professionals through career talks and actual immersion
in the disciplines.
Key Features
ZZ K to 12 Curriculum Compliant
ZZ Develops students’ independent learning skills (e.g., self-
reflection, strategic thinking, conceptual synthesis, etc.)
through the individual portfolio project
ZZ Trains students in developing essential questions and
graphic organizers to synthesize key HUMSS concepts
and principles
AUTHORS ZZ Fosters cooperative learning through the HUMSS
Learning Exhibit Project
Neil Oliver T. Penullar
ZZ Encourages parental involvement through Class Exhibits
Ma. Lourdes F. Melegrito, and Career Advocacy Sessions
PhD Cand. ZZ Facilitates experiential learning through immersion
Diana J. Mendoza, PhD activities in the liberal arts profession
PROJECT DIRECTOR
Ronaldo B. Mactal, PhD The succeeding sections will guide you in organizing career talks with
HUMSS professionals.
Read the following steps in organizing career talks.
COPYRIGHT 2016 BIG IDEAS 1. Preparing the Program

The first step in organizing a career talk is to develop a draft
AND ESSENTIAL QUESTIONS program flow with objectives.
ISBN 978-971-06-3957-1 Using the same objectives indicated in this lesson, a sample flow
for a two-hour program may look like this:
GUIDE QUESTION
AP089
Objective: Understand the stories, lessons, and challenges faced by
ITEM CODE How can I identify the key concepts, principles, and processes of a
course?
HUMSS professionals
Invocation 5 mins
National Anthem 5 mins

TOPICS TO BE COVERED Opening Remarks 5 mins
COMPONENTS ☞
☞
Big Ideas
Big Ideas per Learning Area
Introduction of Speakers 5 mins
AT A GLANCE
Panel Discussion 60 mins
Open Forum 30 mins
ASSESSING PRIOR KNOWLEDGE

Textbook
Synthesis and Closing Prayer 10 mins
You may also want to include segments in the program where
Learning Guide Activity

invited speakers may share their best work (e.g., poem reading,
video presentation, etc.).
Selecting Appropriate Strategy
Objective: To test the ability of the students to determine an appropriate 2. Discussion Questions
strategy or tool in identifying the key concepts, principles, and In developing your guide questions for the panel, bear in mind
processes of a course. that the questions should be in line with the objectives of the talk. It
would also be good to estimate the time needed by the panelists if
Instructions:
each of them would be responding to the questions.
1. Context of the Activity
Here is a list of possible questions you might use as a guide:
Did you know that a typical academic textbook is 288 pages in length
(Jackson, 2015)? Now, if there are 14 disciplines in the humanities a. Why did you pursue a career in your current discipline?
and social sciences strand, how many pages of course content would b. What do you usually do at work?
that be? That is 4,032 pages of course content!
85 140

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) STRAND
PRECALCULUS
Next Century Mathematics: Precalculus

ZZ This is a textbook designed to prepare the learners to
meet the challenges of higher studies for courses under
Science, Technology, Engineering, and Mathematics
(STEM) track.
ZZ It builds on the learners’ general background in
Geometry, Algebra, and Trigonometry including
Circular Functions, Trigonometric Identities, Inverse
Trigonometric Functions, and Polar Coordinates.
ZZ With this textbook, the learners will have a solid
foundation in math and mastery of competencies,
prerequisite to study Basic Calculus and other tertiary
math subjects.
AUTHOR-COORDINATOR
Fernando B. Orines
COPYRIGHT 2016
ISBN 978-971-06-3931-1
ITEM CODE MA138
COMPONENTS
AT A GLANCE
Textbook
Learning Guide
Curriculum Map
Solution Set
Teachers Wraparound
Edition
Ebook

PRECALCULUS

Precalculus
ZZ This is a concept-based and learner-centered book
ZZ This book covers Analytic Geometry, Series and
Mathematical Induction, and Trigonometry (Circular
Functions, Trigonometric Identities, Inverse
Trigonometric Functions, and Polar Coordinate System).
ZZ With this book, the learner is expected to achieve
mastery of core competencies needed as prerequisites to
Basic Calculus and other disciplines in mathematics in
general (STEM track).
1.5 The Ellipse
Find equations of ellipses.

TARGET Graph ellipses with center at the origin.
SKILLS Write the equation of ellipse in standard form.
In this section, we shall discuss the next important curve, the ellipse.
It is defined as follows.
AUTHORS MATH BOX
Simon L. Chua, DT An ellipse is the locus of points on a plane such that the sum of
the distances from two fixed points is a constant. Each fixed point is
called a focus (plural foci) of the ellipse (Refer to Figure 1.5.1).
Arvie D. Ubarro
( x, y )
Roderick V. Baluca
d1 d2 Major axis
Center
Focus Focus Vertex Vertex
Renato Guerrero
1.2
Minor axis
d1 + d 2 is constant. Introduction to Locus

Josephine L. Sy Tan
Figure 1.5.1 Figure 1.5.2
The line through the foci intersects the ellipse at two points called
COORDINATORS vertices. The chord joining the vertices is the major axis (equal to 2a ),
and its midpoint is the center of the ellipse. The chord perpendicular to the
Understand the concept of locus.
major axis at the center is the minor axis (equal to 2b ) of the ellipse (See
TARGET Sketch and describe the locus of a point maintaining a fixed distance
Roberto J. Degolacion SKILLS

Figure 1.5.2.) We easily visualize the definition of an ellipse by imagining
two thumbtacks place at the foci, as shown in the figure that follows. If
from a line segment.
Describe the locus of points with algebraic equations.
the ends of a fixed length of string are fastened to the thumbtacks and the
Manuel T. Kotah string is drawn taut with a pencil, then the path traced by the pencil Concept
be an ellipse.
will of a Locus
See the path traced by the moving object in each of the following
46
PROJECT DIRECTOR photos.
Simon L. Chua, DT
COPYRIGHT 2016 Table tennis ball moves
along a straight line
The tip of the second A basketball moves
hand of a clock along a curve, which is
978-971-06-3928-1
moves along a circle. part of a parabola.
ISBN
We call the path traced by a moving object under a given condition
the locus of the moving object.
ITEM CODE MA140
MATH BOX
A locus is a path formed by a collection of points which satisfy
one or more given conditions.
COMPONENTS Note: The locus of a moving point may be a straight line, a curve, or a
AT A GLANCE region.
Textbook
Curriculum Map 12
Learning Guide
Solution Set

BASIC CALCULUS
Next Century Mathematics: Basic Calculus

ZZ This is a textbook designed to cater to the needs of senior
high school learners. It builds on the topics covered in
Precalculus and on the learners’ knowledge of Functions.
It is designed to prepare the learners to meet the
challenges of Calculus and other Math subjects in the
tertiary level.
ZZ This textbook covers Limits and Continuity, Derivations,
and Integration. With this book, the learner will have a
deeper appreciation of the many applications of math
and will have the capability to engage in higher studies.
AUTHORS
Jesus P. Mercado
Fernando B. Orines
COORDINATOR
Fernando B. Orines
COPYRIGHT 2016
ISBN 978-971-06-3930-4
ITEM CODE MA139
COMPONENTS
AT A GLANCE
Textbook
Learning Guide
Curriculum Map
Solution Set
Teachers Wraparound
Edition
Ebook

BASIC CALCULUS

Basic Calculus
ZZ This is a concept-based and learner-centered book
intended for senior high school students. This book
covers Limits and Continuity, Derivations, and
Integration.
ZZ This book intends to prepare the learners to meet the
challenges of and engage in higher studies in connection
with courses under Science and Technology, Engineering,
and Mathematics.
AUTHORS
Simon L. Chua, DT
Ricci Ryan G. Rojo
Evelyn G. Samper-Enriquez
Ezekiel Bryan P. Aron
Minerva Bianca U. Avecilla
COORDINATOR
PROJECT DIRECTOR
Simon L. Chua, DT
COPYRIGHT 2016
ISBN 978-971-06-3929-8
ITEM CODE MA141
COMPONENTS
AT A GLANCE
Textbook
Curriculum Map
Learning Guide
Solution Set

GENERAL PHYSICS 1 AND 2
Exploring Life Through Science Series: General Physics 1 and 2

ZZ General Physics 1 and 2 were written to meet the needs of senior high school students for a
comprehensive course in physics. General Physics 1 focuses on the mechanics of particles, rigid
bodies, and fluids; wave motion and sound; and heat and thermodynamics. General Physics 2
presents topics on electricity, magnetism, optics, and modern physics. Each chapter provides
adequate explanation and description of physical laws or principles, and is supplemented with
carefully chosen solved sample problems.
ZZ Practice exercises follow each sample problem to provide students an opportunity to reinforce
their learning and gain confidence in calculations.
ZZ Each chapter ends with Test Yourself and a laboratory activity.
ZZ The books also provide teachers and students with rich applications of physics that are in tune
with times. These make students realize that physics is about the world in front of them and
that physics deals with the laws of nature. Understanding these laws is, therefore, the key to
technological progress in any civilization.
Speed of Transverse Wave in a String

The speed of a transverse wave in a string varies directly to the square root of the tension in the
string and it varies inversely to the square root of its linear mass density. In equation form,
T
v= Eq. (8.23)
µ Name: Date Performed:
where T is the tension in N, m is its linear mass density in kg/m, and Group No.: Date Submit ted:
v is speed in m/s.
Section: Rating:
Linear mass density m is the mass of the string divided by its
length. It may also be obtained by multiplying the mass density ρ by
Charging and Discharging
the cross-sectional area A of the string. Since the string is circular in
cross section A = πr2, where r is its radius. Objectives
m • Plot voltage variation against time in an RC circuit

µ = = ρ A = ρπ r 2 • Determine the time constant of an RC circuit
l
COMPONENTS COMPONENTS
Therefore,
Materials
T connecting wires switch
v=
AT A GLANCE AT A GLANCE
Eq.(8.24)
ρπ r 2 Fig. 8-14. A chordophone is a musical instrument voltmeter power supply or 9.0 V battery
that makes sound by way of a vibrating string or strings resistor (preferably 1000 Ω to 10 000 Ω) capacitor (100 μF)
stretched between two points. Examples of chordophones
are guitars, violins, harps, and lyres. timer
Estimated Time Frame: 30 minutes
Worktext Worktext
Sample Problem 8.8
Procedure
What is the speed of the wave in a guitar string with a length of 0.65 m and a mass of 3.5 g when 1. Connect the circuit as shown below.
subjected to a tension of 250 N?
Teachers Wraparound Learning Guide

R
Solution:
First, we have to solve for the linear mass density. +
ε C V
Edition Ebook
−
m 0.0035 kg
µ= = = 5.38×10−3 kg/m ≈ 5.4 ×10−3 kg/m
l 0.65 m
Using Eq. (8.23) and substituting values, 2. Set the timer for 80 seconds and start it as the switch is closed. Note the voltage reading across the
Ebook
T 250 N capacitor every 10 seconds.
v= = = 215.5 m/s ≈ 216 m/s. 3. Open the switch and remove the power supply.
µ 5.38×10−3 kg/m
4. Close the switch and record the voltage across the capacitor every 10 seconds for 80 seconds.
5. Plot the graph of voltage versus time for the charging and discharging of the capacitor. Describe the graph.
Practice Exercise 8.8 6. Graph In V versus time for both the charging and discharging of the capacitor. Draw the best fit line. The
slope of this line is equal to the negative of 1/RC. Use this to solve for the experimental time constant.
A rope has a density of 7.5 g/cm3 and a cross-sectional area of 2.0 cm2. When the rope is subjected 7. Compute the theoretical value of time constant using the formula τ=RC.
to a tension of 100 N, and one end is vibrated up and down with a frequency of 25 Hz, what is the
(a) velocity of the transverse wave in the rope and (b) wavelength in the rope?
Chapter 8 Living With Waves 217
#
124A
AUTHOR AUTHOR
Angelina A. Silverio Angelina A. Silverio
COPYRIGHT 2017 COPYRIGHT 2017
ISBN 978-971-06-4152-9 ISBN 978-971-06-4152-9
ITEM CODE SC130 ITEM CODE SC130
THE AUTHOR’S INFORMATION.

GENERAL BIOLOGY 1 AND 2
Exploring Life Through Science Series: General Biology 1 and 2

ZZ This book is a pre-university worktext in biology designed to provide COMPONENTS
a comprehensive introduction of the basic and relevant concepts and AT A GLANCE
principles in the study of living things. Worktext
ZZ It provides up-to-date information on life processes from the molecular, Teachers Wraparound
cellular, and organismic levels of organization. Edition
ZZ Contextualized, relevant, environment-focused content, cutting-edge Ebook
researches, and practical information are embedded in every chapter to
prepare students for real-life science.
ZZ Laboratory or classroom-based science activities are provided for students to practice and enhance
their scientific investigation skills.
ZZ With the declaration of the 21st century as the era of the life sciences, the book starts with advances
in biology as parts of everyday living before introducing the cell, its structures and functions, and
how it divides. The chemical nature of the cell and its organelles are then introduced, followed by
the detailed examination of the various processes involved in the transformation of energy. The
formation of tissues and organ systems are likewise included in this book.
ZZ Time-tested features of ELTS are included to ensure student-centered learning as defined in the K to
12 science curriculum and to ensure that it is responsive to the needs of the Filipino learner in the
21st century.
C o n c e p t s i n a B O X Enzymatic proteins – participate in metabolic reactions such as degradative and synthetic reactions
Cytoskeleton proteins – act as muscle and skeleton to maintain cell shape and motility
Junction proteins – assist cell-to-cell adhesion and communication between cells
Receptor proteins – facilitate exchange of signals with other cells by changing shape to allow a
Cell specific molecule, the ligand, to bind to it
can either be
cell wall
Though all cells possess a cell membrane, their
protected uniqueness is governed by unique molecular markers
by prokaryotic or eukaryotic
plasma embedded in their matrix that make it possible for
membrane such as other cells to be recognized and interact with. Through
cell wall
these interactions from various membrane proteins, the
protected protected
plasma membrane animal cell plant cell by cells establish connections, allowing various cell-to-cell
by plasma communication, and paving the way for them to form channel protein transport protein
membrane
that functions that functions tissues and organs.
for for
Scientists also described the cell membrane
chloroplast
through a fluid mosaic model due to the arrangement of
energy energy
mitochondria via
processing processing
via molecules that make up a cell membrane. This model of
mitochondria cell membrane structure takes this description from two
characteristics. First, the cell membrane is described
and also functions for as flexible and not rigid. This flexibility is attributed
to the phospholipids’ ability to move side to side and
slide past each other within each layer. As a result, the cell recognition protein receptor protein
genetic control breakdown manufacture structural membrane behaves much like a fluid that is very similar
and storage and distribution support and to a film of oil on the surface of water. On the other
communication hand, the proteins that are embedded in the membrane
stay in their specific areas along the membrane. Second,
via via via via
the variety of molecules scattered along the membrane
provides variety of different textures and patterns
nucleus lysosome ribosomes cytoskeleton making up a mosaic.
enzymatic protein junction proteins
peroxisome endoplasmic extracellular lf-
se eck
reticulum matrix ch Why is the fluid mosaic model called as such? Fig. 2-12. Membrane proteins have different
structures and functions.
vesicle
Golgi cell junctions
vacuole apparatus
centrioles and
centrosome
46 Exploring Life Through Science—General Biology 1 52 Exploring Life Through Science—General Biology 1
AUTHORS AUTHORS
Anna Cherylle Morales-Ramos Anna Cherylle Morales-Ramos
John Donnie A. Ramos John Donnie A. Ramos
ISBN 978-971-06-4083-6 ISBN 978-971-06-4733-3
THE AUTHORS’ INFORMATION. ITEM CODE SC129 ITEM CODE SC244

GENERAL CHEMISTRY 1 AND 2
Exploring Life Through Science Series: General Chemistry 1 and 2

ZZ General Chemistry 1 and 2 are introductory courses to chemistry for Senior High School. They
cover the basic concepts and principles about matter. General Chemistry 1 presents the dif f erent
properties and classifications of matter and the chemical reactions they undergo. General
Chemistry 2 focuses on chemical kinetics, thermochemistry, thermodynamics, and chemical
equilibria.
ZZ The books contain descriptive visuals and images to help facilitate better and easier
understanding of the concepts. They cite scientists who pioneered the dif f erent chemical
principles and theories.
ZZ They also feature various science-related careers, notable Filipino scientists, and practical
applications to develop appreciation for chemistry.
ZZ End-of-chapter exercises are provided to test understanding of the concepts presented.
The Ayala Bridge is one of several bridges that cross the Pasig River. Connecting the districts of
A Closer Look San Miguel and Ermita in Manila, it was built in 1872 by Don Jacobo Zobel de Ayala and was made
of wooden structures. In 1908, the wood was replaced with steel, making the structure the first steel truss
bridge in the Philippines. In 2015, the bridge was closed to traffic for rehabilitation and repair.
Practical
P i lW Ways to R
Reduce
d Global
Gl b lWWarming
i Steel is an alloy made of iron and carbon. It is widely used in construction because of its high tensile
strength. However, steel is prone to corrosion. The extent of repair can be done through several methods
depending on the t ype of corrosion. Brushing, scraping, grinding, or abrasive blast cleaning using air or
water are some ways of removing rust. Af ter which, the surface has to be protected from further corrosion
by applying chemical primers. Inhibitive and barrier primers protect the surface against moisture and
oxygen. A sacrificial or galvanic primer keeps the surface electrochemically inactive by making the
steel cathodic. Repairing and maintaining steel structures utilize knowledge of electrochemistry and
engineering.
Corrosion
Corrosion results when a metal is exposed to oxygen and water. It causes the formation of rust that
The fate of Mother deteriorates and weakens the material or structure. Replacing the corroded metal as well as preventing
Earth is in our hands. its corrosion can be quite costly.
Rust forms when iron comes in contact with oxygen dissolved in water. The oxygen oxidizes Fe to
Fe2+, which dissolves in the water. While dissolved, Fe2+ is further oxidized to Fe3+, which eventually
deposits as the reddish brown Fe2O3 (rust).
COMPONENTS COMPONENTS 2Fe2+ ( q ) + 4OH ( q )

oxidation of Fe with O2: 2Fe( ) + O2 ( g ) + 2H2 O( ) → 2Fe
AT A GLANCE AT A GLANCE
oxidation of Fe 2+ with
ith O2 : 4Fe2+ ( q ) + 3O2 ( ) + 6H2 O(l ) 4 ( OH)3 ( s )
We now know that the main contributor to greenhouse effect is water vapor, followed by carbon dehydration of Fe(OH)3 to form rust: 2Fe(OH)3 Fe2 O3 ( ) + 3H2 O( g )
Fe
dioxide (CO2), methane (CH4), nitrous oxide (N2O), and ozone (O3). Added to this list are human-
made chlorine- and fluorine-containing solvents and refrigerants, whose emissions to the atmosphere
are regulated through different global initiatives and laws. Aside from the efforts on a global scale,
each of us can contribute in our own practical ways to alleviate global warming. Simple ways through
Worktext which we can do this are discussed in A Closer Look Explained near the end of this chapter.
Worktext Fig. 8-7. Rust reduces the integrity and
strength of a material.
Learning Guide Teachers

Values
• Demonstrat the value of sharing and giving

Demonstrate
• Uphold sense of unity
Ebook Wraparound
• Respect individual differences
• Communicate the importance of acceptance
• Respect
p the ideas of others
Chapter 9 Covalent Bonding 197

Edition 202 Exploring Life Through Science—General Chemistry 2
Ebook
AUTHORS AUTHORS
Aristea V. Bayquen Aristea V. Bayquen
Gardee T. Peña Gardee T. Peña
ISBN 978-971-06-3892-5 ISBN 978-971-06-4103-1
ITEM CODE SC131 ITEM CODE SC134

RESEARCH / CAPSTONE PROJECT
Exploring Life Through Science Series:

Capstone Research Project
ZZ ELTS: Capstone Research Project is a comprehensive
learning resource for senior high school students
covering the appropriate steps to conduct investigations
about the different topics of interest emerging from the
students’ individualized program of study.
ZZ Aligned with the Department of Education’s K to 12
Curriculum Guide, the worktext provides students
opportunities to demonstrate the knowledge and
skills gained in either discovery-based or inquiry-based
investigations.
ZZ Complete with clear procedures, practice exercises,
real-world examples, take-home tasks, and research
outputs, the book enables students to use their prior
learning and experience to draw conclusions as basis for
further investigations, to apply scientific principles for
intellectual growth, and to provide solutions to societal
problems.
ZZ One of the unique features of ELTS: Capstone Research
Project is the CRP Sample Box, which presents the
different sections of an actual research project as they
AUTHORS are discussed in their respective chapters.
John Donnie A. Ramos ZZ By providing the students with an ideal example
presented in this feature, they will have a clear
Anna Cherylle Morales-Ramos
understanding on how the different sections of the
Maureen B. Sabit research project are written, and will be guided on
Joshua Evans M. Bajao writing their own research report.
COPYRIGHT 2017
An example of an unstructured abstract is shown in the CRP Sampler Box, while an example of a
ISBN 978-971-06-4723-1 Lesson 7.3 Main Idea: A research paper is made up of

parts that define the merits of the study.
structured abstract is shown in figure 7-14.
CRP Sample Box
SC135
Parts of a Research Paper
ITEM CODE EQ: What are the essential parts of a research The abstract of the sample research topic is as follows:
paper? House dust mites (HDMs) are the major sources of multiple potent allergens that trigger allergic
diseases. Allergen avoidance through the extermination of HDMs is the most recommended method of
allergy treatment and prevention. In this study, the acaricidal activity of essential oils from Citrus aurantium
A research paper is presented in an organized manner to achieve consistency and clarity of (dalandan), Cananga odorata (ylang-ylang), and Pinus insularis (Philippine pine tree) was determined.
information. This is virtually the same with instinctively organizing our wardrobe in a way that would The filter paper contact bioassay (FPCB) and vapor phase toxicity test (VPTT) in open lid and closed
make sense to us. The way you write your paper should make sense to you and your readers. lid methods were used in cultures of Dermatophagoides farinae. These cultures were isolated from dust
samples and maintained under laboratory conditions. Of the three essential oils tested, undiluted ylang-
COMPONENTS
ylang oil consistently registered the highest acaricidal activity, with mortality rate ranging from 83% to
Title Page 100% using the three bioassay at five- and 30-minute time exposures. The effectiveness of ylang-ylang
oil to kill Dermatophagoides farinae was further shown with the high mortality rates using 1:1 and 1:10
AT A GLANCE
This is the first page of your research paper. It shows the title of the study, the names of the
authors, and the name of the institution where the authors are affiliated. The most important part of dilutions but gradually decreased at 1:100 dilutions in the three bioassays employed. Essential oils
from dalandan and Philippine pine tree, on the other hand, exhibited significant acaricidal activity only
this page is the title itself. The readers usually look at the title and use this as a basis to further browse
when the oils were undiluted and when in direct contact with HDMs. Data presented herein show that
the paper. It is like a catchy slogan drawing the consumer’s attention to the paper. Hence, a good title essential oils from dalandan, ylang-ylang, and Philippine pine tree are effective acaricidal agents against
Worktext
summarizes the study by telling the reader what the study is about, what the study is aimed at, and Dermatophagoides farinae.
who or what were tested in the experiment.
Learning Guide
Acknowledgments Background. House Dust Mites (HDMs) are major sources of multiple potent allergens that trigger allergic
diseases. Allergen avoidance through the extermination of HDMs is the most recommended method of
This short section is optional to write. Gratitude is extended to certain individuals who provided
allergy treatment and prevention.
technical help (such as technicians or research assistants), advice and monitoring (supervisors or thesis
Ebook adviser); and, if applicable, financial support (e.g., scholarships, funding from government institutions,
etc.).
Aim. In this study, the acaricidal activity of essential oils from Citrus aurantium (dalandan), Camanga
odorata (ylang-ylang), and Pinus insularis (Philippine pine tree) was determined.
Method. The filter paper contact bioassay (FPCB) and vapor phase toxicity test (VPTT) in open lid and
Abstract closed lid methods were used in cultures of Dermatophagoides farinae. These cultures were isolated from
dust samples and maintained under laboratory conditions.
In contrast with the research proposal, the abstract of the final research paper is written in past
tense. Aside from a short background of the study, the objectives of the research, the methods used, the Results. Of the three essential oils tested, undiluted ylang-ylang oil consistency registered the highest
significant findings or results, and the conclusions are now included. acaricidal activity, with mortality rate ranging from 83% to 100% using the three bioassays at five- and
Apart from the title of the study, the abstract is the most read section of the paper. It is the one 30-minute time exposures. The effectiveness of ylang-ylang oil to kill Dermatophagoides farinae was
that is sent and evaluated for acceptance to seminars or conferences for oral or poster presentations. further shown with the high mortality rates using 1:1 and 1:10 dilutions but gradually decreased at 1:100
When a research topic is searched using electronic databases, the abstract is the only part of the paper dilutions in the three bioassays employed. Essential oils from dalandan and Philippine pine tree, on the
that is shown. Abbreviations and citations of references should not be found in this section. Under the other hand, exhibited significant acaricidal activity only when the oils were undiluted and when in direct
main body of the abstract are keywords (usually five) that accurately describe what the study is about. contact with HDMs.
These keywords also categorize the study with other similar studies having the same keywords. Thus, Conclusion. Data presented herein show that essential oils from dalandan, ylang-ylang, and Philippine
it aids in creating accurate results for databases and search engines. pine tree are effective acaricidal agents against Dermatophagoides farinae.
Abstracts may be written in two forms: unstructured and structured. These forms are written
in the same way except that there are labels in the structured abstract, making it easier for readers to Fig. 7-14. An example of a structured abstract. Note that the contents of the unstructured and structured abstracts are the same,
except for the labels or sections in the structured abstracts.
understand the study.
140 Exploring Life Through Science—Capstone Research Project Chapter 7 Research Writing: Drafting the Final Paper 141

Introduction to Maritime Career Grade 11

ZZ This book is designed to help learners appreciate a
career in shipping; understand international maritime
standards and national maritime legislations; identify the
dif f erent types of ships; explain the ship’s classification,
dimensions, and terminologies for general direction;
explain the ship’s organization and watchkeeping duties
and responsibilities; and explain the ship’s trading
services and charter party agreement.
AUTHORS
Captain Teri Orlan C. Odal, Master Mariner,
PhD in Maritime Education and Master
of Ship Management
Captain Daniel T. Capiral, Master Mariner
COORDINATOR
2nd Marine Deck Officer Junal O. Gatungay Jr.

COPYRIGHT 2017
ISBN 978-971-06-4311-0
ITEM CODE TV119
COMPONENTS
AT A GLANCE
Textbook

Introduction to Marine Transportation

and Engineering Grade 11
ZZ The competencies covered in this book include an
introduction to marine transportation; explanation
of marine navigation and basic marine meteorology;
explanation of basic ship handling, ship operation,
and shipboard communication; introduction to marine
engineering; discussion of the two primary systems
on board, common types of marine propulsion, and
ancillary machineries on board; explanation of the
components of the electric power supply system on
board; and discussion of basic engine watchkeeping on
board.
UNIT 1
INTRODUCTION TO MARINE
TRANSPORTATION AND
ENGINEERING AS A
PROFESSION
AUTHORS
Captain Philip Albert Francis V.
Inong, Master Mariner
3 Engineer Romar D. Durero
rd
INTRODUCTION
COORDINATOR
2nd Marine Deck Officer

ǡ Ǥ
Ǥ

Junal O. Gatungay Jr.

ϐǤǤ

ǯǤ
2017
Ǥ ǡ ǣ
COPYRIGHT Ǥ
ǣ
Ǥ
Ǥǡ
978-971-06-4312-7

ISBN Ǧϐ
Ǥ
TV120
Ǥϐ
ITEM CODE Ǧǡ
Ǥ
ǡͷͲǡͲͲͲ

Ǥ
COMPONENTS
AT A GLANCE
Textbook
ǣ
ǣǦ
Ǥ
Ǧ Ǥ
ǡ

Ǥ

ϐǡǦ
Ǥ
ʹ


Introduction to Maritime Safety

Grade 12
ZZ The book highlights competencies such as survival at sea
in the event of ship abandonment; cutting back the risk
of fire and maintaining a state of readiness to respond
to emergency situations involving fire; the ability to
take immediate action in the event of an accident or
other medical emergency; compliance with emergency
procedures; ability to take precautions against pollution
of the marine environment; observance of safe
working practices; ability to contribute to ef f ective
communications on board ship; ability to contribute to
ef f ective human relationships on board ship; and ability
to understand and control fatigue.
UNIT 1
SURVIVAL AT SEA
AUTHORS
2 Marine Deck Officer
nd
Junal O. Gatungay Jr.

2 Marine Deck Officer
nd
Edelwina Reniedo-Kutukovs
INTRODUCTION
COORDINATOR
2nd Marine Deck Officer O

n April 1912, the most renowned RMS Titanic sank during her
maiden voyage after hitting an iceberg. The lifeboats of the RMS
Titanic played a vital role in the disaster. She did not have enough
lifeboats for all the passengers and crew. Only 1,178 people can be held on
Junal O. Gatungay Jr. the 20 lifeboats she carried. Meanwhile, she had in fact more than 2,000
people on board and more than 1,500 lives were lost in the occurrence of
this biggest tragedy ever documented in the maritime history.
COPYRIGHT 2017 RMS Titanic
On January 13, 2012, Consta Concordia contacted a rock below water while
ISBN 978-971-06-4313-4 passing Giglio island in the Mediterranean during a cruise. The generator
room began to take in water and the whole ship was on blackout but the ship
was otherwise floating, stable and safe. Emergency lights were provided but
ITEM CODE TV121 it was evident that the ship will not last. An abandon ship was decided per
the ship’s emergency procedure. However, when the evacuation starts, not all
lifeboats where launched by the crew and not all liferafts were activated as
the crew itself don’t know how to launch them. During the evacuation, staff
illegally aboard also opened watertight doors in the hull that should have
been kept closed, water spread, stability was lost, the ship capsized and sank
COMPONENTS
January 14, 2012 and some people still aboard drowned.
AT A GLANCE
Textbook
Consta Concordia
These are just two of the many examples of sea accidents that boil down
to simply not knowing what, when, and how to use emergency equipment on
2
Introduction to Maritime Safety

TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK
The Technical Vocational Livelihood (TVL) senior high series learning materials are competency-
based and industry-based. This entails that they are anchored on the Technical Education and Skills
Development Authority (TESDA) Training Regulations (TR). The materials likewise make provision for
the contextualization of related topics and hands-on and laboratory activities. Entrepreneurship is
integrated in all materials.
The TVL series learning materials help TechVoc track graduates to pursue the following career
paths:
1. put up their own shops as entrepreneurs or technopreneurs;
2. be employed in relevant local and international companies that need skilled and globally
competitive TechVoc graduates who have acquired the appropriate TESDA National Certifications;
3. serve as technical experts or consultants, after establishing a good track record in their own
fields; and
4. pursue higher learning in related fields.

HOME ECONOMICS
Lesson 5:
Fashion Design Grade 11
IBUTION OF MATERIALS
ENSURING AND SUPERVISING
DISTRIBUTION OF MATERIALS
ZZ The book is COMPONENTS

authored by AT A GLANCE
Richard Papa, Textbook
then former Vice Teachers Wraparound
TECHNICAL TERMS
TECHNICAL TERMS
President of the Edition
daily production report (DPR) – form filled out each day of
production in a garment factory to summarize what
events occurred that day
Fashion Designers
Association of the Philippines, who took
line – row of sewing machines that performs a series of job
to the garment
raw materials – cut garment parts from which a f inish
product is made
up extensive courses in fashion design

282
and pattern making at the Premier
Fashion Art School and Filipino costume
making at the Cultural Center of the
Lesson 5: Materials are one of the major reasons for delaying the production schedule
Philippines under the tutelage of the late

IBUTION OF MATERIALS
that will result in delivery delay. To ensure the proper distribution of materials,
fashion designers have to know the day-to-day performance in the factory. Produce
ENSURING AND SUPERVISING complete production-related reports to be able to choose whether to release or
DISTRIBUTION OF MATERIALS hold the materials. Fashion designers should constantly check with their supervisor
National Artist Mr. Badong Bernal. Mr.

if the right amount of materials was distributed properly. Workers tend to slow
down when they see less material to work on and speed up when they see that they
have to f inish a lot of work. It is also advisable to have a control system within the
distribution system. Some workers become greedy when they see a lot of work that
Papa has been a fashion designer since

they tend to forget about the quality just to be able to earn more. A right balance
must be observed to ensure the right distribution of materials.
Common Reports to Help Ensure the Proper Distribution of Materials
1989, doing couture and ready-to-wear

There are various reports involved in the distribution of materials. These are the
following:

1. Material inventory report. This report carries information such as
AUTHOR lines for department stores in the country.

availability of fabric and trims. Fashion designers should keep tab with the
merchandising department for the sourcing of materials on time.
2. Cutting production report. This report reveals the continuous f low of raw
materials. The sewing line can be given enough cut garments only if
there is enough cut goods in the cutting department. Report about the
Richard Papa ZZ The book highlights lessons on

expected daily cutting plan should always be available.
3. Attendance report. This report shows how many sewing operators are
present every day in each line. From this report, fashion designers can
creating garment design, calculating

quickly assess what the day’s production target and needed materials
TECHNICAL TERMS
TECHNICAL TERMS will be.
COPYRIGHT 2017
daily production report (DPR) – form filled out each day of
production in a garment factory to summarize what
4. Daily production report (DPR). This report contains yesterday’s production
records, line-wise and style-wise. This will tell if materials the day before
and procuring garment materials,

events occurred that day were fully consumed and if dispatching new materials are needed.
line – row of sewing machines that performs a series of job 5. Hourly production report. This report indicates if the materials need to be
978-971-06-4329-5
to the garment immediately released without waiting for the next day.
ISBN
and supervising garment prototype
raw materials – cut garment parts from which a f inish 6. Efficiency and productivity report. The daily production report provides actual
product is made output numbers of each line and each style. It also shows which line needs
material replenishing.
7. Repair and rejection report. This report includes a number of rejected garments,
TV113 preparation and mass production.

you can cut fresh garments and replace damaged ones prior to delivery.
ITEM CODE
283
Fashion Design 11 leads to NC III.
Front Of f ice Services

Lesson 3: ZZ This book is COMPONENTS
VATION REQUESTS
Handling of ResErvation Requests
authored by AT A GLANCE
Jef f rey D. De Textbook
Guzman and Teachers Guide
Alvin L. Espiritu.
Mr. De Guzman acquired his Master’s
degree in Educational Management
TECHNICAL TERMS
TECHNICAL TERMS
guest reservation data – hotel document that shows the
guest’s important details for his or her whole stay in
at the Polytechnic University of the
Philippines (PUP). He is a Master
the hotel
registration card – formal document that registers a guest
into the hotel for accommodation
Teacher II at Batasan Hills National

reservation report – report used to determine if the number
of rooms sold in a hotel is significantly reaching
or departing from the expected target sales for
reservations
High School in Quezon City and an NC

room availability – room status that forecasts the number of
rooms of each type and in each category that will be
available for sale for the guests
II holder. Mr. Espiritu is a Teacher II at

18
Batasan Hills National High School and

an NC II holder.
Reservation Request
Lesson 3:
VATION REQUESTS
There is always a systematic process and procedure in any kind of transaction.
These procedures or operations are not just created, but these must be properly
Handling of ResErvation Requests observed and followed to gain the expected outcome or good results. Comparatively,
ZZ The lessons in Front Of fice Services

in a hotel for example, all reservation officers must undergo some procedures to
AUTHORS complete a certain reservation request. And since handling a reservation request is
one of the most important responsibilities of a front office personnel, the question is,
how are they supposed to handle it effectively? The answer is just plain and simple:
know and familiarize the right process.
Jef f rey D. De Guzman
You must take note that each hotel is performing based on each competency
in the market, and that might affect the procedures on how are they handling
reservation requests. The following steps below are the standard or the basic
highlight core competencies in
receiving and processing reservation;
knowledge that you must learn in handling a typical reservation request:
1. Receive reservation request using the minimum. Before diving into much specific
Alvin L. Espiritu
details, the first step in the reservation process is to obtain minimum
information about the guest’s proposed stay that includes the following:
operating a computerized reservation

(1) guest name, (2) type of room, (3) length of stay, and (4) arrival date. The
reservation officer should start by saying:
“Good morning, front office reservation, how may I help you?”
COORDINATOR Meanwhile, the reservation officer must always be ready and prepared to fill
out quickly the reservation form with the guest’s needs.
system; providing accommodation
reception services; conducting night
2. Determine the room availability. After receiving the information about
Clodualdo V. Paiton
the guest’s date of arrival and length of stay, the next step is to check the
availability of the rooms prior to the requested date under three categories:
TECHNICAL TERMS
TECHNICAL TERMS fully booked, waiting list, and free sale.
shift; and providing club reception

guest reservation data – hotel document that shows the 3. Accepting or denying the request. Upon checking the room availability under
guest’s important details for his or her whole stay in the three categories, the reservation officer must communicate the status
2016
the hotel by doing the following:
COPYRIGHT a. If the room is fully booked, inform the guest.
services and porter services. This

registration card – formal document that registers a guest
into the hotel for accommodation
reservation report – report used to determine if the number “I am sorry, the dates requested are all sold out or fully booked.”
of rooms sold in a hotel is significantly reaching
978-971-06-4052-2 course leads to NC II.

or departing from the expected target sales for b. If the room is on waiting list, tell the guest:
ISBN reservations
room availability – room status that forecasts the number of “All bookings on the date you requested are wait-listed. I
rooms of each type and in each category that will be shall take your reservation, but I would suggest that you check
available for sale for the guests from time to time your preferred date for our confirmation.”
ITEM CODE TV034 19

HOME ECONOMICS
Housekeeping
ZZ The book is authored by Jennifer F. Vivas COMPONENTS
who acquired a TESDA certification on AT A GLANCE
Trainers Methodology, finished her Master’s Textbook
degree in Language and Literary Education Teachers Guide
at the University of the Philippines Open
University, and is currently holding a supervisory position at the
Department of Education (NCR).
ZZ The book has lessons that highlight and explain housekeeping
services; preparation of rooms for guests; cleaning premises; valet or
butler services; and launder of linen and guest clothes. Moreover, it
contains engaging activities that enhance students’ knowledge, skills,
and attitude in performing housekeeping services. This specialized
course leads to National Certificate Level II (NC II).
Lesson 3: Management of hotel resources is crucial. Aside from managing hotel staf f,
ANING OPERATIONS
management of how cleaning procedures should be conducted is also essential.
Policies and Procedures Related The life of a hotel lies in the cleanliness, comfort, and safety that it gives to its
guests. That is why hotels have implementing policies and procedures in cleaning
to Cleaning Operations its surroundings. These policies and procedures should be adhered to maintain
consistent and excellent service to guests.
AUTHOR
The following are the areas of concern as well as the policies and procedures
implemented:
1. Cleaning Schedules
Schedule of cleaning in hotels can be done on daily,
Jennifer F. Vivas
weekly, monthly, or seasonal basis.
ʠ Daily cleaning. This is a cleaning task that needs to be
done once or even more than once a day to maintain
the cleanliness and orderliness of the hotel. Examples Cleaning Tasks
of this are cleaning public toilets, dusting of guest Schedule
2016
rooms, and f ixing public area furniture and f ixtures.
COPYRIGHT
ʠ Weekly cleaning. This cleaning task must be performed once a week.
Examples of weekly cleaning tasks are vacuuming of upholstered
furniture and polishing of wooden furniture.
ʠ Monthly cleaning. Some areas in the hotel do not require daily or weekly
cleaning attention, but monthly cleaning would contribute to the
ISBN 978-971-06-3951-9
overall cleanliness of the hotel. An example of this is the cleaning of air
conditioner and other similar equipment.
ʠ Seasonal cleaning. This is done at least two to three times a year. This
include polishing of floors, cleaning of stairwell and outside windows.
TECHNICAL TERMS
TECHNICAL TERMS
TV014
2. Cleaning Organization
ITEM CODE orthodox – traditional, conventional

protocol – standard procedures
Order should be observed in housekeeping not just in terms of materials,
tools, and equipment. Cleaning should also be organized so that the time
of housekeeping attendants can be managed well, covering all areas in the
squeegee – cleaning tool with a rubber blade at tached to a
handle that is used for cleaning windows or f loors hotel. Depending on hotel practice, cleaning can be organized in any of the
following ways:
ʠ Orthodox cleaning is a method wherein all cleaning tasks are done in
one room f irst before proceeding to the next room assigned to the
housekeeping attendant.
ʠ Block cleaning is done from one room to another before performing the
next task on the list. Usually more than one housekeeping attendant will
be tasked on block cleaning. For example, cleaning the toilet, dusting
the area, and making the beds may be done by dif ferent housekeeping
attendants simultaneously.
128 129
Travel Services
COMPONENTS
ZZ The book is authored by Raquel F. Verzosa, AT A GLANCE
a Masters in Education major in Language Textbook
Education magna cum laude graduate from Teachers Guide
Saint Louis University, Baguio City, and was a
training consultant for Tiger Airways Philippines.
ZZ The book covers specialized competencies such as book travel-
related reservation; administering billing and settlement plan; and
issuing air sea land tickets and multipurpose documents. Travel
Services leads to NC II.
Lesson 2: OTHER PRODUCTS AND SERVICES OF TRAVEL MANAGEMENT COMPANIES
MANAGEMENT COMPANIES
While most of the services of fered by TMCs have been itemized previously, this
PRODUCTS AND SERVICES OF travel lesson explains and specif ies the varied products that TMC personnel of fer. Learners
will realize that travelling via air is not the only choice to get to dif ferent dest inat ions.
management companIES Traveling via sea explorat ion, land, and railroad may prove to be a worthwhile trip
too.
A. Motor Coach Traveling
One of the extra services that TMC personnel of fer to their clients is service
given by motor coaches. A motor coach is a bus that brings people f rom their
point of origin to their point of dest inat ion via land, for a fee. It is used to
transport passengers and cargo and normally on a scheduled basis. While
most motor coaches are used by bus companies, some others are really meant
for tours. These buses are also chartered for tour packages for business or
convent ions or even for school events. A TMC personnel may have this available
for their clients. Although, at t imes, t ickets for motor coaches are easy to secure
f rom bus stat ions, some travelers may opt to get everything f rom their f riendly
TMC personnel as they want a hassle-f ree trip.
a. Tickets for Bus Companies

In the United States of America, a common intercity form of
transportat ion is the bus company called the Grey Hound Bus. This land
AUTHOR
transport service company is well known for regular scheduled trips where
Raquel F. Verzosa
passengers and their luggage are brought to their designated cit ies. For
instance, passengers f rom Los Angeles City may travel to Phoenix, Arizona.
Normally, bus t ickets are less expensive but the journey may be very long.
In the Philippines, bus companies such as Victory Liner, Inc, Philippine
Rabbit, and Genesis Bus Lines are some of the more well-known bus
TECHNICAL TERMS
2016
TECHNICAL TERMS companies that service the riding public. Some buses especially those which
COPYRIGHT
travel on long journeys are equipped with facilit ies including comfortable
chauf fer-driven vehicle – motor vehicle that is driven by a seats and a built-in toilet. At t imes, there is a bus stewardess who is in charge
person employed to drive a passenger as a form of of t icket ing, gives passengers their simple snacks, and makes sure that the
professional service toilet is always clean. Victory Liner and Joy Bus that cater to MNL–BGO
cruise ship – also referred to as cruise liner that carries (Baguio) and vice versa are examples of buses which have provisions for this
978-971-06-3948-9
passengers who travel by sea for pleasure voyages kind of service. They categorize their trips as deluxe or f irst class trips.
motor coach – motor vehicles, normally a bus that is used to
carry passenger on longer road journeys
A passenger who takes a bus needs to purchase a t icket at the stat ion.
For long trips, this has to be shown to the bus conductor or to the bus
ISBN
plant tour – tour inside a factory or an industrial or stewardess before entering. However, because a bus company is a transport
manufacturing unit business and earns more prof it with more passengers, some bus companies
SS174
tour inclusion – everything that is included in an it inerary allow passengers to board even f rom another place.
such as meals, trips, accommodat ion, trips, etc
ITEM CODE
256 257

HOME ECONOMICS
Local Guiding Services

ZZ The book is sophisticatedly authored by COMPONENTS
Raquel F. Verzosa, a Masters in Education AT A GLANCE
major in Language Education magna cum Textbook
laude graduate from Saint Louis University, Teachers Guide
Baguio City and was a training consultant
for Tiger Airways Philippines, and Jenef f er P. Baltazar, a tour guide
trainer at the Department of Tourism and the general manager and
proprietor of Agetyeng Travel and Tours.
ZZ The book is crafted for learners to develop their knowledge, skills,
and attitude in performing tour guiding services tasks. Further,
it discusses topics that deal with the core competencies: research
information relevant to tour itinerary, managing tour arrangements
for visitors, and accompanying visitors in accordance with the tour
itinerary. This specialized course leads to NC II.
Lesson
Lesson1:1: ACTIVITIES IN The FOUR STAGES OF TOUR GUIDING SERVICES
STAGES OF TOUR GUIDING

Managing a tour is a challenging task. Although a big part of the work has already
DESCRIBING
DESCRIBINGTHE
THEFOUR
FOURSTAGES
STAGESOFOF

been done by tour operators such as planning and contracting suppliers, a tour in
AUTHORS TOUR
TOURGUIDING
GUIDING
itself is a journey where precise preparations need to be actualized. There are four
stages of a tour namely pre-tour, tour proper, complaints management, and post tour. In
each stage, there are specif ic tasks to do to achieve a great tour. The leadership and
management skills, organizational skills, and people skills of the tour’s key players
are needed in all stages. When performing the specif ic tasks, it is to be noted that the
Raquel F. Verzosa
end goal is to have a safe, stress-free, and wonderful vacation.
The following discussion will enlighten learners about every stage, where they
can see and realize the meticulous preparations done before, during, and af ter the
tour.
Jenef f er P. Baltazar
Pre-tour
The tour operator has the major role during the pre-tour since this is the stage
that involves planning, costing, negotiating, and booking with suppliers and other
service providers. It covers all the preparations needed for the tour, and choosing the
most appropriate tour guide for the group.
2016
At times, it is best to assign local guides as they are more accustomed with
COPYRIGHT the locality. They are familiar and knowledgeable about the area’s culture, history,
environment, the people, and their language. It is best to hire a competent local
guide because of his or her expertise and experiences within the conf ines of his or
her locality. Some examples of tours that need local guides are tours to Kabayan
978-971-06-3932-8
Mummies, Puerto Princesa City’s f lora and fauna excursion, and Mt. Pulag Adventure.
ISBN
In these tours, the local guide can lead them physically and historically through
commentaries.
TECHNICAL
TECHNICAL
TECHNICAL TERMS
TERMS
TECHNICALTERMS
TERMS In some instances, tour operators share the responsibilities of guiding with,
route– –French
enenroute Frenchterm
termthat
thatmeans
means‘on
‘onthe
theway’
way’oror‘along
‘along between and among tour escorts, local guides and/or specialized guides. For example,
the
theway’
way’ a group of friends chooses a 4-Day-3-Night Cordillera Tour (Manila–Banaue–Sagada–
TV091
Baguio–Manila). XYZ Travel and Tours sends his tour escort to assist and guide the
ITEM CODE
inclusions– –events,
inclusions events,items,
items,and
andservices
servicesincluded
includedininthe
the
tour
tourpackage
package guests. The tour escort coordinates with the suppliers, orients the group about the
tour, gives them some information about the destinations they are visiting, and even
liquidation– –accounting
liquidation accountingfor
forexpenses
expensesusually
usuallydone
donewhen
when
explains other interesting sites that are en route. Once the group arrives in Banaue,
items
itemshave
havebeen
beenpurchased
purchased
the tour escort contacts the eco-guide to lead them to the Banaue Rice Terraces.
local guide– –resident
localguide residentorornative
nativeofofa acertain
certainprovince,
province,city,
city, When the group arrives in Sagada, the tour escort meets with the spelunking guide
ororlocality
localityguiding
guidingtourists
tourists to lead them to Sumaguing Cave, and when they arrive in Baguio, the local guide
meetupup– –term
meet termused
usedwhen
whentour tourguides
guideshave
havetotomeet
meetand
and leads the group to the cultural sites and museums within the city. The mentioned
assemble
assembletourists
touristsinina aplace
place tour needs an organized coordination of tour guides and coordinators of dif ferent
spelunking– –exploring
spelunking exploringwild
wildcave
cavesystems
systemsand
andvisit
visittoto localities.
natural
naturalcaves
caves
58 59
Bread and Pastry Production

COMPONENTS
ZZ The book is authored by Grace R. Nieves who AT A GLANCE
acquired her Masters in Teaching Technology Textbook
and Home Economics, and Doctor of Education in Teachers Guide
Industrial Management from the Technological
University of the Philippines.
ZZ The book covers the core competencies on preparation and production
of bakery and pastry products; preparation and presentation of
gateau, tortes, and cakes; preparation and display of petit fours; and
presentation of deserts. This course specialization leads to NC II.
Baking tools and equipment
Lesson 3:
STRY PRODUCTS
tools and Equipment for
baking pastry products
Baking can be a lot of fun and convenient especially when the right tools and
equipment are used properly. Aside from measuring tools and equipment discussed
in the previous unit, the following are the different types of tools and utensils that
may be used in baking pastries and other bakery products.
1. Bakewares are pans used for baking pastries and other bakery products in
the oven. These come in variety of sizes, materials, surfaces, and purposes.
These include the following:
a. Tube center pan has hollow removable centers
used in baking chiffon cakes.
b. Muffin pan usually has 12 formed cups used for

baking muffins and cupcakes easily and evenly.
c. Jelly roll pan is a shallow rectangular pan used for

baking rolls.
AUTHOR
Grace R. Nieves
d. Bundt pan is a round pan with scalloped sides used for baking special
cakes.
TECHNICAL TERMS
TECHNICAL TERMS e. Loaf pan is intended for baking loaf breads.
2016
disperse – to become widely spread or well-distributed
sieve – to separate smaller particles to larger ones
f. Cookie sheet is a thin, flat metal pan that has no
COPYRIGHT
or only shallow sides used to bake a variety of
baked products.
g. Pie plate is a pan made of metal, glass, or ceramic

with a slightly larger top part than its bottom. This
is used to easily remove fruit-filled pastry products.
ISBN 978-971-06-3978-6
86
h. Food mold is used to shape baked products into desired form or figure.
87
ITEM CODE TV013

HOME ECONOMICS
Food and Beverage Services

COMPONENTS
ZZ Rose Ann Morano-Sulla, an NC II holder AT A GLANCE
and a graduate of Bachelor of Science in Textbook
Home Economics from the University of Teachers Guide
the Philippines Diliman (UP Diliman), is the Ebook
author of Food and Beverage Services. She
acquired a fundamental course in pastry arts at the International
School for Culinary Arts and Hospitality Management (ISCAHM)
under Chef Ernie Babaran.
ZZ The book is designed with the core competencies of planning food
and beverage program of clients; providing preliminary services
to clients; applying food and beverages techniques; and providing
advice on food and beverage services. This specialized course leads to
NC II. SETTING TABLES in accordance with the standards
Lesson 1:
TABLE SETTING
All members of the front-of-the-house should be knowledgeable on correct
Table Setting table setting. Each member will be assigned a certain number of tables. This is called
your station. Every table on your station must be properly set before service is given.
This includes clean linen, polished silver ware, shining glassware, and spotless china.
Cover
The cover is the space where one place is set.
A place includes a linen, silver, china, and glass. It

measures about 24 inches by 15 inches.
AUTHOR Linen
The following are the dif ferent types of linen
used when setting up a table:
Rose Ann Morano-Sulla

1. Silencer or silence pad Cover
Many foodservice establishments use a silencer or a silence pad. This

linen is used to reduce the noise that the china produces. If a silence pad is
used, it should be placed evenly on the table to avoid hanging down below
the table cloth.
COPYRIGHT 2016 2. Table cloth

Once the silencer has been placed, the table cloth is placed on top of it.
Remember that all corners should fall on an even distance from the f loor. It
should also be free from wrinkles, holes, and stains.
978-971-06-4106-2
3. Table runner
ISBN TECHNICAL TERMS

TECHNICAL TERMS
chinaware – dishware made out of porcelain or earthenware
A table runner is a narrow piece of linen or cloth that can either be laid
upon a table cloth or on a bare table. When laid down the center of the table,
such as porcelain plate used for special gatherings its function is to add aesthetics on the table. Meanwhile, when laid across
the table, it is used to def ine seating. A table runner is easier to maintain and
TV011
silverware – tableware and serving pieces that are made
care for than a tablecloth. It is also more decorative than a placemat.
ITEM CODE
of silver or coated with silver such as metal spoons,
knives, and forks 4. Placemat
A placemat is a small mat that comes in dif ferent shape, color, and
material and is placed beneath a place setting at a dining table.
5. Napkin
Napkin can be folded in dif ferent ways. In formal dinners, the napkin
is folded and placed on the service plate. Napkin folding is one of the many
arts applied in the food and beverage services.
70 71
Caregiving Grade 11
COMPONENTS
ZZ The book is authored by Carlo B. Bejarasco AT A GLANCE
who finished his Masters in Education major Textbook
in School Leadership at De La Salle University, Teachers Guide
Taft, Manila. He was previously the high school
principal and coordinator for St. Mary’s Academy in Dalaguete, Cebu.
And now he teaches part time for senior high school. He is a speaker/
facilitator of Phoenix Publishing House’s various school administrators
and teachers’ seminars and workshops.
ZZ Caregiving 11 covers specialized competencies like providing care
and support to infants, toddlers, and children; and fostering social,
intellectual, creative, and emotional physical development of children.
This course leads to NC II.
Lesson 1: Normal Growth and Development of Infants
AND DEVELOPMENT
An infant is a month old baby until his f irst year of life. Earlier than a month, the
DIF fERENT STAGES OF NORMAL GROWTH baby is called a newborn. Growth refers to an increase in physical size. Development
is the sequential process by which infants and children gain various skills and
AND DEVELOPMENT functions. Normal infant growth and development result to the infant learning how
to walk, talk, eat, and interact with others. It is during infancy that we see the most
amazing physical growth in human (F ig. 2.). How fast does the infant grow?
Length doubles by 12
months, grows an inch per

Weight doubles by 6
months old, triple at one month until 6 months and
year old; gains about 1–4
kilos per month
½ inch per month from
then on
AUTHOR
Head size grows about ½ inch every
month for the f irst 6 months, ¼ inch per
month from 6 months to 1 year of age; the
head measures close to 17 inches around by
Carlo B. Bejarasco
the time he is 6 months old
F igure 2. Normal physical growth of infants COPYRIGHT 2016

Developmental Milestones of Infants
TECHNICAL TERMS
ISBN 978-971-06-3950-2
Everybody loves a baby. Besides being cuddly and cute, the antics an infant is
TECHNICAL TERMS able to do amaze the parents. They wonder day by day what surprises the baby will
infant – the baby from 1 month to 12 months old bring. The possibilities are endless. Here are some fascinating infant milestones
toddler – the child from 1 year to 3 years old worth mentioning:
growth – an increase in physical size
TV012
Gross Movement Milestones
ITEM CODE
development – sequential process by which one gains skills
and functions Gets to sitting position without assistance
Crawls forward on belly by pulling with arms and pushing with legs
Creeps on hands and knees
Gets from sitting to crawling or prone position
Pulls self up to stand
Walks holding on to furniture
May walk two or three steps without support
6 7

Programming Java
COMPONENTS
ZZ The book is authored by Deover M. Pasco, an NC AT A GLANCE
II holder, trainer, and assessor of PC Operations Textbook
and Computer Hardware Servicing. He is also Teachers Guide
a TESDA NC holder of the newly migrated Ebook
qualification which is the Computer Systems
Servicing and a trainer of TESDA’s Trainers Methodology (TM) Level 1.
He was a curriculum writer for DepEd’s K to 12 Computer Hardware
Servicing Learning Module. More, Mr. Pasco was the chairperson of
TESDA Regional Competency Assessment and Certification Committee
in Region XI and was the President of Private Technical Vocational
Schools Association in Davao del Norte.
ZZ This book is the first to of f er Programming (Java) for NC III, hence, it
provides learners with the required skills for the said NC. The lessons
focus and enhance the Java programming skills of learners.
ABSTRACT CLASSES Lesson 4: Abstract Classes
AND INTERFACES
Defining a superclass that declares the structure of a given abstraction with
Using ABSTRACT CLASSES AND no complete execution of a method is common in Java. More often, you will create
AUTHOR INTERFACES
a superclass that only defines a comprehensive form that will be used by all of its
subclasses. This situation can happen when a superclass is incapable to create a
significant implementation for a method.
It is not unusual for a method to have no significant definition in the setting of
Deover M. Pasco
its superclass when you make your own class libraries. To solve this problem, you
can simply require it to report a warning message even though it is not commonly
suitable.
We can force certain methods to be overridden by subclasses through specifying
the abstract-type modifier. By doing so, they will be referred as subclasser responsibility.
2016
The syntax in declaring an abstract method is:
COPYRIGHT abstracttype name(parameter-list);
You must use the abstract keyword before the class keyword at the beginning of
978-971-06-3934-2
a class declaration in declaring a class abstract. There are no objects of an abstract
ISBN class. An abstract class cannot be instantiated right away with the new operator.
Example:
TV090
abstract class Car{
ITEM CODE abstract void run();

}
TECHNICAL TERM
TECHNICAL TERM class Ford extends Car{
abstract class – class that is declared with abstract keyword void run(){System.out.println(“running safely..”);}
public static void main(String args[]){

Car obj = new Ford();
obj.run();
}
}
In the example shown, Car is the abstract class that has only one abstract method
named run. It is implementation is made available by the Ford class.
92 93
Programming Oracle Database

ZZ The book is authored by John Christian B. Valdivia, an NC
II holder in PC Hardware Servicing. The book centers on
programming skills in Oracle Database.
ZZ This course specialization leads to NC III.
ABSTRACT CLASSES
Lesson 4: Abstract Classes
AND INTERFACES
Defining a superclass that declares the structure of a given abstraction with
Using ABSTRACT CLASSES AND no complete execution of a method is common in Java. More often, you will create
a superclass that only defines a comprehensive form that will be used by all of its
INTERFACES subclasses. This situation can happen when a superclass is incapable to create a
significant implementation for a method.
It is not unusual for a method to have no significant definition in the setting of
its superclass when you make your own class libraries. To solve this problem, you
can simply require it to report a warning message even though it is not commonly
suitable.
We can force certain methods to be overridden by subclasses through specifying
the abstract-type modifier. By doing so, they will be referred as subclasser responsibility.
The syntax in declaring an abstract method is:
abstracttype name(parameter-list);
You must use the abstract keyword before the class keyword at the beginning of
a class declaration in declaring a class abstract. There are no objects of an abstract
class. An abstract class cannot be instantiated right away with the new operator.
Example:
abstract class Car{

abstract void run();
}
TECHNICAL TERM
TECHNICAL TERM class Ford extends Car{
abstract class – class that is declared with abstract keyword void run(){System.out.println(“running safely..”);}
public static void main(String args[]){

Car obj = new Ford();
obj.run();
}
}
In the example shown, Car is the abstract class that has only one abstract method
named run. It is implementation is made available by the Ford class.
92 93 AUTHOR
John Christian B. Valdivia
COMPONENTS
AT A GLANCE COPYRIGHT 2016
Textbook ISBN 978-971-06-3935-9
Teachers Guide ITEM CODE TV085

Animation Grade 11
ZZ Alma C. Ando, an NC II holder, trainer, and COMPONENTS
assessor for PC Operations and Hardware AT A GLANCE
Servicing, is the author of the book. Textbook
Animation 11 provides learners with an Teachers Guide
in-depth knowledge and skills in animation
in accordance with industry standards. Hence, it has lessons on
producing cleaned-up and in-between drawings in both production
and post-production stages.
ZZ This course specialization leads to NC II.
Lesson 2: Animators and cartoonists are guided by a model sheet to help them draw a
MODEL SHEET
character. A model sheet shows what the characters look like from dif ferent views,
types of Model Sheet relative sizes, facial expressions, poses, among others. In the animation production
where large numbers of people are involved, model sheets are required to help
maintain continuity in characters from scene to scene. Since model sheets come in
dif ferent styles, it is important to determine the dif ferent types of model sheet used
in animation.
Types of Model Sheet

1. General f inal line model sheet shows how a single character is portrayed in
turnaround drawings and how to draw the character from any angle, along
with some facial expressions, attitude, and action poses.
AUTHOR 2. Rough character concept model sheet

is a basic design concept that shows
Alma C. Ando
the dif ferent behaviors, moods, and
attitudes of the character.
TECHNICAL TERMS
TECHNICAL TERMS
cartoon – drawing showing a humorous or satirical
representation of a character; also a caricature
2018
cartoonist – person who creates a fairly uncomplicated
COPYRIGHT
3. Anatomical study model sheet gives
drawing that tells a brief, funny story
animators a better idea of the
character’ s structure behind the
clothing and other details.
ISBN 978-971-06-3937-3
134 135
ITEM CODE TV084
Medical Transcription Grade 11

ZZ Joanette G. Rodrigo, an NC II holder, is the COMPONENTS
AT A GLANCE
author of the book. She finished her Masters in
Business Administration at the International Textbook
Academy of Business and Economics in Makati Teachers Guide
City. Medical Transcription provides the
learners the core competencies on the proper usage of medical
terminologies to carry out the task and using business technology
to respond to customer’s needs.
ZZ This course specialization leads to NC II.
COMMON HARDWARE AND SOFTWARE MALFUNCTIONS
Lesson 3:
SIMPLE REPAIR
Sometimes, problems occur while MTs are working on their computers. Before
IDENTIFYING MALFUNCTIONS, Doing SIMPLE they panic or complain about their computer, they have to make sure that there is
really a problem. Troubleshooting means isolating the source of a problem and fixing it.
REPAIR, and reporting to property It is a process of trial and error until the person discovers what is causing the problem
and how to resolve the issue. When you encounter problems with your computer,
custOdian do not panic. Relax and take a deep breath, and try some basic troubleshooting
techniques. Common computer concerns can be divided into hardware and software
issues. If the problem is hardware related, you can do troubleshooting. If it is software
related, you can do debugging.
General Hardware Issues

A. The computer does not start.
1. Double check if cables, connectors, and power cords are plugged in securely.

2. Check if the computer monitor is on.
3. Try plugging your computer to a different power socket.
4. Try replacing the power cable.
AUTHOR
5. If the computer unit is lighted but the monitor light remains off, it could be
Joanette G. Rodrigo
a monitor problem.
6. If the monitor is lighted but not the computer unit, it must be a CPU issue.
7. If there are no lights on anything, then it may be possible that there is a local
power cut.
2016
B. The computer is on but the screen is frozen, and the keyboard and the mouse are
TECHNICAL TERMS
TECHNICAL TERMS
COPYRIGHT
not responding.
connector – a device used to join electrical circuits 1. Tap on the Num Lock key located on the right-hand side of the keyboard
above the number 7. While tapping the Num Lock key, notice whether or not
contingency – unexpected the Num Lock light goes on and off.
978-971-06-3938-0
debug – to resolve computer errors
2. If your computer does not respond to it,
frozen – when a computer suddenly stops working
malware – malicious software
it means that the computer is completely
locked up, so reboot or restart the computer.
To do the rebooting, go to the Start Menu
ISBN
modem – a device or program that enables a computer to
transmit data over telephone or cable lines and select Shut down. If it does not work, try
TV103
forced reboot by pressing the keys CTRL-ALT-
network cable – a cable that connects a computer to the
ITEM CODE
DEL simultaneously twice in a row. Remember
main server that if you have unsaved work, you will lose it.
reboot – to restart a computer
C. The keyboard or mouse is not working.
troubleshooting – tracing and correcting faults
1. Double check if the keyboard or mouse is firmly plugged into the port.
56 57

INDUSTRIAL ARTS
Consumer Electronics Servicing Grade 11

ZZ The book is authored by Jovelyn S. Queja, COMPONENTS
a teacher and instructional manager at AT A GLANCE
Ilocos Norte College of Arts and Trades. Textbook
She finished her bachelor’s degree in Teachers Guide
Industrial Education major in Electronics
Technology at Mariano Marcos State University. She obtained her
units in Master of Arts in Education major in Technical Vocational
Education at the same school.
ZZ Consumer Electronics The primary instrument used by every electronics technician is the multimeter,
Lesson 2:
Servicing 11 covers
also known as volt-ohm meter (VOM). It is an electronic measuring instrument
METER READING
that combines several functions of measurement in a single device. A standard
MultiMeter READING multimeter is used to measure alternating current (AC) and direct current voltage
expressed in volt (V), current expressed in ampere (A), and resistance expressed in
the core competencies

ohm (Ω). Multimeter is a useful device in basic electrical fault f inding and identifying
electrical and electronic circuit problems in batteries, motor controls, appliances,
power supplies, wiring systems, and other f ield service work.
Multimeters are categorized into analog multimeters and digital multimeters
such as assembling
(DMM).
Analog multimeter is less costly. Its range can be
and disassembling
easily adjusted. It can easily found and detect short
circuit. It gives accurate measurement for some
electronic components like testing diode.
consumer electronic Digital multimeter is used for more accurate and
product and system;

more specif ic reading of measuement. It is easy to use
especially in reading the AC and DC volts.
AUTHOR and maintaining and TECHNICAL TERMS

Proper Care and Maintenance of the Multimeter
1. Before operating the multimeter, read the manual of instructions carefully.
repairing electronically
alternating current voltage (ACV) – a voltage in which the 2. Do not store the unit in a damp place.
Jovelyn S. Queja
polarity alternates
3. When testing for the voltage, either DCV or ACV, always start with the
ampere – unit for electrical current highest range to avoid damage on the tester.
controlled domestic
closed circuit – circuit having a complete path for current 4. Make sure that the tester is set at correct range setting:
f low
□ resistance range when measuring the ohm;
direct current voltage (DCV) – a voltage that f lows only in one
2016
direction □ voltage range when measuring voltage; and
COPYRIGHT
appliances.
ohm (Ω) – unit of resistance □ ammeter range when measuring the value of electric current.
5. When the tester is not in used, selector switch should be turned of f or set to
1 000 V. If the unit is set at any resistance range other than OFF position
when stored, the battery will drain fast.
ISBN 978-971-06-3977-9 ZZ This is a specialized 16 17
ITEM CODE TV089 course leading to NC II.
AGRI-FISHERY ARTS
Food Processing Grade 11

COMPONENTS
ZZ The book is authored by Rosalinda Pascua, AT A GLANCE
an NC II holder, trainer, and assessor in food Textbook
processing. She graduated from Northern Teachers Guide
Bataan Institute with a bachelor’s degree in
Secondary Education major in Mathematics. She obtained her
diploma in Fishery Education at Bataan School of Fisheries.
ZZ Food Processing 11 provides learners with profound knowledge
and skills to acquire an NC II. The book covers topics that allow
for mastery of skills such as processing food by salting, curing, and
smoking, by fermentation and pickling, and by sugar concentration.
Lesson 1: Ingredients and Adjuncts for Salt ing and Curing
MIXTURES foR fISh

Ingredients like salt, vinegar, and other spices are necessary ingredients to make
PREPARING Salt ing and Curing solutions up for good cured, salted, and smoked products for f ish, shellf ish, meat, poultry, and
eggs.
and Mixtures FOR FISH To prepare salt ing and curing solut ions and mixtures, the following materials
are prepared, measured, and weighed in line with approved specif icat ions.
Salt ing

1. Salt is a preservat ive that is important ingredient for salt ing. It draws
moisture f rom the muscle cells and at the same t ime, enters the cells of the
f ish by osmosis. AUTHOR
2. Water is very essent ial and acts as a solvent in the preparat ion of mixtures or
brine solut ions. It must be potable, clean, and f resh.
Curing
1. Salt. Too much salt content may reduce protein solubility result ing to a f irm
texture of the product while too low concentrat ion yields otherwise (Loterte,
Rosalinda S. Pascua
1978). In curing, salt must be used according to desired concentrat ion to give
2016
the best cured product in terms of palatability and texture.
2. Curing salt. Compose of 94% ref ined salt and 6% nitrite. The use of curing
salt must be used according to recommended dosage.
3. Vinegar. Its sour taste gives f lavor, makes the product f irm, and acts as
COPYRIGHT
preservat ive part icularly to pickled products. According to Tressler and
978-971-06-3936-6
Lemon, 1951, vinegar must contain 5% acet ic acid to retard spoilage for
TECHNICAL TERMS
TECHNICAL TERMS
brine solut ion – refers to the mixture of salt and water
weeks or even months if the f ishes kept in cool rooms.
4. Sugar. It acts as a preservat ive. It increases the thickness of the cured pickling
solut ion, thus lowering the water act ivity. It also adds sweetness to the
ISBN
iodized salt – a kind of salt containing a small amount of product (Lagua et. al, 1977).
TV083
potassium iodide and dextrose organisms 5. Spices. This consists of black pepper, onions, and garlic, that are commonly
ITEM CODE
salinity – refers to the degree of salt iness used as f lavorings for the food. They possess preservat ive act ions that inhibit
saturated solut ion – a solut ion where there is an equal spoilage. They mask the color and odor of the food more than prevent ing
amount of salt dissolve in small amount of water spoilage.
solute – a substance dissolved in another solut ion 6. Preservat ives. These are substances that inhibit or kill microorganisms that
produce a characterist ic f lavor and give meat a pink or red color. Examples
are nitrate or nitrite.
54 55

APPLIED TRACK SUBJECTS
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
English for the Globalized Classroom Series:

English for Academic and Professional
Purposes
ZZ As the English language gains greater ground in different
transactions over the world, the need for competent
English language skills in professional and academic
setting becomes an essential concern among educators.
ZZ Intended as a teacher- and student-friendly worktext, the
English for Academic and Professional Purposes volume
engages the learners with dif f erent rhetorical modes of
writing that are essential in academic work.
Enrichment 1
With the input from the focus section, draft the introduction for your cri-
tique. Make sure to seek feedback from your peers and teacher for subsequent
revisions.
Focus 2
A major part of a critique is a brief summary of the event, book, concept,
or object being critiqued. In this part, specific descriptions are needed for the
reader to have an overview of the central features of the topic.
Aside from providing an overview, it is important to provide informed in-
sights on these features. For instance, weakness or strengths should be based on
what is observable and comparable to other items of the same class. Consider
the following sample statements:
Sample 1
The smartphone has an eight megapixel camera supported by both blue-
tooth technology and wireless applications. These features are standard among
modern phones, so that the higher price is not justified.
AUTHOR Sample 2
The movie is worth seeing because it features not only talented actors but
Paolo Niño M. Valdez, PhD

also tells an excellent story filled with unexpected twists.
Focusing on the underlined opinions, tell the class how the writer justified
the statements. Read the next example and strengthen these sections by provid-
2016
ing informed data in each chapter.
COPYRIGHT
Task 2
978-971-06-3754-6
Task 3 (1) Chapter 1 explains the use of digital media and how they enhance
ISBN Prepare the body of the review with the guide questions in the table below. oral and written language. The readers become aware of the new delivery of
Then, write your draft. language. This clarifies the idea that both oral and written language can be
interactive. (2) Chapter 2 gives the definition of language and elaborates on
ITEM CODE EN085 Guide Questions Responses the strengths and weaknesses of oral and written discourse. Here the author
emphasizes that though oral language is important; other modes of communi-
What are the essential cation were developed to enhance the message.
features?
What are the strengths of Opinion about chapter 1:
these features?
What are the weaknesses Opinion about chapter 2:
COMPONENTS
of these features?
AT A GLANCE The evaluation of the final section should summarize the strengths and
Focus 3
weaknesses of the subject to be critiqued. This includes points for readers to
Textbook consider before reading the book, watching the film, attending the event, or
purchasing the item.
Writing the Reaction Paper/Review/Critique 51
Learning Guide with Among the different sections of the critique, two important points should
stand out. First, recommendations must be backed up with sources to strengthen
your claims. Second, a negative appraisal must be expressed with tact. Consider
Curriculum Map the following concluding paragraphs of critiques.
Sample 1
Taken as a whole, the book can be a helpful resource for teachers
planning to integrate technology in their classrooms. In addition, the
sample lessons provided in the appendices consider different mate-
rial conditions of schools which may be a reality in some settings.
Since Estacio (2009) views that technology use in education may
depend on the conditions of educational institutions, the lessons in
the book are a welcome addition to the growing number of resources
in different contexts for teachers.
In this sample, the underlined citation helps strengthen the positive ap-
praisal of the book. This also serves as means for the reviewer to relate the book
to other sources that deal with the same topic.
Sample 2
Considering the pros and cons of the computer system, users may
want to check other options that bear the same features, as other
companies provide top of the line features for their premium offerings
but with lower price points.
In this sample, the underlined statement opens opportunities for users to
check options and allow them to make decisions to buy the computer system
or not.
52 Writing the Reaction Paper/Review/Critique

Applied Research: An Introduction

to Qualitative Research Methods and Report
Writing (The Padayon Series)
ZZ Applied Research: An Introduction to Qualitative
Research Methods and Report Writing provides a basic
yet intellectually stimulating textbook on qualitative
research. It accompanies the students in an interesting
research journey from the first phase (Identifying the
inquiry and stating the problem) until the last phase
(Reporting and sharing research findings) of doing
research. It prepares the students for their training in
qualitative research by setting the foundations on the
general rules and practices in scientific research.
ZZ While the textbook guides the students in every phase
of the research process, it also introduces them to the
principles underlying qualitative research, both on its
ontological and epistemological foundations as well as
the methodological issues associated with qualitative
research.
ZZ In the end, the book does not only equip the students
with the knowledge and skills of doing qualitative
research, but also to be conversant in debates over the
AUTHORS foundations of the social sciences and human sciences.
Ma. Lourdes F. Melegrito, PhD a check mark (✓) those which you think represent scientific knowledge
and with a cross mark (✗) those which you think do not. Then explain
Cand. your choices or answers on the third column.
✓ or ✗ Ideas Explanation
PROJECT DIRECTOR 1. The Philippines has wet

and dry seasons.

2. The earth is flat.
3. The world is made up of

numbers.
COPYRIGHT 2016 EMPIRICAL VERSUS NONEMPIRICAL 4. To see is to believe!
SOURCES OF KNOWLEDGE 5. Whiskey is good for
978-971-06-3961-8
colds.
ISBN 6. Volcanic eruption is one
GUIDE QUESTIONS type of hazard.
ITEM CODE AP114 How do we acquire our knowledge about the world? What is the
difference between empirical and nonempirical sources of knowledge, and
7. One apple a day keeps
the doctor away.
between scientific and nonscientific inquiry? 8. Heart beats faster when
in love.
The figure below (Foundations for Understanding) identifies and connects 9. Warm hands, cold hearts.
the various ways of acquiring knowledge about the world. The various ways
10. Hypothermia is life
to acquire knowledge are classified into two, namely, the empirical and
COMPONENTS nonempirical approaches.
threatening.
AT A GLANCE Empirical indicates that the information, knowledge and understanding

are gathered through experience and direct data collection . . .
INTRODUCTION
Nonempirical sources of information include forms of introspection,
Textbook vicarious experiences and other people’s analysis of events (Black

1999, 3–4).
“Why do people cry when they hear the word goodbye in a love song?”
is a line from a popular song in the 1980s, titled, “A Love Song” by Kenny
Learning Guide Basis for

Understanding
Rogers. If you are asked to answer the question, what would your answer
be? How did you come up with your answer? What was your basis for saying
Ebook
so? Do you think that there is only one possible answer to the question?
Would there be a right or wrong answer? In the first place, do you think
Nonempirical Empirical
that the question is important? Why do people cry when they hear the word
goodbye in a love song?
So many questions, right? Probably you are wondering why you are being
Authority Common Informal past Systematic
knowledge personal asked to answer such a question that you are not aware of (or did not even
experiences care about at the least) until reading this page. But now that you are faced
Authoritarian Authoritative Gathering/ Testing
organizing data hypotheses 12
(classification) (science)
Intellectual
Activity
Logic Inspiration
Foundations for Understanding
SOURCE: Black, T (1999) Doing Quantitative Research in the Social Sciences.
London: SAGE Publications Ltd, p. 3
17

Applied Research: An Introduction

to Quantitative Research Methods and Report
Writing (The Padayon Series)
ZZ Applied Research: An Introduction to Quantitative
Research Methods and Report Writing provides a basic
and less intimidating textbook on quantitative research.
While the textbook guides the students in every phase
of the research process, it also introduces them to the
philosophical foundations underlying quantitative
research. Equally important, the textbook guides the
students in addressing methodological issues relating to
the process of measurement, which is a key component
of quantitative research. The textbook seeks to instruct
students that doing research requires making a lot of
decisions, for instance, the choice of research paradigm
and research design as well as the methodology and
methods.
ZZ The textbook is not as ambitious as other textbooks on
quantitative research that promise “expertise” in doing
quantitative research after completing the course.
ZZ Instead, it makes students appreciate that quantitative
research could be a fun activity that requires working
AUTHORS with numbers and some statistics, charts, and graphs.
ACQUISITION
Cand. of Knowledge
PROJECT DIRECTOR NATURE OF RESEARCH AND SOCIAL RESEARCH

Every time your teacher assigns you to report or write a paper about
Ronaldo B. Mactal, PhD a specific topic, you are always asked to conduct research. What then is
research? To research is to find answers to questions. All professionals and
2016
practitioners in various fields of study conduct research to determine answers
COPYRIGHT to their inquiries. They gather data to answer questions and seek solutions
to problems about the social world. Ardales (2001) defines research as
ISBN 978-971-06-3960-1 The ReseaRch PRocess: an InTRoducTIon A systematic, objective, and comprehensive investigation of certain
phenomenon which involves accurate gathering and recording, and
critical analyses and interpretation of all facts about the phenomenon
ITEM CODE AP117 INTRODUCTION

for theoretical or practical ends. (p. 3)
Research, therefore, is a systematic inquiry in order to understand

The first module reviews the basics of research. It explains the nature a phenomenon. It can be done through the gathering, analysis, and
of research and its importance in understanding questions about the social interpretation of facts. In the social sciences, a specific type of research
world. It explains the uses of research, the different examples of research, focuses on understanding and learning about the changes and developments
and the purpose and steps followed in the research process. happening in the social world to produce new knowledge. It is called social
research. According to Neuman (2007, 2) social research is “a process in
COMPONENTS GuIde QuesTIons which a researcher combines a set of principles, outlooks, and ideas with
AT A GLANCE ☞
☞
What is research?
What is social research?
a collection of specific practices, techniques, and strategies to produce
knowledge.” The researcher conducts a systematic study of the theories and
the facts to answer the different questions about the social reality. To answer
☞ What are the uses of research?
Textbook ☞
☞
What are the different examples of research?
What is the purpose of research?
a research question, he or she must apply and use the most appropriate
technique or methodology to address the problem. After conducting the study,
Learning Guide
the researcher must communicate and share his or her findings to others.
☞ What are the steps in the research process?
u ses and P uRPoses of R eseaRch

Ebook The four important things that a researcher must consider in conducting
TOPICS a specific type of research are (1) the use of the research, (2) the purpose
of the study, (3) the time dimension of the study design, and (4) the data
✦ Nature of research and social research gathering method or technique to be used.
✦ Uses of research
✦ Purpose of research
✦ Steps in the research process
3
Knowledge At the end of the lesson, you should be able to:

1. Define research and social research
2. Enumerate the uses of research
3. Explain the purpose of research
4. Discuss the steps in the research process

You and the Natural World: Quantitative

Research
This book is designed and written to provide an overview
of the principles of quantitative research. The chapters are
conceptualized and written in a step-by-step fashion to guide
students on how quantitative research is to be undertaken.
Suf ficient examples are given to illustrate the key concepts
discussed in each chapter. One outstanding feature of the
book is that it constantly refers to an identified research topic
introduced in Chapter 1 as the rest of the key concepts in the
succeeding chapters are being developed.
The development of the chapters adheres to the accepted
procedures in conducting quantitative research so that readers
are guided on every step of the way. Thus, the conceptual flow
of the chapters are as follows:
ZZ Introduction to research
ZZ Identifying a topic and framing the research question
ZZ Review of the related literature and crafting of the
conceptual framework
ZZ Conceptualizing the research design and collecting data
AUTHOR ZZ Analyzing the collected data
ZZ Reporting and writing the results
Richard Pulmones, PhD
With this conceptual flow, readers can be directed, guided,
COPYRIGHT 2016 and coached on how to proceed with the inquiry process. Given
ISBN 978-971-06-4281-6 this approach, it is hoped that students will see that engaging in
ITEM CODE SC116 research can be broken down into doable steps.
strengths
Quantitative Research has
can be limitations
understood with is classified as
variables
Chapter
The Nature of Inquiry
experimental nonexperimental
1
are
classified has two
and Research
as is classified according to
types
independent
true experimental
research time
SCAN THE QR CODE TO VIEW (with randomization) can can
be goals be dimension
dependent
THE AUTHOR’S INFORMATION. quasi-experimental
(intact groups) cross-sectional
descriptive
quantitative (correlation
and causal-
comparative) retrospective
COMPONENTS
discrete
AT A GLANCE
longitudinal
predictive
continuous
explanatory
Textbook
Learning Guide
Ebook Research is a means to seek solutions to problems.
LEARN IN G CO M P ETEN CIES
1. Describe the characteristics, strengths, weaknesses, and kinds of quantitative research.

2. Illustrate the importance of quantitative research across fields.
The word research or inquiry is probably not new to you anymore. You already had experiences in 3. Differentiate the kinds of variables and their uses.
conducting an investigation or completing a project in your previous subjects. This chapter discusses the 4. Make self-assessment.
nature of inquiry and research, the steps or processes involved in conducting research, and identification
and control of variables in an investigation.
BIG IDEA
Chapter 1 The Nature of Inquiry and Research • 3
Quantitative research is a systematic and organized investigation to seek solutions to
problems by obtaining numerical data and testing the relationships of variables using statistical
techniques.
2 • You and the Natural World—Quantitative Research

ENTREPRENEURSHIP
Pathways to Entrepreneurship
ZZ The book is an instructional material that will guide
students in understanding the “concepts, underlying
principles, processes, and implementation of a business
plan” as prescribed by the Department of Education.
ZZ Aside from the preparation and implementation of a
business plan, the book has an additional theme on a
comprehensive introduction on entrepreneurial analysis.
ZZ The book contains key concepts in the study of
entrepreneurship and core competencies needed by
entrepreneurs particularly.
ZZ The themes in the book provide students not only
with the theories and principles underlying successful
entrepreneurship, but also with practical examples and
case studies that allow students to make sense of these
theories and principles.
ZZ In addition, the book contains a variety of learning
activities that will allow students to gain useful skills
when they eventually set up a business venture.
ZZ The book was written by distinguished scholars on
entrepreneurship and economics. Dr. Raymund B.
Habaradas has taught entrepreneurship for more than
AUTHORS two decades, while Dr. Tereso S. Tullao Jr. has done
Tereso S. Tullao Jr., PhD studies on the role of entrepreneurship in generating
Raymund B. Habaradas, DBA employment, income, and a possible source of economic
progress for the Philippines.
COPYRIGHT 2016
ISBN 978-971-06-4151-2 ACQUISITION
of Knowledge
ITEM CODE AP133
NATURE OF RESEARCH AND SOCIAL RESEARCH
Every time your teacher assigns you to report or write a paper about
a specific topic, you are always asked to conduct research. What then is
COMPONENTS
AT A GLANCE to their inquiries. They gather data to answer questions and seek solutions
to problems about the social world. Ardales (2001) defines research as
A systematic, objective, and comprehensive investigation of certain
Textbook phenomenon which involves accurate gathering and recording, and

Learning Guide for theoretical or practical ends. (p. 3)
Research, therefore, is a systematic inquiry in order to understand

a phenomenon. It can be done through the gathering, analysis, and
interpretation of facts. In the social sciences, a specific type of research
focuses on understanding and learning about the changes and developments
happening in the social world to produce new knowledge. It is called social
research. According to Neuman (2007, 2) social research is “a process in
which a researcher combines a set of principles, outlooks, and ideas with
After reading this chapter, you should be able to:
☞ Identify the different types of entrepreneurs the facts to answer the different questions about the social reality. To answer
☞ Describe the entrepreneurial process a research question, he or she must apply and use the most appropriate
☞ Describe the typical characteristics of Filipino entrepreneurs technique or methodology to address the problem. After conducting the study,
☞ Explain the factors that influence individuals to pursue entrepreneurial the researcher must communicate and share his or her findings to others.
outcomes
☞ Explain how entrepreneurs think and how they make decisions u ses and P uRPoses of R eseaRch
☞ Explain the role of risk and failure in the entrepreneurial process The four important things that a researcher must consider in conducting
a specific type of research are (1) the use of the research, (2) the purpose
of the study, (3) the time dimension of the study design, and (4) the data
Some people make a big deal out of the fact that there are many successful gathering method or technique to be used.
businesses founded by entrepreneurs who do not have a college degree. Often
cited are Apple founder Steve Jobs, Microsoft founder Bill Gates, Facebook
2 Pathways to EntrEPrEnEurshiP 3

PAGSULAT SA FILIPINO SA PILING LARANG (AKADEMIK)
Pinagyamang Pluma: Filipino sa Piling Larang

(Akademik)
Bilang pagtugon sa pangunahing tunguhin ng Enhanced
Basic Education K to 12 Curriculum na maihanda ang mga
mag-aaral sa pagharap sa ika-21 siglo ay maingat na isinulat
ang aklat na Pinagyamang Pluma: Filipino sa Piling Larang
(Akademik). Ito ay naglalayong:
ZZ makalinang nang buo at ganap na Pilipinong may kapaki-
pakinabang na literasi na may sapat na kakayahang
pangkomunikatibo kung saan ang mga mag-aaral ay
hahasaing gamitin ang wikang Filipino bilang wika ng
intelektuwalisasyon at wikang ginagamit sa iba’t ibang
disiplina;
ZZ maging bihasa at magkaroon ng sapat na kakayahan
ang mga mag-aaral upang makabuo ng iba’t ibang uri
ng akademikong sulatin tulad ng bionote, panukalang
proyekto, replektibong sanaysay, lakbay-sanaysay,
katitikan ng pulong, at iba pa na kakailanganin nila sa
pagpasok sa kolehiyo at trabaho;
ZZ maituro ang mga pundamental na teknik sa pagsulat ng
iba’t ibang anyo ng akademikong sulatin;
MGA AWTOR ZZ malinang ang kakayahan ng mga mag-aaral na maging
Ailene Baisa-Julian obhetibo sa paglalahad ng mga kaisipan at maging sanay
sa pagsisiyasat at higit na maging masining sa pagsulat;
Nestor S. Lontoc
ZZ higit sa lahat, makabuo ng portfolio ng mga binuong
KOORDINEYTOR
akademikong sulatin na magpapatunay nang ganap
Alma M. Dayag na pagkaunawa ng mga kaalaman at kasanayang
COPYRIGHT 2016 nakapaloob sa kursong Pagsulat ng Sulating Akademik.
ISBN 978-971-06-3946-5 4. May ideya ka ba sa paggawa ng adyenda at katitikan ng pulong?
ITEM CODE FI095 5. Kung mayroon, ibahagi ang iyong nalalaman sa paggawa nito.
Ang Kahalagahan ng Pagsusulat

Madalas marinig na ang mabisang komunikasyon ang buhay ng isang samahan
at Ang Akademikong Pagsulat
COMPONENTS
o organisasyon. Kung walang maayos na daloy ng komunikasyon sa loob ng
isang samahan, kadalasan ito ay walang kaayusan. Gayundin naman, kung ang
AT A GLANCE
komunikasyon ang buhay ng samahan, itinuturing namang pinakapuso at isip nito
ay ang pagpupulong. Sa pamamagitan ng epektibong pagpupulong nauunawaan at
nadarama ng bawat bahagi ng samahan ang mga mithiin at nais tahakin nito. Kayâ
naman, napakahalagang maisagawa ang isang maayos, organisado, at sistematikong
Textbook pagpupulong ito man ay isang business meeting, one-on-one meeting, o company
meeting.
Learning Guide Memorandum, Adyenda, at Katitikan ng Pulong

Ang pagsusulat ay isa sa mga makrong kasanayang dapat mahubog
sa mga mag-aaral. Ayon kay Cecilia Austera et al. 2009, may-akda
Ebook
ng Komunikasyon sa Akademikong Filipino, ang pagsusulat ay isang
May tatlong mahahalagang elementong kailangan upang maging maayos,
kasanayang naglulundo ng kaisipan at damdaming nais ipahayag ng tao
organisado, at epektibo ang isang pulong. Ito ay ang memorandum, adyenda, at
gamit ang pinakaepektibong midyum ng paghahatid ng mensahe, ang wika.
katitikan ng pulong. Bilang isang mag-aaral, mahalagang matutuhan mo kung ano-
Ayon naman kay Edwin Mabilin et al. (2012), sa aklat na Transpormatibong
ano at kung paano ginagawa ang mga ito. Komunikasyon sa Akademikong Filipino (2012), ito ay isang pambihirang
gawaing pisikal at mental dahil sa pamamagitan nito ay naipahahayag ng
Memorandum o Memo
tao ang nais niyang ipahayag sa pamamagitan ng paglilipat ng kaalaman
Ayon kay Prof. Ma. Rovilla Sudprasert (2014), sa kanyang aklat na English sa papel o anumang kagamitang maaaring pagsulatan. Sa pamamagitan ng
for the Workplace 3, ang memorandum o memo ay isang kasulatang nagbibigay pagsusulat, naisasatitik ang nilalaman ng isipan, damdamin, paniniwala, at
kabatiran tungkol sa gagawing pulong o paalala tungkol sa isang mahalagang layunin ng tao sa tulong ng paggamit ng mga salita, ayos ng pangungusap
impormasyon, gawain, tungkulin, o utos. Sa memo nakasaad ang layunin o pakay sa mga talata hanggang sa mabuo ang isang akda o sulatin.
ng gagawing miting. Sa pamamagitan nito, nagiging malinaw sa mga dadalo ng
pulong kung ano ang inaasahan mula sa kanila. Kung ang layunin ng pulong na
nakatala sa memo ay upang ipabatid lamang sa kanila ang isang mahalagang
desisyon o proyekto ng kompanya o organisasyon, magiging malinaw para sa
lahat na hindi na kailangan ang kanilang ideya o suhestiyon sapagkat pinal na ang
nasabing desisyon o proyekto.
40 Filipino sa piling larang (akademik)

INQUIRIES, INVESTIGATIONS, AND IMMERSION
Applications and Practice of Research for

Senior High School: Inquiries, Investigations,
and Immersion (The Padayon Series)
ZZ Applied research deals with COMPONENTS
solving practical problems in AT A GLANCE
the real world. In contrast to
Textbook
pure or basic research, applied
Learning Guide
inquiries and investigations
Ebook
involve the use of systematic
research methods for the
practical application of knowledge wherein identified
individuals, specific groups, and/or the larger community
or society will benefit.
ZZ Community issues and problems in the real world are
problematized and investigated by immersing the
students into the field. Students are enjoined to learn
more beyond what their classroom could of f er them
through immersion education.
ZZ In addition, students are given opportunity to extend
oneself to help others, especially the unfortunate and
AUTHOR underprivileged members of the society.
Arleigh Ross D. Dela Cruz, PhD ZZ Compliant of the K to 12 Basic Education Curriculum,
this book is especially designed to develop critical
PROJECT DIRECTOR
thinking of students on the use and application of
Ronaldo B. Mactal, PhD quantitative and qualitative methods in applied
COPYRIGHT 2017 inquiries, investigation, and immersion. It describes
the characteristics, processes, methods and tools in
ISBN 978-971-06-4332-5
quantitative and qualitative research in diff erent fields
ITEM CODE AP149 as well as the value of promoting ethics in research.
It also provides answers to the
ACQUISITION
“how-tos” in research which provides
the students the knowledge and
of Knowledge
NATURE OF RESEARCH AND SOCIAL RESEARCH

confidence they need to comprehend
The ReseaRch PRocess: an InTRoducTIon Every time your teacher assigns you to report or write a paper about
and design, conduct and analyze

a specific topic, you are always asked to conduct research. What then is
INTRODUCTION
data, write and share findings, and
to their inquiries. They gather data to answer questions and seek solutions
The first module reviews the basics of research. It explains the nature to problems about the social world. Ardales (2001) defines research as
evaluate research reports.

of research and its importance in understanding questions about the social
A systematic, objective, and comprehensive investigation of certain
world. It explains the uses of research, the different examples of research,
phenomenon which involves accurate gathering and recording, and
and the purpose and steps followed in the research process.
ZZ Moreso, anchoring on the use of

GuIde QuesTIons for theoretical or practical ends. (p. 3)
☞ What is research? Research, therefore, is a systematic inquiry in order to understand

What is social research? a phenomenon. It can be done through the gathering, analysis, and
learner-centered approach to learning,

☞
☞ What are the uses of research? interpretation of facts. In the social sciences, a specific type of research
☞ What are the different examples of research? focuses on understanding and learning about the changes and developments
happening in the social world to produce new knowledge. It is called social
students are encouraged to share,

☞ What is the purpose of research?
☞ What are the steps in the research process? research. According to Neuman (2007, 2) social research is “a process in
which a researcher combines a set of principles, outlooks, and ideas with
acknowledge, and challenge learning

TOPICS the facts to answer the different questions about the social reality. To answer
through inquiry-based teaching-

a research question, he or she must apply and use the most appropriate
✦ Nature of research and social research technique or methodology to address the problem. After conducting the study,
✦ Uses of research the researcher must communicate and share his or her findings to others.
learning strategies and uses outcome-

✦ Purpose of research
✦ Steps in the research process u P R
ses and uRPoses of eseaRch
based activities which support higher

The four important things that a researcher must consider in conducting
a specific type of research are (1) the use of the research, (2) the purpose
Knowledge At the end of the lesson, you should be able to: of the study, (3) the time dimension of the study design, and (4) the data
level of learning.
1. Define research and social research gathering method or technique to be used.
2. Enumerate the uses of research
3. Explain the purpose of research
4. Discuss the steps in the research process
1 3

SPECIAL TITLES
THEOLOGY
Road to Emmaus Series: Stay with Us, Lord!

The Road to Emmaus: Stay with Us, Lord! is a four-volume series intended for senior high
school as they engage themselves more deeply in their theological or religious education courses.
COMPONENTS
AT A GLANCE
Textbook
Learning Guide with
Curriculum Map
Unit 1  The Bible: God’s Revelation through His Word
1
LESSON
God Is the Author of the Bible:
Inspiration
The Bible is a powerful book and is revered by Christians all over the
world. It is a sacred book because it contains the word of God. Through it,
Objectives the word of God is made known to us when it is proclaimed and preached
to us in our churches. Together with the Sacred Tradition that contains the
At the end of the lesson, the students are expected to
I understand how the Bible came to be;
unwritten word of God, the Bible is the source of Christian life and faith.
I bear witness to the inspiration that God Who wrote the Bible? Did it come directly from heaven? Was it written
bestowed on its human authors; and by Jesus Himself when He was on earth? These are the usual questions
I pray that their lives be nurtured by the Word about the Bible. To respond to our curiosity, it is our obligation to study and
of God.
understand it. It is through this that we would respect and regard the Bible.
The Church’s documents on the
Bible clearly emphasize the divine
Scan the QR code
origin of the Scripture: “The divinely for the full text of Dei
revealed realities, which are contained Verbum.
and presented in the text of the Sacred Dei Verbum
Scripture, have been written down under

the inspiration of the Holy Spirit” (DV 11; cf. CCC 105–106). Inspiration
E-mail from God means guidance. It is a mysterious way of leading the heart and mind of
If you would receive an e-mail from God, how would you like the the human writer to put into words what is true about God and His love.
message to begin? What would the content be about? It is mysterious because our minds cannot fully grasp and explain this
reality, but our hearts and souls feel and accept this truth.
There are four important facts that
My Child
Everyone
we should take into account in reading Scan the QR code
E-mail from God
the Bible. First, God is its author, and it and learn about the
inspiration and truth of
is a tenet of faith. Second, since the Bible Sacred Scripture from the
Catechism of the Catholic
is the word of God written under the Inspiration and Truth Church.
inspiration of the Holy Spirit, the same of Sacred Scripture
Holy Spirit is its legitimate interpreter.
Third, unlike any other book, the Bible is sacred; therefore, we must read
it reverently and prayerfully. Lastly, we must diligently search the meaning
of what God wants to communicate to us through the Bible.
3
2
ZZ Revelation and Faith (Book 1) offers the students two fundamental truths. One, the divine
revelation is God’s disclosure of Himself and of His eternal will through His word and works.
Two, faith as a supernatural virtue given to us at Baptism is our response to God’s revelation. As
a worktext, it also aims to help them integrate faith and life.
ZZ Our Holy Catholic Church (Book 2) presents a picture of the Church that is solidly entrenched in
the Sacred Scripture, the Sacred Tradition, and the Magisterium of the Church. How the students
will acquire a sound doctrinal foundation of their knowledge of the Church is the primary
objective of this book.

Unit 2  Sacred Liturgy: The Sacramental Celebration of the Paschal Mystery
5
LESSON
Who Celebrates the Liturgy?
Objectives
At the end of the lesson, the students are expected to
I understand the essential role of the celebrant in
liturgical celebrations;
I bear witness to an active life of service in the
Church; and
I pray that they may become always worthy to
take part in liturgical celebrations.
A Red Letter Day

What is the most significant occasion in your life? Give some reasons
why such occasion is so important to you.
Unit 2
33 34
ZZ Liturgy and Sacraments (Book 3) is essential so that the students will be able to understand and
appreciate the life and mission of the Church, the sacraments, and the liturgy. It intends to lead
the students to a deeper appreciation of the outward beauty of the liturgy, which will certainly
bring them to the very heart of the liturgy, namely, the worship of God in “Spirit and truth”
(Jn 4:24).
ZZ Life and Beyond (Book 4) deals with the “last things” or eschatology. Its main objective is to
present to the students the compelling, but often neglected truths about what lies beyond
the present life. It helps the students live the present life with the “end” in mind because the
eschatological realities are not just “future things,” but truths that are deeply embedded in the
“here and now” of our Christian life and faith.
Authors: Fr. Richard A. Panganiban, PhD (Cand.) and Fr. Crispin U. de Guzman, SThD
Book Titles Copyright ISBN Item Code

Book 1: Revelation and Faith 2017 978-971-06-4159-8 SS309
Book 2: Our Holy Catholic Church 2017 978-971-06-4289-2 SS322
Book 3: Liturgy and Sacraments 2017 978-971-06-4290-8 SS323
Book 4: Life and Beyond 2017 978-971-06-4291-5 SS324

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• Quezon City, Marikina, Rizal (North), Novaliches, San Jose del Monte (Bulacan)—local 129 (for
Eva Alhambra)
• Manila, Pasay, Las Piñas, Cavite, Batangas—local 131 (for Romee Soriano)
• Southern Metro Manila, Makati, San Juan, Taguig, Pateros, Mandaluyong, Muntinlupa, Pasig,
Parañaque, and Rizal—local 133 (for Cecille Castillo)
• Quezon Province, Bicol Region, Catanduanes, Marinduque, Palawan, Romblon, and Masbate—
local 134 (for Tricia Manlangit)
• Pampanga, Bataan, Tarlac, Zambales, Nueva Ecija, and Olongapo—local 125 (for Aris Ramos)
• Cavite and Mindoro—local 132 (for Allison Almario)
• Laguna, Rizal, and Quezon Province—local 136 (for Jojo Tolentino)
2. For customers located in Visayas, please call our Customer Service Hotline (032) 342-8305 to 07.
Our CROCs by geographical area are available at the following locals (Please state in what area
your school is located.):
• Cebu City—local 111 (for Jun Sicat)
• Cebu Province and Bohol—local 103 and Eastern Visayas—local 106 (for Roger Oliveros)
• Panay Island, Negros Oriental/Occidental—local 104 (for Roel Ronquillo)
3. For customers located in Mindanao, please call our Customer Service Hotline below (Please state
in what area your school is located.):
• Marawi City, Cagayan de Oro City, Zamboanga City, Zamboanga del Norte and Sur, Misamis
Occidental, Tawi-Tawi, Basilan, Jolo, Sulu, Lanao del Norte and Sur—(088) 310-0551 (for Jun
Sicat)
• Davao City and Panabo City—(088) 309-0441 or (082) 299-1133 (for Roel Ronquillo)
• Caraga Region, Misamis Oriental, Bukidnon, Camiguin, Davao Provinces, Maguindanao,
Saranggani Province, Koronadal City, Kidapawan, North and South Cotabato, General Santos
City—(088) 309-6869 or (082) 299-1133 (for Peter Paul delos Santos)
Please feel free to ask your ordering clerks any questions you may have regarding product,
status of delivery, or any area you may need assistance.
4. In the f ield, our Customer Service Of f icers (CSOs) may be reached through cellphone. A complete
listing is on pages 80–83.
5. Our sales order and examination copy request forms are on pages 87 and 89, respectively.
Order now! Don’t wait! Prices are subject to change without notice.
As always, we appreciate your continued patronage and trust. We are committed to exert all
reasonable ef f orts to meet your total satisfaction with Phoenix Publishing House Inc.

With heartfelt thanks,
PENNY SIBAL-BALBIN
VP Marketing

LUZON A R E A
Customer Service Off icers
Ms. EVA ALAMBRA Ms. CECILLE CASTILLO
Quezon City, Marikina City, Southern Metro Manila, Makati,
Rizal (North), Novaliches, and San Juan, Taguig, Pateros,
San Jose del Monte, Bulacan Muntinlupa, Mandaluyong, Pasig,
0918-9210307 Parañaque, and Rizal
0918-9189487
Ms. GINA SORIANO Mr. ROMEE SORIANO
Caloocan, Malabon, Navotas, Manila, Pasay,
Valenzuela, Novaliches, Quezon City Las Piñas, Cavite,
(West), Bulacan, Baguio, and and Batangas
La Trinidad-Benguet 0918-9210306
0920-9534352
Mr. BENNY SERRANO Ms. TRICIA MANLANGIT
Ilocos Norte, Ilocos Sur, Abra, La Union, Quezon Province, Bicol Region,
Ifugao/Kalinga Apayao, Pangasinan, Catanduanes, Palawan,
Nueva Vizcaya, Isabela, Quirino and Masbate
Province, Cagayan, and Mt. Province 0920-9086094 /
0918-9210313 0922-8042006
Mr. ARISTOTLE RAMOS Mr. JOJO TOLENTINO
Pampanga, Bataan, Tarlac, ACTING CSO
Zambales, and Nueva Ecija Laguna and Part of Muntinlupa
0918-9210309 0918-9210311
Ms. JENNIFER HIPOLITO Mr. ALLISON ALMARIO

ACTING CSO ACTING CSO
Pampanga, Bataan, Tarlac, Cavite Province,
Zambales, and Nueva Ecija Las Piñas, and Mindoro
0908-8882535 0918-9425766
Assistants to the CSOs

Mr. RYAN G. DE JURAS Mr. ALLAN D. SALCEDO
Manila, Pasay, Las Piñas, Quezon City, Rizal,
and Cavite San Jose Del Monte, Bulacan,
0920-9783658 and Novaliches
0919-3009927
Mr. JEFFERSON SAPITOLA Mr. CYNOR GUERRERO

Pampanga, Bataan, Tarlac, Region 1, 2, CAR
Zambales, and Nueva Ecija 0977-2806786 / 0929-5794313
0949-9371739
MAIN OF F ICE
Tel.: (02) 375-1640; 410-7635; 413-7744
Email: service@phoenix.com.ph • Website: www.phoenix.com.ph
Twitter: phoenixpublish • Facebook: www.facebook.com/alagangphoenix
Sub-agents
Mr. CRIS JIM F. MERCADO Ms. LOVELY D. CASTILLO
Caloocan, Malabon, Navotas, Manila, Pasay City,
Valenzuela, Novaliches, Quezon City, and Las Piñas City
Bulacan, La Trinidad, Benguet, and 0918-9353804
Baguio City
0920-6164306 / 0925-7654149
Mr. ANTONIO LEE Mr. FRED RAÑA III

Pangasinan, Dagupan City, Abra, Ilocos Norte, Ilocos Sur, Abra,
La Union, Ilocos Sur, Ilocos Norte, La Union, Ifugao/Kalinga Apayao,
Cagayan, Isabela, Tuguegarao, Pangasinan, Nueva Viscaya, Isabela,
Nueva Vizcaya, Quirino, Ifugao, Quirino Province, Mt. Province,
Tabuk City and Kalinga Apayao and Cagayan
0928-7729100 0925-8111165 / 0917-5622244
Mr. CARLO MAGNO L. RIVERA Mr. JOHN BELTRAN

Quezon City, Marikina, Rizal (North), Rizal and Part of Muntinlupa
Novaliches 0929-4702397 / 0939-9147256
0947-4006868
Mr. FERDINAND SORIANO Mr. JIMMIE GAMET

Quezon Province, Bicol Area, Mandaluyong, Pasig, Makati,
Marinduque, and Romblon Taguig, Parañaque, and
0918-3958076 Pateros
0920-9534349
Mr. LEMUEL DAQUIOAG Mr. MARVEL S. BAYOG

Quezon City, Caloocan North, San Juan, Muntinlupa,
Novaliches, and Parañaque, Taguig, Mandaluyong,
San Jose Del Monte, Bulacan Pasig, Makati, and International
Schools
0928-3452910 / 0908-8967136
0939-9411295
Field Marketing Assistants

Mr. PAUL JEREMIAH TAMAYO Mr. ROMMEL MARK BALAGAT
Makati, Mandaluyong, Taguig, Rizal, Pasig and San Juan
Parañaque, and Muntinlupa 0936-1379929 / 0928-2609167
0919-4567055
Mr. JEFFRY L. CABRERA

Quezon Province, Bicol Province
0921-2377727 / 0926-4619400
VISMIN OFFICE CAGAYAN DE ORO EXTENSION

Mayor Maximo V. Patalinjug, Jr. Ave., Zone 1 Bulua Highway, Cagayan de Oro City
Sangi, Brgy. Pajo, 6015 Lapu-Lapu City Telefax: 088-850-0533 • Tel.: (088)324–0100/324-0189
Tel.: (032) 342-8305 • Fax: (032) 342-8304 DAVAO EXTENSION
Email: cebu@phoenix.com.ph Acacia St., cor. Doña Luisa St., Juna Subd., Matina, Davao City
Tel.: (082) 299-1133 • Fax: (082) 297-4327
V I S A Y A S - M I N D A NA O AREA
Customer Service Officers
Mr. ROEL RONQUILLO Mr. ROGER OLIVEROS
Negros Oriental, Negros Cebu Province,
Occidental, Panay Island, Eastern Visayas, and Bohol
Davao City, and Panabo City 0918-9228599
0918-9210305
Mr. RODOLFO “JUN” SICAT Mr. PETER PAUL DELOS SANTOS

Marawi City, Cagayan de Oro City, CARAGA Region, Misamis
Zamboanga City, Zamboanga del Oriental, Bukidnon, Camiguin,
Norte and Sur, Misamis Occidental, Davao Provinces, North and South
Lanao del Norte and Sur, Cotabato, Maguindanao, Sarangani
Cebu City, Tawi-Tawi, Basilan, Province, General Santos City,
Jolo, and Sulu Koronadal City, and Kidapawan City
0918-9236081 0918-9177973
Assistant to the CSO

Mr. FELIPE B. GARUPIL JR.
Negros Occidental,
Negros Oriental, and Siquijor
0929-5267374
Sub-agents
Mr. GERALD ABELLO Mr. DINGKY DAGALA
Iloilo, Guimaras, and Antique Agusan del Norte, Agusan del Sur,
0919-8339155 Bukidnon, Camiguin, Davao del Norte,
Surigao del Norte, and Surigao del Sur
0921-4329700
Mr. RICHIE VERAME Mr. RONALD R. DACPANO

Samar Zamboanga City,
0947-6435165 / 0917-6798007 Basilan, Jolo, Sulu,
and Zamboanga del Sur and Norte
0998-3515991 / 0915-5698634
Mr. GEOVANNE F. YAP

Ormoc City, Southern Leyte, Tacloban
City, Western Leyte, and Biliran
0919-4887188 / 0916-4095959
MAIN OF F ICE
Tel.: (02) 375-1640; 410-7635; 413-7744
Email: service@phoenix.com.ph • Website: www.phoenix.com.ph
Twitter: phoenixpublish • Facebook: www.facebook.com/alagangphoenix
Field Marketing Assistants
Mr. EDGAR REBUSTO JR. Mr. ISMAEL “JUN” CATULONG JR.
Marawi, Lanao del Norte, Ozamis, South Cotabato, North Cotabato,
and Misamis Occidental Davao Province, Saranggani,
0935-6815666 / 0927-4025381 Maguindanao, and Sultan Kudarat
0998-4590290
Mr. RIO ANTIOLA Mr. ROMEL ESTALOGA

Bohol Cebu Province
0998-1857657 / 0905-2720099 0999-4095181 / 0921-0790181
Mr. PATRICK JAMES CAMANCE

CDO, Misamis Oriental,
and Iligan City
0998-2370310
LUZON OFFICERS
MANILA
Ms. LANIE M. MENODIADO Ms. TERESITA L. ABUTAL

MANAGER MANAGER
CLIENT RELATIONS DEPARTMENT MARKETING SERVICES DEPARTMENT
0920-9534344 0918-9189493
(02) 412-7421 / 375-1640 loc. 124 (02) 375-1640 loc. 150
VISAYAS-MINDANAO
OFFICERS
CEBU CEBU
Ms. EFLIDA DE LA RITA Ms. ANNABELLE TOJOY

ASST. BRANCH MANAGER, ASST. BRANCH MANAGER FOR
MARKETING SERVICES (VISMIN) CLIENT RELATIONS (VISMIN)
0908-8694800 0918-9309090
(032) 342-8305 to 07 loc. 105 (032) 342-8305 to 07 loc. 105
DAVAO CAGAYAN DE ORO
Mr. ARDENILLE SOLIVA Ms. JANICE NISNISAN

ADMIN SUPPORT STAFF OFFICER-IN-CHARGE
DAVAO OFFICE CAGAYAN DE ORO OF F ICE
0999-9541681 0918-9210312 / 088-500533
VISMIN OFFICE CAGAYAN DE ORO EXTENSION

Mayor Maximo V. Patalinjug, Jr. Ave., Zone 1 Bulua Highway, Cagayan de Oro City
Sangi, Brgy. Pajo, 6015 Lapu-Lapu City Telefax: 088-850-0533 • Tel.: (088)324–0100/324-0189
Tel.: (032) 342-8305 • Fax: (032) 342-8304 DAVAO EXTENSION
Email: cebu@phoenix.com.ph Acacia St., cor. Doña Luisa St., Juna Subd., Matina, Davao City
Tel.: (082) 299-1133 • Fax: (082) 297-4327
ORDERING INFORMATION
1 On Each
Order, List:
• Name, Title, Department

2• ISBN
For Each
Product,
List: 3
• MAIN OFFICE
Where
to Order:
(International Phoenix Building,

• Complete School Name Standard Book 927 Quezon Ave., Quezon City
Tel. Nos: (02) 413-7744; 375-1640; 410-7635
Number)
• Address Fax: (02) 374-8061; 410-9330
Toll Free: 1-800-10-PHOENIX
• Complete Title
• City, Province, Zip Code Website: www.phoenix.com.ph
• Copyright Year Email: service@phoenix.com.ph
• Purchase Order/Number • VISMIN OFFICE
• Quantity Ordered Mayor Maximo V. Patalinjug, Jr. Avenue,
• Shipping Instruction Sangi, Brgy. Pajo, 6015 Lapu-Lapu City
Tel.: (032) 342-8305; 342-8307
Fax: (032) 342-8304
Email: cebu@phoenix.com.ph
If method of transportation
Toll Free: 1-800-10-PPHCEBU
is not specif ied, the shipper
• CAGAYAN DE ORO EXTENSION
will determine the most
appropriate method. Zone 1, Bulua Highway, Cagayan de Oro City
Telefax: 088-8500533;
Tel. No.: (088) 324-0100 / 324-0189
• DAVAO EXTENSION
Acacia St., cor. Doña Luisa St., Juna Subd.,
Matina, Davao City
Tel.: (082) 299-1133; Fax: (082) 297-4327
QUESTIONS ABOUT YOUR ORDER

By Mail By Fax
CLIENT RELATIONS DEPARTMENT Manila Of f ice: (02) 374-8061; 410-9330
Phoenix Publishing House Inc. Vismin Of f ice: (032) 342-8304
927 Quezon Avenue, Quezon City Cagayan de Oro Extension: (08822) 735471
Davao Extension: (082) 297-4327
CLIENT RELATIONS DEPARTMENT
Phoenix Publishing House Inc. By Email
Mayor Maximo V. Patalinjug, Jr. Ave., service@phoenix.com.ph
Sangi, Brgy. Pajo, 6015 Lapu-Lapu City cebu@phoenix.com.ph
PHOENIX PUBLISHING HOUSE INC. By Toll Fee

Zone 1 Bulua Highway, Cagayan de Oro City 1-800-10-PHOENIX
PHOENIX PUBLISHING HOUSE INC. To Get Prompt and Correct Delivery

Acacia St., cor. Doña Luisa St., Juna Subd., 1. Order early!
Matina, Davao City 2. Write in the order form your full name, position, and
complete shipping address. If the billing address is dif f erent,
By Phone please provide it, too.
Manila Of f ice: (02) 375-1640; 410-7635 3. Indicate the exact title and level of the textbook and/or
Vismin Of f ice: (032) 342-8305 to 07 supplementary materials needed, the item code of the
Cagayan de Oro Extension: (08822) 735471 textbook and/or supplementary materials, and the required
Davao Extension: (082) 299-1133 number of copies.
4. State the date you want your order(s) delivered.
5. Send your order(s) to the Phoenix of f ice nearest you.
Visit our website: www.phoenix.com.ph

QUESTIONS ABOUT YOUR ORDER
How Your Order(s) Will Be Shipped You may also request the materials through
You may indicate a preference for shipment your CSO or from our CRD.
in your purchase order. Otherwise we determine
the best method of transportation for the order, International Standard Book Number (ISBN)
prepay the charges, and add the charges to your Each of our titles is identif ied by an ISBN. The
bill, when applicable. f irst f ive numbers in our ISBN—971-06—identify
the publisher; the other numbers, which refer to
How to Make a Return the item code, identify each of our products.
1. Check your shipment when it arrives We also request that you identify the product
before marking any books. you are ordering by its item code. In this way
2. If there is an error in your order (incorrect you ensure speedy and accurate processing of
titles, damaged, or defective), do not your order.
immediately return the materials. Either
inform your Customer Service Of f icer Prices
(CSO) or call the Client Relations Department We do everything to keep our prices stable.
(CRD) at these numbers: (02) 375-1640; 410- But in view of the fluctuating cost of production,
7635 for Manila; (032) 342-8305; 342-8307 especially of materials, we regret to say that prices
for Cebu; and 08822-735471 for Cagayan are subject to change without prior notice. You
de Oro. Describe the error. Also, please may obtain the list price by calling these numbers:
reference all inquiries to your sales invoice.
(02) 375-1640; 410-7635 for Manila
Customers will be given instructions for
(032) 342-8305 to 07 for Cebu
conf irming the condition and procedure for
replacing items that are found to be defective 08822-735471 for Cagayan de Oro
or if the wrong titles were delivered. Phoenix (082) 299-1133 for Davao
cannot be responsible for any losses or Toll Free: 1-800-10-PHOENIX
damages incurred in the return shipment.
Please refer to your invoice number as the Guarantee
tracking number. To ensure your complete satisfaction, we
recommend that you check your order upon
How to Get an Examination or an Evaluation Copy receipt before signing. Do not sign invoice(s) until
1. An examination copy only of titles being you have checked your order for accuracy and
considered for classroom adoption may be completeness.
requested from your CSO or from our CRD. Phoenix Publishing House Inc. guarantees
2. You may also send your request for the quality of its products. In case you receive a
examination copy to Phoenix of f ice by defective product, please write to our of f ice for
using the form which is found at the end of instruction of its return. Replacement will be
this catalog. issued after the item has been returned to us.
How to Obtain Teachers’ Materials Your Valued Feedback

Teachers Guides (TGs), Learning Guides We will appreciate any feedback regarding our
(LGs), Syllabi, Teachers Resource CDs (TRCDs), books. Your suggestions will be taken into account
and Teachers Wraparound Edition (TWE) for for future revisions of our materials to satisfy the
classroom teachers using our textbooks are needs of today’s schoolchildren and educators.
given free of charge. These materials may be Do write or call today and let us know of your
included in the shipment if specif ied on your comments about our books and services. Hearing
purchase order, provided that the grade level from you—our valued patron-friends—is one
and the number of copies of the TG needed are way by which we can continue to deliver the best
clearly indicated. service you deserve.
ALWAYS CHECK YOUR ORDER WHEN IT ARRIVES. THANK YOU.

CUSTOMER ASSISTANCE HOTLINES
PHOENIX NUMBERS TO REMEMBER
PHONE NUMBERS
Manila Of f ice: (02) 375-1640; 410-7635
Vismin Of f ice: (032) 342-8305 to 07
Cagayan de Oro Extension: (088) 324-0100/324-0189
FAX NUMBERS
Manila Of f ice: (02) 374-8061; 410-9330; 376-4031
Vismin Of f ice: (032) 342-8304
Cagayan de Oro Extension: (088) 850-0533
EMAIL service@phoenix.com.ph TOLL FREE 1-800-10-PHOENIX
cebu@phoenix.com.ph 1-800-10-PPHCEBU
WHOM TO CALL OR CONTACT FOR THE FOLLOWING

EDITOR-CUSTOMERS’ NEEDS AUTHORS’ NEEDS
Order-related matters In-service training seminars
(ordering, following-up, inquiring on delivery, etc.) and book exhibits
c/o Client Relations Department • LUZON
• LUZON: Lanie Menodiado Tess Abutal: (02) 413-7744;
• VISMIN: Annabelle Tojoy 375-1640 loc. 150 and 223
• CAGAYAN DE ORO EXTENSION: M aribeth Macahilos • VISMIN
• DAVAO EXTENSION: Ardenille Soliva Eflida de la Rita: (032) 340-6809
Credit application and payments, Book writing proposals, inquiry,

and other accounts-related matters manuscript submission,
c/o Accounting Department and editorial inquiry
• LUZON: Esther de Juan: (02) 375-1640 loc. 106 Raffy Ugmad, Jr.: (02) 375-1640 loc. 238
Nancy Calotes: (02) 375-1640 loc. 205
• VISMIN: Eflida de la Rita: (032) 342-8305 Royalties
• CAGAYAN DE ORO EXTENSION: c/o Accounting Department
Karen Mae Llanto: (088)324-0200/850-0533 Sof ia Vicencio and Liza Oandasan:
• DAVAO EXTENSION: (02) 413-7744
Ardenille Soliva: (082)-299-1133 375-1640 loc. 114 and 113
Examination and complimentary copies of books adopted

c/o Client Relations Department
• LUZON: Lanie Menodiado
• VISMIN: Annabelle Tojoy
• CAGAYAN DE ORO EXTENSION: Maribeth Macahilos
• DAVAO EXTENSION: Ardenille Soliva
Your Partner in Innovative
Flyers, catalogs, price lists, posters,
and other product information materials Teaching
• LUZON: Lanie Menodiado and Effective Learning
• VISMIN: Annabelle Tojoy
• CAGAYAN DE ORO EXTENSION: Maribeth Macahilos
• DAVAO EXTENSION: Ardenille Soliva

PHOENIX PUBLISHING HOUSE INC.
PHONE NOS. : (02) 375-1640; 410-7635; 413-7744 • (032)
342-8305 to 07 • 08822-735471; (082)
299-1133
SALES
FAX NOS. : (02) 374-8061; 410-9330 • (032) 342-8304
08822-735471 • (082) 297-4327
ADDRESSES : Phoenix Building, 927 Quezon Ave., Quezon City
: Mayor Maximo V. Patalinjug, Jr. Ave., Sangi, Brgy. Pajo,
Lapu-Lapu City
ORDER

:
: Zone 1, Bulua Highway, Cagayan de Oro City
Acacia St., cor. Doña Luisa St., Juna Subd., Matina, Davao City FORM
WEBSITE : www.phoenix.com.ph • TOLL FREE: 1-800-10-PHOENIX
EMAIL : service@phoenix.com.ph; cebu@phoenix.com.ph
DATE For additional order forms, please photocopy this page. For examination copies, please contact our customer
sales representatives.
QUANTITY ISBN/PRODUCT CODE TITLE COPYRIGHT YEAR
Purchase Order Number

Purchase Order Enclosed
SHIP TO: (All teachers’ materials/guides must be shipped to a school address.)
Name
Title/Department
School Name
Street Address
City Province Zip Code
Shipping Instructions
(If method of transportation is not specif ied, shipper will determine most appropriate method.)
Authorized Signature
Title/Department
BILL TO: (If dif f erent from “ship to”)
Name
Title/Department
School Name
Street Address
City Province Zip Code
Date TelephoneYour
Number
Partner in Innovative Teaching and Effective Learning 87
ALWAYS CHECK YOUR ORDER WHEN IT ARRIVES. THANK YOU.

MAILING
INSTRUCTIONS
• Fill out your name and address.
• Fold Order Form on broken lines.
• Staple Order Form to close. Mail.
FROM: Business Reply

Permit No.N5-1100-161
Region NCR
NO STAMP NEEDED
BUSINESS REPLY ENVELOPE
Postage will be paid by:

P.O. BOX 3012
Quezon City Central Post Of f ice
1170 Quezon City
This is valid only if mailed in the Philippines.

Act Get the examination
copy of the book(s)
Now! you need!
• Fill out the Request Form below.
• Fold.
• Mail (postage paid).
REQUEST FORM
Please send me an examination copy of the following series/books:
I hereby certify that I am fully authorized to evaluate and select the

textbooks to be used in our school.
Signature/Date Principal’s Signature
Name
Position
School
Address
Your Partner in Innovative Teaching

and Ef fective Learning
Thank you for your interest in our publications!


MAILING
INSTRUCTIONS
• Fill out your name and address.
• Fold Order Form on broken lines.
• Staple Order Form to close. Mail.
FROM: Business Reply

Permit No.N5-1100-161
Region NCR
NO STAMP NEEDED
BUSINESS REPLY ENVELOPE
Postage will be paid by:

P.O. BOX 3012
Quezon City Central Post Of f ice
1170 Quezon City
This is valid only if mailed in the Philippines.

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CONTENTS

Making Educational History One Textbook at a Time, vii

ZZ SpeaC (Speak and Listen in Context): An Oral Communication Textbook for

READING AND WRITING SKILLS

ZZ Integrated English for Ef f ective Communication: Reading and Writing Skills

KOMUNIKASYON AT PANANALIKSIK SA WIKA AT KULTURANG PILIPINO

ZZ Pinagyamang Pluma: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino, 5

PAGBASA AT PAGSUSURI NG IBA’T IBANG TEKSTO TUNGO SA PANANALIKSIK

ZZ Pinagyamang Pluma: Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik, 6

21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

ZZ ECAS Beyond Borders: Reading Literature in the 21st Century, 7

MEDIA AND INFORMATION LITERACY

ZZ From Cave to Cloud: Media and Information Literacy for Today, 8

ZZ Next Century Mathematics: General Mathematics, 10

Your Partner in Innovative Teaching and Effective Learning i

ZZ Next Century Mathematics: Statistics and Probability, 12

EARTH AND LIFE SCIENCE

ZZ Exploring Life T hrough Science Series: Earth and Life Science, 14

ZZ Exploring Life T hrough Science: Earth Science, 16

ZZ Exploring Life T hrough Science Series: Physical Science, 18

DISASTER READINESS AND RISK REDUCTION

ZZ Moving Up: A Guide to Personal and Career Development, 22

UNDERSTANDING CULTURE, POLITICS, AND SOCIETY

INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON

CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS

ZZ JOURNEY: Contemporary Arts of the Philippines, 27

PHYSICAL EDUCATION AND HEALTH

ii 2018 Senior High and TechVoc Catalog

ACCOUNTANCY, BUSINESS, AND MANAGEMENT (ABM) STRAND

HUMANITIES AND SOCIAL SCIENCES (HUMSS) STRAND

ZZ Pinagyamang Pluma: Malikhaing Pagsulat, 38

INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS

ZZ Pilgrimage to Sacred Spaces: An Introduction to World Religions, 40

CREATIVE NONFICTION: THE LITERARY ESSAY

ZZ Claiming Spaces: Understanding, Reading, and Writing Creative Nonfiction, 42

TRENDS, NETWORKS, AND CRITICAL THINKING IN THE 21ST CENTURY CULTURE

PHILIPPINE POLITICS AND GOVERNANCE

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

ZZ Zeal for Action: Community Engagement, Solidarity, and Citizenship

DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES

ZZ Disciplines and Ideas in the Social Sciences (The Padayon Series), 47

Your Partner in Innovative Teaching and Effective Learning iii

WORK IMMERSION / RESEARCH / CAREER ADVOCACY / CULMINATING ACTIVITY

ZZ HUMSS Fusion (The Padayon Series), 49

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) STRAND

ZZ Next Century Mathematics: Precalculus, 50

GENERAL PHYSICS 1 AND 2

ZZ Exploring Life T hrough Science Series: General Physics 1 and 2, 54

GENERAL BIOLOGY 1 AND 2

ZZ Exploring Life T hrough Science Series: General Biology 1 and 2, 55

GENERAL CHEMISTRY 1 AND 2

ZZ Exploring Life T hrough Science Series: General Chemistry 1 and 2, 56

RESEARCH / CAPSTONE PROJECT

ZZ Exploring Life T hrough Science Series: Capstone Research Project, 57

iv 2018 Senior High and TechVoc Catalog

ZZ Fashion Design Grade 11, 62

INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

ZZ Consumer Electronics Servicing Grade 11, 68

ZZ Food Processing Grade 11, 68

APPLIED TRACK SUBJECTS

RESEARCH IN DAILY LIFE 1 / PRACTICAL RESEARCH 1

ZZ Applied Research: An Introduction to Qualitative Research Methods and Report Writing

RESEARCH IN DAILY LIFE 2 / PRACTICAL RESEARCH 2

Textbook Criteria Excellent

Learning Guide with Curriculum

Learning Guide with Curriculum