Name: Rhyela Balgos Grade & Section: 10- Einstein

Science Activity Sheet (MELC 1)

 Activity 1
 Situation 1
1. Inflated balloon is heavier. The difference in the mass is due to the addition of gas.
2. Gases like solids and liquids have mass too.
 Situation 2
1. The volume increases.
2. Gases have volume too.
 Situation 3
1. Yes, heat flows from the surroundings or vice versa. If the water is cooled, the surrounding air
also get cooled. Conversely, if the water is hot, the surrounding air also get hot.
 Situation 4
1. Heat flows. The heat from water is transferred to the air above it.as the air gets heated, its
molecules become excited and push the walls of the balloon making changes in the size and
shape.
2. As the water is heated until it boils, water air goes up. In the setup the water air goes to the
balloon making it inflated. The more water vapor is produced, the bigger the size of the
balloon.
 Activity 2
A.
1. The plunger does not move downward if the other end is closed.
2. No, a minimal force seems to have a very small effect on the plunger as it is being pressed
down.
3. The volume of air decreases as pressure increases
B.
Pressure (P) Total pressure PxV Pt x V P/V
(p1)
0.3 10.3 1.47 50 2.10
1.5 11.5 6.6 50 2.6
2.6 12.6 10.4 50 3.15
3.8 13.8 13.7 50 3.83
5.0 15.0 17.0 50 4.4
1. The volume decreases.
2. The pressure increases.
3. The recorded volume must be decreasing while the recorded pressure must be
increasing. Therefore, when a line graph of gas volume vs. its pressure is plotted, with
the pressure on the y axis and the volume on the x axis.
4. Inversely proportional.
 Activity 3
P1 V
1. Equation: V 2= 1

P2
 Solution:

P1 V
V 2= 1

P2
( 6.00 liter ) (1.01 atmosphere)
V 2=
3.00 liter
6.06 atmosphere
V 2=
= 2.02 atmosphere 3.00

 Activity 4

Set- up Temperature Average

Description Circumference
of the Balloon
(cm)
Trial 1 Trial 2 Trial 3
Hot water Hot

Tap water Warm

Cold water Cold

1. The size of the balloon decreases.

2. As temperature decreases, the volume of the gas decreases.
Trial Volume Reading Temperature (C) Temperature (K)
(ml)
1 25 2 275
2 30 57 330
3 35 102 375
4 40 152 425
1. The temperature increases when the volume increases.
2. The graph is increasing.
3. Directly proportional
 Activity 5
Initial Conditions Final Conditions
V 1=10 ℃ = 283.15 K V 2=?
3 3
T 1=250 cm T 2=150 cm
 V 1T 2
Equation: V 2=
T1
V 1T 2
Solution: V 2=
T1
( 283.15 K ) (150 cm3)
V 2= 3
250 cm

42,472.5 K
V 2=
250
= 169.8 K

 Activity 6
1. Attraction between gas particles.
2. The particles of a gas move rapidly.
3. Gas particles move at random motion with no attractive forces between them.
 Activity 7
1. According to Kinetic Molecular Theory, the molecules of gas are in continuous motion. When
the volume is less, collision is greater and pressure between molecules increases.
2. According to Kinetic Molecular Theory, an increase in temperature will increase the average
kinetic energy of the molecules. At a higher temperature, the pressure of a container is
increased due to the increase in the number of times gas molecules strike to container walls.
 Reflection
1. When you inflate a balloon, you are adding gas molecules into the balloon. As a result, the
balloon's volume expands, and the quantity of molecules in your lungs decreases.
Name: Rhyela Balgos Grade & Section: 10- Einstein
Media Arts (Module 1)

 What I Know
1. B 6. D 11. A
2. D 7. A 12. B
3. B 8. A 13. C
4. D 9. C 14. A
5. C 10. B 15. B
 What’s In
Pre- Production Production Post- Production
 Title and scope  Rehearsal  Rough cut review
 Sequence of  Video shoot  Voice over review
instructions  Voice over  Retake review
 Storyboard recording final cut review
 Voice over script  Reshoot
 Script review

 What’s More
1. P 6. P
2. PP 7. P
3. PPP 8. PP
4. PP 9. PPP
5. P 10. P
 Assessment
1. B 6. D 11. A
2. D 7. A 12. B
3. B 8. A 13. C
4. D 9. C 14. A
5. C 10. B 15. B

Media Arts (Module 2)

 What I Know
1. I AM 6. I AM NOT 11. I AM
2. I AM 7. I AM 12. I AM
3. I AM NOT 8. I AM 13. I AM
4. I AM NOT 9. I AM 14. I AM
5. I AM 10. I AM NOT 15. I AM
 What’s In
1. Rules if thirds
2. Silhouette
 3. Depth of third
4. Leading lines
5. Framing
 Assessment
1. I AM NOT 8. I AM 13. I AM
2. I AM NOT 9. I AM 14. I AM
3. I AM 6. I AM NOT 11. I AM
4. I AM 7. I AM 12. I AM
5. I AM 10. I AM NOT 15. I AM
 Reflection
1. It was great shooting some abstract photographs and making a film.
2. Yes, you can explore and create compelling stories even with simple materials.
3. Creativity plays important because you need a broad imagination to make a great and
entertaining film.
4. I'm glad that I was able to complete my own film.
Name: Rhyela Balgos Grade & Section: 10- Einstein
Physical Education (Module 2)
 What I Know
1. C 6. D
2. B 7. A
3. B 8. C
4. A 9. B
5. A 10. A
 What I Know
 Normal
 Very low
 What’s More

The Elements of Dance

Ask? Who? Does What? Where? When? How?
Answer: A dancer Moves Through space And time With energy
B.A.S.T.E. Body Action Space Time Energy
Concepts with Part of the Axial Place Duration Attack
some body Open- close In- place Brief- long Sharp- smooth
suggestions for Heads, eyes, Rise- fall traveling Speed Sudden-
words list and Twist turn Fast- slow
shoulder, Size sustained
description Laban Effort Beat
fingers, legs, Press Small- large Tension
under each Steady- uneven
feet, etc. Flick Level Tempo Tight- loose
concept
Whole body Dab High- low Quick- slow Force
Upper/ lower Traveling Direction Accent Strong- gentle
body Crawl, creep, Forward- Single- multiple Weight
roll, walk Rhythmic
Body systems backward, Heavy- light
Muscles Upward- down Pattern Strength:
Patterned- free
Bones ward Lightness:
Timing
Organs Pathway relationship Resiliency:
Breath Traveling, Before Flow
Balance traccinair After Push
Reflexes Plane Unison Initiate up-
Inner self Vertical, Sooner than
record
Senses horizontal Energy
Imagination Focus qualities
Emotion Direct- Indirect Vigorous,
languid, furious,
melting
 What I Have Learned
CRITERIA NEEDS FAIR GOOD EXCELLENT
Technical skills
Knowledge of
choreography
Energy
Rhythm

 What I Have Learned

1. A
2. A
3. C
4. A
5. B
6. C
7. C
8. A
9. B
10. B
Name: Rhyela Balgos Grade & Section: 10- Einstein
Mathematics (Module 2)
 What I Know
1. A
2. B
3. C
4. D
5. B
 What’s In
1. 7
2. 13
3. 10
4. 7
5. 13
 What’s More
Class Interval Frequency Lower Boundary Cumulative
Frequency
81- 90 1 80.5 60
71- 80 2 70.5 59
61- 70 4 60.5 57
51- 60 11 50.5 53
41- 50 10 40.5 42
31- 40 13 30.5 32
21- 30 15 20.5 19
11- 20 4 10.5 4

 What I Learned
1-4-3 LIST
One thing I really enjoy this topic
1 I enjoy solving the quartile, deciles, and percentiles for grouped data
Four important things I learned about this topic
1 I learned how to solve frequency
2 I learned how to solve for cumulative frequency
3 I learned how to get the interval
4 I learned how to solve for lower boundaries
Three things I realized about this topic
1 I realized that quartiles are the score points which divided a distribution into four
equal parts
2 I realized that deciles are those values that divided the total frequency into 10 equal
parts
3 I realized that percentiles is used to characterized values according to the percentage
below them
 What I Can Do
Class Interval (daily Frequency (no. of Lower Boundaries Less that cumulative
allowance in pesos) students) (LB) frequency (<cf)
46-50 3 45.5 40
41-45 3 40.5 37
36-40 4 35.5 34
31-35 5 30.5 30
26-30 9 25.5 25
21-25 6 20.5 16
16-20 6 15.5 10
11-15 4 10.5 4
a. Quartiles

[ ]
kN
−cfb ❑
Formula: k
Qk =LB+ i
fQk
Given: LB= 15. 5
N= 40
Cf b=4
fQ1=6
t= 5
kN 1( 40) 40
Q 1= = = = 10
4 4 4

[ ]
kN ❑
−cfb
Solution: 4
Q k =LB+ i
fQk

Q1=15.5+
[ 10−4
6 ]5

Q1=20.5

b. Deciles

[ ]
kN
−cfb ❑
Formula: 10
Dk = LB+ i
fDk

Given: LB= 30.5

N=40
Cf b=25
 fD7 =5
t= 5
kN 7 (40) 280
D 7= = = =28
10 10 10

[ ]
kN
−cfb ❑
Solution: 10
Dk = LB+ i
fDk

D 7=30.5+
[ 28−25
5 ]5

D 7=33.5
c. Percentiles

[ ]
kN
−cfb❑
Formula: 100
Pk =LB+ i
fDk

Given: LB= 40.5

N= 40
Cf b=34
fP90=3
t= 5
kN 90( 40) 1600
P90 = = = =28
10 100 10

[ ]
kN
−cfb❑
Solution: 100
Pk =LB+ i
fPk

P90 =40.5+
[ 36−34
2 ]5

P90=43.83

 Assessment
1. B
2. D
3. B
 4. B
5. C
 Additional Activity
1. Given: N= 40 and k= 2
kN 2(40) 80
Q 2= = = =20−The Q2 class interval81−85
4 4 4

[ ]
kN ❑
−cfb
Formula: 4
Qk =LB+ i
fQk

[ ]
kN ❑
−cfb
Solution: 4
Q k =LB+ i
fQk
 [ ]
2(40) ❑
−17
4
Q2=80. 5+ 5
11

Q 2=80.5+
[ 20−17
11
5
]
Q 2=80.5+ [ 0.27 ] 5
Q2=80.5+ 1.35

Q2=81.85

2. Given: N= 40 and k= 7
kN 7 (40) 280
D 7= = = =28−The D7 class interval 81−85
10 10 10

[ ]
kN ❑
−cfb
Formula: D k = LB+
10
i
fDk

[ ]
kN ❑
−cfb
Solution: 10
Dk = LB+ i
fDk

[ ]
7(40) ❑
−17
10
D 7=80.5+ 5
11

D7=80.5+ [ 28−17
11 ]5

D7=80.5+ [ 1 ] 5
D7=80.5+5
D 7=85.5
3. Given: N= 40 and k= 20
kN 20(40) 80 o
P20 = = = =8−The P20 classinterval 76- 80
100 100 100

[ ]
kN ❑
−cfb
Formula: 10 o
Pk =LB+ i
fPk
 [ ]
kN ❑
−cfb
Solution: 10 o
Pk =LB+ i
fPk

[ ]
20 (40) ❑
−7
100
P20=75. 5+ 5
10

P20 =75. 5+
[ ] 8−7
10
5

P20 =75.5+ [ 0.1 ] 5

P20 =75.5+5

P20 =76
\
Name: Rhyela Balgos Grade & Section: 10- Einstein
Mathematics (Module 3)
 What I Know
1. B
2. B
3. C
4. C
5. A
 What’s In
 D4 =39.2 by linear interpolation
 What’s New
Activity 1
As Cristina’s friend, I can help her using measure of position
Activity 2
1. 75% of the scores is less than or equal to the score of 94 or 25% of the scores is greater than the
score of 94.
2. 80% of the scores is less than or equal to the score of 17 or 20% of the scores is above the score
of 17.
3. 90% of the scores is less than or equal to the score of 42 or 10% of the scores is greater.
4. 30% of the scores is less than or equal to the score 17 or 20% of the scores is above the score of
the 17.
5. 33% of the score is less than or equal to the scores of 94 or 67% of the scores is above the score
of 94.
 What’s More
1. It implies that 25% or 34 employees have the age of 43 years old and 75% or 102 employees
have the age above 43 years old.
2. 2
3. No
4. 30% of the scores is less than or equal to the score of 15 or 70% of the score is greater than
the score of 15.
5. No
 What’s More
1. Q1=P 25/25 %
136 x 0.25= 34 – employees aging 43 years and below
 136- 34= 102- employees aging above 43 years
2. P80 =80 %
12x 0.80= 9.6 or 10
12- 10= 2 – number of persons that are taller than Roger
3. D7=70 %−Bet h' s Score
P7=75 %−Passing score ∈the First Periodical Examination∈MAPEH

4. D3=30 %−equal∨less than ¿ the score of 15.

100%- 30%= 70% - above the score of 15.
5. The scores belong to top 30% of the scores of all examinees- scholarship qualifier
Rose failed to enter the qualified top as she has a percentile rank of 33, therefore she will not
get scholarship.
 What I Have Learned
I learned that identifying the measures of position or quantiles (quartiles, decile, and
percentiles) is a significant ability, need to develop because) will know the position of a
particular score relative to the entire set of data.
I realize that interpreting measures of position, I will know how many percent of the data
or group is below equal or above a specific score.
I will apply my learnings in this lesson in solving real- life problems.
 Assessment
1. D
2. B
3. B
4. D
5. A

 Additional Activity
1. 13
2. 10
Name: Rhyela Balgos Grade & Section: 10- Einstein
Activity Sheet sa Filipino (Modyul 1)
 Mga Gawain
MELC 1
1. Mahalagang malaman ito para alam natin kung ano ang layunin ni Rizal sa pagsulat ng
kanyang nobela at malaman ang kaniyang mga pinagdadaanan bago niya matapos ito.
2. Ang nobela ni Rizal ay may malalim na epekto sa lipunan ng pilipinas sa mga pananaw
tungkol sa pambansang pagkakakilanlan, ang pananampalatayang katoliko at
impluwensya nito sa pagpipilian ng Pilipino, at mga isyu ng gobyerno sa katiwalian, pag-
abuso sa kapangyarihan, at ang epekto ng kolonisasyon sa buhay ng mga tao na naging
sanhi ng kalayaan.
 Pagsasanay/ Aktibidad

Pang- aabuso

Paghahari ng Kasakiman Kawalan ng

Pagmamalupit Kalayaan

Panggigipit

 Mga Batayang Tanong

1. Ang mga konseptong nabuo ko ay pang-aabuso, pagmamalupit, kawalan ng kalayaan at
rebolusyon.
2. Oo, dahil mababasa naman natin ang mga hindi maayos na pamamahala ng mga kastila
sa mga Pilipino at ang tunay nilang naranasan.
3. Ang kahalagahan nito ay upang malaman natin kung ano baa ng kaisipan na ipinahayag
sa akda.
 Repleksiyon
Mahalaga ito dahil ang mga ito ay parte ng ating kasaysayan at mabuksan an gating mga
kaisipan kung gaano kasama ang mga kastila at gaano kahirap ang buhay noon kesa ngayon
at ang mga dinaranas ng ating mga ninuno noon.
 MELC 2
a. Marami ang mga naghahari-hariang mga banyaga sa pilipinas. Sila ang mga kastila na sumakop
sa atin at mismong nag impluwensya sa ating lipunan noon. Mahirap ang buhay ng Pilipino noon
sa kamay ng espanyol, madalas ay inaaalipin sila ng mga matataas na opisyal, matinding hirap
ang dinaranas ng mga Pilipino noon.
b. Pinatunayan niya ito sa pamamagitan ng pagsulat ng mga pangyayaring hangu sa kaniyang buhay
at inilahad ang mga tunay na pangyayari o naganap.
 Pagsasanay/ Aktibidad
Kondisyon o Kaganapan sa akda Kaganapan sa panahong isinulat ang akda
a. Pangangamkam Binawian ng lupa, Pagkuha ng mga lupain
b. Pagpapahirap Pagsasamantala ng mga prayla sa kababaihan
c. Pagsasamantala Pag-aagaw ng lupa nina Rizal
d. Pagkamasarili Makikita sa katauhan ni Donya Victoria
e. Kagipitan Walang perang pampapalimbag
a. Naging masalimuot, mahirap ang buhay ng mga Pilipino sa panahong isinulat ang akda dahil sa
pang-aabuso at ang kalupitan ng mga espanyol.
b. Oo, dahil kahit nahihirapan siya ay ipinagpatuloy niya parin ang pagsulat para maibunyag ang
kasamaan ng mga espanyol upang matulungan silang ipaglaban ang kanilang sarili
c. Maiuugnay ko ito dahil marami ring kapwa ko Pilipino ang nakakaranas ngpang-aabuso at hirap
ngayon, at kahit anong hirap man ang ating pinagdadaanan hindi parin tayo dapat sumuko kagaya
ng mga Pilipino noon para makamit ang tunay na kalayaan.
 Repleksiyon
Maiuugnay ko ito sa pamamagitan ng kaniyang mga naranasan, gaya ng paghihirap, pag-
aabuso at ang kalupitan masasabi nating tayo ay mapalad dahil hindi natin naranasan ang
sobrang hirap na naranasan ng ating mga ninuno sa kamay ng mga kastila. Sapagkat may iba
sa atin na nakakaranas parin ng pang-aabuso kagagawan ng mga masasamang tao. Ngunit
gaya ni Rizal ay hindi dapat sumuko, patuloy lang sa laban hanggang makamit ang kalayaan.
MELC 3
 Pagsasanay/ Akitibidad
Salita Kahulugan Kaugnayan sa Akda
Inakusahan ng mga prayle si Rizal na isang
Pilibustero Taong kumukontra sa pamahalaan erehe at pilibustero.

Si Rizal ay isang erehe dahil sinusuway niya

Erehe Taong sumasalungat sa simbahan
ang utos ng simbahan
Tulisan Taong salungat sa pmahalaaan Sumanib si Tales sa mga tulisan
Si Rizal ay salungat ss mga katiwalaan ng
Rebelde Taong salungat sa pamahalaan
pamahalaaan
 a. Pilibustero, erehe, tulisan at rebelled
b. Oo, dahil ang mga salitang ito ay nangyayari at naipakita sa akda.
 Repleksiyon
1. Nakakatulong ang mga pangyayari dahil ito ang pamantayan upang maibigay ang
kahulugan ng mga salita.
MELC 4
B. Para sa akin,isa sa mahalagang nangyari sa El Filibusterismo ang mga pagtatapat ni Basilio kay Isagani sa
balak ni Simann sapagkat kung hindi namalakid si Basilio ay matagumpay na naisakatuparan nila Simann ang
pagpapasobra sa bahay na kinalalagyan ng halos lahat ng mga matataas na kawani ng gobyerno kasama na ang
mga prayle.

 Pagsasanay/ Aktibidad
a. 3
b. 2
c. 4
d. 1
e. 7
f. 6
g. 5

a. Isaalang-alang dapat natin angpagsusuri, paglalahad ng tama at wasto

b. Mahalaga na mapanuod natin ito upang alam natin ang mga kaisipan at ideya na dapat nating malaman
at magamit sa kasalukuyan at para narin alam natin ang mga pangyayaring naganap noon.
 Repleksiyon
Ang natutunan ko sa araling ito ay ang kahalagahan ng nobelang El Filibusterismo, mga
kaugnayan nito sa kaligirang kasaysayan at ang mga nangyari at nadaranas ng ating mga
ninuno noon
Magagamit ko ito sa kasalukuyan at paglalahad ng mga tunay na nangyari noon.