Teaching Guide in General Mathematics 11

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GENERAL MATHEMATICS 11
TOPIC/LESSON NAME Functions and Their Graphs

CONTENT STANDARDS The learner demonstrates understanding of the key
concepts of functions.
PERFORMANCE STANDARDS Accurately construct mathematical models to represent
real-life situations using functions.
LEARNING COMPETENCIES The learner...
1. Represents real-life situations using functions,

including piece-wise functions
2. Evaluates a function
3. Performs addition, subtraction, multiplication,
division and composition of functions
4. Solves problems including functions
SPECIFIC LEARNING OUTCOMES 1. Explains what is a function

2. Finds the domain and range of a relation
3. Determine whether a relation is a function or a non-
function
4. Determine whether an equation represents a
function or a non-function
5. Use function notation and evaluate function
6. Relates functions to a real-life situations
TIME ALLOTMENT 90 minutes
PREPARED BY ROSEMARIE D. YNQUE
PROCEDURE
INTRODUCTION/MOTIVATION/INSTRUCTION
ACTIVITY
1. The teacher conducts a review and asks the students
“What is a function as introduced during your Grade 8 Mathematics?”
2. The teacher presents a scenario where functional relationships exist. Solicit

additional real-life situations from the students
ANALYSIS
1. The teacher divides the students in groups where they will be given
different topics to brainstorm and came up with a creative presentation.
Here are the topics to be given:
a. Difference of function and relation
b. Function as a machine
c. Function and relation as a table of values
d. Function as a graph in Cartesian plane
e. Function as representations of real-life situations
f. Evaluation of Functions
2. She facilitates the students during their group discussions and adds some
more information during the presentation of each group.
ABSTRACTION
1. The teacher asks the class the following questions for further discussions:
 What is a function?
 What is the difference of a function and a relation?
 What are the important things to take note about functions?
 Why is there a need to be careful in evaluating functions?
 How can we relate function in a real-life scenario? Cite some
examples.
APPLICATION
1. The teacher gives more examples on functions and students will be given
more exercises in evaluating functions.
EVALUATION
Answer the following:

1. Write 3 classroom scenarios that represent a function.
2. Evaluate the following:
a. x + 4 , where x = 5
b. 2x – 3, where x = -2
c. 5 – x , where x = -3
ASSIGNMENT
Study in advance Lesson 1.2 pages 25-32 of the book, Soaring 21st Century
Mathematics.
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PRACTICAL RESEARCH 1
CM Vision: The College of Maasin as a dynamic learning institution commits its life, resources and
ministry towards the development of persons, nurtured by faith in God through the liberating process
of holistic and excellent learning and creative action for social renewal.
CM Mission: The College of Maasin, with the dynamic integration of instruction, research and
extension, commits itself in seeking a life of faith, learning and action to develop people into
becoming God-loving citizens, intellectually competent and honest, morally and ethically sensitive,
excellent in work performance, creatively aware and responsive to the needs and aspirations of
people for the realization of a just, free and responsible social order.
TOPIC/LESSON NAME Functions and their Graphs

CONTENT STANDARDS The learner demonstrates understanding of the key
concepts of functions.
PERFORMANCE STANDARDS Accurately construct mathematical models to represent
real-life situations using functions.
1. Represents real-life situations using functions,

including piece-wise functions.
2. Evaluates a function.
3. Performs addition, subtraction, multiplication,
division, and composition of functions.
4. Solves problems involving functions
SPECIFIC LEARNING OUTCOMES 1. Find the domain and range of a relation

2. Determine whether a relation is a function or a
non-function
3. Determine whether an equation represents a
function or a non-function
4. Use function notation and evaluate functions
PREPARED BY Rosemarie D. Ynque
PROCEDURE
Check the student‘s prior knowledge on the meaning of research, characteristics, processes
and ethics involved in conducting research. Assessing these will facilitate teaching and students‘
understanding of what research really is. Explain to students that as they go through this lesson,
they have to think of these essential questions for understanding of the concepts: What are the
characteristics of research? What are the qualities of a good researcher? What are the
components of the research process? How do you differentiate the types of variables? What are
the classifications of research? What are the processes involved in conducting research? What are
the obligations of researchers in order to adhere to professional standards? What factors should be
considered in selecting a research problem? Why do we need ethics in research? What are the
unethical practices in conducting research?
To strengthen students‘ knowledge of the different concepts that involve research, ask them
to create a reflection paper of the ethical and unethical practices in conducting research. Let the
students cite examples of researches that have ethical implications. Tell them to relate their
experiences and decision-making when conducting their research and the effect of researches to
the readers if it is not done properly.
To make students realize the nature of research, you may present the research process
diagram that includes the following research processes:
1. Select a general problem.
2. Review the literature of the problem.
3. Select a specific research problem, question, or hypothesis.
4. Collect data.
5. Analyze and present or display data.
6. Interpret the findings and state conclusions or generalizations regarding the problem.
ENRICHMENT
Ask the students to have a discourse with regards to the processes and characteristics of
research. Tell them to research about the processes and characteristics of research then share it
with their classmates through a collaborative work. Make sure that each student brings with them
their research. This is necessary in order for them to understand deeply the processes involved in
conducting research and its characteristics.
Guide Questions for group discussion:
o What are the characteristics of research?
o What is cyclical research?
o How do you differentiate empirical from logical research?
o What are the processes involved in conducting research?
EVALUATION
Tell the students to look for a sample of local and international research in their own field of
specialization (library or research in the internet). Ask them to evaluate the research if it follows the
considerations for ethical practices in conducting research. Show examples of research that
considered ethical practices and ask them to compare. This can be done through an individual or a
collaborative work.
In addition, ask the students to give examples of researches conducted for each type of
research (Basic Research, Applied Research and Developmental Research). Tell them to share
their examples with their classmates through a group discussion.

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TOPIC/LESSON NAME Quantitative and Qualitative Research

CONTENT STANDARDS The learner demonstrates understanding of the
importance of research in daily life, the characteristics,
processes and the ethics of research, the difference
between quantitative and qualitative research and the
kinds of research across fields.
PERFORMANCE STANDARDS Use appropriate kinds of research in decision-making.
1. Shares research experiences and knowledge

2. Explains the importance of research in daily life
3. Describes characteristics, processes, and ethics
of research
4. Differentiates quantitative from qualitative
research
5. Provides examples of research in areas of
interest (arts, humanities, sports, science,
business, agriculture and fisheries, information
and communication technology, and social
inquiry)
SPECIFIC LEARNING OUTCOMES 1. Share experiences and knowledge on research

2. Share importance of research in daily life
3. Differentiate the kinds of research
4. Discuss the importance of research in decision
making
5. Differentiate quantitative from qualitative
research
6. Identify examples of quantitative and qualitative
research
7. Discuss the major characteristics of qualitative
research
8. Explain the general characteristics of qualitative
research
9. Explain the processes of conducting research
10. Discuss the ethics in conducting research
11. Explain the characteristics of quantitative and
qualitative research on a continuum in the
process of research
12. Explain the kinds of research across fields
13. Create a graphic organizer of the difference
between qualitative and quantitative research
14. Create an integrative paper on the importance
of research in daily life
PREPARED BY MARBEN C. BARRERA
PROCEDURE
Ask the students to differentiate quantitative from qualitative research. This is done to
determine the understanding of students about quantitative and qualitative research. Doing this
activity will help students in discussing the difference between qualitative and quantitative research.
Tell the students that as they go through this lesson, they have to think of these essential questions
for understanding of the concepts: What is qualitative research? What is the difference between
qualitative and quantitative research?
To strengthen student‘s knowledge of the different concepts on qualitative and quantitative
research, discuss the definitions of qualitative and quantitative research and the difference
between them in terms of objectives, data analysis and outcomes. Finally, discuss the
philosophical assumptions of quantitative and qualitative researchers.
ENRICHMENT
Ask the students to have a collaborative work. Tell them to discuss the difference between
qualitative and quantitative research as explained in the previous discussion. Give each group a
sample qualitative and quantitative research. Tell them to distinguish the two researches. Ask the
students to present their output to the class. Finally, ask the students to have the Formative
Assessment 1.4.
EVALUATION
Ask the students to produce a reflection paper of the things they learned about the
differences between qualitative and quantitative research and the differing philosophical
assumptions of quantitative and qualitative researchers.
In addition, ask the students to look for examples of qualitative and quantitative researches.
Tell them to share their examples with their classmates and let them explain the reasons why the
research is considered qualitative or quantitative.

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TOPIC/LESSON NAME The Kinds of Research Across Fields

importance of research in daily life, the characteristics,
processes and the ethics of research, the difference
between quantitative and qualitative research and the
kinds of research across fields.
PERFORMANCE STANDARDS Use appropriate kinds of research in decision-making.
1. Shares research experiences and knowledge

2. Explains the importance of research in daily life
3. Describes characteristics, processes, and ethics
of research
4. Differentiates quantitative from qualitative
research
5. Provides examples of research in areas of
interest (arts, humanities, sports, science,
business, agriculture and fisheries, information
and communication technology, and social
inquiry)
SPECIFIC LEARNING OUTCOMES 1. Share experiences and knowledge on research

2. Share importance of research in daily life
3. Differentiate the kinds of research
4. Discuss the importance of research in decision
making
5. Differentiate quantitative from qualitative
research
6. Identify examples of quantitative and qualitative
research
7. Discuss the major characteristics of qualitative
research
8. Explain the general characteristics of qualitative
research
9. Explain the processes of conducting research
10. Discuss the ethics in conducting research
11. Explain the characteristics of quantitative and
qualitative research on a continuum in the
process of research
12. Explain the kinds of research across fields
13. Create a graphic organizer of the difference
between qualitative and quantitative research
14. Create an integrative paper on the importance
of research in daily life
PROCEDURE
Determine if the students are familiar with different researches in various areas of interest
(arts, humanities, sports, science, business, agriculture and fisheries, information and
communication technology, and social inquiry). This is done to facilitate the teaching and learning
process. In doing this activity, the students will be exposed to different researches across fields.
Tell the students that as they go through this lesson, they have to think of the following essential
questions for understanding the different examples of researches: What are the different
researches that you have read? Why do we need to determine the different research areas?
To strengthen student‘s knowledge of the kinds of researches across fields, discuss and
show examples of researches conducted across fields. Finally, tell the students to look for
published or unpublished researches in different areas of interest: arts, humanities, sports, science,
business, agriculture and fisheries, information and communication technology, and social inquiry.
ENRICHMENT
Collaborative work: Ask the students to differentiate researches conducted across fields. Tell
them to identify similarities and differences in the processes used in conducting the research. Show
two examples of research in different field and determine their similarities and differences.
Ask the students to consider the following when doing the collaborative work.
1. Identify two researchers in an area of interest (arts, humanities, sports, science,
business, agriculture and fisheries, information and communication technology, and
social inquiry).
2. Differentiate the researches by identifying their similarities and differences.
3. Present your output using PowerPoint presentation. Ask someone in your group to
present your output.
EVALUATION
Ask the students to produce a journal of the things they learned from the different examples
of researches across fields. Tell them to do collaborative work then share and discuss their journals
among themselves.
Finally, ask the students to choose a representative to share the summary of their
discussions. Make sure to let them emphasize on the researches related to their specializations.

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TOPIC/LESSON NAME The Value of Qualitative Research – Its Kinds,

Characteristics, Uses, Strengths, and Weaknesses
and the Importance of Qualitative Research Across
Fields of Inquiry
CONTENT STANDARDS The learner demonstrates understanding of the value
of qualitative research; its kinds, characteristics, uses,
strengths, and weaknesses; the importance of
qualitative research across fields of inquiry; the range
of research topics in the area of interest and the
specificity and feasibility of the problem posed.
PERFORMANCE STANDARDS Decide on a suitable qualitative research in different
areas of interest.
1. Designs a research project related to daily life

2. Writes a research title
3. Describes the justifications/reasons for
conducting the research
4. States research questions
5. Indicates scope and delimitation of research
6. Cites benefits and beneficiaries of research
7. Presents written statement of the problem
SPECIFIC LEARNING OUTCOMES 1. Create a reflection paper on the value of

qualitative research in real life
2. Demonstrate skill in differentiating the kinds,
characteristics and uses of qualitative research
3. Come up with a synthesis of the strengths, and
weaknesses of qualitative research
4. Design a research project related to daily life
5. Write a research title
6. Describe the justifications/reasons for
conducting the research
7. State research questions designed for a
qualitative research
8. Indicate scope and delimitation of research
9. Cite benefits and beneficiaries of research
10. Present written statement of the problem
PROCEDURE
Provide a pre- assessment of their ideas on the value of qualitative research. Discuss to
students that one of the importance of qualitative research is to provide context and meaning.
Assessing the ideas and knowledge of the students will facilitate the teaching learning process.
Assessing these will facilitate teaching and students‘ understanding of the importance of research
in daily life.
Tell the students that as they go through this lesson, they have to think of these important
questions: What is the importance of qualitative research across fields of inquiry in our daily life?
What are the kinds and characteristics of qualitative research? What are the uses of this research
in our own field of specialization? What are the strengths and weaknesses of qualitative research?
What is the effect of qualitative research in our decision-making?
Ddiscussions on the value of qualitative research; its kinds, characteristics, uses, strengths
and weaknesses, and the importance of qualitative research across fields of inquiry should be
done. After the discussions, ask the students to present their research title and questions using
PowerPoint presentation. This is an important skill that should be developed in every student in
order for them to understand how to formulate research questions and titles. In this activity, make
sure that each student will be given time to share their titles and research questions. Teachers
should give comments and suggestions based on the titles and research questions of the students.
Discuss how to write titles and research questions.
In addition, discuss to students the strengths and weaknesses of qualitative research.
ENRICHMENT
Formative Test
EVALUATION
Ask the students to demonstrate their understanding by discussing their research title,
describing their justifications/reasons for conducting the research, stating their research questions,
indicating scope and delimitation of research, and citing the benefits and beneficiaries of their
research. This activity is collaborative in nature. After doing the collaborative work, ask the student
to do Formative Assessment 2.3 and if the students were able to master the competencies needed,
conduct the summative test.

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TOPIC/LESSON NAME What is literature review and why do I need such?

purpose and need of literature review, its process and
the criteria in selecting, citing and synthesizing
literature sources. Ethical standards are also
emphasized in writing the related literature.
PERFORMANCE STANDARDS Select, cite and synthesize properly related
literature as well as use sources according to ethical
standards and presenting written review of related
literature.
1. Selects relevant literature

2. Cites related literature using standard styles
(APA, MLA or Chicago Manual of Style)
3. Synthesizes information from relevant literature
4. Presents written review of literature
5. Follows ethical standards in writing related
literature
SPECIFIC LEARNING OUTCOMES 1. Select relevant literature

2. Cite related literature using standard styles
3. Follow ethical standards in writing related
literature
4. Present written review of literature
5. Synthesize information from relevant literature

PROCEDURE
Check learner‘s prior knowledge of how they are able to gather information or data on a
research topic or an interesting recipe, movie, sports, hobbies and others. Students will be able to
share insights on how they do it. Such information will be the baseline in explaining what a
literature review is all about as well as the reasons why it is needed in research.
Using the baseline information, discuss the process of a literature review and its need and
purpose. The teacher can now further explain to class the importance of a good literature review.
Quote McMillan and Schumacher (1984) who identified five purposes of the literature review.
ENRICHMENT
Administer a formative test to determine students‘ mastery of this lesson (see Assessment
Map). To effectively reinforce new learning, learners should be asked to analyze and critique the
outline of a good literature review as well as the summary of its purpose. Remind them of the
essential question that has been posted earlier. This will guide them in understanding the lesson.
EVALUATION
Ask the students to demonstrate their understanding by discussing their own interpretation
of the importance, purpose and need of doing a review of related literature. This is an individual
activity. Ask the student to do the formative assessment 3 and if the students were able to master
the competencies needed, conduct summative test.

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TOPIC/LESSON NAME Criteria in Selecting, Citing, and Synthesizing the

Related Literature
purpose and need of literature review, its process and
the criteria in selecting, citing and synthesizing
literature sources. Ethical standards are also
emphasized in writing the related literature.
PERFORMANCE STANDARDS Select, cite and synthesize properly related
literature as well as use sources according to ethical
standards and presenting written review of related
literature.
1. Selects relevant literature

2. Cites related literature using standard styles
3. Synthesizes information from relevant literature
4. Presents written review of literature
5. Follows ethical standards in writing related
literature
SPECIFIC LEARNING OUTCOMES 1. Select relevant literature

2. Cite related literature using standard styles
3. Follow ethical standards in writing related
literature
4. Present written review of literature
5. Synthesize information from relevant literature

PROCEDURE
There are varied ways to introduce the ins and outs of literature review. All of which contains
stimulating information to help students develop their research. Frequently asked questions by the
students will range from where to start, how to select a subject, and how many articles to include,
to what is involved in a review of the literature. The aim of this lesson is to present a step-by-step
approach to undertaking a review of the literature to facilitate student understanding.
The teacher will ask the following questions to head start the discussion of the lesson:
 What do you know already about your chosen topic?
 What do you have to say critically about what is already known of your topic?
 Has anyone else done anything similar or related to what you propose?
 How does your research fit in with what has been done before?
 Why is your research worth doing, in the light of what has already been done?
Explain in the class that the different professional and academic disciplines have different
terms used in relation to its literature. This is used to describe all published works on a particular
subject. The main body of the literature lies within academic and professional journals. It has been
estimated that over thousands of journals published each year carry articles that are relevant to the
disciplines of a certain track. In addition to journal articles, research is also published in books,
reports, conference proceedings, theses and dissertations.
The teacher presents the different elements of a typical research literature.
ENRICHMENT
Once the teacher has established the research questions that can be answered from the
literature, and has identified the types of literature that will be most useful to the students in
addressing the research question, the students need to develop a systematic search strategy that
will enable them to identify and locate the widest range of published material in order to answer
their research questions in the most comprehensive way. This is essential to ensure that they
identify as much of the literature that is relevant to their review as possible, within the time and
financial restrictions of their review. Once they have identified their search strategy, they need to
carry out their search in logical and systematic approach to ensure that they will find all relevant
literature.
Students in this stage recognize the different types of literature when they come across it so that
they can identify what they need for their review and hence what they are looking for. Therefore, it
is important that they can make sense of all the different types of literature that they will encounter
for the purposes of their review.
EVALUATION
Introduce to students a process for conducting and writing an effective literature review.
Students will struggle with the development of an effective literature-based foundation for a
proposed research. The proposed processes follow a systematic data processing approach
comprised of three major stages: 1) inputs (literature gathering and screening), 2) processing
(following Bloom‘s Taxonomy), and 3) outputs (writing the literature review). This part of the lesson
provides the rationale for developing a literature review including instructions on how to conduct
each stage of the process proposed.

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TOPIC/LESSON NAME Qualitative Research Designs

CONTENT STANDARDS The learner demonstrates understanding of
what qualitative research design is all about which
includes description of sample, data collection,
analysis, procedures in data collection such as survey,
interview and observation. The application of creative
design principles for execution in an actual research
will be undertaken.
PERFORMANCE STANDARDS Describe qualitative research designs, sample,
data collection, analysis and procedures. Apply
imaginative research related art/design principles to
create an artwork.
1. Chooses appropriate qualitative research design

2. Describes sampling procedure and sample
3. Plans data collection and analysis procedures
4. Presents written research methodology
5. Utilizes materials and techniques to produce
creative wok
SPECIFIC LEARNING OUTCOMES 1. Choose appropriate qualitative research design

2. Describe sampling procedure and sample
3. Plan data collection and analysis procedures
4. Present written research methodology
5. Utilize materials and techniques to produce
creative work

PROCEDURE
A challenge to students who are new to qualitative research is trying to figure out what
―kind‖ of qualitative research study they will be doing. There are many different types of
qualitative research, such as ethnography, phenomenology, grounded theory, case study,
narrative, and historical. As in any type of research, it is important for the student to select the
qualitative research approach that would best answer the research question. The goals and
methods associated with each approach will be described briefly in this section.
The questions designed to frame a study will be presented. The questions are essential to
designing a solid frame from which to paint a coherent picture. Other students report similar
experiences.
ENRICHMENT
Present examples and allow students to critically examine the examples given.
EVALUATION
Students will identify which of the five major qualitative research designs is appropriate to
their chosen research topics. They will broadly compare and contrast five qualitative research
designs and the applications of each. They will demonstrate application of one of the five
qualitative designs. Students identify a research topic appropriate for a qualitative study. They will
select a design well-suited to the topic chosen.

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TOPIC/LESSON NAME Description of Sampling and Data Collection

will be undertaken.
create an artwork.

creative wok

creative work

PROCEDURE
In doing qualitative research, only a sample of a population is selected for any given study.
The study‘s research objectives and the characteristics of the study population (example is the size
and diversity) determine which and how many people to select. In this lesson, students will briefly
describe three of the most common sampling methods used in qualitative research: purposive
sampling, quota sampling, and snowball sampling. As data collectors, students will not be
responsible for selecting the sampling method. The explanations in this lesson are meant to help
students understand the reasons for using each method.
ENRICHMENT
Show to students a list of common sampling strategies. As you discuss these strategies,
think of which would be most relevant for your student‘s area of interest. In many cases, they will
see ways to combine the strategies to create an effective approach. The methods are not mutually
exclusive; a research design may adopt a range of strategies.
The three main types of data collected and analyzed in qualitative research include in-depth
interviews, direct observation, and written documents. These are discussed in greater detail in the
qualitative lesson covering data types. In order to collect these types of data for a study, a target
population, community, or study area must be identified first. It is not possible for researchers to
collect data from everyone in a sample area or community.
Therefore, the researcher must gather data from a sample, or subset, of the population in
the study. In quantitative research, the goal would be to conduct a random sampling that ensures
the sample group would be representative of the entire population, and therefore, the results could
be generalized to the entire population. On the other hand, the goal of qualitative research is to
provide in-depth understanding and therefore, targets a specific group, type of individual, event or
process. To accomplish this goal, qualitative research focus will be on criterion- based
sampling techniques to reach their target group.
There are three main types of qualitative sampling: purposeful sampling, quota sampling,
and snowballing sampling. The following are the reasons for choosing a particular method.
EVALUATION
Ask the students how large the sample size should be in a qualitative study. How many
focus group respondents, individual interviews, or ethnographic observations are needed? The
discussion will now proceed to the importance of sample size in qualitative research and the
possible sample size of the students‘ actual research work.
We do have some informal rules of thumb. For example, Maria Krieger (in her white paper,
―The Single Group Caveat,‖ Brain Tree Research & Consulting, 1991) advises that separate
focus groups are needed for major segments such as men, women, and age groups, and that two
or more groups are needed per segment because any one group may be idiosyncratic. Another
guideline is to continue doing groups or individual until we seem to have reached a saturation point
and are no longer hearing anything new.
When determining sample size for qualitative studies, it is important to let students
remember that there are no hard and fast rules.

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TOPIC/LESSON NAME Analysis of Procedures Such as Survey, Interview,

and Observation
will be undertaken.
create an artwork.

creative wok

creative work

PROCEDURE
To use qualitative methods means that you will be generating data that is primarily in the
form of words, not numbers. Some of the most common data collection methods are different types
of individual interviews (general or key informants) and group discussions. In this section, we also
discuss other types of data that might help you understand the context.
Discuss to students that having explored the nature and purpose of qualitative research,
they are now ready to explore methods of data collection. There are a variety of methods of data
collection in qualitative research, including observations, textual or visual analysis, interviews
(individual or group) and others. The most common methods used, particularly in any qualitative
research, are interviews and focus groups. The purpose of this lesson is to explore methods of
data collection in more detail, in particular how they work in practice, the purpose of each, when
their use is appropriate and what they can offer in students‘ individual research.
ENRICHMENT
Formative Test
EVALUATION
The objectives for students in this part of the lesson are: 1) to extract their data honestly and
consistently as a precursor to the interpretative phase; 2) not to prejudge the value or meaning of
data as it is extracted. Further explain to the students the need to do data extraction: 1) Articles are
in different formats and use different styles of reporting; 2) Need to highlight main data elements of
interest; 3) Need to provide standardization; 3) Need to aid pattern recognition and analysis.

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TOPIC/LESSON NAME Application of Creative Design Principles for

Execution
will be undertaken.
create an artwork.

creative wok

creative work

PROCEDURE
Students will be able to understand the critical process of observing, describing, analyzing,
interpreting, and evaluating that leads to informed judgments regarding the relative merits of
artworks. This lesson will lead to a better appreciation of the process of research design, data
collection and analysis of procedures.
Students will be able to assess a work of art without critiquing the artist which require
objectivity and an understanding of the work‘s content and form.
o Visual fluency is the ability to differentiate formal and informal structures and
objectively apply observable criteria to arts assessments that exclude the artists.
o Universal principles of art and elements of design apply equally to culturally specific
artwork.
ENRICHMENT
Share to the students the idea that the ability to think critically is a key skill for doing a
successful research study. Explain to the students that this means not taking what you hear or read
at face value, but using your critical faculties to weigh up the evidence, and considering the
implications and conclusions of what the writer or person is saying.
Ask students to imagine two situations. On the first, you are on a country walk and you come
across a sign that tells you not to attempt to climb a fence because of risk of electrocution. Would
you pause to consider before obeying this instruction? On the other hand, suppose you were to
receive a letter from a local farmer announcing that he proposed to put up an electric fence to
protect a certain field. In this case, would you not be more likely to think about his reasons for doing
so and what the implications would be for you and your family? In the first case, you are thinking
reactively and in the second, you are thinking critically.
EVALUATION
Making qualitative research accessible is the goal of this lesson, and learning about it
involves new ways of thinking that involves imaginative art and design principles to create artwork.
Researchers improve the quality of research by increasing their knowledge of art and creative
science in the process of learning.

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TOPIC/LESSON NAME The Observation Method

interview and observation procedure skills.
PERFORMANCE STANDARDS The learner should be able to gather relevant
information with intellectual honesty.
1. Writes formal letters.

2. Collects data through observations and
interviews.
3. Transcribes interview sessions.
4. Writes journal while conducting observation.
SPECIFIC LEARNING OUTCOMES 1. Formal letters explaining the intention of

conducting interview and/or observation
sessions
2. Interview protocols and guide questions
3. Observation protocols
4. Simulations observation and interview
5. Actual interview sessions
6. Actual observation sessions
7. Journal recordings of observation details
8. Transcription of interview session

PROCEDURE
Check learner‘s prior knowledge of observation and how this method is used to gather
information. Having baseline information about student‘s learning will facilitate delivery of the
lesson by stressing on information that learners have no knowledge yet or rectifying
misconceptions about observation. Tell the students that this essential question will be their guide
in going through with this lesson: As a researcher, how can you use the observation method as an
effective tool in data gathering for a qualitative research?
To determine learners‘ understanding of the lesson, they will be asked to construct
observation protocols.
Outline the characteristics and the steps of an effective observation protocol through
facilitated discussion.
ENRICHMENT
Conduct a formative test to determine students‘ mastery of this lesson (see Assessment
Map). To effectively reinforce new learning, learners should be asked to perform a simulation of a
sample observation based on a given topic by the teacher. Remind them of the essential question
that has been posted earlier. This will guide them in properly conducting this method.
EVALUATION
The best way to measure student‘s learning of this lesson is the actual implementation of
observation as a means of gathering qualitative data. Based on their research topic and the skill
the learners have learned during the simulation stage, they are expected to apply these skills,
strategies, and concepts learned in an actual observation. This activity is best done together with
an actual interview session which will be done in Lesson 2.

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TOPIC/LESSON NAME The Interview Method

interview and observation procedure skills.
PERFORMANCE STANDARDS The learner should be able to gather relevant
information with intellectual honesty.
1. Writes formal letters.

2. Collects data through observations and
interviews.
3. Transcribes interview sessions.
4. Writes journal while conducting observation.
SPECIFIC LEARNING OUTCOMES 1. Formal letters explaining the intention of

conducting interview and/or observation
sessions
2. Interview protocols and guide questions
3. Observation protocols
4. Simulations observation and interview
5. Actual interview sessions
6. Actual observation sessions
7. Journal recordings of observation details
8. Transcription of interview session

PROCEDURE
Checking prior knowledge about interview and how it is conducted is a good springboard for
this lesson. From here, focus on the misconceptions and facts about interview as a tool. Tell the
students that this essential question will be their guide in going through with this lesson: As a
researcher, how can you make the interview method an effective data-gathering tool for qualitative
research?
To determine learners‘ understanding of the lesson, they will be asked to construct interview
guides regarding their chosen research topic.
ENRICHMENT
Map). To effectively reinforce new learning, the learners should be asked to perform a simulation of
a sample interview based on a given topic by the teacher. Remind them of the essential question
that has been posted earlier. This will guide them in properly conducting this method.
EVALUATION
The best way to measure student‘s learning of this lesson is the actual implementation of
interview as a means of gathering qualitative data. Based on their research topic and the skill the
learners have learned during the simulation stage, they are expected to apply these skills,
strategies, and concepts learned in an actual observation.

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TEACHING GUIDE
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TOPIC/LESSON NAME Patterns and Themes from Data

drawing out patterns and themes from data.
PERFORMANCE STANDARDS The learner should be able to analyze and draw
out patterns and themes with intellectual honesty.
1. Infers and explains themes and patterns from

data.
2. Relates patterns with pertinent literature.
SPECIFIC LEARNING OUTCOMES 1. Analysis of observation journals

2. Tabular presentation of the Q and A during the
interview sessions
3. Coded analysis of interview transcripts
4. Written output for the Research Paper:
Presentation of Findings
5. Annotations of their readings of pertinent
literature

PROCEDURE
Ask the students about the last time they drew conclusion from something they have read or
seen. Ask them to elaborate how they came up with that conclusion. Was their conclusion correct
or not? What caused the accuracy or inaccuracy of their conclusion?
Use the information gathered from the students‘ responses to teach patterns and themes
from data and drawing conclusions based on empirical data. Tell them that this lesson is guided by
this essential question: What are the common themes generated from the observation journals and
transcripts of interview?
ENRICHMENT
Drawing conclusions from what we personally see or hear daily is very similar to drawing
conclusions from empirical patterns and themes from qualitative data gathered through research
methods such as observation and interview.
Tell the learners of the distinct differences between conclusions that we make everyday and
the conclusions done in research. Emphasize that conclusions done in research are based solely
on empirical data.
Map). At this point, it is imperative to prepare the learners for the task ahead; hence, providing
sample exercises on drawing conclusions from qualitative (NOT quantitative) data would facilitate
in achieving the goal of this lesson. Guide them on how to spot common themes and patterns.
Continue doing this until everyone in class knows how determine common themes and patterns.
EVALUATION
The true test of the learners‘ learning of this lesson is the output designed for this lesson.
First, guide them on how tabulate the transcript of the interview session. By tabulating the Q & A,
line-by-line analysis of the responses becomes a lot easier and the common themes and patterns
can be easily spotted. Guide them on how to use codes to identify common themes or patterns.
Codes are words that encapsulate or summarize the meaning of a statement. These codes will
serve as their guides when classifying all the identified themes or patterns. This is the analysis of
the transcription and observation.

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TOPIC/LESSON NAME Guidelines in Making Conclusions and

Recommendations
guidelines in making conclusions and
recommendations, techniques in listing references, the
process of report writing, and selection criteria and
process of best design (arts).
PERFORMANCE STANDARDS The learner is able to form logical conclusions,
make recommendations based on conclusions, and
write and present a clear report.
1. Draws conclusions from patterns and themes.

2. Formulates recommendations based on
conclusions.
3. Lists references.
4. Presents a written research report.
5. Finalizes and presents best design.
6. Writes short description and presents best
design.
SPECIFIC LEARNING OUTCOMES 1. Written conclusion and recommendation.

2. Reference section of their research.
3. Written report of their research work.

PROCEDURE
Present situations, video clips, or pictures to the learners from which they will be asked to
make a conclusion. This could take the form of a group activity and each group presents the
conclusion to the class after the designated time. The teacher accepts all forms of conclusion
without judgment.
Based on the different conclusions given by the groups of students, introduce the topic on
using guidelines in making conclusions and recommendations. Tell them that this lesson is guided
by this essential question: What conclusions and recommendations could you give using the data
at hand?
Recall that drawing conclusions from what we personally see or hear daily is very similar to
drawing conclusions from empirical patterns and themes from qualitative data gathered through
research methods such as observation and interview.
Tell the learners of the distinct differences between conclusions that we make every day and
the conclusions done in research. Emphasize that conclusions done in research are based on
generally accepted guidelines. Moreover, it is also necessary to point out that after drawing
conclusions, the next stage is to formulate recommendations. Tell them that the best and easiest
way to do this is to isolate each of the conclusions made and formulate a recommendation for
each. This way, alignment between findings and recommendations can be easily established.
ENRICHMENT
Map). At this point, it is essential to prepare the learners for the task ahead; hence, providing
sample exercises on drawing conclusions from qualitative (NOT quantitative) data would facilitate
in achieving the goal of this lesson. After which, ask the students to formulate recommendations
based on the conclusions that they have made. The last activity should be making a resource
page.
EVALUATION
The true test of the learners‘ learning of this lesson is the output designed for this lesson.
First, ask them to look at their written output in Module 7 – analysis of the transcript. From the
themes and patterns that they have identified, ask them to draw a conclusion. Then, to show
alignment between findings and recommendations, formulate a recommendation for each
conclusion. Teacher scaffolding is very essential at this stage.

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TOPIC/LESSON NAME Techniques in Listing References


conclusions.
design.


PROCEDURE
Ask the students what they see at the last section of books or journals. These are reference
lists or bibliography which should appear at the end of the paper or books. This list provides the
essential information for a reader to locate any source cited in the research work. Present two
samples of reference lists: APA and MLA styles. Ask the students to differentiate one from the
other. Tell the students that APA and MLA are two very common format in listing references.
Part of the responsibilities of a good researcher is to recognize or cite all the resources print
or non-print at the resource page. American Psychological Association (APA) and Modern
Language Association (MLA) are just two of the well-known methods of citation.
The way the references section in a research work is written is very similar to that of a bibliography.
Every credible body of research work must have one. Emphasize to the learners that each
source cited in the paper must appear in the Reference List or in the Works Cited; likewise, each
entry in the reference list must be cited in the text.
Tell the learners of the distinct differences between APA and MLA styles. There are
guidelines which learners need to know and be familiar with in order to make sure that their
resource page is correct.
Emphasize that the main differences between APA and MLA styles fall in these entries:
date, author‘s name, capitalization, and source page (references and works cited, respectively).
Some authors also include indentions, pages, publishers, and publications as key differences
between these two styles.
ENRICHMENT
Map). To strengthen learners‘ understanding about APA and MLA entries, provide sample
exercises where learners will make two reference sections, APA and MLA, using the provided
information from a book, journal, newspaper, and other sources.
EVALUATION
When the learners are ready, they can start writing the reference section of their research
work with all the sources—books, journal, newspapers, online sources, and other source—that
have been used.

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TOPIC/LESSON NAME The Process of Writing Report


conclusions.
design.


PROCEDURE
Ask the students if they had done any investigatory projects in the past or had read any
research work such as thesis. Can they recall the parts? How were they written? What was the
style?
Tell the learners that a research report is an example of an informational text. This type of
text is written in a specific format designed to be direct to the point.
Emphasize to the learners that research work is written in a very technical or formal way. It
is not creative, but rather, direct to the point.
There are specific writing conventions that should be followed when writing this type of text.
Discuss these conventions and provide sample exercises for the students to perform. It is also
important to discuss choice of words in writing a report.
ENRICHMENT
Map). Ask the learners to read a sample research work, identify its parts, and analyze how it is
written. The learners may work as team or in groups in doing this activity. This sample research
work will serve as their model for the next activity.
EVALUATION
Having done all the necessary exercises designed to equip the learners‘ competency in
writing a research report, they are now ready to write one using their own data. Their final tasks are
to finish writing the report of their research work and the visual aid for their presentation. They may
do this as a group in order to practice collaboration. This technique will also strengthen learning
from each other. At this stage, the learners need to be guided taking into consideration the styling,
words used, and content.

Teaching Guide in General Mathematics 11

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TEACHING GUIDE

TOPIC/LESSON NAME Functions and Their Graphs

1. Represents real-life situations using functions,

SPECIFIC LEARNING OUTCOMES 1. Explains what is a function

2. The teacher presents a scenario where functional relationships exist. Solicit

Answer the following:

TOPIC/LESSON NAME Functions and their Graphs

1. Represents real-life situations using functions,

SPECIFIC LEARNING OUTCOMES 1. Find the domain and range of a relation

The College of Maasin

TOPIC/LESSON NAME Quantitative and Qualitative Research

1. Shares research experiences and knowledge

SPECIFIC LEARNING OUTCOMES 1. Share experiences and knowledge on research

The College of Maasin

TOPIC/LESSON NAME The Kinds of Research Across Fields

1. Shares research experiences and knowledge

SPECIFIC LEARNING OUTCOMES 1. Share experiences and knowledge on research

The College of Maasin

TOPIC/LESSON NAME The Value of Qualitative Research – Its Kinds,

1. Designs a research project related to daily life

SPECIFIC LEARNING OUTCOMES 1. Create a reflection paper on the value of

The College of Maasin

TOPIC/LESSON NAME What is literature review and why do I need such?

1. Selects relevant literature

SPECIFIC LEARNING OUTCOMES 1. Select relevant literature

TIME ALLOTMENT 90 minutes

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TOPIC/LESSON NAME Criteria in Selecting, Citing, and Synthesizing the

1. Selects relevant literature

SPECIFIC LEARNING OUTCOMES 1. Select relevant literature

TIME ALLOTMENT 90 minutes

The College of Maasin

TOPIC/LESSON NAME Qualitative Research Designs

1. Chooses appropriate qualitative research design

SPECIFIC LEARNING OUTCOMES 1. Choose appropriate qualitative research design

TIME ALLOTMENT 90 minutes

The College of Maasin

TOPIC/LESSON NAME Description of Sampling and Data Collection

1. Chooses appropriate qualitative research design

SPECIFIC LEARNING OUTCOMES 1. Choose appropriate qualitative research design

TIME ALLOTMENT 90 minutes

The College of Maasin

TOPIC/LESSON NAME Analysis of Procedures Such as Survey, Interview,

1. Chooses appropriate qualitative research design

SPECIFIC LEARNING OUTCOMES 1. Choose appropriate qualitative research design

TIME ALLOTMENT 90 minutes

The College of Maasin

TOPIC/LESSON NAME Application of Creative Design Principles for

1. Chooses appropriate qualitative research design

SPECIFIC LEARNING OUTCOMES 1. Choose appropriate qualitative research design

TIME ALLOTMENT 90 minutes

The College of Maasin

TOPIC/LESSON NAME The Observation Method

1. Writes formal letters.

SPECIFIC LEARNING OUTCOMES 1. Formal letters explaining the intention of

TIME ALLOTMENT 90 minutes

The College of Maasin

TOPIC/LESSON NAME The Interview Method

1. Writes formal letters.

SPECIFIC LEARNING OUTCOMES 1. Formal letters explaining the intention of

TIME ALLOTMENT 90 minutes

The College of Maasin

TOPIC/LESSON NAME Patterns and Themes from Data