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English
Quarter 4 -Module 2:
Unsupported Generalizations and
Exaggerations
English – Grade 10 Alternative
Delivery Mode
Quarter 4 – Module 2: Unsupported Generalizations and Exaggerations First Edition,
2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module Writer: Aissa

Maris A. Andales
Editor: Josefa V. Bardinas
Grammarian: Margaux Valerie B. Peñaflor
Reviewer: Matilde A. Duangon
Layout Artist: Gretchen O. Macapobre
Subject Area Supervisor: Matilde A. Duangon
Management Team: Ronald G. Gutay, Estela B. Susvilla,
Mary Jane J. Powao, Aquilo A. Rentillosa, Cristina
T. Remocaldo
ADM Coordinator: Ryan B. Redoblado

Printed in the Philippines by

Department of Education – Region VII – Central Visayas

Office Address: Department of Education – Carcar City Division Learning
Resources Management Section
P. Nellas St., Poblacion III, Carcar City, Cebu
Telefax: (032) 487-8495
E-mail Address: [email protected]

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 10

English
Quarter 4 - Module 2:
Unsupported Generalizations and
Exaggerations

iii
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your
studies and learn while at home. Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by- step as you
discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell
you if you need to proceed on completing this module or if you need to ask your facilitator or
your teacher’s assistance for better understanding of the lesson. At the end of each module,
you need to answer the post-test to self- check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on your home-
based learning.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use
a separate sheet of paper in answering the exercises and tests. And read the instructions carefully
before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Thank you.

iv
For the learner:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Unsupported

Generalizations and Exaggerations!

The hand is one of the most symbolized part of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic success lies in your own
hands!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the contents of
the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or competencies
you are expected to learn in the module.
This part includes an activity that aims to check what
What I Know you already know about the lesson to take. If you get
all the answers correct (100%), you may decide to skip
this module.

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways such as a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the lesson.
What is It This aims to help you discover and understand new
concepts and skills.
What’s More This comprises activities for independent practice to
solidify your understanding and skills of the topic. You
may check the answers to the exercises using the
Answer Key at the end of the module.
What I Have Learned
This includes questions or blank sentence/paragraph
to be filled into process what you learned from the
lesson.

v
 This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real life
situations or concerns.
Assessment
This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
Additional Activities
In this portion, another activity will be given to you to
enrich your knowledge or skill of the lesson learned.
Answer Key This also tends retention of learned concepts.
This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

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

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
in evaluating and making judgements about a range of text using criteria. The scope of this
module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

MELC: EN10LC-III-15.3 Determine unsupported generalizations and

exaggerations.

After going through this module, you are expected to:

1. identify unsupported generalizations and exaggerations in the sentence;
2. formulate statements of unsupported generalizations and
exaggerations;
3. realize the importance of truthful information; and
4. compose a paragraph with unsupported generalizations and
exaggerations.

What I Know

PRE-TEST
Directions: Read the test items comprehensively, so you can give the correct responses.
Write the letter of your choice on your answer sheets.

1. It is a broad statement about a group of people or things.

a. Clue Words b. Generalization
c. Signal Words d. None of the above
2. It is a statement that is supported by facts and uses logic and reasoning.
a. Clue Words b. Generalization
c. Faulty Generalization d. Valid Generalization

1
 3. It is a statement that gives a false generalization and is not supported by facts.
a. Clue Words b. Generalization
c. Faulty Generalization d. Valid Generalization

4. This is a word that gives signal/clue to recognize generalization, except .

a. All b. Never
c. Sometimes d. Anyway

5. This is an example of a generalization, except .

a. Homework is very easy.
b. If you believe you can do it, you will always succeed.
c. All success is brought about good luck.
d. I am a student.

Exercise B.
Directions: Tell whether the statement contains unsupported generalization or
exaggeration. Write your answer on a separate answer sheet.

1. She cried a bucketful of tears when her pet dog passed away.
A. unsupported generalization B. exaggeration

2. The liniment relieves body aches and pains in seconds.

A. unsupported generalization B. exaggeration

3. Men are weaker than women when it comes to their emotions.

A. unsupported generalization B. exaggeration

4. Wealthy ladies always wear expensive dresses even without special occasion.
A. unsupported generalization B. exaggeration

5. An athlete runs faster than the wind to reach the finish line earlier.
A. unsupported generalization B. exaggeration

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 Lesson Unsupported Generalizations and
1 Exaggerations

What’s In

Let’s Review!
Directions: From the pool of words below, choose the appropriate generalization to the
following descriptions. Write your answer on a separate answer sheet.

contact tracing coronavirus

immunity

1. It includes healthcare workers, police force, military personnel, and logistics

drivers directly involved in COVID-19 response.
2. A situation where more cases of disease than expected happen in each area
or to a group of people.
3. An emergency measure in which individuals are restricted from certain areas
to control exposure or transmission of disease.
4. Identification and tracking of people who may have meet an infectious
person.
5. This includes masks, face shields, gloves, gowns, and other coverings that
healthcare workers use to prevent the spread of infection to themselves
and other patients.
6. A family of related viruses. It causes respiratory illnesses. The coronavirus
that causes COVID-19 is formally called SARS- CoV-2, which stands for
severe acute respiratory syndrome coronavirus 2.
7. Your body's ability to resist or fight off an infection. Your immune system is
a system of cells in your body that help you avoid getting the disease and
help you get better when you are infected.

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 8. A worldwide spread of an infectious disease, with larger reach than an
epidemic. Until COVID-19, the last pandemic was the H1N1 influenza
outbreak in 2009.
9. When a person shows signs of illness. For COVID-19, that includes
cough, fever or shortness of breath.
10. Not showing any symptoms (signs of disease or illness). Some people
without any symptoms still have and can spread the coronavirus. They are
asymptomatic, but contagious. Fever, cough, and shortness of breath are
the main

What’s New

Directions: Read the article inside the box and cite 2 examples of unsupported generalizations
and exaggerations based from your prior knowledge.

I think that calling this summer hot would be an incredible understatement. It has, in
fact, been quite unbearable with the heat driving everyone indoors and some even collapsing
(and a few dying) from the sweltering and dizzying temperatures. It truly comes as a
welcome relief for many that the rains have begun to quench our parched population. As
everyone knows, water is the most important commodity in life. Our own bodies are made
up of 80% water. We can all live without so many things electricity, internet, and even food
for a few days, but we will not last without water.
http://www.philstar.com/opinion/2014/06/18/1336011/rain-rain-dont-go-
away

1.
2.
3.
4.

4
 What Is It

A generalization is a statement which applies to most all cases and to most all times.
When writers combine specific points of an essay into a broader focus, this is known as a
making a generalization.
A supported generalization is a broad statement that applies to many examples.
Generalizations are statements that may include or imply ideas. A supported
generalization rests on specific facts and evidence.

Here are some words that signifies Generalization:

all everyone seldom
none never few
most sometimes generally
many some in general
always usually overall

Example:
1. All Filipinos love to imitate their foreign idols.
2. Generally, human eats three times a day for heavy meals.
3. In general, people are craving for peace but always creating conflicts.
(Note) These examples follow the universal law of truth.

As you will see in the examples below there are some clue words you can look for to
help identify a generalization.

These clue words include all, always, every, everyone, few, many, most, never, none,
and usually.

Examples:
• All parents try to make life difficult for their children.
• Every salesman lies to make more money on a sale.
• Homework is very easy.
• Homework is very hard.
• The United States is colder than Europe.

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 An unsupported generalization is a general statement that has no specific facts to back
up. An unsupported generalization simply floats on air, without any facts or evidence to
support or back it up. It doesn’t follow the universal law of truth; it implies personal
opinion without general proof.

For example, “All Filipinos love movie.” This statement is an example of unsupported
generalization. Not all Filipinos love movies, some would rather stay home and read.

Another example, “Since Petals Beauty Lotion is good for you, it will be good for your baby,
too!” This statement is also unsupported generalization one that applies to everybody
what is true to only one person or a few persons. A lotion may contain chemicals not harmful
to adult skin but could be bad for a baby’s delicate skin.

Examples:
1. The best subject ever created by human is Mathematics.
2. The only way to learn is to read.
3. The way to solve Covid-19 is through Vaccination.

Exaggeration a statement that represents something as better or worse than it really is.

In addition Overstatement is another word that means almost the same thing.
Exaggeration is a term for a figure of speech. It means the describing of something and making
it more than it really is.
The verb is to exaggerate. "it would be an exaggeration to say I had morning sickness,
but I did feel queasy."

Words that signify Exaggeration:

distort heighten misrepresent
emphasize inflate overdo
fabricate magnify enormous

For example, “This slimming tablet will make you lose 50 pounds in a month.” The above
statement is an exaggeration. It claims that taking a slimming tablet can make you lose
50 pounds in one month. This is not possible and may be bad for your health.

7
 Examples:
1. I was walking along when suddenly this enormous dog walked along. It was as big as an
elephant!
2. I am distorted with this mosquito.
3. To fabricate the painting you must be as good as God to do it.

What’s More
TASK 3
Directions: Identify and clarify unsupported generalizations and exaggerations in these
sentences.

In your presentation, you follow this format.

SENTENCE IDENTIFICATION CLARIFICATION

All men are handsome. Unsupported Not all men are
generalization handsome.

1. All kinds go to school.

2. Everyone loves superheroes.
3. This perfume makes you the most unforgettable woman on Earth.
4. None of the girls love wedding proposals.
5. Christina’s heart lit up like a volcano ready to erupt.

What I Have Learned

MY LEARNING, MY ANALYSIS, MY REALIZATIONS
Directions: After understanding the concepts on unsupported generalization and exaggeration, complete
the following sentences. (Answers May Vary)

MY LEARNING
I learned that

MY REALIZATION
I realized that

8
 What I Can Do

Source: https://www.pikist.com/free-photo-vgedt

Directions: Based on the picture above, write ten (10) sentences that talk everything you
know about money. Before the number, Write UG if the sentence is an unsupported
generalization and EX if the statement is an exaggeration.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Assessment
Exercise A
Directions: Tell whether the sentences below express unsupported generalizations or
exaggerated expression. Write UG if the statement is an unsupported generalization,
otherwise, write EX.

1. All Christians follow Christian teachings.

2. I am the best basketball player in the world.
3. All men are strong.

9
 4. The heaven tears an ocean of water.
5. This shampoo will make your hair perfect in just three minutes.
6. All government officials honestly serve the people.
7. Modern technology is always beneficial to man.
8. All teachers wear high-grade spectacles.
9. The best subject ever created by human is Mathematics.
10. This perfume makes you the most unforgettable woman on Earth.

Exercise B
Directions: Analyze each picture and formulate one unsupported generalization and
exaggeration of each picture. (Answers may vary- 5 points each)

10
 Additional Activities

A. Directions: Read the following statements and identify the exaggerated word or words and
unsupported generalizations. Be ready to support your answer. (2 points each item)

1. This slimming tablet will make you lose 50 lbs. in a month. Try it!

2. All Filipinos love movies!

_

3. I will marry you in all churches.

4. Be on this! Sweepstakes will make you instant millionaire.

5. Since Father Santos is a priest, he cannot commit a crime.

B. Directions: Compose a 200 word-paragraph on the issue about Health Insurance benefits for
COVID patients that contains unsupported generalizations and exaggerations. Your output will
be graded using the rubric.

Organization- 15 points
Content -20 points
Mechanics and Grammar-15 points

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Filipino
EL FILIBUSTERISMO
Kabatana I-V

Ika-apat na Markahan – Modyul 2

1
12
 Filipino –
Ikasampung Baitang
Alternative Delivery
Mode
Ika-apat Markahan – Modyul 2: El Filibusterismo Kabanata I-V Unang
Edisyon, 2021

Isinasaad sa Batas Republika 8293, Seksiyon 176 na: Hindi maaaring magkaroon
ng karapatang-sipi sa anomang akda ang Pamahalaan ng Pilipinas. Gayonpaman,
kailangan muna ang pahintulot ng ahensiya o tanggapan ng pamahalaan na naghanda
ng akda kung ito ay pagkakakitaan. Kabilang sa mga maaaring gawin ng nasabing
ahensiya o tanggapan ay ang pagtakda ng kaukulang bayad.

Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand
name, tatak o trademark, palabas sa telebisiyon, pelikula, atbp.) na ginamit sa modyul na ito
ay nagtataglay ng karapatang-ari ng mga iyon. Pinagsumikapang matunton ang mga ito upang
makuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga tagapaglathala at
mga may-akda ang karapatang-aring iyon. Ang anomang gamit maliban sa modyul na ito ay
kinakailangan ng pahintulot mula sa mga orihinal na may-akda ng mga ito.

Walang anomang parte ng materyales na ito ang maaaring kopyahin o ilimbag sa

anomang paraan nang walang pahintulot sa Kagawaran.

Inilathala ng Kagawaran ng Edukasyon

Kalihim: Leonor Magtolis Briones
Pangalawang Kalihim: Diosdado M. San Antonio

Bumuo sa Pagsusulat ng Modyul

Manunulat: Stela Marisse P. Lastima
Editor: Jack Rey S. Alfafara
Tagasuri: Ann Margareth S. Remeticado
Tagaguhit:
Tagalapat: Rosylyn B. Base
Tagapamahala: Ronald G. Gutay, Estela B. Susvilla, Mary Jane J. Powao,
Aquilo A. Rentillosa, Cristina T. Remocaldo, Anjanette E. Dayanan, Ryan
B. Redoblado

Inilimbag sa Pilipinas ng Department of Education – Region VII Central Visayas

Office Address: Department of Education-Carcar City Division

Learning Resources Management Section P.
13
Paunang Salita

Ang Self-Learning Module o SLM na ito ay maingat na inihanda para sa ating

mag-aaral sa kanilang pag-aaral sa tahanan. Binubuo ito ng iba’t ibang bahagi na
gagabay sa kanila upang maunawaan ang bawat aralin at malinang ang mga

kasanayang itinakda ng kurikulum.

Ang modyul na ito ay may inilaang Gabay sa Guro/Tagapagdaloy na naglalaman ng mga

paalala, pantulong o estratehiyang magagamit ng mga magulang o kung sinumang gagabay
at tutulong sa pag-aaral ng mga mag-aaral sa kanikanilang

tahanan.

Ito ay may kalakip na paunang pagsusulit upang masukat ang nalalaman ng mag-aaral
na may kinalaman sa inihandang aralin. Ito ang magsasabi kung kailangan niya ng ibayong
tulong mula sa tagapagdaloy o sa guro. Mayroon ding pagsusulit sa bawat pagtatapos ng
aralin upang masukat naman ang natutuhan. May susi ng pagwawasto upang makita kung
tama o mali ang mga sagot sa bawat gawain at pagsusulit. Inaasahan namin na magiging
matapat ang bawat isa sa paggamit nito.

Pinapaalalahanan din ang mga mag-aaral na ingatan ang SLM na ito upang
magamit pa ng ibang mangangailangan.

Huwag susulatan o mamarkahan ang anumang bahagi ng modyul. Gumamit lamang ng

hiwalay na papel sa pagsagot sa mga pagsasanay.

Hinihikayat ang mga mag-aaral na makipag-ugnayan agad sa kanilang guro kung sila
ay makararanas ng suliranin sa pagunawa sa mga aralin at paggamit ng SLM na ito.

Sa pamamagitan ng modyul na ito at sa tulong ng ating mga tagapagdaloy, umaasa kami

na matututo ang ating mag-aaral kahit wala sila sa paaralan

14
 Alamin

Sa pag-aaral sa modyul na ito, inaasahang matatamo mo ang mga sumusunod:

Mga Pinakamahalagang Kasanayang Panturo (MELC)

1. Natutukoy ang papel na ginampanan ng mga tauhan sa akda sa pamamagitan ng:

- pagtunton sa mga pangyayari
- pagtukoy sa mga tunggaliang naganap
- pagtiyak sa tagpuan
- pagtukoy sa wakas) F10PB-IVb-c-87

Subukin

PAUNANG PAGTATAYA

Panuto: Tukuyin ang kahulugan ng mga nakasalungguhit na pahayag sa ibaba. Piliin sa kahon at
bilugan ang titik ng iyong tamang sagot.

Buhay at pagpapakasakit f. nawala sa sarili

Makiuso g. paggalang
Mamamatay h. pananakit
Mapanghikayat na pananalita i. pang-aalipin
Nasisinagan j. walang kalaban-laban

1. Kapag nagnanais ang barkong sumunod sa agos ng makabagong panahon,

nasisiyahan na ito sa pagkukulapl ng bagong pintura.
2. Ang bapor ay umuusad habang naliligo sa sikat ng araw na nagpapakinang sa mga alon sa
ilog at nagsasayaw sa mga kawayang nasa mga pampang.
3. Si Don Tiburcio de Espadaña ay nasindak sa ginawa niyang pagbubuhat ng kamay sa asawa na
parang pagpatay sa magulang ang nagawa niya.
4. Isa pa’y napag-isip-isip ni Kabesang Tales na siya’y isang palayok na umuumpong sa kawaling
bakal.
5. Ang kaawa-awang si Tales ay namutla, umugong ang tainga, at pinagdimlan ng
paningin.

15
6. Nagmatigas si Tales at sinabing ipagkaloob lamang niya ang kanyang lupain sa unang lalaking
didilig dito ng dugo.
7. Ang kailangan ay magpanalo ng mga kaso at para magkagayon ay kailangan ang mga kaibigan,
impluwensiya, at dulas ng dila.
8. Nagbalik ako upang bigyan ng huling pitagan ang isang dakilang kaluluwang sadyang namatay
para sa akin.
9. Sukdulang ako’y gumamit ng luha at dugo upang kunin ko ang sadyang para sa akin.
10. Nagbubuklod kayo sa pag-aakalang mapag-iisa ninyo ang Pilipinas at Espanya sa kuwentas
na rosas, ngunit ang katotohanan, kayo’y nakadenahan ng matigas pa sa bakal.

Aralin PAGLALANTAD NG
KATOTOHANAN
1 KABANATA I-V
Balikan

Sa nakaraang aralin, iyong napalawak ang iyong

kaalaman tungkol sa kaligirang kasaysayan ng El
Filibustersimo. Ngayon, pasukin natin ang nobelang
tanyag ni Rizal at tukuyin ang mga papel na
ginampanan ng mga tauhan.

Panuto: Lagyan ng tsek (/) ang kung ang pangyayari ay tumutukoy sa mga kondisyon sa
panahong isinulat ang El Filibusterismo at ekis (x) naman kung hindi.

1. Si Gobernador-Heneral Emilio Terrero ang namumuno sa bansa nang

sinimulan ni Rizal ang pagsulat ng ikalawang nobelang El Filibustersimo.

2. Higit na naging madali para kay Rizal ang pagsulat ng El Filibusterismo kaysa
Noli Me Tangere.

3. Nalagay sa panganib ang pamilya at iba pang mahal sa buhay ni Rizal habang
isinusulat niya ang nobelang ito.

4. Ang ganda at kasiyahang hatid ng Paris ay nagbigay inspirasyon sa kanya

upang tapusin ang kanyang nobela sa lugar na ito.

5. Mas maraming pahina ang tinanggal, nilagyan ng ekis, binura, o hindi isinama
ni Rizal sa Noli kaysa sa mga pahinang hindi niya isinama sa El Fili.
16
 Mga Tala para sa Guro
Ang karamihan sa mga gawain sa modyul na ito’y subhektibo na kinakailangan ng malalimang
paggalugad ng kaisipan, opinyon o pananaw ng mga mag-aaral. Inaasahang gagabayanng mabuti ng
guro o tagapagdaloy ang mga mag-aaral sa yugto ng pagkatuto. May ilang links din dito na mga video
materials kung saan maaring i-access ng mga mag-aaral para sa mas interaktibong pagtuturo at
pagkatuto. Gabayan sila sa kung paano i-access ang mga nasabing links. Ipalabas sa mga mag-aaral ang
kanilang kakayahan sa pagbasa at pag-unawa ng mga sumusunod na paksa.

Tuklasin

Gawain 1: Ang Aking Pangarap!

Sina Simoun, Kabesang Tales, Sinong, Basilio, at iba pang tauhan ay iyong makikilala sa mga
kabanatang tatalakayin. May kani-kanila silang pangarap sa buhay. Bago iyan, isulat ang
tatlong pinapangarap mong sa iyong palagay ay makatutulong sa iyo, sa pamilya, at sa iyong
pamayanan.

MAKAKATULONG ITO SA
MGA PANGARAP KO SA
AKIN AT SA IBA
BUHAY
DAHIL …

17
 Suriin

Gawain 2: Basahin Mo!

Panuto: Basahin ang mga buod ng bawat kabanata mula una hanggang ikalima at kilalanin
ang mga tauhan nito.

SA KUBYERTA

(Kabanata I)

Umaga ng Disyembre. Sa Ilog Pasig ay sumasalunga ang Bapor Tabo. Lulan nito sa
kubyerta sina Don Custodio, Ben Zayb, Padre Irene, Padre Salvi, Donya Victorina,
Kapitan Heneral at Simoun.

Napag-usapan ang pagpapalalim ng ilog Pasig. Mungkahi ni Don Custodio: mag-alaga ng

itik. Ani Simoun namang kilalang tagapayo ng Kapitan Heneral: Gumawa ng tuwid na
kanal na mag-uugnay sa lawa ng Laguna at sa look ng Maynila. Nagkasagutan sila ni Don
Custodio at ng ilang pari. Ayaw ni Donya Victorina na matuloy ang pag-aalaga ng pato
dahil darami ang balot na pinandidirihan niya.

https://www.kapitbisig.com/philippines/el-filibusterismo-ni-dr-jose-rizal-book-notes-summary-in-
tagalog-kabanata-1-sa-ibabaw-ng-kubyerta-ang-buod-ng-el-filibusterismo_93.html
SA ILALIM NG KUBYERTA
(Kabanata II)

Tinungo ni Simoun ang ibaba ng kubyerta. Masikip sa pasahero ang ilalim ng kubyerta.
Naroon ang dalawang estudyate na pinakukundanganan ng iba - si Basilio na nag-aaral
ng medisina at mahusay nang manggamot at isang katatapos pa lamang sa Ateneo,
isang makata, si Isagani. Kausap sila Kapitan Basilio. Napag-usapan si Kapitan Tiyago.
Pinauwi raw siya, ani na naging tagapayo ng Kapitan nitong mga huling araw. Napaling
ang usapan sa paaralang balak ng mga estudyante ukol sa pagtuturo ng mga Kastila.
Hindi raw ito magtatagumpay ayon kay Kapitan Basilio. Magtatagumpay, ayon sa
dalawang binata. Lumayo ang matandang Basilio. Napag-usapan si Paulita Gomez,
ang kasintahan ni Isagani at tukod ng ganda, mayaman at may pinag-aralan kaya nga
lamang ay tiya si Donya Victorina. Ipinahahanap ni Donya Victorina kay Isagani ang
asawa, si De Espadaña, na sa bahay pa ni Padre Florentino, amain ng binata,
nagtatago.

Dumating si Simoun at kinausap ang magkabigan. Ipinakilala ni Basilio kay Simoun si

Isagani. Sinabi ni Simoun na di niya nadadalaw ang lalawigan nina Basilio sapagka’t ang
lalawigang ito’y mahirap at di makabibili ng alahas. Matigas na tumutol Si Isagani at
18
anya: Hindi kami namimili ng alahas dahil di namin kailangan. Napangiti si Simoun.
Nasabi raw niyang dukha ang lalawigan, dahil ang mga pari sa simbahan ay Pilipino.
SA ILALIM NG KUBYERTA
(Kabanata II)

Nag-anyaya si Simoun sa pag-inom ng serbesa. Tumanggi ang dalawa. Ayon kay Simoun,
sinabi ni Padre Camorra na kaya tamad ang mga Pilipino ay dahil pala-inom ng tubig at
di ng serbesa. Mabilis na tumugon si Basilio; Sabihin ninyo kay Padre Camorra na kung
siya ay iinom ng tubig sa halip ng serbesa, marahil ay mawawala ang sanhi ng mga usap-
usapan. At dagdag ni Isagani: lumuluhod sa alak at sa serbesa na pumapatay ng apoy;
na kapag pinainit ay sumusulak; nagiging malawak na dagatan at gumugunaw ng
santinakpan. Hindi niya pinakinggan ang pagsingkil ni Basilio.

Itinanong ni Simoun kung ano ang itutugon niya sakaling itanong ni Padre Camorra kung
kailan magiging sulak at malawak na karagatan ang tubig. Tugon ni Isagani: Kapag
pinainit ng apoy; sa sandaling ang mumunting ilog na watak-watak ay
magkakasamasama sa kailalimang hinuhukay ng tao. Binigkas ni Basilio ang isang tula ni
Isagani na rin ukol sa pagtutulong ng apoy at tubig sa pagpapatakbo sa makina (steam
engine). Pangarap daw ayon kay Simoun dahil ang makina ay hahanapin pa.

Nang umalis si Simoun saka lamang nakilala nang lubusan ni Isagani ang mag-aalahas
na tinawag na Kardinal Moreno. May dumating na utusan. Ipinatawag ni Padre
Florentino ang pamangkin. Nguni’t nakita ng Kapitan si Padre Florentino at ito’y
inanyayahang pumanhik sa ibabaw ng kubyerta.

https://www.kapitbisig.com/philippines/el-filibusterismo-ni-dr-jose-rizal-book-notes-summary-in-
tagalog-kabanata-2-sa-ilalim-ng-kubyerta-ang-buod-ng-el-filibusterismo_94.html

19
 ANG MGA ALAMAT

(Kabanata III)

Dinatnan ni Padre Florentino na nagtatawanan na ang nangasa kubyerta.

Nagdaraingan ang mga prayle sa pagkamulat ng mga Pilipino at pag-uusig sa mga
bayarin sa simbahan. Dumating si Simoun. Sayang daw at di nakita ni Simoun ang mga
dinaanan ng bapor. Kung wala raw alamat ay walang kuwenta sa kanya ang alinmang
pook ayon kay Simoun. Isinalaysay ng Kapitan ang alamat ng Malapad-na- bato. Ito
raw ay banal sa mga katutubo noong una bilang tahanan ng mga espiritu.
Nang panahanan daw ng mga tulisan ay nawala ang takot sa espiritu, nasalin sa mga
tulisan.

20
Sinabi ng Kapitan na may isa pang alamat na ukol kay Donya Geronima. Si Padre
Florentino ang nahingang magkuwento. May magkasintahan daw sa Espanya. Naging
Arsobispo sa Maynila ang lalaki. Nagbabalatkayo ang babae. Naparito at hinihiling sa
Arsobispo na sundin nito ang pangako pakasal sila. Iba ang naisip ng Arsobispo. Itinira
ang babae sa isang yungib na malapit sa Ilog Pasig.

Nagandahan si Ben Zayb sa alamat. Nainggit si Donya Victorina na ibig ding manirahan
sa kuweba. Tinanong ni Simoun si Padre Salvi: Sa inyong palagay, hindi ba higit na
mainam ay ilagay sa isang beateryo tulad ni Sta. Clara? Hindi raw siya makakahatol sa
mga ginawa ng isang Arsobispo, ayon kay Padre Salvi. At upang mabago ang paksa ay
isinalaysay ang alamat ni San Nicolas na nagligtas sa isang Intsik sa pagkamatay sa mga
buwayang naging bato nang dasalan ng Intsik ang santo.

Nang datnan nila ang lawa ay nagtanong si Ben Zayb sa Kapitan kung saan sa lawa
napatay ang isang Guevarra, Navarra o Ibarra.

Itinuro ng Kapitan. Naghanap si Donya Victorina ng bakas ng pagkamatay ng tubig

labingtatalong taon matapos mangyari iyon. Nakasama raw ng ama ang bangkay ng
anak, ani Padre Sibyla. Iyon daw ang pinakamurang libing, ayon kay Ben Zayb.
Nagtawanan ng iba! Si Simoun ay namumutla at walang kibo. Ipinalagay ng Kapitan na
si Simoun ay nahilo dahil sa paglalakabay.

https://www.kapitbisig.com/philippines/el-filibusterismo-ni-dr-jose-rizal-book-notes-
summary-in-tagalog-kabanata-3-ang-mga-alamat-ang-buod-ng-el-
filibusterismo_95.html

21
 KABESANG TALES

(Kabanata IV)

Si Tandang Selong ang umampon kay Basilio sa gubat ay matanda na. Ang ama ng
dalagang si Lucia, si Kabesang Tales, na anak ni Tandang Selo, ay isa nang Kabesa de
Baranggay. Yumaman ito dahil sa tiyaga. Nakisama muna sa isang namumuhunan sa
bukid. Nang makaipon ng kaunti ay naghawaan ng gubat na nang ipagtanong niya ay
walang may-ari, ar ginawa niyang tubuhan. Inisip niyang pag-aralin na sa kolehiyo si Huli
upang mapantay kay Basilio na kasintahan nito. Nang ang bukid ay umunlad ito ay
inangkin ng mga prayle. Pinabuwis si Kabesang Tales. Tinaasan nang tinaasan ang
pabuwis. Di na nakaya ni Kabesang Tales. Nakipag-asunto sa mga prayle.

22
Matigas ang sabi ni Kabesang Tales. Ipinakita ng mga prayle ang kanilang titulo sa lupa.
Wala. Naging kawali si Tano. Di ibinayad ng kapalit ang anak. Anya: Binungkal ko’t
tinamnan ang lupang ito, namatay at nalibing dito ang aking asawa’t anak na dalaga (si
Lucia) sa pagtulong sa akin kaya’t di ko maibibigay ang lupang ito kundi sa sino mang
didilig muna rito ng kanyang dugo at maglilibing muna ng kanyang asawa’t mga anak. At
anya pa rin ukol sa pagiging kawal ni Tano, ako’y bumabayad sa abogado.
Kung mananalo ako sa asunto ay alam ko na ang aking gagawin upang siya’y
mapabalik; nguni’t kung ako’y matalo, di ko na kailangan ang anak.

Tinanuran ni Kabesang Tales ang kanyang bukid. Lagi siyang may pasang baril. Di
makapasok doon ang sino man dahil balita si Kabesang Tales sa pagbaril. Nagdala siya
ng gulok. Balita sa arnis ang kabesa. Ipinagbawal ang gulok. Nagdala siya ng palakol. Si
Kabesang Tales ay nahulog sa kamay ng mga tulisan at ipinatubos. Isinanla ni Huli ang
kanyang mga hiyas liban sa isang locket o agnos na bigay sa kanya ni Basilio. Hindi rin
nakasapat ang panubos. Ipinasyang mangutang kay Hermana Penchang at maglingkod
dito bilang utusan. Noon ay bisperas ng Pasko. Kinabukasan, Araw ng Pasko ay
maglilingkod na siyang alila. Masalimuot ang naging panaginip ni Huli nang gabing
iyon.

https://www.kapitbisig.com/philippines/el-filibusterismo-ni-dr-jose-rizal-book-notes-
summary-in-tagalog-kabanata-4-kabesang-tales-ang-buod-ng-el-
filibusterismo_96.html

23
 ANG NOCHE BUENA NG ISANG KUTSERO

(Kabanata V)
Gabi na’t inilalakad na ang prusisyong pang-noche buena nang dumating si Basilio sa
San Diego. Naabala sila sa daan dahil nalimutan ng kutsero ang sedula nito at ito’y
kinakailangang bugbugin muna ng mga Guwardiya Sibil.

Idinaan ang imahen ni Metusalem, ang pinaka-matandang taong nabuhay sa mundo.

Kasunod na idinaan ang mga imahen ng tatlong Haring Mago. Nakapagpaalaala kay
Sinang ang itim na Haring Melchor. Itinanong kay Basilio kung nakawala na ang kanang
paa ni Bernardo Carpio na naipit sa kabundukan ng San Mateo. Kasunod sa prusisyon ang
mga batang malulngkot sa pag-ilaw. Si San Jose naman. Kasunod naman ay mga batang
may mga parol. Nasa dulo ng prusisyon ang Birhen.

Natapos ang prusisyon. Napuna ng mga Sibil na walang ilaw an parol ng karitela.
Pinarusahan uli ng mga Sibil ang kutserong si Sinong. Naglakad na lamang si Basilio.

24
 Tanging bahay ni Kapitan Basilio ang tila masaya sa mga nadaraanan ni Basilio. May
mga manok na pinapatay. Nasilip ni Basilio na ang Kapitan ay nakikipag-usap sa Kura,
sa Alperes, at kay Simoun... nagkakaunawaan na tayo, G. Simoun, ani Kapitan Basilio,
Tutungo tayo sa Tiani upang tingnan ang inyong mga alahas. Nagbilin ng isang kairel sa
relo ang Alperes. Isang pares na hikaw naman ang ipinakikibili’ ng kura. (Bakit kaya
hikaw?)

Nasabi ni Basilio sa sarili na si Simuon ay may kasindak-sindak na pagkatao. Ang lahat ay

nakapaghahanap-buhay sa bayang ito maliban sa amin.

Sa bahay ni Kapitan Tiyago ay iginagalang si Basilio, lalo na ng matandang utusan,

nang makitang tumistis ng isang maysakit si Basilio na parang walang ano man.

Ibinigay ng mga utusan ang mga ulat. Mga kalabaw na namatay, mga katulong na
napipiit at namatay ang matandang nagtatanod sa gubat. Nanghinayang si Basilio nang
mabatid na sa katandaan namatay ang matanda... Ibig niyang makatistis ng tao. Ang
huling balita’y ukol sa pagkadukot ng mgs tulisan kay Kabesang Tales. Di nakakain ng
hapunan si Basilio.

https://www.kapitbisig.com/philippines/el-filibusterismo-ni-dr-jose-rizal-book-
notes- summary-in-tagalog-kabanata-5-ang-noche-buena-ng-isang-kutsero-ang-
buod-ng-el- filibusterismo_97.html

Pagyamanin

Gawain 3: Ilarawan Mo!

Panuto: Ilarawan ang mga sumusunod na tauhan, ayon sa kanilang katangian at mithiin.

TAUHAN KATANGIAN MITHIIN

Simon
Kabesang Tales
Sinong (kutsero)
Doña Victorina
(piling tauhan)
25
Gawain 4: Sagutan Mo!

Panuto: Pangatwiranan ang mga sumusunod na tanong ayon sa bawat kabanata.

1. Kung ikaw si Simoun, magpapakita ka rin ba ng tapang at galing sa mga taong nanakit
sa iyo at sa iyong pamilya? Magustuhan mo kaya ang iyong bagong katauhan? Bakit?

2. Ipaliwanag: “Kapag walang panganib ibig ninyo akong magsalita at kapag mayroon naman
ay tatahimik kayo?”

3. Paano naiba sina Isagani at Basilio sa kanilang mga kapwa kabataang mag-aaral?
Bakit iginagalang sila ng mga kapwa mag-aaral?

Bakit kaya siguradong-sigurado si Kapitan Basilio na hindi magtatagumpay ang plano

4.
ng kabataan sa pagtatayo ng paaralan upang matuto ng wikang Kastila?
Ipaliwanag.

Bakit nagbago si Kabesang Tales mula sa pagiging isang mapayapa at masunuring

5. mamamayan patungo sa pagiging mabangis na nilalang?

6. Anu-anong pagmamalabis ang ginawa ng guardia civil sa kaawa-awang kutsero?

7. Ano ang nais iparating ni Rizal sa ikalimang kabanata? Ipaliwanag.

26
 Isaisip

Gawain 5: Dugtungan Mo!

Panuto: Dugtungan ang sugnay batay sa iyong natutuhan sa modyul na ito. Isulat ang iyong
sagot sa hiwalay na sagutang papel.
1. Nalaman ko na may mga taong …

2. Magagamit ko ang mga katagiang kagaya ng mga kabataan sa kabanata sa

pamamagitan ng …

3. Ang mangyayari kapag hindi mo pinaglaban ang iyong karapatan ay…

Isagawa

Gawain 6:
Panuto: May mga isyung tinalakay sa kabanata na nangyayari sa kasalukuyan, iugnay ang mga
pangyayaring ito sa isang video o sa youtube. Isulat ang sariling kaisipan mula sa
mensahe na nabasa at napanood.

PANGYAYARI SA AKDA Aking napanood sa Youtube na Katulad nito

Pagkalimot sa kinagisnan at hindi Pamagat: Pagkakahalintulad
pagmamalaki sa bayan sa akda:
Malayong agwat ng mga mayayaman at Pamagat: Pagkakahalintulad
mahihirap sa kalagayan ng paglalakbay sa akda:
Pag-unlad at pagbabago ng buhay dahil sa Pamagat: Pagkakahalintulad
kasipagan sa akda:
Pagkamkam ng mga taong mayayaman o Pamagat: Pagkakahalintulad
makapangyarihan sa lupang pag-aari o
sa akda:
pinaghirapang linangin ng iba
Paniniwala sa isang taong tutulong sa Pamagat:
kahirapan o pagmamalupit
Pagkakahalintulad sa akda:

27
 Tayahin
Panuto: Suriin ang bawat tanong ang isulat sa saguting papel ang iyong napiling sagot.

SIMOUN ISAGANI BASILIO KAPITAN BASILIO

1. “Tinitiyak ko sa inyo na hndi maisasagawa ang pagtatatag ng akademya
para sa pagtuturo ng wikang Kastila”.
2. “Kung ang kabataan natin ay hindi matututo ng Latin ay hayaan nating
matuto ng Kastila”.
3. “Ang katunayan po ay hinihintay na naming ang pahintulot sa isa sa mga
araw na ito”.
4. “Kumusta ang buhay ninyo sa lalawigan? Balita ko’y napakahirap daw ng
mga tao roon. Halos ang pagkukura at nasa kamay ng mga paring Indio.”
5. “Aywan ko ba. Napag-iinit ako ng taong iyon. Kinatatakutan ko siya”.
6. Ang mapagpanggap na mag-aalahas na nakasalaming may kulay.
A. Simoun B. Basilio C. Isagani D. Kabesang Tales
7. Ang naghahangad ng karapatan sa pagmamay-ari ng lupang sinasaka na inaangkin ng mga
prayle.
A. Simoun B. Basilio C. Isagani D. Kabesang Tales
8. Ama ni kabesang Tales na nabaril ng kanyang sariling apo.
A. Tandang Selo B. Sandoval C. Isagani D. Juanito Pelaez
9. Ang mapagpanggap na isang Europea ngunit isa namang Pilipina; tiyahin ni Paulita.
A. Donya Victorina C. Donya Consolacion
B. Hermana Penchang D. Sisa
10. Ang laging nag-aabang ng kahit anong paksa na maari niyang ilathala at nagtanong kung
saan sa lawa napatay si Ibarra.
A. Ginoong Pasta B. Ben-zayb C. Sandoval D. Don Custodio

Karagdagang Gawain

Pumili ng isa sa mga maituturing na pangunahing tauhan sa mga kabanatang ito

gaya nina Simoun, Kabesang Tales, Sinong, Basilio at iba pa. Suriin ang papel na kanilang
ginampanan sa pamamagitan ng pagtunton sa mga pangyayari at tunggaliang nangyari sa
kanilang buhay sa isang tiyak na tagpuan sa akda at tukuyin ang maaaring maging wakas ng

28
mga pangyayaring ito.

Tiyak na Tagpuan ng
NAPILING Pangyayaring
TAUHAN Tinataluntunan:

Mahalagang Sa buhay ng Tauhan:

Pangyayari sa buhay
ng Tauhan

Tunggaliang nangyari sa
buhay ng tauhan uoang
matunton ang pangyayari
sa kanyang buhay
Sa Buhay ng Tauhan:

Posibleng Wakas o Ng pangyayaring

Kinahihinatnan ng tinatalunton:
Tauhan

29
10
Mathematics
Quarter 4 – Module 2-Week 2

MEASURES OF POSITION OF A SET

OF DATA

30
Mathematics – Grade
10 Alternative Delivery
Mode
Quarter 4 – Module 2- Week 2: MEASURES OF POSITION OF A SET OF DATA
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: ARCHIE C. REGODON

Editor: NOVEM P. LAPIÑA
Grammarian: BERNADETTE M. MIRANDA
Layout Artist: RYAN B. REDOBLADO
Subject Area Supervisor: OLIVER CAMPUGAN
Management Team: RONALD G. GUTAY
ESTELA B. SUSVILLA
MARY JANE J. POWAO
AQUILLO A. RENTILLOSA
CRISTINA T. REMOCALDO
ADM Coordinator: RYAN B. REDOBLADO

Printed in the Philippines by

Department of Education –Region VII
Office Address: Department of Education – Carcar City Division
Leraning Resource Management Section
P. Nellas St., Poblacion III, Carcar City, Cebu
Telefax: (032) 487-8495
E-mail Address: [email protected]
ii
 10

Mathematics
Quarter 4 – Module 2-Week2

MEASURES OF POSITION OF A SET

OF DATA.

iii
Introductory Message
For the facilitator:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on Measures

of Position

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

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

iv
For the learner:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on Measures

of Position

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!

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

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to check
What I Know what you already know about the lesson to take.
If you get all the answers correct (100%), you may
decide to skip this module.

This is a brief drill or review to help you link the

What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced

What’s New to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a
situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice
What’s More to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.

v
 This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to
process what you learned from the lesson.

vi
 This section provides an activity which will help
What I Can Do you transfer your new knowledge or skill into real
life situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to

Additional Activities you to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

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

vii
 What I Need
to Know
This module was designed and written with you in mind. It is here to help you
master the nature of Measures of Position. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

After going through this module, you are expected to:

1. calculate specified measure of position (e.g. 90 thpercentile ) of a set of data.

What I Know
Find out how much you already know about this module. After taking and checking
this short test, take note of the items that you were not able to answer correctly and
look for the right answer as you go through this module.

1. The median score is also the .

A. 75th percentile B. 5th decile C. 3rd decile D. 1st quartile

8
2. When a distribution is divided into hundred equal parts, each score point that
describes the distribution is called a .
A. percentile B. decile C. quartile D. median

3. The lower quartile is equal to .

A. 50th percentile B. 25th percentile C. 2nd decile D. 3rd quartile

4. Rochelle got a score of 55 which is equivalent to 70th percentile in a

Mathematics test. Which of the following is NOT true?
A. She scored above 70% of her classmates.
B. Thirty percent of the class got scores of 55 and above.
C. If the passing mark is the first quartile, she passed the test.
D. Her score is below the 5th decile.

5. In the set of scores: 14, 17, 10, 22, 19, 24, 8, 12, and 19, the median
score is .
A. 17 B. 16 C. 15 D. 13
6. In a 70-item test, Melody got a score of 50 which is the third quartile. This
means that:
A. she got the highest score.
B. her score is higher than 25% of her classmates.
C. she surpassed 75% of her classmates.
D. seventy-five percent of the class did not pass the test.

7. The 1st quartile of the ages of 250 fourth year students is 16 years old. Which
of the following statements is true?
A. Most of the students are below 16 years old.
B. Seventy-five percent of the students are 16 years old and above.
C. Twenty-five percent of the students are 16 years old.
D. One hundred fifty students are younger than 16 years.

8. In a 100-item test, the passing mark is the 3rd quartile. What does it imply?
A. The students should answer at least 75 items correctly to pass the
test.
B. The students should answer at least 50 items correctly to pass the test.
C. The students should answer at most 75 items correctly to pass the test.
D. The students should answer at most 50 items correctly to pass the test.

9. In a group of 55 examinees taking the 50-item test, Rachel obtained a score

of 38. This implies that her score is .
A. below the 50th percentile C. the 55th percentile
B. at the upper quartile D. below the 3rd decile

10. Consider the score distribution of 15 students given below: 83

9
 72 87 79 82
77 80 73 86 81
79 82 79 74 74
The mean in the given score distribution of 15 students can also be
interpreted as .
A. seven students scored higher than 79.
B. seven students scored lower than 79.
C. seven students scored lower than 79 and seven students scored
higher than 79.
D. fourteen students scored lower than 79.

What’s In
Instruction: Answer the following problem using the table below

Table A

Score Frequency Cumulative Cumulative

Frequency Percentage (%)

40-45 6 18 100.00

35-39 5 12 66.67

6730-34 3 7 38.89

25-29 4 4 22.22

1. In solving for the 60th percentile, the lower boundary is .

A. 34 C. 39

B. 34.5 D. 39.5
2. What cumulative frequency should be used in solving for the 35th percentile? A. 4

C. 12

B. 7 D. 18
3. The 45th percentile is .
10
 A. 33.4 C. 30.8

B. 32.7 D. 35.6
4. The 50th percentile is .

A. 36.0 C. 36.5

B. 37.0 D. 37.5
Lesson
Measures of Position for
1 Ungrouped Data

MEASURES OF POSITION
A measure of position determines the position of a single value in relation to
other values in a sample or a sample data set.

COMMON MEASURES OF POSITION:

QUARTILE – are values that divide into four equal parts.

FOR EXAMPLE:
A group of students obtained the following scores in their statistics
quiz: 8 , 2 , 5 , 4 , 8 , 5 , 7 , 1 , 3 , 6 , 9

SOLUTION:

Middle Quartile is also the median

Observe how the lower quartile (Q1), middle quartile (Q2), and upper quartile (Q3)
of the scores are obtained. Complete the statements below:
The first quartile 3 is obtained by .
11
 (observe the position of 3 from 1 to 5)
The second quartile 5 is obtained by .
(observe the position of 5 from 1 to 9)
The third quartile 8 is obtained by .
(observe the position of 8 from 6 to 9).

2. The scores of 10 students in a Mathematics seatwork are:

7 , 4 , 8 , 9 , 3 , 6 , 7 , 4 , 5 , 8,
Arrange the scores in ascending order:
3 , 4 , 4 , 5 , 6 , 7 , 7 , 8 , 8 , 9

Discuss with your group mates:

a. your observations about the quartile.
b. how each value was obtained.
c. your generalizations regarding your observations.

What is It
Let us take a closer look at the quartiles.
The Quartile for Ungrouped Data
The quartiles are the score points which divide a distribution into four equal
parts. Twenty-five percent (25%) of the distribution are below the first
quartile, fifty percent (50%) are below the second quartile, and seventy-five
percent (75%) are below the third quartile Q1 is called the lower quartile and Q3 is the
upper quartile.Q1<Q2<Q3, whereQ2 is nothing but the median.
The difference between Q3 and Q1is the interquartile range.
Since the second quartile is equal to the median, the steps in the

12
computation of median by identifying the median class is the same as the
steps in identifying the Q1 class and the Q3 class.

a. 25% of the data has a value ≤ Q1

b. 50% of the data has a value ≤ X or Q2
c. 75% of the data has a value ≤ Q3
Example 1.
The owner of a coffee shop recorded the number of customers who came into
his café each hour in a day. The results were 14, 10, 12, 9, 17, 5, 8, 9, 14, 10, and
11. Find the lower quartile and upper quartile of the data.
Solution:
⮚ In ascending order, the data are
5, 8, 9, 9, 10, 10, 11, 12, 14, 14, 17
⮚ The least value in the data is 5 and the greatest value in the data is 17.
⮚ The middle value in the data is 10.
⮚ The lower quartile is the value that is between the middle value and the
least value in the data set.
⮚ So, the lower quartile is 9.
⮚ The upper quartile is the value that is between the middle value and the
greatest value in the data set.
⮚ So, the upper quartile is 14.

Example 2.
Find the average of the lower quartile and the upper quartile of the data.
Component Quantity
hard disk 290
monitors 370
keyboards 260
mouse 180
speakers 430
Solution:
⮚ In increasing order, the data are 180, 260, 290, 370, 430.
⮚ The least value of the data is 180 and the greatest value of the data is 430.
⮚ The middle value of the data is 290.
⮚ The lower quartile is the value that is between the least value and the middle
value.
13
 ⮚ So, the lower quartile is 260.
⮚ The upper quartile is the value that is between the greatest value and
the middle value.
⮚ So, the upper quartile is 370.
⮚ The average of the lower quartile and the higher quartile is equal to 315.

Example 3.
The lower quartile of a data set is the 8th data value. How many data
values are there in the data set?
Solution:
⮚ The lower quartile is the median data value of the lower half of the data set.
⮚ So, there are 7 data values before and after the lower quartile.
⮚ So, the number of data values in the lower half is equal to 7+7+1.
⮚ The number of values in the data set is equal to lower half + upper half + 1.
⮚ The number of values in the lower and upper halves are equal.
⮚ Formula: 15+15+1=31
⮚ So, the data set contains 31 data values.
Another solution:
¼ (n + 1) = 8
n + 1 = 32
n = 31
Example 4.
Mendenhall and Sincich Method. Using Statistics for Engineering and the Sciences,
define a different method of finding quartile values. To apply their method on a
data set with n elements, first calculate:
Lower Quartile (L) = Position of Q1 = ¼( n + 1) and round to the nearest integer. If L falls
halfway between two integers, round up. The Lth element is the lower quartile value
(Q1).
Next calculate:
Upper Quartile (U) = Position of Q3 = ¾ ( n + 1) and round to the nearest integer. If U falls
halfway between two integers, round down. The Uth element is the upper
quartile value (Q3).
So for our example data set:
{1, 3 , 7, 7, 16 , 21, 27, 30 , 31} and n = 9.
To find Q1, locate its position using the formula ¼ ( n + 1) and round off to the

14
nearest integer.
Position of Q1 = ¼ ( n + 1)
= ¼( 9 + 1)
= ¼( 10)
= 2.5
The computed value 2.5 becomes 3 after rounding up. The lower quartile value
(Q1) is the 3rd data element, so Q1 = 7. Similarly:
Position of Q3 = ¾( n + 1)
= ¾ ( 9 + 1)
= ¾( 10 )
= 7.5
The computed value 7.5 becomes 7 after rounding down. The upper quartile
value (Q3) is the 7th data element, so Q3 = 27.

Using this method, the upper quartile (Q3) and lower quartile (Q1) values are
always two of the data elements.

Example 5.

Find the first quartile (Q1) and the third quartile (Q3), given the scores of 10 students
in their Mathematics activity using Linear Interpolation.

1 27 16 7 31 7 30 3 21

Solution:

a. First, arrange the scores in ascending order.

1 3 7 7 16 21 27 30 31

= ¼( 9 + 1)

= ¼( 10 )

Steps of Interpolation

15
–
a. First, arrange the scores in ascending order.

1 3 7 7 16 21 27 30 31
b. Second, locate the position of the score in the distribution.

Position of Q3 = ¾( n + 1)

= ¾ ( 9 + 1)
= ¾( 10 )

= 7.5
Since the result is a decimal number, interpolation is needed.
c. Third, interpolate the value to obtain the 3rd quartile.

Steps of Interpolation
Step 1: Subtract the 7th data from the 8th data.

30 - 27 = 3

Step 2: Multiply the result by the decimal part obtained in the third step (Position of
Q3).

3(0.5) = 1.5

Step 3: Add the result in step 2, (1.5), to the 7th or smaller number.
27 + 1.5 = 28.5

Therefore, the value of Q3 = 28.5

Note: As we can see, these methods sometimes (but not always) produce the
same results.

The Deciles for Ungrouped Data

The deciles are the nine score points which divide a distribution into

ten equal parts. They are deciles and are denoted as D1, D2, D3,…, D9. They

are computed in the same way that the quartiles are calculated.

Example 6.

Find the 3rd decile or D3 of the following test scores of a random sample of ten
students:

16
 35 , 42 , 40 , 28 , 15 , 23 , 33 , 20 , 18 and 28.

Solution:
First, arrange the scores in ascending order.

15 18 20 23 28 28 33 35 40 42
Steps to find decile value on a data with n elements:

To find its D3 position, use the formula ¾( n + 1) and round off to the

nearest integer.

Position of D3 = 3/10 ( n + 1)
= 3/10 (10 + 1)
= 3/10 ( 11)
= 33/10

= 3.3 ≈ 3
D3 is the 3rd element.
Therefore, D3 = 20.
Example 7.
Mrs. Labonete gave a test to her students in Statistics. The students finished
their test in 35 minutes. This time is the 2.5th decile of the allotted time. What
does this mean?

Explanation:

This means that 25% of the learners finished the test. A low quartile
considered good, because it means the students finished the test in a short
period of time.

2. Anthony is a secretary in one big company in Metro Manila. His salary is in the
7th decile. Should Anthony be glad about his salary or not? Explain your answer.

17
Solution:
70% of the employees receive a salary that is less than or equal
to his salary and 30% of the employees receive a salary that is greater
than his salary. Anthony should be pleased with his salary.

The Percentile for Ungrouped Data

The percentiles are the ninety-nine score points which divide a distribution into
one hundred equal parts, so that each part represents the data set. It is used to
characterize values according to the percentage below them. For example, the
first percentile (P1) separates the lowest 1% from the other 99%, the second
percentile (P2) separates the lowest 2% from the other 98%, and so on.

The percentiles determine the value for 1%, 2%,…, and 99% of the data.
P30 or 30th percentile of the data means 30% of the data have values less
than or equal to P30.
The 1st decile is the 10th percentile (P10). It means 10% of the data
is less than or equal to the value of P10 or D1, and so on.

Example 8:
Find the 30th percentile or P30 of the following test scores of a random sample
of ten
students: 35, 42, 40, 28, 15, 23, 33, 20, 18, and 28.

18
 Solution:
Arrange the scores from the lowest to the highest.

15 18 20 23 28 28 33 35 40 42

Steps to find percentile value on a data with n elements:

To find its P30 position use the formula 𝑘( 𝑛+1 ) and round off to the nearest
100
integer.
30( 𝑛+1 )
Position of P30 =
100
30( 10+1 )
= 100
30( 11 )
=

100
= 3.3
= 3.3 ≈ 3
P30 is the 3rd element. Therefore, P30 = 20.

19
Lesson
Measures of Position for
2 Grouped Data

What’s in

The Quartile for Grouped Data

Recall that quartiles, divide the distribution into four equal parts.
The steps in computing the median are similar to that of Q1 and Q3. In
finding the median, we first need to determine the median class. In the
same manner, the Q1 and the Q3 class must be determined first before
computing
𝑁
for
Q the value of and Q . The Q1 class is the class interval where the [ ]th
20
 1 3
4
3𝑁
score is contained, while the class interval that contains the [ ]th score is the
4
Q3 class.

21
 In computing the quartiles of grouped data, the following formula is
used:

where:
LB = lower boundary of the Qk class
N = total frequency
cfb= cumulative frequency of the class before the Qk class
fQk= frequency of the Qk class
i = size of class interval
k = nth quartile, where n = 1, 2, and 3

N = 50
LB = 25.5
Q1 class = 𝑁 = 50 = 12.5 N= 50

4 4 cfb =6
This means we need to find the class interval within the class interval.
where the 12.5th score is contained.
The Q1 class is class interval 26-
Note that the 7 -18 scores belong to the class
th th 30.
interval: 26- 30. So, the 12.5th score is also
fQ1 = 12
i=5

13
 Q1 = LB + { }i
Q1 = 25.5 + {12.5 −66 }5
Q1 = 28.21

LB = 30.5
Q2class: 2𝑛 = = 2(50) = 25
4 4
N= 50

cfb =18
fQ2 = 9
This means we need to find the class i=5
interval where the 25th is contained.
Q2 = LB + { }i
Note that the 19 -27 scores belong
th th

to the class interval: 31-35. So, the 25th is

also within the class interval. Q2 = 30.5 + { 25 − 189 }5
The Q2 class is class interval 31-35.
Q2 = 34.39
Therefore, the 50% of the students have
a score less than or equal to 34.39

LB = 35.5
Q3 class: 3𝑁 = = 3(50) = 37.5 N = 50
4 4
cfb= 27
This means we need to find fQ3 = 11
the class interval where the i=5
37.5th is contained.

Note that the 28th-38th scores Q3 = LB + Q3{ }i

belong to the class interval: 36-
40. = 35.5 + Q3 =
{37.5 11− 27}5
So, the 37.5th score is also
within the class interval. 40.27

The Q3 class is class interval

36-40.

14
Therefore, 75% of the students have a score less than or equal to 40.27. Thethird quartile 40.27
falls within the class boundaries of 36-40 which is ( 35.5- 40.5)

15
The Deciles for Grouped Data

Deciles are those values that divide the total frequency into 10 equal parts. The kth
decile denoted by Dk is computed as follows:
𝑘𝑁 where:
−𝑐𝑓𝑏
Dk = LB +
{ 10 𝑓𝐷𝑘 } i LB = lower boundary of the DK class
N = total frequency
Cfb = cumulative frequency before the Dk class
FDk = frequency of the Dk class
i = size of the interval
k = nth decile where n= 1, 2, 3, 4, 5, 6, 7, 8, and 9

Example 2.
Calculate the 7th decile of the Mathematics test scores of 50 students.

Scores Frequency
46-50 4
41-45 8
36-40 11
31-35 9
26-30 12
21-25 6

(7𝑁) 7(50)

{ }i
350 𝑘𝑁
D class = = = = 35 D 7 = LB + −𝑐𝑓𝑏
10
7
10 10 10

This means we need to find the class to the class interval: 36-40. So, the 35th score is
interval where the 35th is contained. also within the class interval.

Note that the 28th-38th scores belong The D7 class is class interval 36-40.
16
 𝑓𝐷𝑘

D7 = LB + 35−27
11
5 { }
D7 = 39.14
Therefore, the 7th decile is
equivalent to the 70th percentile.
Therefore, 70% of the students got
a score less than or equal to 39.14.

17
The Percentile for Grouped Data
The percentile of grouped data is used to characterize values according to the percentage
below them. Early on, you have already learned that kth quartile denoted by Qk and the kth
deciles denoted by Dk are computed, respectively, as follows:

Finding percentiles of a grouped data is similar to that of finding quartiles and deciles of a
grouped data. The kth percentile, denoted by Pk, is computed as follows:

LB = lower boundary of the DK class

N = total frequency
Cfb = cumulative frequency before the Pk class
fpk = frequency of the Pk class
i = size of the interval
k = nth decile where n= 1, 2, 3, …., 97 , 98, and 99
Example 3.

Calculate the 65th percentile and 32nd percentile of the Mathematics test scores of 50
students.

Scores Frequency
46-50 4
41-45 8
36-40 11
31-35 9
26-30 12
21-25 6

18
 This means we need to find the class interval
where the 32.5th is contained.

Note that the 28th-38th scores belong to the

class interval: 36-40.

So, the 32.5th score is also within the class

interval.

The P65 class is class interval 36-40.

Therefore, 65% of the students got a score less than or equal to 38.

What’s More

Time to Record

Mrs. Marasigan is a veterinarian. One morning, she asked her secretary to

record the service time for 15 customers. The following are service times in minutes.

20, 35, 55, 28, 46, 32, 25, 56, 55, 28, 37, 60, 47, 52, 17

Find the value of the 2nd quartile, 6th decile, and 50 th percentile for
ungrouped and grouped data. ( For grouped data, make a frequency distribution
table)

19
 What I
Can Do
That’s My Place

Daily Allowance of 60 students

Class Interval f <cf

81-90 7 60
71-80 10 53
61-70 15 43

51-60 4 28
41-50 12 24
31-40 6 12

21-30 3 6
11-20 2 3
1-10 1 1

D6 P15 P35 D8 D4 P70 Q1 Q2 D8 Q3

Given the frequency distribution, compute for each quartile, Decile or Percentile and
match it with the letter code of its corresponding value to complete the phrase on the
spaces provided above:

20
Q1 T. 43
Q2 I. 61.43
Q3 N. 72.5
P15 Y. 35.5

P35 L. 48
P70 A. 69.83

D6 M. 65.83
D4 C. 50/5
D8 0. 75.5

21
 Assessment

Deniss and Christine scored 32 and 23, respectively, in the National Career
Assessment Examination (NCAE). The determining factor for a college scholarship is
that a student’s score should be in the top 10% of the scores of his/her graduating
class. The students in the graduating class obtained the following scores in the NCAE.

NCAE Scores f LB <cf

39 – 41 6
36 – 38 7
33 – 35 9
30 – 32 13
27 – 29 22
24 – 26 10
21 – 23 9
18 – 20 7
15 – 17 8
12 – 14 4
9 – 11 2
6–8 1
3–5 1

Answer the following:

1. Complete the table by filling in the values of LB (lower boundaries) and <cf (less than
cumulative frequency). Explain how you arrived at your answers.

2. Find the 3rd quartile, 72nd percentile, and the 8th decile of the set of data.

Additional Activities

Reflection Journal

22
Write a reflection journal entitled “ Measure of Position” using the format:
I. Thing Learned and Insights
II. Concept Map
III. Graph of Difficulties
IV. Unforgettable Experience / Activities

23
An output / reflection journal about “Measures of Position”

24
 10
Science
Quarter 4 – Module 3:
Behavior of Gases
(Combined Gas Laws)

1 25
Science – Grade
10 Alternative
Delivery Mode
Quarter 4 – Module 3: Behavior of Gases (Combined Gas Laws) First

Edition, 2021

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Published by the Department of

Education Secretary: Leonor Magtolis

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Writer: MARIFE A. DE GRACIA

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Layout Artist: CARLA L. KONG
Subject Area Supervisor: MERIAM T. ABADILLA
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Antonio

Printed in the Philippines by

Department of Education – Region VII Central Visayas
Office Address: Department of Education – Carcar City Division
2
 10

Science
Quarter 4 – Module 3:
Behavior of Gases
(Combined Gas Laws)

3
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson. At
the end of each module, you need to answer the post-test to self-check your learning.
Answer keys are provided for each activity and test. We trust that you will be honest
in using these.

In addition to the material in the main text, Notes to the Teacher are also provided to
our facilitators and parents for strategies and reminders on how they can best help
you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. And read
the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in
this module, do not hesitate to consult your teacher or facilitator.

Thank you.

4
 What I Need
to Know
This module will provide you learners the essential knowledge and opportunities to develop your skills
and gained understanding in the presentation of behavior of gases. Differentiated activities and hands
– on activities were given to give you opportunities to transfer what you have learned. The scope of this
module permits it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the learning material
you are now using.

After this module, you are expected to:

• explain the two relationships using the Kinetic Molecular Theory.

What I
Know
Multiple Choices: Select and shade the letter that
corresponds to the word or a phrase that best answers
the question or completes the sentence.
1. Which of the following is not a basic assumption of the kinetic theory?
A. Gases consist of molecules in constant motion in straight – line paths.
B. The temperature of a gas is proportional to the average kinetic energy of the molecules.
C. The collisions between gas molecules and with the walls of the container are perfectly
elastic.
5
D. Since the collision of molecules are perfectly elastic, there is a strong attractive force
 between molecules in the gaseous state.

2. What will happen to the volume of gas in combined gas law as the pressure decreases and
temperature increases?
A. increase C. increase then decrease
B. decrease D. decrease then increase

3. Given the equation P1V1 = P2V2, which of the following is the formula for final
T1 T2
temperature?

A. T2 = P2 x V2 x T1 C. T2 = P1 x V1 x T1 P1 V1
P2 V2
B. T2 = P1 x V2 x T1 D.T2 = P1 x V1 x V2 P2 V1
P1 P2

4. The following are the principal general properties of gases EXCEPT

A. Gases are compressible.
B. Gases fill any container that they occupy.
C. Gases does not expand in the heat.
D. Gases do not settle in their container.

5. Which of the following describes the state of matter as composed of tiny particles in constant
motion with a lot of distance between the particles?
A. potential molecular theory of gases
B. kinetic molecular theory of gases
C. Both A and B
D. Neither A nor B

What’s In
Kinetic Molecular Theory
The kinetic molecular theory of gases describes this state of matter as composed of tiny
particles in constant motion with a lot of distance between the particles. Because most of the
volume occupied by a gas is empty space, a gas has a low density and can expand or contract
under the appropriate influence.

6
 https://www.google.com/search?q=kinetic+molecular+theory+of+gases

What’s New
The Combined Gas Law
Experiments conducted in the laboratory do not always follow normal conditions. The
customary reference point for gases is 0OC and 1 atm pressure. These conditions are known
as the standard temperature and pressure (STP). To correct the volumes of gases, we multiply
the original volume by two factors: the temperature and the pressure. In gas calculation
involving more than one change, you must consider each change separately.

For example, to determine the new volume when both the temperature and pressure
changed, you have to consider how the volume will change as temperature changes when
pressure is held constant. Then consider how the volume will change as the pressure changes,
assuming temperature is constant.

The gas laws may be combined to give PV = C or P1V1 = P2V2

T1 T2
The combined gas law enables you to directly solve for the changes in pressure, volume or
temperature.

What is It?
In order for the learners to apply the theory and concepts of the lesson, learners must study
the sample problem below. Learners must read, understand and analyze the process in
solving the problem.

Sample Problem 1
A 30.0 mL bubble is released from a diver’s air tank at a pressure of 4.5 atm and a temperature
of 15OC. What is the volume of the bubble when it reaches the ocean surface, where the
pressure is 1.0 atm and the temperature is 20OC?

Solution: 7
Step 1: Change all the temperatures to Kelvin.
T1 = 15OC + 273 = 288K T2 =
20OC + 273 = 293K
Step 2: Tabulate the information:
Initial Condition Final Condition Change
P1 = 4.5 atm P2 = 1.0 atm P decreases
V1 = 30.0 mL V2 = ?
T1 = 288K T2 = 293K T increases

Pressure is inversely proportional to volume at constant temperature. Since the pressure will
decrease from 4.5 atm to 1.0 atm, you can expect the volume to increase. So you will multiply
the initial volume by the ratio of the two pressures with the larger pressure as the numerator.

30.0 mL x 4.5 atm *Cancel the common unit for pressure which is atm.
1.0 atm

On the other hand, temperature is directly proportional to volume. Since the temperature
will increase from 15OC to 20OC, you can expect the volume to increase. So you will multiply
the original volume by the ratio of the two temperatures, with the higher temperature as the
numerator.

30.0 mL x 293K *Cancel the common unit Kelvin

288K

Combining these two steps, you get:

V2 = 30.0 mL x 4.5 atm x 293K = 137 mL

1.0 atm 288K

NOTE: Cancel the common units atm and Kelvin

The combined effect of the decrease in

pressure and increase in temperature is an
increase in volume.

What’s More

The Kinetic Molecular Theory Postulates

The kinetic molecular theory describes the properties of molecules in terms of motion (kinetic
energy) and of temperature. The theory is most often applied to gases but is helpful in
explaining molecular behavior in all states of matter. As applied to gases, the kinetic
molecular theory has the following postulates:
1. Gases are composed of very tiny particles (molecules). The actual volume of these molecules
is so small as to be negligible compared with the total volume of the gas sample. A gas sample
is, then, mostly empty space. This fact explains the compressibility of gases.

2. There are no attractive forces between the molecules8 of a gas. This postulate explains why,
 over a period of time, the molecules of a gas do not cluster together at the bottom of its
container.

3. The molecules of a gas are in constant, rapid, random, straight-line motion. This postulate
explains why a gas spreads so rapidly through the available space - for example, why the smell
of hot coffee can spread quickly from the kitchen throughout the house.

4. During their motion, the gas molecules constantly collide with one another and with the walls
of the container. (The collision with the walls provides the pressure exerted by a gas.) None
of these collisions is accompanied by any loss of energy; instead, they are what is known as
elastic collisions. A "new" tennis ball collides more elastically than a "dead" tennis ball.

5. The average kinetic energy of the molecules in a gas sample is proportional to its temperature
(Kelvin) and is independent of the composition of the gas. In other words, at the same
temperature, all gases have the same average kinetic energy. It also follows from this
postulate that at zero Kelvin all molecular motion has ceased.
These postulates and the experimental evidence for them are summarized in Table 9.2.
TABLE 9.2 The kinetic molecular theory
Postulate Evidence
1. Gases are tiny molecules The compressibility of
in mostly empty space. gases.
2. There are no attractive
Gases do not clump.
forces between molecules.
3. The molecules move in
constant, rapid, random, Gases mix rapidly.
straight-line motion.
4. The molecules collide Gases exert pressure that
elastically with container does not diminish over
walls and one another. time.
5. The average kinetic
energy of the molecules is Charles' Law (Section 9.5B)
proportional to the Kelvin
temperature of the sample.

Clearly, the actual properties of individual gases vary somewhat from these postulates, for
their molecules do have a real volume and there is some attraction between the molecules.
However, our discussion will ignore these variations and concentrate on an ideal gas, one that
behaves according to this model.

9
 What I Have
Learned
I. PROBLEM SOLVING

1. A weather balloon is filled with 16.0 L of helium at a temperature of 26 OC and a

pressure of 700 mm Hg. What is the pressure of the helium in the balloon in the upper
atmosphere when the temperature is -33OC and the volume becomes 35.0L?

What I Can
Do
Let’s Do This!

Answer the following problems below. Read, understand and analyze the problems carefully. Apply the
concept/ steps in solving the problem.

1. An ideal gas is in a cylinder with a volume of 500.0 mL at a temperature of 30OC and a

pressure of 710.0 torr. The gas is compressed to a volume of 25.0 mL and the
temperature is raised to 820OC. What is the new pressure?

2. A gas sample occupies a volume of 0.923 L at 25 OC and 1.25 atm. What will be its new
volume at STP?

10
 Assessment
I. MULTIPLE CHOICES: Analyze each question carefully then choose the letter of the
correct answer.

1. Given the equation P1V1 = P2V2 , which of the following is the formula for final T1 T2
temperature?

A. T2 = P2 x V2 x T1 C. T2 = P1 x V1 X T1 P1 V1
P2 V2
B. T2 = P1 x V2 X T1 D.T2 = P1 x V1 X V2 P2 V1
P1 P2
2. A 2.50 L sample of dry air in a cylinder exerts a pressure of 3.00 atm at 25OC. Without changing
the temperature, a piston is moved until the pressure in the cylinder is reduced to 1.00 atm. What is
the final volume of the gas?
A. 7.50L B. 15.0 L C. 7.00 L D. 20.0 L

3. Which of the following properties does not describe a gas?

A. pressure B. volume C. malleability D. temperature

4. Which one of the following does not signify normal atmospheric pressure?
A. 760 mm Hg B. 760 torr C. 2 atm D. 76 cm Hg

5. Which of the following is not a basic assumption of the kinetic theory?

A. Gases consist of molecules in constant motion in straight – line paths.
B. The temperature of a gas is proportional to the average kinetic energy of the molecules.
C. The collisions between gas molecules and with the walls of the container are perfectly elastic.
D. Since the collision of molecules are perfectly elastic, there is a strong attractive force
between molecules in the gaseous state.

6. What will happen to the volume of gas in combined gas law as the pressure decreases and
temperature increases?
A. decrease C. increase then decrease
B. increase D. decrease then increase

7. What is the Standard temperature of the gas?

A. 273OC B. 760 torr C. 0 OC D. 76 cm Hg

8. In the Kinetic Molecular Theory, the motion of the gas molecules constantly collide with one
another and with the walls of the container. Is the statement correct?
A. True B. Partly True C. False D. Neither A nor C
11
9. A 30.0 mL bubble is released from a diver’s air tank at a pressure of 4.5 atm and a temperature of
15OC. What is the volume of the bubble when it reaches the ocean surface, where the pressure is 1.0
atm and the temperature is 20OC?
A. 371mL B. 731 mL C. 317mL D. 137mL

10. A gas sample occupies a volume of 0.923 L at 25 OC and 1.25 atm. What will be its new volume
at STP?
A. 6.10 L B. 1.60L C. 1.0L D. 1.06L

12
 ARALING
PANLIPUNAN
Ikaapat na Markahan – Modyul 2
KAHALAGAHAN NG
PAGSUSULONG AT
PANGANGALAGA SA
KARAPATANG PANTAO

13
Araling Panlipunan– Ika-sampung Baitang
Alternative Delivery Mode
Ikaapat na Markahan – Modyul 2, Week 3-4: Kahalagahan ng Pagsusulong at Pangangalaga sa Karapatang
Pantao

Isinasaad sa Batas Republika 8293, Seksiyon 176 na: Hindi maaaring magkaroon ng
karapatang-sipi sa anomang akda ang Pamahalaan ng Pilipinas. Gayonpaman,
kailangan muna ang pahintulot ng ahensiya o tanggapan ng pamahalaan na naghanda
ng akda kung ito ay pagkakakitaan. Kabilang sa mga maaaring gawin ng nasabing
ahensiya o tanggapan ay ang pagtakda ng kaukulang bayad.

Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand
name, tatak o trademark, palabas sa telebisiyon, pelikula, atbp.) na ginamit sa
modyulna ito ay nagtataglay ng karapatang-ari ng mga iyon. Pinagsumikapang
matunton ang mga ito upang makuha ang pahintulot sa paggamit ng materyales.
Hindi inaangkin ng mga tagapaglathala at mga may-akda ang karapatang-aring iyon.
Ang anomang gamit maliban sa modyul na ito ay kinakailangan ng pahintulot mula sa
mga orihinal na may-akda ng mga ito.

Walang anomang parte ng materyales na ito ang maaaring kopyahin o ilimbag sa

anomang paraan nang walang pahintulot sa Kagawaran.

Inilathala ng Kagawaran ng Edukasyon

Kalihim: Leonor Magtolis Briones
Pangalawang Kalihim: Diosdado M. San Antonio

Bumuo sa Pagsusulat ng Modyul

Manunulat: Lizbeth L. Bucao
Editor: Ken Brian C. Alegado
Tagasuri:Janice B. Barangan

Tagaguhit:

Tagalapat: Joan L. Pajarilla

Tagapamahala: Ronald G. Gutay, Estela B. Susvilla, Mary Jane J. Powao, Aquilo A.

Rentillosa, Cristina T. Remocaldo, Elena C. Labra, Ryan B.
Redoblado
Inilimbag sa Pilipinas ng Carcar City DivisionDepartment of Education – Region VII Central
Visayas
Office Address: Department of Education-Carcar City Division (Learning Resources
Management Section)
Telefax: (032) 4878495
Email Address: [email protected]

i
 10
Araling Panlipunan
Ikaapat na Markahan
Modyul 2 Week 3 – 4:

Kahalagahan ng Pagsusulong at
Pangangalaga sa Karapatang
Pantao

ii
Paunang Salita
Para sa tagapagdaloy:

Malugod na pagtanggap sa asignaturang Araling Panlipunan10 ng Alternative Delivery Mode

(ADM) Modyul para sa araling Kahalagahan ng Pagsusulong at Pangangalaga sa Karapataong
Pantao

Ang modyul na ito ay pinagtulungang dinisenyo, nilinang at sinuri ng mga edukador

mula sa pambuliko at pampribadong institusyon upang gabayan ka, ang gurong
tagapagdaloy upang matulungang makamit ng mag-aaral ang pamantayang itinakda
ng Kurikulum ng K to12 habang kanilang pinanagumpayan ang pansarili, panlipunan
at pang-ekonomikong hamon sa pag-aaral.

Ang tulong-aral na ito ay umaasang makauugnay ang mag-aaral sa mapatnubay at

malayang pagkatuto na mga gawain ayon sa kanilang kakayahan, bilis at oras.
Naglalayon din itong matulungan ang mag-aaral upang makamit ang mga kasanayang
pan-21 siglo habang isinasaalang-alang ang kanilang mga pangangailangan at
kalagayan.

Bilang karagdagan sa materyal ng pangunahing teksto, makikita ninyo ang kahong ito
sa pinakakatawan ng modyul:

Mga Tala para sa Guro

Bilang tagapagdaloy, inaasahang bibigyan mo ng paunang kaalaman ang mag-aaral

kung paano gamitin ang modyul na ito. Kinakailangan ding subaybayan at itala ang
pag-unlad nila habang hinahayaan silang pamahalaan ang kanilang sariling pagkatuto.
Bukod dito, inaasahan mula sa iyo na higit pang hikayatin at gabayan ang mag-aaral
habang isinasagawa ang mga gawaing nakapaloob sa modyul.

iii
Para sa mag-aaral:

Malugod na pagtanggap sa Araling Panlipunan10 ng Alternative Delivery Mode (ADM) Modyul

ukol sa Kahalagahan ng Pagsusulong at Pangangalaga sa Karapataong Pantao.

Ang kamay ay madalas gamiting simbolo ng kakayahan, aksyon at layunin. Sa

pamamagitan ng ating mga kamay tayo ay maaaring matuto, lumikha, at
magsakatuparan ng gawain. Ang kamay sa tulong-aral na ito ay sumisimbolo na ikaw,
bilang isang mag-aaral, ay may angking kakayahang matutuhan ang mga kaugnay na
kompetensi at kasanayan. Ang iyong pang-akademikong tagumpay ay nakasalalay sa
iyong sarili o sa iyong mga kamay.

Ang modyul na ito ay ginawabilang tugon sa iyong pangangailangan. Layunin nitong

matulungan ka sa iyong pag-aaral habang wala ka sa loob ng silid-aralan. Hangad din
nitong madulutan ka ng mga makabuluhang oportunidad sa pagkatuto.

Ang modyul na ito ay may mga bahagi at icon na dapat mong maunawaan.

Alamin Sa bahaging ito, malalaman mo ang mga

dapat mong matutuhan sa modyul.

Subukin
Sa pagsusulit na ito, makikita natin kung ano
na ang kaalaman mo sa aralin ng modyul.
Kung nakuha mo ang lahat ng tamang sagot
(100%), maaari mong laktawan ang bahaging
ito ng modyul.
Balikan
Ito ay maikling pagsasanay o balik-aral
upang matulungan kang maiugnay ang
kasalukuyang aralin sa naunang leksyon.

Tuklasin Sa bahaging ito, ang bagong aralin ay

ipakikilala sa iyo sa maraming paraan tulad ng
isang kuwento, awitin, tula, pambukas na
suliranin, gawain o isang sitwasyon.

Suriin Sa seksyong ito, bibigyan ka ng maikling

pagtalakay sa aralin. Layunin nitong
matulungan kang maunawaan ang bagong
konsepto at mga kasanayan.

iv
 Pagyamanin Binubuo ito ng mga gawaing para sa
malayang pagsasanay upang mapagtibay ang
iyong pang-unawa at mga kasanayan sa
paksa. Maaari mong iwasto ang mga sagot
mo sa pagsasanay gamit ang susi sa
pagwawasto sa huling bahagi ng modyul.
Isaisip
Naglalaman ito ng mga katanungan o
pupunan ang patlang ng pangungusap o
talata upang maproseso kung anong
natutuhan mo mula sa aralin.
Isagawa
Ito ay naglalaman ng gawaing makatutulong
sa iyo upang maisalin ang bagong kaalaman o
kasanayan sa tunay na sitwasyon o realidad
ng buhay.
Tayahin
Ito ay gawain nanaglalayong matasa o
masukat ang antas ng pagkatuto sa pagkamit
ng natutuhang kompetensi.
Karagdagang
Gawain Sa bahaging ito, may ibibigay sa iyong
panibagong gawain upang pagyamanin ang
iyong kaalaman o kasanayan sa natutuhang
aralin.
Susi sa Pagwawasto
Naglalaman ito ng mga tamang sagot sa lahat
ng mga gawain sa modyul.

Sa katapusan ng modyul na ito, makikita mo rin ang:

Sanggunian Ito ang talaan ng lahat ng pinagkuhanan sa

paglikha o paglinang ng modyul na ito.

Ang sumusunod ay mahahalagang paalala sa paggamit ng modyul na ito:

1. Gamitin ang modyul nang may pag-iingat. Huwag lalagyan ng anumang marka o sulat
ang anumang bahagi ng modyul. Gumamit ng hiwalay na papel sa pagsagot sa mga
pagsasanay.
2. Huwag kalimutang sagutin ang Subukin bago lumipat sa iba pang gawaing napapaloob
sa modyul.
3. Basahing mabuti ang mga panuto bago gawin ang bawat pagsasanay.
4. Obserbahan ang katapatan at integridad sa pagsasagawa ng mga gawain at sa
pagwawasto ng mga kasagutan.
5. Tapusin ang kasalukuyang gawain bago pumunta sa iba pang pagsasanay.
6. Pakibalik ang modyul na ito sa iyong guro o tagapagdaloy kung tapos nang sagutin

1
 lahat ng pagsasanay.

Kung sakaling ikaw ay mahirapang sagutin ang mga gawain sa modyul na ito, huwag
mag-aalinlangang konsultahin ang inyong guro o tagapagdaloy. Maaari ka rin
humingi ng tulong sa iyong mga magulang, sa nakatatanda mong kapatid o sino man
sa iyong mga kasama sa bahay na mas nakatatanda sa iyo. Laging itanim sa iyong
isipang hindi ka nag-iisa.

Umaasa kami, sa pamamagitan ng modyul na ito, makararanas ka ng makahulugang

pagkatuto at makakakuha ka ng malalim na pang-unawa sa kaugnay na mga
kompetensi. Kaya mo ito!

Alamin

Ang modyul na ito ay nagnanais na matutuhan ng mga mag-aaral ang tungkol sa mga
iba’t-ibang karapatang pantao. Maipakikita rin sa modyul na ito ang mga
pamamaraan sa pangangalaga at paraan ng paglutas sa mga paglabag ng karapatang
pantao.
Sa pamamagitan ng modyul na ito, makararanas ka ng makahulugang pagkatuto at
makakakuha ka ng malalim na pang-unawa sa kaugnay na mga kasanayan.
Ang modyul na ito ay dinisenyo at nilikha kung saan una sa isip ng manunulat ang
kaalamang malilikom mo bilang mag-aaral. Ito ay ginawa upang makatulong sa iyo na
matutunan ang mga dahilan ng pagkakaroon ng iba’t ibang suliranin sa pagggawa.
Ang modyul na ito na magamit ang iba’t ibang sitwasyong pangkaalaman. Ang mga
aralin ay inihanay upang makasunod sa istandard na pagkakasunod- sunod sa
asignatura. Ganoon pa man ang pagkakasunod-sunod ng iyong mga binasa ay
maaaring mabago batay sa uri ng teksbuk o sanggunian na iyong ginagamit.

Pinakamahalagang Kasanayang Pagkatuto

• Nasusuri ang kahalagahan ng pagsusulong at pangangalaga sa
karapatang pantao sa pagtugon sa mga isyu at hamong panlipunan.

Pagkatapos mong mapag-aralan ang modyul na ito, ikaw ay inaasahang:

1. Nauunawaan ang kahulugan at kahalagahan ng karapatang pantao.

2. Nakapagsusuri sa mga sitwasyon na may kinalaman sa karapatang pantao.
3. Napaninindigan ang sariling karapatan na maaaring balewalain o abusuhin ng
ibang tao.

2
 Subukin

Gawain 1: Paunang Pagtataya

A. Panuto: Basahin at unawain ng mabuti ang bawat pangungusap. Isulat ang salitang
TAMA kung ang pangungusap ay nagsasaad sa kahulugan at katangian ng Karapatang
Pantao, MALI kung hindi.

1. Tumutukoy sa mga pamantayan na naglalayon na mapangalagaan ang mga tao mula sa

mga political, legal, at panliunang pang-aabuso.
2. Tumutukoy sa mga pangkalahatan at legal na garantiya na dapat matamasa ng lahat.
3. Ito ang nagbibigay ng proteksyon sa mga makapangyarihan at mayayamang indibidwal at
pangkat na mapangalagaan at mapanatili ang kanilang personal na interes.
4. Ito ay pangkalahatan at hindi maaaring ipagkait, magkakaugnay, at pantay.
5. Taglay ng bawat tao na nakabatay sa prinsipyo ng paggalang sa isang indibidwal. 6.Ang
bawat bata sa ating ay may pangalan at walang karapatan.
7. Ito ay pangkalahatan at hindi maaaring ipagkait, magkakaugnay, at pantay.

B. Panuto. Basahin, unawain, at sagutin ng mabuti ang bawat pangungusap. Bawat

bilang ay mayroong dalawa o higit pang tamang sagot. Piliin ang mga letra ng pinaka
tamang sagot.

8. Ang mga batas na “Bayanihan to Heal as One Act” at “Bayanihan to Recover as One Act”
ay agad naipasa upang labanan ang kasalukuyan suliranin sa Covid19 pandemic. Ano ang
mga Karapatang Pantao na ibinatay sa mga batas na ito upang ito ay ipatupad?
A. Karapatang Mabuhay
B. Kalayaan sa Pangkatawang Panganib
C. Karapatan sa Pangunahing Pangangailangan
D. Karapatan Pumunta sa Ibang Lugar
E. Karapatang Magpakasal
9. Ang “Operation Tokhang” ng kapulisan ng PNP ay naglalayong pakiusapan ang mga
gumagamit ng ilegal na droga na patigilin at sumuko ng kusa sa mga awtoridad. Bagama’t
mabuti ang layunin ng pamamaraang ito, madali itong abusuhin ng mga mapagsamantala sa
kapulisan. Ano ang ang mga karapatang pantao ang maaaring maabuso sa pamamaraang ito?
A. Karapatang magkaroon ng ari-arian
B. Walang sino mang pahihirapan o lalapatan ng malupit, at di-makataong parusa.
C. Walang sino mang isasailalim sa di-makatwirang pagdakip o pagpigil.
D. Ang bawat taong pinararatangan ng pagkakasalaay maykarapatang ituring na
walang-sala hanggang di-napatutunayang nagkasala
E. Karapatan sa ganap na pagkakapantay-pantay, sa isang makatarungan at hayag na
paglilitis ng isang hukumang malaya at walang kinikilingan.

3
10. Ang hidwaan ng Tsina at Pilipinas tungkol sa pag-aagawan ng teritoryo sa West Philippine
Sea ay hindi pa rin nalulutas sa kabila ng pagkakaroon ng Internasyonal na batas sa karagatan.
Sa kabila ng hidwaan, patuloy na pinapalawak ng Tsina ang kanilang sakop sa West Philippine
Sea sa pamamagitan ng pagbuo ng mga imprastraktura dito at pagkakaroon ng mga
presensya ng mga Chinese vessels sakaragatan. Alin sa mga sumusunod na kilos ang
magpapakita ng pagsusulong sa karapatan ng bansang Pilipinas?

A. Patuloy na makipagnegosasyon sa Tsina ukol sa mga hidwaan.

B. Pagsampa ng deplomatikong protesta sa International Court.
C. Hayaan ang Tsina sa kanilang mga ginagawa dahil sila ay isang malakas na bansa
at hindi kaya ng Pilipinas na kalabanin ito.
D. Ibigay ang teritoryo na nais ng Tsina upang matigil ang hidwaan sa karagatan.
E. Iparamdam sa Tsina na matindi ang pagtutol at pagkokondena ng Pilipinas sa
mga ginagawang kilos ng Tsina sa West Philippine Sea.

Aralin Pagtanggap at Panggalang sa Kasarian Tungo sa

1 Pagkapantay-pantay

Balikan

Gawain 2

Panuto. Suriin ang larawan at sagutin ang tanong sa ibaba.

3
Pamprosesong tanong:

1. Ano ang mga katangian ng isang responsableng mamayan ang pinapakita sa

larawan?

2. Gaano kahalaga ang pagiging aktibong mamamayan sa kasalukuyang panahon ng

pandemya sa ating bansa?

Tuklasin

Gawain 3

Panuto: Isulat ang naiisip mo na mga karapatan ng tao ayon sa mga komunidad na
hinihingi sa talahanayan (Ano ang mga karapatan mo sa pamilya, paaralan, at
lipunan?).
KOMUNIDAD MGA KARAPATAN
Sa Pamilya Hal. Karapatang mahalin 1.

2.

Sa Paaralan Hal. Karapatan na magtanong sa guro kung

may hindi naiintindihan.
1.

2.

Sa Lipunan Hal. Bumoto tuwing halalan 1.

2.

Pamprosesong Tanong:

1. Batay sa iyong mga sagot sa talahanayan, ano ang karapatan para sa iyo?

2. Ano ang mga karapatang pantao na iyong natatamasa? Alin ang hindi?

2. Bakit mahalaga ang pagkakaroon ng kaalaman sa mga karapatang pantao?

Patunayan.

4
 Suriin

Kahulugan ng Karapatang Pantao

• Tumutukoy sa mga pamantayan na naglalayon na mapangalagaan ang mga

tao mula sa mga political, legal, at panlipunang pang- aabuso (Stanford
Encyclopedia of Philosophy).
• Tumutukoy sa mga pangkalahatan at legal na garantiya na dapat matamasa
ng lahat. Ito ang nagbibigay ng proteksyon sa mga indibidwal at pangkat
mula sa aksyon at omisyon na nakaaapekto sa batayang dignidad ng tao
(United Nations High Commissioner on Human Rights).
• Ito ay pangkalahatan at hindi maaaring ipagkait, magkakaugnay, at pantay
(United Nations).
• Taglay ng bawat tao na nakabatay sa prinsipyo ng paggalang sa isang
indibidwal.

Mga Uri ng Karapatan

Kailangan ang mga karapatan sa maayos na pakikipag-ugnayan sa kapwa. May anim na

uri ng karapatang hindi maaalis (inelienable) ayon kay Santo Tomas de Aquino (Quito,
1989). Ang mga ito ay ang karapatang mabuhay, magkaroon ng mga ari-arian, mag-
asawa, maging malaya, sumamba at maghanapbuhay.

1. Karapatan sa buhay. Ito ang pinakamataas sa antas ng mga karapatan dahil kung
wala ito, hindi mapakikinabangan ng tao ang ibang karapatan. Dapat itong
mangibabaw sa ibang karapatan kung sakaling ito ay malagay sa panganib. Halimbawa,
sa panahon ng taggutom, kalamidad o gera, kailangang bigyan ng pagkain ng may-ari ng
grocery o tindahan sa palengke ang taong nagugutom. Ipinakita dito na nalilimitahan ng
karapatan sa buhay ang karapatan sa pribadong ari-arian. Kapag hindi nakatugon sa
pangangailangang ito ang may-ari ng grocery o tindahan, magkakaroon siya ng bigat ng
konsensiya.

Halimbawa nito ang karapatan ng fetus na ipinanganak, kaya ipinagbabawal ang

sapilitang aborsyon. Binigyang-diin ito ni Papa Juan XXIII sa kaniyang pahayag: "Ang
panawagan ng karamihan tungkol sa mga karapatang pantao tulad ng karapatan sa
kalusugan, sa bahay, sa trabaho, sa pamilya, sa kultura
– ay labag sa katotohanan at isang panloloko lamang kung ang karapatan sa buhay,
ang pinakabatayan at pangunahing karapatan at kailangan para sa lahat ng iba pang
karapatang personal, ay hindi maipagtatanggol nang may mataas na antas na
determinasyon (Pacem in Terris). Ang paggalang sa dignidad ng buhay ay pag-
aadbokasiya para sa halaga ng bawat buhay, kasama ng mga taong nakapatay sa
kanilang kapuwa.

5
2. Karapatansapribadongari-arian.Hindi maaalis sa tao ang karapatang ito dahil
kailangan niya ang mga ari-arian upang mabuhay nang maayos at makapagtrabaho
nang produktibo at nakikibahagi sa lipunan. Sa kabilang dako, magiging isang pang-
aabuso ang karapatang ito kung naaapi o naaagrabiyado ang mga manggagawa sa
suweldo o mga benepisyo.
3. Karapatang magpakasal. May karapatan ang taong bumuo ng pamilya sa
pamamagitan ng kasal. Nagsimula ito noong panahon ng slavery, na kailangang
humingi ang slave ng pahintulot sa kaniyang amo upang makapag- asawa. Mayroong
mga pasubali sa karapatang ito. Halimbawa, kailangan ng kabataang nasa edad ng 17
o pababa ang pahintulot ng
magulang upang mapangalagaan siya sa anomang kapahamakan. Pinag-iingat din sa
pag-aasawa ang mga may nakahahawang sakit o may sakit sa isip, kahit taglay pa rin
nila ang karapatang magpakasal.
4. Karapatang pumunta sa ibang lugar. Kasama sa karapatang ito ang karapatang
lumipat o tumira sa ibang lugar na may oportunidad tulad ng trabaho o
komportableng buhay o ligtas sa anumang panganib, tulad ng paglikas ng mga
taga-Syria upang takasan ang kamatayan o pananakot sa kamay ng Islamic State.
Nagbibigay din ng asylum ang ibang bansa sa mga taong pinarurusahan o
binibilanggo nang walang katarungan.
5. Karapatang sumamba o ipahayag ang pananampalataya. May karapatan ang
bawat tao na piliin ang relihiyon na makatutulong sa kaniya upang mapaunlad ang
kaniyang pagkatao at pakikipag-ugnayan sa Diyos at kapwa. Hindi maaaring gawing
obligasyon ang pagkakaroon o paglipat sa isang partikular na relihiyon upang
matanggap sa trabaho o maging opisyal ng pamahalaan.
6. Karapatang magtrabaho o maghanapbuhay. May obligasyon ang lipunan o pamahalaan
na magbigay ng trabaho o disenteng hanapbuhay sa mga mamamayan upang
mapakinabangan nila ang karapatang mabuhay. May karapatang magtrabaho sa ibang
bansa ang mga mamamayan kung walang oportunidad sa kanilang bansa na mapaunlad
ang kanilang estado sa buhay batay sa kanilang pangangailangan.

Ilang karapatang pang-indibidwal ang kinilala sa encyclical na “Kapayapaan sa Katotohanan”

Pacem in Terris:

1. Karapatang mabuhay at kalayaan sa pangkatawang panganib

2. Karapatan sa mga batayang pangangailangan upang magkaroon ng maayos na
pamumuhay (pagkain, damit, tahanan, edukasyon, pagkalingang pangkalusugan, tulong sa
walang trabaho, at tulong sa pagtanda)
3. Karapatan sa malayang pagpapahayag ng opinion at impormasyon
4. Karapatan sa malayang pagpili ng relihiyon at pagsunod sa konsensiya
5. Karapatan sa pagpili ng propesyon
6. Karapatan sa malayang paglipat sa ibang lugar upang manirahan (migrasyon)
7. Karapatan sa aktibong pakikilahok sa mga pampublikong gawain o proyekto
8. Karapatan sa patas na proteksiyon ng batas laban sa mga paglabag ng mga karapatang ito

6
 Noong 1948, itinatag ng United Nations ang Human Rights Commission sa
pangunguna ni Eleanor Roosevelt, asawa ng yumaong pangulong Franklin Roosevelt ng
United States. Sa pamamagitan ng naturang komisyon, nilagdaan at ipinatupad ang
dokumentong tinawag ng Universal Declaration of Human Rights.Ibinatay ang mga
karapatang nito sa dignidad ng tao, patas at hindimaaalis na karapatan ng bawat kasapi
ng sangkatauhan bilang pundasyon ng kalayaan, katarungan, at kapayapaan sa buong
mundo. Saan nagsisimula ang mga karapatang pantao? Narito ang sagot ni Eleanor
Roosevelt, pinuno ng pangkat na bumuo ng Deklarasyon:

Ang mga karapatang pantao ay nagsisimula sa mundo ng indibidwal na tao – sa

maliit na pamayanan kung saan siya nakatira, sa paaralang pinapasukan niya, sa factory,
sakahan, o opisina kung saan siya nagtatrabaho. Ito ang mga lugar kung saan dapat
asahan ng bawat babae, lalaki, o bata ang pantay na katarungan, oportunidad, at
dignidad nang walang diskriminasyon. Kung walang kabuluhan ang mga karapatang ito
sa mga lugar na iyon, wala ring kahulugan ang mga ito sa anumang bahagi ng mundo.
Kung walang nagkakaisang kilos ang mga mamamayan upang itaguyod ang mga
karapatang ito sa mga lugar na nabanggit, mahihirapan tayong matamasa ang kaunlaran
sa buong mundo.

(Para sa kumpletong artikulo ng Universal Declaration of Human Rights, bisitahin ang

website na ito: https://www.philrights.org/explainer-ano-ang- universal-declaration-of-
human-rights/ )

MGA ILANG PARAAN UPANG MAPANGALAGAAN ANG MGA KARAPATANG PANTAO AYON SA
HUMAN RIGHTS RESOURCE CENTER (HRRC)

1. Pag-aralan ang mga karapatan ng tao

Kailangang alamin at isapuso ang mga karapatan ng tao lalo-lalo na ang mga
karapatan na nakasaad sa ating batas.
2. Alamin ang mga Taong maaaring sabihan tungkol dito
May mga taong maaaring lapitan o sabihan tungkol dito. Maaaring ito ang mga taong
malapit sa inyo tulad ng inyong pamilya, kaibigan, kaklase o kapitbahay. Maaari kang
magsanay na sabihin ito sa kanila upang magkaroon din sila ng kamalayan sa kanilang
mga karapatan at sa karapatan ng iba.
3. Magsagawa ng mga gawaing magpapapaalala sa mga karapatang pantao ng mga
mamamayan.

MGA HAKBANG UPANG PROTEKSYUNAN ANG KARAPATANG PANTAO

1. Human Rights Advocacy and Education o pagtatalakay at pag-alam sa mga karapatan.

Pangunahing paraan upang hindi malabag at lubos na mapangalagaan ang mga

karapatang pantao ay ang patuloy na pag-aaral sa mga ito. Ang pag-

7
aaral ay paraan upang mamulat ang mga mamamayan sa mga ito at manatiling bukas
ang kanilang kaisipan sa higit pang iklilinlang ng mga ito.

2. Pagsasabuhay ng mga karapatang pantao sa pansariling interes at interes ng ibang tao.

Ang mga dokumentong nagsasaad ng mga karapatang pantao ay mananatiling

pirason lamang ng papel kung hindi ito isinasabuhay. Hindi ito inilahad upang isauli
lamang kung hindi upang sundin.

3. Pagdulog sa Sistemang Pangkatanungan o mga hukuman.

Sa ilalim ng sisteman ng ating bansa, ang mga sigalot sa pagitan ng mga indibidwal
o pamilya ay unang dinidinig sa hukumang pambarangay. Sa ilalim ng sistemang
pambarangay, hindi nangangailangan ng abogado ang sinuman, kung sakaling ang
usaping legal ay di matapos sa antas ng pambarangay, ito ay maaaring iakyat sa pormal
na hukuman. Upang matiyak ang patas na pagtingin sa ilalim ng batas, ang mga mahihirap
na mamamayan ay maaaring dumulog sa Public Attorney’s Office (PAO) para sa libreng
serbisyo ng pampublikong abogado.

4. Pagdulog sa International Court of Justice

Kung ang sigalot ay sa pagitan ng mamamayan sa iba’t-ibang bansa o

kinapapalooban ng interes ng mga bansa, ito ay idinudulog sa International Court of
Justice (ICJ). Nililitis sa korteng ito ang mga krimeng tinuturing na laban sa sangkatauhan
(Crime against humanity) ng isang makapangyarihang indibidwal o lider ng estado.

Napakahalag sa kamalayang Pilipino ang karapatang pantao sapagkat ito ay

nagsisilbing unang pannangglang sa anumang pag-aabuso, katiwalian at paglabag sa
karapatang pantao. Kung ang bawa’t isa sa atn ay may sapat na kamalayan sa karapatang
pantao, hindi magiging madali sa mga ibang tao na labagin ang karapatan na naisasaad
sa batas. Masusugpo ang anumang katiwalian sa karapatang pantao kung mayroong
sapat na kamalayan sa mga karapatang pantao.

8
 Pagyamanin

Gawain 4

A. Panuto: Magbigay ng tatlong karapatan na inyong natutunan at punan ang mga

kinakailangan impormasyon na nasa ibaba.

KARAPATANG PANTAO KAHALAGAHAN PAANO MAPANGALAGAAN

1.

2.

3.

Isaisip

Gawain 5

Panuto: Maglahad ng karanasan kung saan ang iyong karapatan ay nalabag.

Pagkatapos, isulat kung paano ito maipaglaban kung ito muli ay nanganganib na
maabuso. Sundin ang gabay sa ibaba.

SITWASYON NA NALABAG ANG IYONG PAANO MO MAIPAGLABAN ANG

KARAPATAN KARAPATANG ITO KUNG ITOY AY
NANGANGANIB NA MAABUSO?

9
 Isagawa

Gawain 6

Panuto: Magsaliksik ng balita (artikulo sa pahayagan, o sa internet) sa ating bansana

nag-uulat o tumatampoksa pangangalaga o pakikipaglaban sa karapatang pantao.
Gupitin at idikit ang artikulo sa inyong sagutang papel. Pagkatapos, ibigay ang inyong

Artikulo sa balita Repleksyon

repleksyon.

Tayahin

Gawain 7: Panghuling Pagtataya

A. Panuto: Basahin at unawain ng mabuti ang bawat pangungusap. Isulat ang salitang
TAMA kung ang pangungusap ay nagsasaad sa kahulugan at katangian ng Karapatang
Pantao, MALI kung hindi.

1. Tumutukoy sa mga pamantayan na naglalayon na mapangalagaan ang mga tao mula sa

mga political, legal, at panliunang pang-aabuso.
2. Tumutukoy sa mga pangkalahatan at legal na garantiya na dapat matamasa ng lahat.
3. Ito ang nagbibigay ng proteksyon sa mga makapangyarihan at mayayamang
indibidwal at pangkat na mapangalagaan at mapanatili ang kanilang personal na interes.
4. Ito ay pangkalahatan at hindi maaaring ipagkait, magkakaugnay, at pantay.

10
5. Taglay ng bawat tao na nakabatay sa prinsipyo ng paggalang sa isang
indibidwal.
6. Ang bawat bata sa ating ay may pangalan at walang karapatan.
7. Ito ay pangkalahatan at hindi maaaring ipagkait, magkakaugnay, at pantay.

B. Panuto. Basahin, unawain, at sagutin ng mabuti ang bawat pangungusap. Bawat

bilang ay mayroong dalawa o higit pang tamang sagot. Piliin ang mga letra ng pinaka
tamang sagot.

8. Ang mga batas na “Bayanihan to Heal as One Act” at “Bayanihan to Recover as One Act”
ay agad naipasa upang labanan ang kasalukuyan suliranin sa Covid19 pandemic. Ano ang
mga Karapatang Pantao na ibinatay sa mga batas na ito upang ito ay ipatupad?
A. Karapatang Mabuhay
B. Kalayaan sa Pangkatawang Panganib
C. Karapatan sa Pangunahing Pangangailangan
D. Karapatan Pumunta sa Ibang Lugar
E. Karapatang Magpakasal

9. Ang “Operation Tokhang” ng kapulisan ng PNP ay naglalayong pakiusapan ang mga

gumagamit ng ilegal na droga na patigilin at sumuko ng kusa sa mga awtoridad. Bagama’t
mabuti ang layunin ng pamamaraang ito, madali itong abusuhin ng mga mapagsamantala
sa kapulisan. Ano ang ang mga karapatang pantao ang maaaring maabuso sa
pamamaraang ito?
A. Karapatang magkaroon ng ari-arian
B. Walang sino mang pahihirapan o lalapatan ng malupit, at di-makataong parusa.
C. Walang sino mang isasailalim sa di-makatwirang pagdakip o pagpigil.
D. Ang bawat taong pinararatangan ng pagkakasala ay may karapatang ituring
na walang-sala hanggang di-napatutunayang nagkasala

10. Ang hidwaan ng Tsina at Pilipinas tungkol sa pag-aagawan ng teritoryo sa West

Philippine Sea ay hindi pa rin nalulutas sa kabila ng pagkakaroon ng Internasyonal na
batas sa karagatan. Sa kabila ng hidwaan, patuloy na pinapalawak ng Tsina ang kanilang
sakop sa West Philippine Sea sa pamamagitan ng pagbuo ng mga imprastraktura dito at
pagkakaroon ng mga presensya ng mga Chinese vessels sa karagatan. Alin sa mga
sumusunod na kilos ang magpapakita ng pagsusulong sa karapatan ng bansang Pilipinas?

A. Patuloy na makipagnegosasyon sa Tsina ukol sa mga hidwaan.

B. Pagsampa ng deplomatikong protesta sa International Court.
C. Hayaan ang Tsina sa kanilang mga ginagawa dahil sila ay isang malakas na bansa
at hindi kaya ng Pilipinas na kalabanin ito.
D. Ibigay ang teritoryo na nais ng Tsina upang matigil ang hidwaan sa
karagatan.
E. Iparamdam sa Tsina na matindi ang pagtutol at pagkokondena ng
Pilipinas sa mga ginagawang kilos ng Tsina sa West Philippine Sea.

11
 Karagdagang Gawain

Gawain8

Panuto: Gumawa ng isang poster na nagpapakita ng pagsusulong at

pangangalaga sa karapatang pantao.

Pamantayan Indikador

Nilalaman Naipakita at naipaliwanag nang maayos

ang ugnayan ng lahat ng elemento sa
ginawang poster.

Kaangkupan ng konsepto Maliwanag at angkop ang mensahe sa

layunin ng poster

Pagkamapanlikha at Pagkamalikhain Orihinal and ideya sa paggawa ng poster.

(Originality and Creativity)
Gumamit ng tamang kombinasyon ng
kulay upang maipahaya ang nailalaman,
konsepto, at mensahe.

Kabuuang Presentasyon Malinis at maayos ang kabbuang

presentasyon
 Edukasyon sa
Pagpapakatao (EsP)
Ikaapat na Markahan– Ikalawang Linggo:

Mga Isyu Tungkol sa

Seksuwalidad
Edukasyon sa Pagpakatao– Ikasampung Baitang
Alternative Delivery Mode
Ikaapat na Markahan – Ikalawang Linggo: Mga Isyu Tungkol sa Seksuwalidad
Unang Edisyon, 2021

Isinasaad sa Batas Republika 8293, Seksiyon 176 na: Hindi maaaring magkaroon ng
karapatang-sipi sa anomang akda ang Pamahalaan ng Pilipinas. Gayonpaman, kailangan muna
ang pahintulot ng ahensiya o tanggapan ng pamahalaan na naghanda ng akda kung ito ay
pagkakakitaan. Kabilang sa mga maaaring gawin ng nasabing ahensiya o tanggapan ay ang
pagtakda ng kaukulang bayad.
Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand
name, tatak o trademark, palabas sa telebisiyon, pelikula, atbp.) na ginamit sa modyul na ito ay
nagtataglay ng karapatang-ari ng mga iyon. Pinagsumikapang matunton ang mga ito upang
makuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga tagapaglathala at
mga may-akda ang karapatang-aring iyon. Ang anomang gamit maliban sa modyulna ito ay
kinakailangan ng pahintulot mula sa mga orihinal na may-akda ng mga ito.

Walang anomang parte ng materyales na ito ang maaaring kopyahin o ilimbag sa

anomang paraan nang walang pahintulot sa Kagawaran.

Inilathala ng Kagawaran ng Edukasyon

Kalihim: Leonor Magtolis Briones

Bumuo sa Pagsusulat ng Modyul

Writer: Carlo Bargayo
Editors: Ruth G. Villaflor
Grammarian : Annabelle A. Deguilla
Reviewer: Mylen G. Villegas
Layout Artist: Virgie R. Infantado
Subject Area Supervisor: Mylen G. Villegas
Development Team: Ronald G. Gutay, Estela B. Susvilla, Mary Jane J. Powao,
Aquilo A. Rentillosa, Mylen G. Villegas, Cristina T. Remocaldo,
Ryan B. Redoblado

Department of Education – Region VII, Central Visayas

Office Address: Department of Education - Carcar City Division (Learning Resources

Management Section
P. Nellas St., Poblacion III, Carcar City, Cebu
Telefax: (032) 4878495
E-mail Address: [email protected]
Paunang Salita

Ang Self-Learning Module o SLM na ito ay maingat na inihanda para sa ating mag-
aaral sa kanilang pag-aaral sa tahanan. Binubuo ito ng iba’t ibang bahagi na gagabay sa
kanila upang maunawaan ang bawat aralin at malinang ang mga kasanayang itinakda
ng kurikulum.
Ang modyul na ito ay may inilaang Gabay sa Guro/Tagapagdaloy na naglalaman
ng mga paalala, pantulong o estratehiyang magagamit ng mga magulang o kung
sinumang gagabay at tutulong sa pag-aaral ng mga mag- aaral sa kani-kanilang
tahanan.
Ito ay may kalakip na paunang pagsusulit upang masukat ang nalalaman ng mag-
aaral na may kinalaman sa inihandang aralin. Ito ang magsasabi kung kailangan niya ng
ibayong tulong mula sa tagapagdaloy o sa guro. Mayroon ding pagsusulit sa bawat
pagtatapos ng aralin upang masukat naman ang natutuhan. May susi ng pagwawasto
upang makita kung tama o mali ang mga sagot sa bawat gawain at pagsusulit. Inaasahan
namin na magiging matapat ang bawat isa sa paggamit nito.
Pinapaalalahanan din ang mga mag-aaral na ingatan ang SLM na ito upang
magamit pa ng ibang mangangailangan. Huwag susulatan o mamarkahan ang anumang
bahagi ng modyul. Gumamit lamang ng hiwalay na papel sa pagsagot sa mga
pagsasanay.
Hinihikayat ang mga mag-aaral na makipag-ugnayan agad sa kanilang guro kung
sila ay makararanas ng suliranin sa pag-unawa sa mga aralin at paggamit ng SLM na ito.
Sa pamamagitan ng modyul na ito at sa tulong ng ating mga tagapagdaloy,
umaasa kami na matututo ang ating mag-aaral kahit wala sila sa paaralan.
 Alamin
Sa modyul na ito ay inaasahang masasagot mo ang mahalagang tanong na:

Bakit mahalagang magkaroon ng malinaw na

posisyon sa mga isyung kawalan ng paggalang sa
seksuwalidad?
Sa modyul na ito, inaasahang maipamamalas mo ang sumusunod na
kaalaman, kakayahan at pag-unawa na naaayon sa MELC na ito na mababasa sa
ibaba.

• Nasusuri ang mga isyung kaugnay sa kawalan ng paggalang sa

seksuwalidad (EsP10PI-Iva-13.2)
Ang aralin din na ito ay nagnanais na makamit ang mga sumusunod na layunin:
1. Nailalahad ang pagpapahalagang moral sa mga isyung pang-
seksuwalidad,
2. Nakagagawa ng isang islogan na nagpapakita sa paggalang sa seksuwalidad

Subukin

Panuto: Basahin at unawaing mabuti ang bawat aytem. Isulat ang pinakatamang
sagot sa sagutang papel.
1. Ang gawaing pagtatalik bago ang kasal ay isyung may kinalaman sa
A. Pang-aabusong seksuwal B. Pre-marital sex
C. Pornograpiya D. Prostitusyon
2. Ang pang-seksuwal na kakayahang kaloob ng Diyos sa tao ay tumutugon sa mga
layuning
A. Magkaroon ng anak at magkaisa.
B. Magkaisa at maipahayag ang pagnanasa.
C. Makadama ng kasiyahan at magkaroon ng anak.
D. Magkaroon ng trabaho at makadama ng kasiyahan.
3. Kailan masasabing ang paggamit sa seksuwalidad ng tao ay masama?
A. Kapag ang paggamit ay nagdadala sa kasiyahan.
B. Kapag ang paggamit nito ay nauuwi sa pang-aabuso.
C. Kapag ang paggamit ay hindi nagdadala sa tunay na layunin ng
seksuwalidad.
D. Kapag ang paggamit ay nagdadala sa tao upang maging isang pakay o
kasangkapan.

4. Alin sa sumusunod ang hindi tumutukoy sa mga isyung seksuwal?

A. Si Jessica ay araw-araw hinihipuan ng kaniyang amain sa maseselang bahagi
ng kaniyang katawanbahagi ng kaniyang katawan.
B. Niyaya ni Noli ang matagal na niyang kasintahang si Malyn na
magpakasal sapagkat gusto na nilang magtatag ng pamilya.
C. Dala ng kabataan at bugso ng damdamin, nagbunga ang isang gabing
pagkalimot sa sarili ni Daisy at ng kaniyang boyfriend na si Ariel.
D. Maganda ang hubog ng katawan ni Ann kaya nagpasiya siyang
magpaguhit nang nakahubad.

5. Alin sa sumusunod ang tamang pananaw sa pakikipagtalik?

A. Ang pakikipagtalik ay isang karapatang makaranas ng kasiyahan.
B. Ang pakikipagtalik ay kailangan ng tao upang maging malusog at
mabuhay.
C. Ang pakikipagtalik ay tama kapag parehong may pagsang-ayon ang
gagawa nito.
D. Ang pakikipagtalik ay ang pagsasakatawan ng pagmamahal na
ipinapahayag ng mag-asawa sa bawat isa.
Aralin
Mga Isyu Tungkol sa Seksuwalidad
1

Balikan

Pag-isipan Mo
Panuto: Isulat mo ang sarili mong pagkaunawa sa salitang “Seksuwalidad”. Maglagay
sa bilog ng mga salitang maiuugnay dito. Gawin ito sa inyong sagutang papel.

SEKSUWALIDAD
 Tuklasin
Basahin ang sanaysay na nasa ibaba at pagkatapos ay sagutan ang mga sumunod
na katanugan gamit ang isang papel.

Natutuhan mo sa Baitang 8 na ang seksuwalidad ng tao ay kaugnay ng

kaniyang pagiging ganap na babae o lalaki. Ito ay nangangahulugang magiging ganap
kang tao at bukodtangi sa pamamagitan ng iyong pagkalalaki o pagkababae.
Bagama’t nalalaman ang kasarian ng tao mula pa sa kaniyang pagsilang, malaya
ang kaniyang pagtanggap at pagganap sa kaniyang seksuwalidad. Ito ay nararapat na
naaayon sa tawag ng pagmamahal at batay sa kaniyang pagkatao sa kabuuan niya -
ang pagkakaisa ng katawan at espiritu. Ang seksuwalidad samakatuwid ay isang
malayang pagpili at personal na tungkulin na ginagampanan ng tao gamit ang
kaniyang katawan at espiritu tungo sa kaniyang kaganapan kaisa ang Diyos.
Natutuhan mo rin sa Baitang 8 na bawat isa sa atin ay hinahamon na buuin
at linangin ang seksuwalidad upang maging ganap ang pagiging pagkababae o
pagkalalaki. Kung ang seksuwalidad at ang pagkatao ay hindi mapag-iisa habang
nagdadalaga o nagbibinata, maaaring magkaroon ng kakulangan sa pagkatao sa
pagsapit niya sa sapat na gulang o adulthood. Kapag nagkulang ang tao sa
aspektong ito, maaari siyang magpakita ng mga manipestasyong magdadala sa
kaniya sa mga isyung seksuwal. Sa panahon ngayon dumarami ang mga ito at
kadalasan ay hindi natutugunan.
Ayon sa isang survey na ikinomisyon ng National Secretariat for Youth
Apostolate (NSYA), ang kabataang Filipino ngayon ay patuloy na nakikibaka sa mga
isyung may kinalaman sa seks at seksuwalidad. Kabilang sa mga ito ay pakikipagtalik
nang hindi kasal (pre-marital sex), pornograpiya, pang-aabusong seksuwal, at
prostitusyon. Isaisahin nating tingnan ang mga isyung ito, ang mga dahilan kung bakit
nangyayari ang mga ito at mga nagtutunggaliang pananaw kung tama o mali ang
mga ito.
Mga pamprosesong tanong
1. Ano-ano nga ba ang mga isyung seksuwal na palagi nating naririnig at
nababalitang madalas ay kinasangkutan ng kabataan?

Sagot:
.

2. Ano-anong mga bagay na nag-uudyok upang gawin ito ng mga kabataan

ngayon? Ipaliwanag.

Sagot:
.

Suriin

(Basahin ninyu ang sanaysay sa ibaba upang maunwaan ninyu ng lubos ang
paksang ating tatalakayin.)

Natukoy natin at nasuri ang iba’t ibang isyu tungkol sa seksuwalidad.

Nalaman natin ang iba’t ibang epekto sa mga taong sangkot sa mga ito gayundin ang
iba’t ibang pananaw na kaugnay ng mga isyung ito. Mahihinuha rin natin sa mga
paglalahad na ang mga isyung seksuwal na mga ito ay hindi nararapat gawin lalo
na ng kabataan pa lamang. Ano ba ang katotohanang ipinapahayag ng mga isyung
ito? Sa malalim na pagtingin, ano ang epekto ng mga isyung nabanggit sa pagkatao
ng tao o sa dignidad ng tao?

Ang pagpayag, pagsasagawa at pagiging kaugnay sa mga isyung

pangseksuwalidad ay nagsasawalang bahala sa sumusunod na katotohanan:

1. Nilikha ng Diyos ang tao ng mabuti at tumungo sa sariling kaganapan, at

ang pagtungo sa kaganapang ito ay malaya at may kamalayan;
 2. Ang tao ay may ispiritwal na kaluluwa (porma ) at katawan
(materyal) na kumilos na magkatugma tungo sa isang telos o
layunin.
3. Upang marating ang kaniyang telos o layunin, kailangang gamitin ng tao
ang kaniyang isip at kilos-loob na siyang magpapasiya kung ang kilos at
pamamaraan ay mabuti o masama.

Iugnay natin ngayon ang mga katotohanang ito sa mga isyung seksuwal na
ating tinukoy at inunawa.
Ang seksuwalidad ay kaloob sa atin ng Diyos. Ito ay mabuti at magdadala sa bawat
isa sa atin sa layuning makamit at madama ang tunay na pagmamahal na siya
namang dahilan kung bakit nilalang tayo ng Diyos. Ang paggamit sa mga kakayahang
seksuwal kabilang na ang katawan bilang ekspresyon ng pagmamahal ay mabuti,
ngunit nararapat itong gawin sa tamang panahon. Ang mga seksuwal na faculidad o
kakayahan ng tao ay tumutukoy sa dalawang layuning maaari lamang gawin ng isang
babae at lalaki na pinagbuklod ng kasal. Ito ay tumutugon sa layuning magkaroon
ng anak (procreative) at mapag-isa (unitive). Anumang layuning taliwas sa dalawang
nabanggit ay magdadala sa atin sa katotohanang mali ang ating kilos sa paggamit ng
ating seksuwalidad. Halimbawa na rito ay ang pakikipagtalik kahit hindi pa kasal,
prostitusyon, pornograpiya, at pang- aabusong seksuwal. Ang mga isyung ito ay
humaharap sa maling paggamit ng ating seksuwalidad na nauuwi sa kawalan ng
paggalang sa dignidad ng tao.

Malaya tayo na gamitin ang ating mga kakayahang seksuwal, ngunit ang ating
kalayaan ay mapanagutan at nauukol sa paggawa lamang ng mabuti. Ang
pakikipagtalik nang walang kasal, pagbebenta ng sarili sa prostitusyon, pagbabasa at
pagtingin sa mga seksuwal na babasahin ay malaya nating magagawa, ngunit mabuti
ba ang mga kilos na ito? Kaakibat ng malayang kilos ay ang pananagutan na alamin
kung ang mga ito ay mali at kung may naaapektuhan ba o wala. Nararapat na tingnan
ng tao kung ano ang kalalabasan nito sa kaniyang sarili at sa iba kapag ito ay
isinagawa.

Sa pagsasagawa ng mga isyung seksuwal na nabanggit, marapat ding alamin

ng tao lalo na ng kabataan kung ano ang layunin nila sa pagsasagawa nito. Ang
layunin ba nila ay mabuti? Paano naman ang kanilang paraan? Ang paraan ba ay
mabuti? Sa ganito, dapat maintindihan ang paraan sa paghantong sa layunin ay
dapat magkatugma.
Layunin mong ipahayag ang iyung pagkatao o kaya’y pagmamahal. Ngunit sa
pagpapahayag nito, ang pamaraan ay hindi mabuti, hindi ring maituring mabuti ang
pagkilos. Dagdag pa rito, nararapat ring tingnan sa ating pagpapasiya kung ang pinili
ba natin ay may mas mataas na halaga. Maaari mong pagpasiyahang gamitin ang
mga seksuwal mong kakayahan ngunit nararapat mong isipin kung ano ang tunay na
halaga at layunin ng paggamit mo nito. Ito ang dahilan kung kaya’t ang mga isyung
seksuwal ay hindi nararapat na kasangkutan ng kabataang katulad mo.

Upang magbunga ng mabuti ang iyong pagpapasiya, dapat na maging bukas

ang isang kabataang katulad mo tungkol sa pinagdaraanan mo. Huwag mo itong
itago o ilihim. Maghanap at paligiran mo ang iyong sarili ng mga kapamilya at
kaibigang iyong mapagkakatiwalaan. Magbibigay sila sa iyo ng suporta at
magkakaloob sa iyo ng lakas na labanan ang mga tukso. Maaari ka ring maghanap
ng propesyonal na tulong kung sakaling ikaw ay lulong na sa mga pang-aabusong ito.

Pagyamanin

Panuto: Sagutin ang amg sumusunod na katanungan gamit ang isang kalahating
papel.

1. Kung iyong susuriin, batay sa natutunan mo, tama ba ang mga pananaw na ito?
Nararapat bang makipagtalik ang kabataan kahit hindi pa sila kasal?

2. Sa palagay mo, kailan naging isang sining ang isang pornograpiya?

3. Bakit nga ba nangyayari ang mga pang-aabusong seksuwal? Ano ang karaniwang
nagtutulak sa mga kabataan na gawin ito o pumayag sa ganitong uri ng
pagsasamantala?
 Isaisip
Sagot- Ikahon Mo
Panuto: Basahin ang mga sitwasyon sa ibaba. Ibigay ang iyong akmang sagot
upang mapanatili ang isyung moral tungkol sa seksuwalidad.

Mga sitwasyon Ang aking gagawin

1. Maysakit ang nanay mo at di siya

makapagtrabaho.Walakayong pambili ng
gamot at pagkain. Nagugutom na ang maliliit
mong mga kapatid. Nakita ng kapitbahay
ninyong lalaki ang inyong sitwasyon. Inalok ka
niya na makipagtalik sa kaniya kapalit ng
perang pambili ng gamot at pagkain.

2. Isang araw, Umuwi ang nanay mo na may

kasamang lalaki. Ipinakilala niya ito sa inyong
magkakapatid bilang kanyang kasintahan. Sa
bahay din ninyu tumira ang lalaki. Mahal na
mahal niya ito at sinusunod lahat ng gusto
nito. Binilinan kayo ng inyong ina na sumunod
at paglingkuran ang kaniyang kasintahan. Sa
isang gabing wala ang inyong ina, pumasok
ang kasintahan ng inyong ina sa iyong
kuwarto at hinipuan ka sa maseselang bahagi
ng iyong katawan. Sinabi niyang huwag kang
magsusumbong dahil pag ginawa mo iyon,
papatayin niya ang
inyong ina.

12

23
 Isagawa

E-slogan mo, pagpapahalaga mo !

Panuto:Gamit ang isang short o long bondpaper, ikaw ay gagawa ng isang islogan na pumapaksa
kung paano natin pinapahalagahan ang seksuwalidad ng isang indibiduwal. Pagkatapos nito, ito
ay iyong i-popost sa iyong facebook account. Siguraduhin na ito ay naka-picture format o image
format at huwag kalimutang gamitin ang #RespectSexuality bilang caption ng iyong post. Basahin
sa ibaba ang pamantayan sa pagmamarka ng iyong gawain.

Pamantayan sa Pagmamarka sa paggawa ng

Islogan

10 7 4 1
Content Ang mensahe ay Di Gaanong Medyo nagulo ang Walang
mabisang naipakita ang mensahe mensaheng
nagpapakita ng mensahe ng paggalang sa naipakitang
paggalang sa paggalang sa seksuwalidad paggalang sa
seksuwalidad seksuwalidad seksuwalidad

Creativity Napakaganda at Maganda at Maganda ngunit Di maganda at

napakalinaw ng malinaw ang di gaanong malabo ang
pagkasulat ng pagkasulat ng malinaw ang pagkasulat ng
titik mga titik pagkasulat ng mga titil
mga titik
Relevance May malaking Di-gaanong may Kaunti lang ang Walang kaugnayan
kaugnayan sa kaugnayan sa paksa kaugnayan ng islogan sa paksa ang
paksa ang ang islogan sa paksa islogan
islogan
Kalinisan Malinis na Malinis ang Di-gaanong Marumi ang
malinis ang pagkabuo malinis ang pagkabuo.
pagkabuo pagkabuo

13

24
 Tayahin
Panuto: Suriin ng mabuti ang sumusunod na pangungusap. Lagyan ng T kung ito ay Tama at naayun
sa isyung moral at seksuwalidad at M kung ito ay Mali at kasalungat ito sa tamang gawi.

1. Nakikipag karera sa kaklase upang makakuha ng malalaking grado.

2. Inayawan ang kasintahan sa gusto nito makipagkantutan.
3. Pumayag na makipagtalik dahil maytrabaho at sa wastong edad na.
4. Ibininta ang larawang nakahubad upang maipanustos sa matrikula.
5. Pumayag na halikan sa kasintahan dahil ayaw mong masaktan siya.
6. Inayawan ang offer na papaaralin sa magandang unibersidad para
sa kinabukasan.
7. Sekretong inaway ang kaaway ng iyong kaibigan para ipagtanggol ito.
8. Ang pagtutol sa iyong matalik na kaibigan na makipag inuman bago sumali
sa intramurals ng iyong paaralan.
9. Ikaw ay isang honor student, isang araw ay may di- inaasahang pagsusulit sa
iyong klase, hindi ka nakapag- aral dahil galing ka sa ospital na nagbantay sa
maysakit na kapamilya, sa kagustuhang mapanatili ang iyong posisiyun na may
pinakamataas na marka ikaw ay napilitang nangopya upang pumasa.
10. Nakikipagrelasyon sa may edad na.

Karagdagang Gawain
Panuto: Gumawa ng maikling sanaysay o essay na naglalaman ng 3-5 na pangngusap. Ibasi ito sa
sumunod na sitwasyon. Kung sakaling ikaw ay isang senador ng ating bansa at bibigyan ng
pagkakataong gumawa ng isang batas ukol sa pagpapahalaga ng moral sa mga isyung pang-
seksuwalidad ano ito at bakit?

25
10
HEALTH
Fourth Quarter
Module 2:
HEALTH CAREER
PATHWAYS
(Week 3-4)

26
Health – Grade
10 Alternative
Delivery Mode
Quarter 4 – Module 2 (Week 3-4): HEALTH CAREER PATHWAYS First
Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein the
work is created shall be necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module Writer:

AISA NIÑA G. DAMAYO
Editors: QUEENIE ROSE YVE Q. ALEGADO
Grammarian: LEIZL C. SANCHEZ
Reviewer: PHILIP A. NACARIO
Layout Artist: RENANTE R. LAGUDA
Subject Area Supervisor: PHILIP A. NACARIO
Management Team: RONALD G. GUTAY
ESTELA B. SUSVILLA MARY
JANE J. POWAO AQUILO A.
RENTILLOSA, CRISTINA T.
REMOCALDO
ADM Coordinator: RYAN B. REDOBLADO

Printed in the Philippines by

Department of Education – Region VII Central Visayas
Office Address: Department of Education – Carcar City Division
(Learning Resources Management Section)
P. Nellas St., Poblacion III, Carcar City, Cebu
Telefax: (032) 487-8495
E-mail Address: [email protected]

27
 10
HEALTH
Fourth Quarter
Module 2: HEALTH
CAREER PATHWAYS
(Week 3-4)

28
Introductory Message
For the facilitator:
Welcome to the Health – Grade 10 Alternative Delivery Mode (ADM) Module on HEALTH CAREER
PATHWAYS!
This module was collaboratively designed, developed and reviewed by educators both from public
and private institutions to assist you, the teacher or facilitator in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at
their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century
skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also need to
keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included in
the module.
For the learner:
Welcome to the Health – Grade 10 Alternative Delivery Mode (ADM) Module on HEALTH CAREER
PATHWAYS!
This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents of
the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to check
what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

29
 What’s New In this portion, the new lesson will be introduced
to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a
situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will help
you transfer your new knowledge or skill into
real life situations or concerns.
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional In this portion, another activity will be given to
Activities
you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:

References This is a list of all sources used in developing this

module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a
separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities included in the
module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to

30
 consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

What I Need to Know

This module is designed to equip you with the necessary knowledge, skills and values to achieve
competence in maintaining good health, social awareness and good physical condition.

This module provides you different activities that will help you become familiar with the topics or
lessons on the components of consumer health. Assistance of your parents, siblings or relatives are
encouraged in answering the module particularly in the activities where you need to perform tasks.

After working on this module, you are expected to:

1. Demonstrate understanding of the concepts in planning a health career.

2. Prepare an appropriate plan of action in pursuing a health career

What I Know

Pre- Assessment:
Instructions: List down 3 examples of health career provided/ available in your
school/community/ country for each health career pathways. Use the table below for your
answers.

HEALTH CAREER PATHWAYS HEALTH CAREER

Answer these questions:

1. What health careers are commonly available in your school, community and country?
2. What type of health careers do you think is needed in our country? Explain why?
3. Which health career pathways do you think our government should give priority? Choose five
(5).
4. Why is it important to understand the different career pathways in health?

31
 Lesson
HEALTH CAREER PATHWAYS
1
What’s In

Activity 1: Exploring Careers in the Health Field

List down all the professions associated with healthcare and allied health services.

Medical
and allied
health
profession

What is It

Activity 2: “REFLECT”
CAREER PATH I AM PERSONAL QUALITIES SCHOOL SUBJECTS
INTERESTED TO DO THAT DESCRIBE ME THAT I LIKE

32
Based on your answer in the chart, answer these questions.

1. What health career do you think would suit you best based on your interests and skills?
2. Can your personal qualities help you perform and excel in the health career path you want to
venture?
3. Are you learning enough from your previous subjects to help you achieve your health career
path? Why or why not?
4. Do you think you are ready to take a health career path? What are your strengths and
weaknesses?

HEALTH CAREER
PATHWAYS
Career pathways are clusters occupations that are grouped because of shared skills. All
pathways include a variety of occupations that require different levels of education, skills, and
training. Selecting a career pathway provides you with an area of focus, along with flexibility and a
variety of ideas to pursue for personal development.

Makes it easier for you to

identify health career
professions

Assists you in choosing a

health career
Why Do You Need to
Understand Health Career
Pathways?
Helps you develop a plan
on how to prepare for your
chosen health

What are examples of health career pathways?

1. Disease Prevention and Control
People who specialize in this career path focus on
33
communicable and non-communicable diseases.
Their work includes immunization, screening of newborns,
promotion of breastfeeding, infant diseases
prevention, adolescent healthcare, and life skills.
Sample Careers: Community Health Work and
Education and Research

2. Personal Healthcare
Professionals in this field perform healthcare related
tasks in a personal care level. These include monitoring
patients; administering and assisting in personal care and
hygiene; performing housekeeping duties; and advising
clients on related healthcare issues like infant care, hygiene
and nutrition.

3. Maternal and Child Care

These health workers deal with complex public health
issues that affect women, children and their families. These
include providing information on reproductive health, family
planning, healthcare of pregnant women and their
children, and improvement of health delivery system through
advocacy, education and research.
Sample Careers: Midwifery, Community Health Educator,
Outreach Specialist

4. Mental Healthcare
These medical professionals specialize in dealing with
interpersonal and intrapersonal relationships and life skills.
These include cognitive and psychosocial development,
promotion of healthy self- esteem through feelings and anger
management and identifying warning signs or red flags of
learning disorders, such as ADHD, anxiety, mood disorders,
stress and bullying.
Sample Careers: Social work, Clinical Psychology,
Psychiatry, Guidance Counseling

5. Community Healthcare
Specialists in this are focus on the maintenance,
protection, and improvement of the health of all
community members.
Sample Careers: Barangay/ Community Health
Work and Rural Sanitary Inspection

34
6. Environmental Healthcare Management
These health workers try to establish the correlation
between and among the physical, chemical, biological, social,
and psychosocial factors in the surrounding environment.
These include monitoring the quality of strategies for restoring
ecosystems.
Sample Careers: Air quality monitoring, Soil science Analysis,
Hazardous and solid waste management,
Environmental noise control and Radiological assessment.

7. Drug Prevention and Control

People whose careers revolve around this seek to reduce
community and individual problems related to alcohol and drug
abuse through evidence- based programs and policy advocacy.

Sample Careers: Drug Enforcement and Drug and

Alcohol Rehabilitation

8. Nutrition
Specialists in this area find ways to balance
individual’s food and nutrition and their impact on
patient’s health. These include meal planning, food
preparation and economics.

Sample Careers: Clinical Dietetics, Food and

Nutrition Management, Public Health Nutrition, Education
and Research.

9. Health Education
Those who work in this field are tasked with promotion of
healthcare and training of health workers on managing change in
healthcare. Their work involves assessing individual and community
needs, planning, implementing and evaluating health programs,
promoting the understanding of various health – related behaviors
plus coordinating health education services.
Sample Careers: Education and Research and
Community Health Work

10. Dental Health

Dental health workers deal with various oral conditions
which include chronic mouth and facial pain, oral sores,
periodontal (gum) disease, tooth decay and tooth loss, other
diseases and disorders that affect the oral cavity, and risk factors
for oral diseases which include unhealthy diet, tobacco use,
harmful alcohol use, and poor oral hygiene.

35
Sample Careers: Dental Hygiene, Dental Nursing,
Dental health support

11. Occupational Safety

Careers in this path are related to the safety, health and
welfare of people engaged in work or employment.
These include protecting workers from sickness, disease, and
injury arising from possible hazards of their employment and
workplace.
Sample Careers: Occupational Health and Safety Technician,
Health Inspector and Industrial Hygienist

12. Emergency Medical Services

People assigned in this work specialize in out- of – hospital
medical care. Their skills first – aid procedures, emergency medical
treatment and transport of patients, rapid emergency medical
response and immediate medical attention.
Sample Careers: Emergency Medical Aid and Paramedic

What’s More

Activity 3: TIME TO DECIDE

List down three health careers that interest you the most. Identify the pros and cons of each
career.

Health career that interest What are the PROS? What are the CONS?
me

Answer these questions.

1. Which health career is best aligned with your values, interests and skills? Are there any risks?
Are you willing to take them? Why?

2. Which health career fulfills both your current and future goals?

36
3. What health career will you choose that will help you create the life you want to live doing the
work you will love to do?

What I Have Learned

Activity 4: REFLECT
How do you see yourself…?

… today …after Senior High School …. After college

What I Can Do

Choose one health career pathway that you think our government should give priority,
explain why. As a student, how can you help address the problem?

Assessment
Instructions: Write TRUE if the statement is correct and FALSE if it is not.

1. Career pathways are clusters of occupations that are grouped because of shared skills.
2. Career pathways share in the level of education, training and skills.
3. Business and accountancy are some of the career pathways associated to health.
4. Nutrition specialists find ways to balance individual’s food and nutrition and their
impact on patient’s health.
5. People who specialize in drug prevention and control pathway focus on
communicable and non- communicable diseases.
6. People whose careers revolve around drug prevention and control increase
community and individual problems related to alcohol and drug abuse.
7. In emergency medical services, paramedics can perform emergency medical
procedures without the presence of a doctor.
8. Immunization and new-born screenings are some of the works of the people who
specialize in the disease prevention and control.
9. Nutrition specialist may also be called as dietitian.
10. Dental health deals with the oral health of dentists only.

37
 Additional Activities
What health careers are available in your school/ community and in your barangay?
Write it in your answer sheet.

Congratulations! You’re done.

38
PHYSICAL EDUCATION
Quarter 4 - Module 2
(Weeks 5 - 8)
Other Dance Forms (Elements and
Techniques)

39
PE – Grade 10
Alternative Delivery Mode
Quarter 4 – Module 2: Other Dance Forms (Elements and Techniques in Dance)
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of
Education Secretary: Leonor Magtolis
Briones Undersecretary: Diosdado M.
San Antonio

Development Team of the Module

Writer: Rodelio R. Matin-ao
Editor: Queenie Rose Yve Q. Alegado
Grammarian: Liezl Sanchez
Reviewer: Philip A. Nacario
Illustrator: Name
Layout Artist: Mitchell Dave M. Cabuguas
Management Team: Ronald G. Gutay, Estrela B. Susvila, Mary Jane J.
Powao, Aquilo A. Rentillosa, Cristina T. Remocaldo,
Philip Nacario, Ryan B. Redoblado

Printed in the Philippines by

arcar City Division Department of

Education – Region VII, Central

VisayasOffice Address:

Department of Education –

Carcar City Division (Learning

40
Resources Management Section

P. Nellas St. Poblacion III, Carcar

City, Cebu

Telefax: (032)77561
E-mail Address: [email protected]

41
Introductory Message
For the facilitator:

Welcome to P.E. 10 Alternative Delivery Mode (ADM) Module on Other Dance Forms
(Elements and Techniques in Dance)

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

For the learner:

Welcome to P.E 10 Alternative Delivery Mode (ADM) Module on Other Dance Forms
(Elements and Techniques in Dance)

The hand is one of the most symbolized part of the human body. It is often used to depict
skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the
hand in this learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!

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

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers correct
(100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced

to you in various ways such as a story, a song, a
poem, a problem opener, an
activity or a situation.

42
 What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers to
the exercises using the Answer Key at the end of
the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this

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

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 What I Need to Know

We hope that through this material, you will experience meaningful learning and gain deep understanding of the
relevant competencies. You can do it! This module was designed and written with you in mind. It is here
to help you master the cell. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

This module contains:

• Lesson 1 – Classification of Dance

Learning Competencies:
1. Engages in moderate to vigorous physical activities for at least 60 minutes a day in
and out of school.

Learning Objectives:
1. Identify the elements and techniques in Dance
2. Differentiate Interpretative dance from Creative dance.
3. Create a 2-3-minute creative dance performance.
4. Appreciate the importance of dance to oneself.

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 What I Know

Choose your answer from the given choices inside the box.

Energy Interpretative Dance Direction

Sustained Mirroring

1. Pertains to the amount of effort exerted in the performance of dance or dance

movements and combinations.

2. A movement with no preparation, beginning, unnoticeable end.

3. Dance that are meant to be interpreted for performance and staging.

4. A technique that imitates the movement done by a dancer in face to face formation.

5. The course or way in which movement is directed with the reference to the frontal plane
of the body.

Lesson Other Dance Forms: Elements

and Techniques in Dance
1

What’s In

Let’s Review!
Choose the letter of the best answer.

1. It is used to classify people into four subclasses: underweight, normal, overweight,

and obese
a. BMI c. RHR
b. TI d. MHR

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2. What BMI is considered Normal if it is between .
a. 25.0 – 29.9 c. 18.5 – 24.9
b. 30.0 and above d. none of the above

3. It is referred to as a pear-shaped physique.

a. abnormal obesity c. gynoid abesity
b. android abesity d. none of the above

4. Refers to bodily movement produced by skeletal muscles.

a. skeletal activity c. physical activity
b. movement d. gesture

5. A type of physical activity that requires planned, structured, and repetitive bodily movements
to improve or maintain one or more components of physical fitness.
a. recreational activity c. exercise
b. dance d. all of the above

What’s New
Directions: Analyze the pictures given below and answer the questions that follow.

• Are you familiar with the pictures shown?

• Have you experienced performing these dances? How did you feel after the
performance?
• What are the similarities and differences of these dances?
• What are the many things we have to consider when we dance?
• What for you is dance?

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 What is It

Dance is a profound solitary artistic and creative endeavor that requires

introspection philosophical analysis and complex conceptualization.

Classification of Dance

A. Interpretative Dance
Dances that are meant to be interpreted for performance and staging. Dance
literatures and signature basic steps are already inherent to these dances which serve as
identifying steps to the dance. Such dances include folk dance, ballroom dance and ballet.

B. Creative Dance
Dances that are created out of two approaches, the elemental approach and
creative approach. These dances are highly improvisational in nature considering the different
elements necessary in the creation of the dance. Dances that fall under this classification
include modern-contemporary dance, jazz, pop, and hip-hop.

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ELEMENTAL APPROACH in the creation of dance.
A. Elements of Dance

B – Body

In dance, the body is the mobile figure or shape, felt by the dancer, seen by
others. The body sometimes relatively still and sometimes changing as the dancer moves in
one place or travels through the dance area. Dancers may emphasize specific parts of their
body in the dance phrase or use their whole body at all once.
A – Action

Action is the human movement included in the act of dancing. It includes

dance steps, facial movements, partner lifts, gestures, and even everyday
movements such as walking. Dance is made up of streams of movement and pauses, so action
refers not only to steps and sequences, but also to pauses and movements of relatively
stillness.
S – Space

Dancers interact with space in myriad ways. They may stay in one place or
they travel from one place to another. They may alter the direction, level, size, and pathways
of their movements.
a. Floor Pattern – patterns created by the body as it moves through the space, examples of
which include lines, letters, shapes or polygons.
b. Direction – The course or way in which movement is created with reference to the frontal
plane of the body.
c. Focus – point of attention by either the performer or the audience.
d. Dimension – how performers appear with reference to the audience’s view.
e. Balance – it may be static or dynamic in nature. Static means rest, while dynamic means in
motion.
f. Levels – they are classified as low, middle and high with the lowest level the basis of middle
and high levels.

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 g. Mass and volume – this is dedicated by the number of bodies performing through the space.
There are dances or parts of the dance performance that requires more dancer while some
require less or few.
h. Contours and shapes – shapes and forms created by the body or bodies as they move through
space.

T – Time

The keyword for the element of time is when human movement is

naturally rhythmic in the broad sense. Breath and waves are examples of rhythms and nature
that repeat, but not as consistently as in a metered rhythm. Time in dance is represented by
music specifically, and is predominantly influenced by rhythm, tempo, dynamics, and melody.
E – Energy

Pertains to the amount of effort exerted in the performance of dance or

dance movements and combinations. Energy in dance makes the difference in terms of the
intensity movement. Two dancers might be executing same
movement, but differ in the manner of execution and level of energy. With reference
to the amount of energy used in the performance of movement;
1. Perpendicular – swinging, swaying
2. Percussive – strong, big, and striking movements.
3. Vibratory – series of rapid and quickly executed small percussive movements.
4. Sustained – movement with no preparation, beginning, and unnoticeable end

IMPROVISATION
The art of creating movements that the body is not familiar with. It is exploring potential
movements which can later be refined and transformed into dance movements. This process
is the key to combining the different elements discussed to create a masterpiece. It is creating
something new, something different and something unusual and non-habitual.

TECHNIQUE AND TECHNIQUE DEVELOPMENT

Technique is the exceptional way of performing or executing a certain improvised
movement so that the body will adapt to it and later as it adapts, will be executed
automatically and effortlessly. This is done by repeatedly doing movements that the body is
unfamiliar with mastery is achieved.
A. Lengthening Techniques:

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 These techniques may be used to answer the problem of having difficulties in coming
up with dance combinations and movements. These are some of the most effective
techniques used by experienced dance artists and choreographers.

• Mirroring – imitating the movements done by a dancer in face to face formation.

• Succession – to repeat same sequence of movement or movement combination after every
count, two, or three or even four, depending on the need to repeat the movement.
• Counterpoint – the levels of movement or energy application in the execution of movement.
• Retrograde – repeating a movement sequence from the end to beginning.
• Theme and variation – Each movement combination has a common movement that is seen in a
succession of movement combinations.
• Unison – This technique is the most commonly used in lengthening a dance movement. All
movement combinations are done simultaneously by all dancers.
• Canon – This technique is somewhat similar with that of the succession but differ in ending. In
succession, groups of dancers performing same movement sequence, end up successively,
while in canon, all groups performing the same sequenced movements will all arrive at a
common movement an end at the same time.

Creative Approach in the Creation of Dance

This approach is creating a storyline in the whole dance performance and experience. It is the
finishing touch in polishing a dance creation. It involves the following elements:
• Need – The very reason why the dance needs to be done. For example, the need for peace or
the need to get out of poverty.
• Seed – An idea, tangible or intangible, that may represent the need. For example, the need
for peace is represented by a cross.
• Picture – This represents the whole concept of the dance presentation; it may answer the
need for peace, for example, on why it is represented by peace.
• Developmental Treatment – This represents a draft of how the dance presentation should
progress and develop, how it should start, build up and end.

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 What’s More

Answer the following briefly:

1. In a dance presentation, what are the things we need to consider in order to achieve its
artistic value?

2. What for you are the different values we get out of dancing?

3. What is the importance of technique and technique development in a dance presentation?

What I Have Learned

Directions: Read and understand the paragraph below and fill-in the blanks with the correct
answer to complete the whole idea.

Dance is a profound solitary artistic and creative endeavor that requires introspection
philosophical analysis and complex . Dance has two classifications. These
are and . There are elemental
approaches in the creation of dance. is the mobile figure or shape, felt by
the dancer, and seen by others. The other element is . It is the human movement included
in the act of dancing. Dancers interact with in myriad ways. They may stay in one
place or from one place to another. Balance is
another term to consider under space as an element. Balance maybe static or
in nature. On the other hand, are shapes and forms
created by the body or bodies as they move through space. The other two elements of dance
are time and .

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 What I Can Do

Directions: A. Create a 2-3 minutes CREATIVE MOVEMENTS applying the Elements and
Techniques in dancing. You can use the Tiktok application to record your performance.

B. Record a 2 – 3 minutes Dance number with your friends or family applying the Elements and
Techniques in dancing in your respective homes.

Assessment
A. True or False: Write True if the statement is correct. If it
is otherwise, write
False.

1. Dance literatures and signature basic steps are already inherent to dance which serve as identifying
steps to the dance.
2. Dances are created out of two approaches, the elemental approach and the basic approach.
3. Folk dance is an example of Creative Dance.
4. Interpretative dances are highly improvisational in nature considering the different elements
necessary in the creation of dance.
5. Time is one of the techniques to consider in creating a dance.

B. Matching Type: Match the descriptions in column A with

the correct terms in column B. Write the letter of your
answer.

A B.

6. It is the human movement included in the act of a. body

dancing. b. dimension
7. It is where dancers interact in myriad ways. c. time
8. Sometimes relatively still and sometimes changing d. action as the dancer
moves in one place or travels through e. energy the dance area. f. space
9. In dance, it is represented by music.
10. In dance, it makes the difference in terms of the intensity of
movement.

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C. Multiple Choice: Choose the letter of your answer.

11. To repeat same sequence of movement or movement combination after every count, two, three
or even four, depending on the need to repeat the movement.
a. counterpoint c. retrograde
b. succession d. unison
12. Each movement combination has a common movement that is seen in a succession of movement
combinations.
a. canon c. retrograde
b. theme and variation d. mirroring
13. The very reason why the dance needs to be done.
a. seed c. picture
b. need d. developmental treatment
14. Repeating a movement sequence from the end to beginning,
a. mirroring c. seed
b. retrograde d. succession
15. The levels of movement or energy application in the execution of movement.
a. unison c. picture
b. counterpoint d. need

Additional Activities

Directions:
• Watch a dance video on youtube:
a. Philippine folk dance
b. interpretative dance
c. creative dance
d. hip-hop dance
• After watching the 4 videos, describe the following:
1. The “need” of the different dances.
2. The “seed” of the Philippine Folk Dance
3. The “picture” of the interpretative dance

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