4C’s: A Solution towards Difficulty in Solving Integers of the Grade 10-Apple

A Research Proposal

Presented to the Faculty and Staff of

Don CasimeroAndrada National High School

Punta, Carles, Iloilo

In Partial Fulfillment of the Requirements

for Practical Research 2

Andrea Bianca B. Arancillo, et al.

S.Y. 2019
4C’s: A Solution Towards Difficulty in Solving Integers of Grade 10-Apple

A Research Proposal

Presented to the Faculty and Staff of

Don CasimeroAndrada National High School

Punta, Carles, Iloilo

In Partial Fulfillment of the Requirements

for Practical Research 2

Balungayan, ReymartCañeso

Betita, James Russell Catequista

Arancillo, Andrea Bianca Bornales

Bernal, MeraAmistoso

Espinosa, Jenelyn Bernal

Ilagan, JairaKaeDesales

Jalipa, JemerlynMantec

Salavia, Jessa May Virgo

Tolosa, YieShahana Marie Segovia

Yarte, Crystal Zarceno

(S.Y. 2019-2020)
 Chapter 1

Introduction to the study

Background of the Study and Theoretical Framework

Mathematics subject is the most common problem of every student. Problem solving is what

people nowadays hated for. Analyzing is the most important ingredient in this kind of subject. In

mathematics we should consider a lot of things, we need to study deeper all about Mathematics

for us to know the solution for every Mathematical problem.

One serious thing we usually encounter in mathematics is Math Integers. Integers such as

negative and positive. They’re not just a simple signs because this signs may change things you

thought you are right.

Mathematical problem and math Integers are considered to be one of the students

weaknesses in school. Difficulty in critical thinking may the top most reason why they

experience such problem. Laziness is another cause for the said problem.

4C’s is the process that can assure you to get a correct answer. One of the 4C’s solution

is through collecting. Collecting your learning from the previous studies until now may help you

a lot. Second is that you try to sum up all, to combine the formulas and the strategy utilized. The

third one is computing the given problems. Here, you were able to solve, to analyze, to focused

and to critically think deeper for you to get the right answer. Lastly, Checkingto ensure

correctness of your answer from the problem solving you need to double check the process on

how you can come up from a given problem.

There are related studies/things regarding on the 4C’s; Compute, Collect, Combine and Check,

“Computing Inter- RoterReability to observation data” by Kevin A. Hallgren and “What make

Evaluator do to find more and usability problem.

Computing inter-roterreability to observational data an overview and tutorial.Many research

designs require the assessment of inter-rater reability (IRR)to demostrate consistency among

observational rating provided by multiple codes. And what make evaluator do to find more

usability problem including Human-computer interaction.(citation)

This related studies usually use-the 4Cs; computing,collecting combining and checking inorder

to find the result and give a solution to each problem had mode.

Figure 1:Show the paradigm of the study.

Independent variable Dependent Variable

( Cause) (Effect)

Difficulty in Solving

Integers to
4C’s Mathematical Problem of Grade

10-Apple

Figure 1. Difficulty in SolvingIntegers of Grade 10-Apple using 4C’s as a solution.

Statement of the Problem and the Hypothesis

This study aims to determine the effect of 4C’s: A solution towards difficulty in solving

Integers of Grade 10-Apple.

Specifically, this study aims to answer the;

followingquestion:

1.What is the relationship of 4c’s towards difficulty in solving math Integers of grade 10- Apple?

2. What is the effect of 4c’s towards difficulty in solving math Integers of grade 10- Apple?

3. What action should be implemented after determining the effect of 4C’s towards difficulty in

solving MathIntegers of grade 10-Apple?

Based on the aforementioned questions, the following hypothesis were advanced:

a. There is no relationship between 4C’s towards difficulty in solving math Integers of grade 10-

Apple?

b. There is no significant effect for the 4C’s towards difficulty in solving math Integers of grade

10-Apple?

c. There is no possible action to be implemented on the difficulty in solving math Integers of

grade 10-Apple?

Significance of the study

The result of this research may hopefully benefit the following persons:

To the student, this research may help them to be a critical thinker in Mathematics. The

solution in this problem which is 4C’s (Collect, Combine, Compute, and check) may serve as a

guide towards difficulty in Mathematics.

To the teachers, the study can be used as a source especially for those Mathematics

teachers. May provide solutions on how students easily got understand the lesson.

To the parents, this research serves as their basis on teaching their children how to solve

mathematics lesson at school.

 To the future researcher, the results of this research may serve as a source of ideas and

other concepts. this may help them solve certain problem that they might have chosen.

To the community, this research may used to solve Math signs to Mathematical problem

which is one of people hated most because of its difficulty. This may improve the learning in

mathematics. Also, it may serve as a source of knowledge and it provides beneficial basis.

Definition of Terms

For purpose of clarity and understanding, the following terms were specified their conceptual

and operational definitions:

Combine- to become one; to act together (Merriam Webster)

In this study it refers to the merge of mathematical Integers to solve a particular problem.

Problem-a position in mathematics stating something to be done and difficulty in understanding

something. (Merriam Webster)

In this study it refers in solving mathematical problem on order to get the solution.

Check- to look or to find mistake and problem in solving math Integers to make sure the correct

answer. (Merriam Webster)

In this study it refers in checking the formula and the math Integers to have a correction if

there is something wrong.

Compute- to find out (something) by using mathematical processes. (Merriam Webster)

In this study it refers on how we can get an exact answer through a process.

Collect- bring or gather together things. (Google)

In this study it means collecting numbers, ways and formula to sum up the process of solution.

Analyzing- to study (something) closely and carefully: to learn the nature and relationship of the

parts of (something) by a close and careful examination. (Merriam Webser)

In this study, analyzing is one of the most important thing in solving mathematical problems; to

think something deep with in and critically analyze the given problem.
Strategy- a careful plan or method for achieving a particular goal usually over a long period of

time; the skill of making or carrying out plans to achieve a goal. (Merriam Webster)

In this study, strategy refers to the persons who use their critical thinking or to solve

mathematical problem.

Integers- functions returns the sign of a number, indicating whether the number is positive,

negative or zero. (Google)

In this study it refers as a sign of every real numbers being either positive, negative or zero.

Mathematical Problem- it is a given problem that is amenable to being represented, analyze

and possibility solved, with the methods of mathematics.(Wikipedia)

In this study, it is a given problem that need to analyze to solved or answer the given question

in using mathematics.

Difficulty- the quality or state of being hard to do, deal with, or understands.( Google)

In this study, it is something hard that most people experience.

Formula- a plan or method for doing. making or achieving something. (Merriam Webster)

In this study, it is something that can help how to come up with a solution on a given problem.

Delimitation of the Study

This study will be limited only in determining the difficulty in solving Math Integers using 4C’s.

The subject of the study will be Grade 10- Apple. The independent variable is the difficulty in

Solving Math Integers of Grade 10- Apple.

The study will be conducted on June to September 2019 at Don CasimeroAndrada National

High School; Punta, Carles, Iloilo. This study will be conducted in 40 students of Grade 10-

Quantitative research design will be utilize in this study.

 Chapter 2

Review of Related Literature

This chapter on the review of related literature is divided ito five parts;(1) Definition of

Integers, (2) Definitions of 4C’s, (3) Effect of 4C’s towards difficulty in solving Integers,(4)

Relationship of 4C’s towards difficulty in solving Math Integers, (5) Related recommendations,

major findings and procedure used in solving Math Integers.

Part one, Definition of Math Integers, discusses the characteristic in solving integers.

Part Two, Definition of 4C’s, discusses the procedures of 4C’s which are Collect,

Combine, Compute and Check in solving Integers.

Part Three, Effects of 4C’s towards difficulty in solving Integers shows the different result

of 4C’s.

Part Four, Relationship of 4c’s towards difficulty in solving integers discusses the

connection of 4C’s in solving.

Part Five, Related recommendations, major findings and procedure used in

solvingintegers, discusses the entirely gathered information in solving Integers.

Definition of Integers

Integer is pronounced as (In-tuh-jer) is whole number (not a fractional number) that can

be positive, negative, or zero.____________

Examples of number that are: -5, 1, 5, 8, 97, and 3,043.

Examples of numbers that are not integers are: -1.43, 1 ¾, 3.14, .09, and 5.643.1. In set

or integers, denoted Z, is formally defined as follows: Z {…, -3,-2,-1,0 ,1,2,3…} in mathematical

equations, unknown or unspecified integers are represented by lowercase, italicized letters from

the “ late middle” of the alphabet. The most common are p, q, r, and s.(Margaret Rous.

WhatIs.com)

An integer (from the Latin integer meaning “whole”) is a number that can be written

without a fractional component. For example,21, 4, 0 and – 2048 are integers while 9.75, 5 ½

and √2 are not the set of integers consists of zero (0) the positive natural numbers ( 1,2,3,…),

also called whole numbers of containing the natural numbers. In algebraic number theory, the

integers are sometimes qualified as rational integers to distinguish them from the more general

algebraic integers. (Wikipedia)

The set of integers consists of the whole numbers, their opposites and zero. Numbers

greater than zero are positive integers, and numbers less than zero are negative. Use a (+) sign

(or no sign) to indicate a negative number. Zero is neutral. You must learn to add, subtract,

multiply and divide integers in order to realize success in algebra. Learning one operation, such

as addition, might seem simple but it’s easy to get confused when the operations are mixed.

Study the rules for each operation and get plenty of practice. (August 31, from

https://sciencing.com)

Definition of Collect, Combine, Compute, and Check

To do combined operations (that is, when in the same expression addition, subtraction,

multiplication and division are present) we must follow these steps:

 First do the operations in brackets, second operate the powers, then the multiplications and

divisions, from left to right.And finally, the addition and subtraction, from left to right.

(August 31, fromhttps://www.educba.com/integer-formula)

In mathematics, a combination is a selection of items from a collection, such that (unlike

permutations) the order of selection does not matter. For example, given three fruits, say an

apple, an orange and a pear, there are three combinations of two that can be drawn from this

set: an apple and a pear and an orange. More formally, a k-combination of a set has n

elements, the number of k-combinations is equal to the binomial coefficient. (August 31, from

https://en.m.wikipedia.org.)

Meaning of Check in English is to look at or give your attention to something to get

information, often to help you decide if something is correct, safe, or suitable:To check is to

review something or examine to know if you have mistakes that needs to be corrected.

(September 2, from https://dictionary.cambridge.org)

Collect means to bring all together, sum up and gathered as one. To get things of the

same type example (+,+) signs, (-,-) signs, and even unlike signs (+-, -+) of integers from

different places and bring them together. Another term of collect is gather. Means to collect

information from different sources. (September 2, from https://www.ldoceonline.com)

Computation is only type of calculation that includes both arithmetical and non-

arithmetical steps and follows a well-defined model. The study of computation is paramount (to

the discipline of computer science.(September 1,fromhttps://www.com.m.wikipedia.org)

Effect of 4C’s towards difficulty in solving Integers

The 4C’s: Collect, Compute, Combine, and Check; is simply it improves the idea and

techniques in solving integer.

Collecting this is the first process in the means of 4C’s the basically will need to be follow

solving Math Integers. Collecting includes seeking, locating and storing of ideas into a specific
given topic or problem solving.The main objective of collecting is to bring together into one

body. That is why in solving the math problems we all need to gather firstan informationto come

up with the exact solution.

Combining, next after collecting those ideas in solving math integer and that is the time

to combine all the ideas to construct a whole solid idea about it.

Computing, when we solve a mathematical problem we compute the answer. This

means in computing we used a critical thinking. We used to understand all the idea and ways

just to result a correct answer.

And lastly, checking; the process of making sure that the answer used was correct. This

means we need to check our answer just to ensure and result a correct answers.

Relationship of 4C’s towards difficulty in solving Integers

4C’s which is Collect, Combine, Compute and Check was the one we choose to be a

solution in difficulty in solving integers. It has a directly connection and purpose in making such

problem an easy one. Not just those students who are the main subject of the problem may get

benefits and improvement of knowledge but also teachers, parents, and soonest researchers.

First and foremost, 4c’s relation in solving difficulty of solving integers was on a way of

being persistent and careful in doing accurate and right processes that enable us to get a

correct solution. Collect, is the first step we must consider in order to perform the process in

such a good and right way. Collect the given problems it includes the numbers and signs.

Analyze what is asked then the second one which is combination. In a combination process as

you combine all the given numbers, you do arrange them as well. The next one is compute. You

already had collected and determined what is asked in the problem so it’s time to sum up all the

numbers you’d collected and combined; in a computation as a process, it won’t be completed if

you can’t apply the last one. Checking, this may the process where you review and analyze

deeply all math signs, the operations and the final solutions. In applying 4C’s ( Collect,
Combine, Compute, Check) help us to become more sensitive in solving mathematical

problems particularly the integers. It would be easy for us to come up the proper answer

because we have process to be followed.

A solution 4C’s has a huge connection towards difficulty of integers. Math signs

specifically integers are just some student’s difficulty in school. Dealing with a positive and

negative sign increases the fact that mathematics is the most hardest subject a man ever had..

Collect, Combine, Compute, and Check or simply as 4C’s bring to be a positive and easy to

understand solution. 4C’s improved the intellectual capacities in solving and computing integers.

It helps student in solving a said difficulty for its serve as a guiding way that shows processes.

In related of solving integers, collecting is a necessary thing to pertain. You didn’t just

collect the given numbers from the given problem but remembering and collecting too the

knowledge you had been passed work. In combination, you may combine the operations or the

formulas you’ve known. Computing and go deeper for you to get the right answer. Checking, of

your answer and solutions to ensure the correctness of your. These types of guiding processes

may assist every student not to confuse their minds, not to think negatively on the problems in

Mathematics more especially in integers. By just focusing on the four given solution that seems

to be a guiding processes, they can easily resolve the fear and doubts in resolving not only on

the integer problems, more so in difficult problems that they may encounter as they go along

the subject. 4C’s was efficient in solving integers. It aids the student or learners to get easily the

solution in solving integers. Using collect, combine, compute, and check or 4C’s can enhance

their critical thinking ability. Motivating themselves to surpass the problem in integers with make

use of the solution 4C’s.

Related recommendations, major findings, and procedure used in solving integers

Whole numbers, which are figures that do not have fractions or decimals are also called

integers. They can have one of two values: positive or negative. Positive integers have values

greater than zero. Zero is neither positive nor negative, ( Deb Russell, 2019).

Like any subject, succeeding in mathematics takes practice and patience. Some people

find numbers easier to work with than others do. Here are a few tips for working with positive

and negative integers: Context can help you make sense of unfamiliar concepts. Try and think

of a practical application like keeping score when you’re practicing. Using a number line

showing both sides of zero is very helpful to help develop the skills in performing and calculating

math integers. In addition, whether you’re adding positives or negatives, this is the simplest

calculation you can do with integers.

In both cases, you’re simply calculating the sum of the numbers. In subtraction, the rules

for subtraction are similar to those for addition. If you’ve got two positive integers, you would

subtract the smaller number from the larger one. The result will always be a positive integer:

Example 5-3=2 likewise, if you were to subtract a positive integer from a negative one, the

calculation becomes a matter of addition (with the addition of a negative value). In case of

multiplication, integers is simple if you remember the following the following rule. If both integers

are either positive or negative, the total will always be a positive integer. For example: 3x2=6

and (-2)x(-8)=16. However, if you are a multiplying positive integer and negative one, the result

will always be a negative number: (-3) x 4 =-12; 3 x(-4)=-12.If you’re multiplying a larger series

of positive and how many are negative. The final signs will be the one in excess.

In dividing integers was likely same as multiplying integers it follow the same positive

and negative guide. Dividing two negatives or two positives yields a correct answer, we multiply

3 (the denominator) by 4 (the quotient): 3 x 4=12. When you divide two negative numbers it

shows like this : ( -12/ -3 ) =?

 For the denominator (-3) to become the numerator (-12) you would have to multiply it by

4, therefore the quotient is 4. So, the quotient of a negative and a positive number is also

negative and correspondingly, the quotient of a positive and negative number os also negative.

We can conclude that;

When you divide a negative number by a positive number then the quotient is negative:

when you divide a positive number by a negative then the quotient is negative. When you divide

two negative numbers plus: while a plus and a minus become a minus. In multiplication and

division, however, you calculate the result as if there were no minus signs and then look at the

signs to determine whether your result is positive or negative. Two quick multiplication

examples: 3 x (-4) =-12 3 times 4 equals 12. Since there is one positive and one negative

number, the product is negative 12.

Now we have two negatives numbers, so the result is positive.

Turning o division, you may call recall that you can confirm the answer you get

bymultiplying the quotient by the denominator. If you answer is correct then the product of these
12
two numbers should be the same as the numerator. For example, /3 = 4 in order to check

whether 4 is the correct answer, we multiply 3 ( the denominator) by 4 ( the quotients)

Multiplying and dividing with Integers

According in Math Plonet pre-algebra / and understanding integers. you also have to pay

attention to the signs when you multiply and divide. There are two simple rules to remember.

When you multiply a negative number or two positive numbers then the product is

always positive.

This is similar to the rule for adding and subtracting two minus signs become a plus,

while a plus and a minus become a minus to multiplication and division.

Based on homeschool math website on how to reach integers things that you may

consider are the following:

 In adding integers you must use number line. Addition of integers is presented as a

movement of so many units either to the right or to the left. The first number in the expression is

your “starting point”. If you add a positive integer, you more that many units right. If you add a

negative integer, you more that many units left. The second one is counters. These are

represented as a little circles with + or – signs drawn inside them, or something similar.

In subtracting integers you also use number line. When subtracting a positive integer it

terms of jumps on the other line and when subtracting a negative integer (“the double

negative”), change those to additions. Patterns can be used to justify the common rules for

subtracting integers. First, consider subtracting a positive integer. Counters are trickier to use

with subtraction. The basic idea is to interpret subtraction as “taking away”. For example, with

(-4)- (-2), you start out with four negatives counters and you take away two negative counters.

You are left with 2 negatives counters.

In multiplying integers, you have this quickest way to multiply negative numbers is in

memorizing the following rules

1. Negative numbers multiplied to a negative one is positive.

2. A positive numbers multiplied to any positive numbers is equal to positive.

3. A negative multiplied to positive numbers the answer will be negative.

4. Same manner when you multiply a positive to a negative numbers the answer will still a

negative.

In dividing integers there are rules for negative numbers to be follow because division is

the opposite operation of multiplication.

For example, what is (-21) ÷ (-7)? Let’s call the answer to that A. so that (-21) ÷ (-7) = A.

It follows that A x (-7) = (-21) knowing the multiplication rules, the only number that fits is 3. So

(-21) ÷ (-7) = 3. You can make similar cases for (-21) ÷ 7 and 21 ÷ (-7).

Vertical number line (VNL) was a model to support student’s organizing their addition

and subtraction strategies. Particular emphasis is placed on the mathematical practices that
were established in this setting. These practices indicate that students can successfully draw on

their experiences with assets, debts, and net worth to create meaning for integer addition and

subtraction. Negative numbers were considered “absurd” early in their conception because

mathematicians had not developed a way to understand number less than zero. Mathematician

questioned, in particular, why negating a negative number should result in a positive quantity.

Researchers argue that for a full comprehension of negative numbers, students need to be able

to interpret the minus sign in multiple ways. (Michelle S; and Didem A (2012, Vol. 43, No. 4,

428-464) Journal for Research in Mathematics Education.)

Historically speaking, the development of the integers was a complicated endeavor.

Several articles detail the struggle that mathematicians had with integers, particularly with what

it means to have number less than zero ( Gallardo, 2002; Hefendehl- Hebeker, 1991)

Although almost all the studies on integers report subtracting at students had difficulty

subtracting negative numbers, t tests run on our students pretests and posttest indicated that

the instructional sequence supported students development of integer addition and subtraction,

both procedurally and conceptually. Students improved their understanding of both addition and

subtraction through sequence, but the improvement was especially significant in their

understanding of subtraction. The test contained four questions on addition and subtraction with

two questions being conceptual and two procedural. (Michelle S; and Didem A (2012, Vol. 43,

No.4, 460) Journal for Research in Mathematics Education).

Based on an Emerging Instructional Theory for Integer Addition and Subtraction

Our goal in this project was to begin to develop a viable instructional theory for integer addition

and subtraction. To this end, we designed a hypothetical learning trajectory, with conjectured

learning goals, activities, modal, discourse, and purposes; tested the trajectory in a classroom;

analyzed the collective learning; and made revisions to the trajectory. The result of several,

interactive experimentations in our classroom supported a relatively stable instructional theory

for addition and subtraction of integers. Taking into account the previously discussed literature,
wedecided to blend the context of finance with a number line model and created a hypothetical

learning trajectory to be implemented with one seventh- grade classroom. Our rationale for this

blending will be explained in the following sections as we detailed the instructional design

approach that guided our choices.

 Chapter 3

Methodology

Chapter 3 is divided into three parts. Part one contains of the Purpose of the study and

research design; part two, methods to be employ in the study and part three, Data Analysis

Procedure.

Part one, Purpose of the study restates the objective of the study, describes the

research design and variables of the study.

Part two, Method, describes the subjects, the data gathering materials and the research

procedure employed in the study.

Part three, Data Analysis Procedure, gives the procedure in getting all the datas and

statistical analysis used to the hypothesis.

 Purpose of the Study and Research Design

The main purpose of this study will be to determine the academic performances of

Grade 10-Apple students in solving integers in Don CasimeroAndrada National High School.

Likewise, it aimed to ascertain how age, gender and academic performances influence the

involvement of Grade 10-Apple students. To determine the relationship of 4Cs towards solving

math inetergers of Grade 10-Apple. To determine the effect of 4Cs towards solving math

intergers of Grade 10-Apple. To know the action that will be implemented after determining the

effect of 4Cs in solving math intergers of Grade 10-Apple

This descriptive-correlational will be employed using a group-made research instrument,

to gather data on Grade 10-Apple students.

Method

The Respondents

The Respondents of the study will be Grade 10-Apple students. They represents 64% of

total population. To select the respondents of the study, purposive sampling technique will be

utilized. The list of Grade 10-Apple students was from their classroom adviser. Using the

judgmental sampling design, students will be individually chosen to represent as a respondents.

Students will be elected based on researcher’s choice to age, gender and academic

performances. The levels of the variables will be classified as follows:

 As to age the respondents will be group as average age (14-17 years old) and overage

(17-19 years old); gender, the respondents will be group as male and female; academic

performances will be categorized according to the following categories: Did not meet

expectation (Below 75). Fairly Satisfactory (75-79), Satisfactory (80-84), Very Satisfactory (85-

89), Outstanding (90-100).

Table 2 presents the data

Table 2

Distribution of the Respondents According to Categories of Variables.

Categories f %

A. Entire Group 30 100

B. Age

Average age 28 93

Over age 2 7

C. Gender

Male 10 33

Female 20 67

D. Academic Performances
 Did not meet expectation (Below 75) 0 0

Fairly Satisfactory (75-79) 0 0

Satisfactory (80-84) 0 0

Very Satisfactory (85-89) 2 7

Outstanding (90-100) 28 93

Data Analysis Procedure

The obtained data for this study will be subjected to the following descriptive and

inferential statistical treatments.

Mean. The obtained mean scores will be used to determine the involvement of the

respondents.

Standard Deviation. To determine the dispersion of the means, standard deviation will

be use.

ANOVA.To determine the significance of existing in three variables, academic

performances those having a general average Did not meet expectation (Below 75), Fairly

Satisfactory (75-79), Satisfactory (80-84), Very Satisfactory (85-89), and Outstanding (90-100),

the Analysis of Variance (ANOVA) sets at 0.05 alpha was utilized.