DigiTitans 3 5th Edition

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DigiTITANS 3
LEARNING PLANS
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Philippine Copyright 2020 by TechFactors, Inc.

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part of the guide for educational purposes.
Fifth edition, 2020

Published by TechFactors, Inc.
Printed in the Philippines
Authors: George Londob, Ralsley Christopher C. Ramos, Errol Jan I. Tocson, Alvin D. Ramirez, and
Emylou V. Infante
Editors: Rogielyn Aterado, Eireen Camille S. Linang and Micah Angelie Dizon
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E-mail address: info@techfactors.com
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2
YEARLY PLANS
3
UNIT 1
Overview
This unit focuses on how computers came about and how you can make use of computers. It also answers
why the keyboard is an important part of the computer and how it works. Also, it introduces what a system
software is and the different types of it.
Section WEEK NO. LESSON NO. TOPIC

1 1 The All-Around Everyday Machine
1
2 2 Computers Then and Now
3 3 Getting to Know the Keyboard
2 4 4 Action on the Keyboard
5 5 Shhh! Some Keyboard Secrets
3 6 6 What Keeps the Computer Running?
1st Periodical Examination
UNIT 2
Overview
This unit continues to provide information on what things allow the computer to run. It also centers on what
application software is and how it helps in doing tasks on the computer. Also, it gives ideas on how to
create documents through a word processing software called MS Word.

3 7 7 Help for Computer Tasks
8 8 A Tool for Writing
9 9 Changing What You Wrote
10 10 Text on the Move
4
11 11 Changing the Look of Letters
12 12 Adding a Neat Look
2nd Periodical Examination
4
UNIT3
Overview
This unit provides information on how to create tables in a spreadsheet software called MS Excel. It also
gives information on how to create and use databases in MS Access. Also, it covers how to create MS
PowerPoint slides and how to apply layouts on them.

13 13 Tables for Numbers
5 14 14 Your First Table
15 15 Doing the Numbers
16 16 Like a Filing Cabinet
6
17 17 Getting Organized
7 18 18 Let’s Show and Tell
3rd Periodical Examination
UNIT4
Overview
This unit continues to provide step-by-step instructions on how to add, delete, apply design templates,
apply slide transitions, view a slideshow, and save a slide presentation in MS PowerPoint. It also gives
information on the common uses of the Internet and how to properly behave online. Also, it covers what
computer programming is and why it is important.

19 19 Slides for Show
7
20 20 Running the Show
21 21 Exploring the Web
8 22 22 Mail Without Stamps
23 23 Be Nice on E-mail
9 24 24 Step-By-Step Problem-Solving
4th Periodical Examination
5
WEEKLY PLANS
6
FIRST QUARTER
Overview: This unit focuses on how computers came about and how you can make use of computers. It also answers why the keyboard is an
important part of the computer and how it works. Also, it introduces what a system software is and the different types of it.
Performance
Framing Questions Content Standard Assessment Tools ISTE Standard
Lesson Learning Objectives (LO) Standard
(FQ) (CS) (AT) (IS)
(PS)
Identify things
Recall what that use computer
 Develop awareness on
 What computers do for computer is. technology.
computer-based
us?  Recitation
technologies around
 What are hardware and Discuss what List down the  Skills Workout
them.
software? computers can do factors that define Post-It
1  Determine the different  DC, CC, GC
 What are the factors for us. computers.
kinds of computers.  Hands-on Activity
that define computers?
 Appreciate the benefits  Group Work
 What are the different Differentiate Enumerate and
of computers in their
kinds of computers? hardware and discuss the
day-to-day life.
software. different kinds of
computers.
 What’s an easy way for

 Discover the history of you to compute or
computers. count? Identify the early  Recitation
 Recognize the different  How did early people Narrate the computing  Skills Workout
2 kinds of computing find a way to make evolution of devices and the DC, CC, GC
 Hands-on Activity
devices in the past. counting easier? computers. year they were
 Appreciate the people  Can you cite some invented.  Group Work
behind each invention. examples of early
computer devices?
7
 What is a computer
 Identify the parts of a keyboard?
Differentiate
keyboard.  What are the uses of a
Recall what a QWERTY from  Recitation
 Differentiate QWERTY computer keyboard?
computer keyboard DVORAK  Skills Workout
from DVORAK  What are the different
is. keyboard. Post-It
3 keyboard. types of keyboards?  DC, GC, CC
 Identify the basic keys  What are the similarities  Hands-on Activity
Explain how Identify the basic
of the keyboard. and differences  Demonstration
keyboard works. keyboard keys.
 Appreciate the uses of between the QWERTY
the keyboard. and DVORAK
keyboards?
Define and describe

 Discuss the use of a
 Is there a proper way of a computer
keyboard.
using the computer keyboard. Use the proper
 Do proper hand and
keyboard? finger, hand, and
wrist positions in using
 What do you think is the State the wrist positions
a keyboard.  Recitation
purpose of following importance of a when using the
 Practice proper finger Skills Workout
some keyboard tips? computer keyboard. keyboard. 
4 placement on CC, GC, DC, EL
 What are the two  Hands-on Activity
keyboard keys.
essential positions Describe ways to Show how the  Typing Activity
 Demonstrate mastery
when typing? make the keyboard basic keys are
in using the basic keys.
 In what ways do the a more effective used when
 Show eagerness to
keyboarding tips help tool in inputting typing.
discover how to use
you? data into the
the keyboard properly.
computer.
8
Describe how the
 Describe the number
 What is the numeric additional Type other
pad.
pad? What does it do? characters and the symbols on  Recitation
 Demonstrate how to
 What is the importance number pad can keyboard. Skills Workout
type other symbols on 
5 of a number pad? make typing easier. CC, GC, DC, EL
the keyboard.  Hands-on Activity
 How do you type other Use the number
 Show enthusiasm in  Typing Activity
characters on the State the pad.
learning what more a
keyboard? importance of a
keyboard can do.
number pad.
Examine how the

 How is a computer’s
 Define system operating system
system software similar Define the system
software. makes the
to an organizer? software.
 Discuss an operating computer work.
 What is system
system.  Recitation
software? How does it State how system
 Explain how the Compare and Skills Workout
work? software works. 
6 operating system contrast the two CC, GC, DC, EL
 What are the two kinds  Hands-on Activity
makes the computer kinds of operating
of operating system? Describe how an  Demonstration
work. system.
 What is the power-on operating system
 Display active
self test? directs the flow of
participation during the Describe the
 Why is system software the data.
learning period. functions of
important?
system software.
Number of Learners within Mastery Level

QUARTERLY Number of Learners Needing Remediation/Reinforcements
EVALUATION Others:
•
9
SECOND QUARTER
Overview: This unit continues to provide information on what things allow the computer to run. It also centers on what application software is and
how it helps in doing tasks on the computer. Also, it gives ideas on how to create documents through a word processing software called
MS Word.
Performance
(FQ) (CS) (AT) (IS)
(PS)
Define application
 Identify the two most software.
basic application  What is application
software. software? Name the two most
Observe what
 List what word  What are their uses? basic application
word processor  Recitation
processors can do.  What are the two most software.
can do.
 Describe spreadsheet basic application  Skills Workout
7 DC, CC, GC
software. software? Define what word  Hands-on Activity
Observe what
 Describe what an  What word processors processor is and  Q and A
spreadsheet can
office suite is. can do? give its importance.
do.
 Display active  What spreadsheet
participation during the software can do? Define what
learning period. spreadsheet is and
give its importance.
10
 Identify the importance
of using a word
processor.  What are word
 Describe how to start, processors and what
save, and exit in a are they used for? Start, save, and  Recitation
word processor like  How can you launch, Give the definition exit using  Skills Workout
8 MS word. save a document and of a word processor Microsoft Word. DC, CC, GC
 List the procedure in close it on MS Word? and its uses.  Hands-on Activity
saving a document.  How important is it to  Typing Activity
 Demonstrate mastery know how to use a word
in starting, saving, and processing program?
exiting a word
processor.
 List the steps in
inserting text.
 What is the main
 Enumerate ways of  Recitation
purpose of MS Word? Enumerate the
deleting text. Insert and delete Skills Workout
 How does MS Word steps on how to 
9  List the procedures in text in MS Word DC, CC, GC
create a document? enter and edit text  Hands-on Activity
deleting a block of text. document.
 What are the ways to on Microsoft Word.  Group Work
 Demonstrate mastery
edit a document?
in inserting and
deleting text.
 Recognize how to drag  What do you have to do
Drag text from
text from one part of if you accidentally
one part of the
the document to misplaced a word or
document to
another. phrase on the  Recitation
Identify the steps another.
 Demonstrate how to document? Skills Workout
on how to drag a 
10 copy and paste text.  What are the ways of DC, CC, GC
misplaced word in Copy and paste  Hands-on Activity
 Demonstrate how to moving text within a
the paragraph. text.  Group Work
cut and paste text. document?
 Show attentiveness  How important it is to
Cut and paste
during class learn how to move text
text.
discussion. around in MS Word?
11
 List the steps in
choosing font type,
style, color, and size.
 Enumerate the
procedure in using text
background color.
 What is formatting? Define formatting.
 Recognize how to Demonstrate skill
 How to choose a font
format text in MS in formatting text.  Recitation
type, size, style, and Explain the
Word. Skills Workout
color in MS Word? importance of  ID, CC, GC, DC,
11  Demonstrate how to Change the font
 Why is there a need for having the  Hands-on Activity EL
change the font type, type, size, style,
you to learn how to knowledge of  Format A Text
style, and color of text and color of a text
format text in MS formatting a text in
in a document. in MS Word.
Word? MS Word.
 Show mastery in
formatting text.
 Show enthusiasm in
discovering how to
format text in Microsoft
Word.
12
Define formatting.
 List the procedures in
 What do you mean by Apply proper
spacing and aligning of Enumerate the
formatting? formatting on
the text. different formatting
 What are the steps in paragraphs and
 Use proper alignment in tools used to
you formatting the lists.
formatting a document create/adjust
paragraph alignment,
in MS Word. paragraphs and  Recitation
spacing, and indention Use proper
 Apply proper formatting lists. Skills Workout
in MS Word? spacing and  ID, CC, GC, DC,
12 on paragraphs and lists.
 What are the steps in alignment in  Hands-on Activity EL
 Show mastery in Enumerate the
creating bulleted and formatting a  Demonstration
formatting, numbering, steps in formatting
numbered lists? document in MS
and bulleting text. paragraphs in MS
 Why is there a need to Word.
 Participate actively Word.
know how to format
while discovering how
paragraphs in MS Create bulleted
to format and style text Enumerate the
Word? lists.
in MS Word. steps in creating
lists in MS Word.

EVALUATION Others:
•
13
THIRD QUARTER
Overview: This unit provides information on how to create tables in a spreadsheet software called MS Excel. It also gives information on how to
create and use databases in MS Access. Also, it covers how to create MS PowerPoint slides and how to apply layouts on them.
Performance
(FQ) (CS) (AT) (IS)
(PS)
Define what a Examine how

 What is a spreadsheet?
spreadsheet is. spreadsheet
 Define what a  What are the types of
looks like.
spreadsheet is. data that can be
Describe the  Recitation
 Recognize the different entered in a
window of a Apply proper Skills Workout
parts of a spreadsheet. spreadsheet? 
13 spreadsheet formatting on CC, GC
 Discover basic  What can you see in a  Hands-on Activity
program. paragraphs.
spreadsheet formulas. spreadsheet window?  Group Work
 Participate actively  What are cells? Cell
Give reasons why Create bulleted
during class discussion. entries? Labels?
spreadsheet is lists.
Constants? Formulas?
useful.
 Discuss how to create a

Microsoft Excel Discuss the
spreadsheet. advantages of  Recitation
 How do you enter data Enter and edit Skills Workout
 Demonstrate how to being able to edit  CC, GC, CT, DC,
14 in a spreadsheet data in a
enter and edit data in a data easily in a  Hands-on Activity EL
program like MS Excel? spreadsheet.
spreadsheet. spreadsheet  Calendar Making
 Participate actively program.
during class discussion.
14
Define formula. Perform
 What is a formula?
Mathematical
 Find out how Microsoft  How are formulas
Enumerate the operations in MS
Excel performs created?
basic Mathematical Excel.
mathematical  What are the basic
operators in MS
operations. Mathematical  Recitation
Excel. Add, subtract,
 Add, subtract, multiply, operators? Skills Workout
multiply, and  CC, GC, CT, DC,
15 and divide numbers in  How do you perform
Define Auto Sum divide numbers in  Hands-on Activity EL
Microsoft Excel. Mathematical
function in MS Microsoft Excel.  Practice
 Appreciate the use of operations in MS
Excel.
Autosum and Sum Excel?
Use AutoSum
functions in adding  What is Auto Sum and
Define Sum and Sum
numbers quickly. Sun functions in MS
functions in MS functions in MS
Excel?
Excel. Excel.
Define and describe

a database.
Tell how database

 Define database and
is divided.
what it is for.  What is a database?
Organize  Recitation
 Discover some  How is database
State the information in a Skills Workout
important database divided?  CC, GC, CT, DC,
16 importance of database.
concepts.  What is the importance  Hands-on Activity EL
creating database.
 Organize information in of having a skill in  Database Creation
a database. creating databases?
Discuss the
different kinds of
databases and the
different purposes
they serve.
15
 Describe database
software.
 What is MS Access? Define and describe Create a
 Create a database
 How do you open MS MS Access. database using  Recitation
using Microsoft Access.
Access? Microsoft Access. CC, GC, CT, DC,
17  Create a table using  Skills Workout
 How do you create Discuss how to EL
Microsoft Access.  Hands-on Activity
database in MS create a database Create a table in
 Show enthusiasm in
Access? in MS Access. Microsoft Access
working with Microsoft
Access.
 What is MS
Enumerate the
PowerPoint?
 Discuss how to steps in creating or
 How do you open an
create/open an existing opening an existing Create and open
existing presentation in
presentation on presentation and an existing
MS PowerPoint?
Microsoft PowerPoint. viewing slides in presentation.  Recitation
 What are the different
 Identify the ways of Microsoft Skills Workout
ways to view a 
18 viewing slides in PowerPoint. Apply the ID, DC, CC, GC
presentation in MS  Hands-on Activity
Microsoft PowerPoint. different ways to
PowerPoint?  Group Work
 Distinguish the Explain the view slides in a
 What are the
difference between difference between PowerPoint
differences between
Main views and Master Main views and presentation.
Main views and Master
views. Master view of slide
view in MS
presentation.
PowerPoint?

EVALUATION Others:
•
16
FOURTH QUARTER
Overview: This unit continues to provide step-by-step instructions on how to add, delete, apply design templates, apply slide transitions, view a
slideshow, and save a slide presentation in MS PowerPoint. It also gives information on the common uses of the Internet and how to
properly behave online. Also, it covers what computer programming is and why it is important.
Performance
(FQ) (CS) (AT) (IS)
(PS)
 What are slides? Discuss how to add,
 Find out how to add,  When should you add Define what a slide delete, and move
delete, and move slides. slides? When should is. slides.
 Demonstrate how to you delete slides?  Recitation
apply design templates When should you move Explain the Add, move, and  Skills Workout
19 importance of ID, DC, CC, GC
to all slides. slides? delete slides in MS  Hands-on Activity
 Show enthusiasm  How do you add, adding theme PowerPoint.  Present A Slide
during the class delete, and move backgrounds on a
discussion. slides? slide presentation. Apply a theme to
 What are themes? slides.
 What does coherent Apply a slide
mean? transition on slides.
 Recognize what a slide Define slide
 How can you make your
transition is. transition. Demonstrate the
slide show coherent?
 Demonstrate how to steps on how to use
 Should all your slides
use the tools for playing Define Slide Show the tools for playing a  Recitation
have the same slide
a slide show. tab and discuss its slide show.
transition? Why, or why  Skills Workout
20  Determine the different use. ID, DC, CC, GC
not?  Hands-on Activity
ways of viewing a slide Customize a slide
 What is the Slide Show Explain why there is show presentation.  Group Work
show.
tab for? a need to make
 Appreciate why slide
 Why is it important to your slide show Play a Slide Show.
transitions are used in
learn how to show your coherent.
Microsoft PowerPoint.
slide show in creating a Save a slide
slide presentation? presentation.
17
 What do you mean by Explain what
surfing? surfing means.
 What is Internet
Explorer? Enumerate some of
 What are some of the well-known Internet
 Recognize how to surf Surf the Web using
buttons on Internet browsers.
the Web. Internet Explorer.
Explorer?
 Identify the elements of
 How do the buttons Explain the
the Internet Explorer Identify the different
help you in browsing importance of  Recitation
toolbar. elements of the
the Web? navigation buttons. Skills Workout
 Show how to use Internet Explorer  DC, EL, KC, CC,
21  How do you search for
research engines in toolbar.  Hands-on Activity GC
information on the Define search
looking for websites.  Search the Web
Internet? engine.
 Appreciate why Use a search engine.
 What is a search
Bookmark and the
engine? Discuss how search
History options are Use the Bookmark
 How does a search engine work.
useful. and History options.
engine work?
 What are bookmarks or Define the
favorites? importance of using
 What is the History Bookmark and
option? History options.
18
Explain what e-mail
 What is e-mail? is.
 How does e-mail work? Name the different
 What are the different Discuss how e-mail fields of an e-mail
entry fields of an e- works. message.
 Recognize how e-mail
mail?
works. Differentiate snail  Recitation
 How do you use e-mail Send, received, and
 Demonstrate how to mail from e-mail. Skills Workout
to send and receive open an e-mail 
22 send and open e-mail CC, GC, DC
letters? Itemize what you message.  Hands-on Activity
messages.
 How do you use can do with e-mail.  Q and A
 Appreciate the
emoticons? Use emoticons
importance of e-mail.
 How does learning and Define emoticons. properly in sending
creating an e-mail help e-mail.
you as a learner of this Explain why there is
generation? a need to use
emoticons.
 Is it easy to be
misunderstood in your
e-mail messages? Why
Define e-mail
do you think so?
etiquette.
 How can you be sure
that your e-mail
 Define netiquette. Give some basic
messages are  Recitation
 Demonstrate correct examples of e-mail
understood the way you Display proper Skills Workout
behavior online. etiquette. 
intend them to be? behavior when
23  Follow the basic  Hands-on Activity DC, CC, GC, KC
 Can you give some communicating
netiquette protocols Discuss why  Compose an E-
rules on e-mail online.
when dealing with etiquette is needed mail
etiquette?
others online. when dealing with
 Why should you follow
people over the
e-mail etiquette? What
Internet.
can happen if you
don’t?
 What is spam? Why do
people send spam?
19
Define
programming.
 What is programming?
 What is an algorithm?
Explain the Enumerate the steps
 Why it is important to
importance of in the programmer’s
 Define programming. plan a solution to solve
planning in solving algorithm.  Recitation
 Define algorithm. a problem?
a problem. Skills Workout
 Create an algorithm for  What is pseudocode? 
24 Create an algorithm CT, KC, EL, CC
a common problem.  What is a flowchart?  Hands-on Activity
Explain algorithm. using flowcharts.
 Illustrate an algorithm  Why do computer  Q and A
using a flowchart. programmers use
Define what Illustrate algorithms
flowcharts?
pseudocode is. using flowcharts.
 What are the different
flowcharting shapes?
Explain what
flowchart is.

EVALUATION Others:
•
ISTE Standards:
• Empowered Learner (EL)
• Digital Citizen (DC)
• Knowledge Constructor (KC)
• Innovative Designer (ID)
• Computational Thinker (CT)
• Creative Communicator (CC)
• Global Collaborator (GC)
20
DAILY PLANS
21
COMPUTERS AND SOCIETY
LESSON 1
THE ALL-AROUND EVERYDAY MACHINE
At any point of the 60-minute learning period, 85% of the learners should be able to:
 Develop awareness on computer-based technologies around
Cognitive
them
Psychomotor  Determine the different kinds of computers
 Identify things that use computer technology
Affective  Appreciate the benefits of computers in their day-to-day life
Topic: Computers and Society

Subtopic: The All-Around Everyday Machine
Concepts:
i. There are many things that we can do with computers.
ii. A computer is a useful machine that makes working easier and playing much more fun.
ISTE Standards:
i. Digital Citizen
ii. Creative Communicator
iii. Global collaborator
Skill/s to Be Acquired:
i. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
ii. Demonstrate responsibility for lifelong learning.
Materials/Equipment:
i. Textbook
ii. Computer
iii. Semantic webbing chart
iv. Pens and sheets of paper
v. Sentence card
vi. Group-activity charts, pens, crayons, and masking tape
References:
i. The All-Around Everyday Machine, DigiTitans 3, Section 1, Lesson 1, pages 3-7
Values Integration:
i. Appreciate the importance of learning the benefits of computers in their day-to-day life.
22
• Prayer
• Greetings and Checking of Attendance
• Vocabulary Development
1. Identify the term being described in each of the items. Choose the correct answer
from the list of terms enclosed in parentheses below the descriptions.
a. The language used by computers to process data. (binary system)
b. Through the computer, these 1s and 0s are turned into a language we can
understand. (bits)
c. If the television set is the _______, then the shows on TV are the _______.
(hardware, software)
d. While an _______ computer reads data with the help of electricity or rotating
gears, a ______ computer reads data in the form of numbers (0s and 1s).
(analog, digital)
e. A _______ computer has both analog and digital properties. (hybrid)
f. A _______ purpose computer has many uses, while a _______ purpose
computer has only one special use. (general, specific)
(analog, binary system, bits, digital, general, hardware, hybrid, software, specific)
2. Using pictures or real objects, demonstrate the following:

input devices output devices supercomputer
desktop personal computer laptop
netbook handheld PC server
mainframe computer workstation minicomputer
• Motivation
Divide the class into three-member groups. Tell the groups to write down things in
their home and school that use computer technology, or have computer parts in
them. After three minutes, their answers will be checked in class. The group with
the most number of correct entries wins. After they have been given the
instructions, the learners may then get their pens and sheets of paper.
• Motive Question:
- How does the computer make these things (the learners’ answer) work?
23
• Reading
Say: Today we are going to learn more about computers. Read aloud or have the
learners read pages 3-4 and 7 of the textbook with you.
• Comprehension Check
Ask the following questions:
a. What are the two sets of parts of the computer? Describe each.
b. What are the three main kinds of hardware? Describe each.
c. In what forms do we get our information using output devices? (Examples are:
onscreen, printed)
d. What are the different kinds of computers?
e. What are the different kinds of computers in terms of size and power?
f. What kind of language do computers use? Describe it.
• Generalization
Computers are part of our everyday lives. There are so many things we can do with
the computer. It is a useful machine that makes working easier and playing much
more fun.
• Title of the Exercise: All Mixed Up
• Goal of the Exercise

- Define and describe computer terminologies.
• Pre-laboratory Activity
Types of computers:
Supercomputer Mainframe Minicomputer
Workstation Laptop
Ask the learners what kinds of computers they have seen. Tell them to explain what
they have seen in detail. Write these details on the board. Based on the details
given, have the class guess the kind of computer the learner has seen. Note at least
five observation statements.
• Mechanics of the Activity

A picture of the back of a truck with boxes inside will appear at the start of the
game. When the learner clicks one of the boxes, a description of the item inside
the box appears in the talk balloon from the man beside the truck who’s doing the
inventory. Below the description is a blank box. The learner will then type the
word, which refers to the description, in the blank.
24
If the correct word is typed, a “correct answer” sound effect is heard as the answer
changes font and color, and blinks twice before disappearing; otherwise, nothing
happens. The learner can only finish the game if all the contents of the boxes have
been identified. The timer on the upper right corner of the screen keeps track of
the game duration.
At the end of the game, the length of time it took the player to finish the game is
shown, and the option is given for the player to play again or not.
• Laboratory Activity
Have the learners go to the lesson game. Ask a learner to read the instructions
aloud. Entertain questions about the instructions. Then have them do the activity.
• Post-Laboratory Activity
Using the information gathered during the laboratory activity, try to classify the type
of computer the learners have seen. Discuss how a certain computer qualifies to
belong to a certain type.
• Answer Key
1. It is a kind of computer that reads data in the form of measures like electricity.
– analog
2. It is the fastest among all computers. – supercomputer
3. It lets you hear sounds or music being played in the computer. – speaker
4. It is a kind of computer that works both like an analog and a digital computer. –
hybrid
5. It is a multi-user computer more powerful than a minicomputer. – mainframe
6. It displays information made by the computer. – monitor
7. It is a medium-sized multi-user computer for small offices. – minicomputer
8. It is a device that lets you point, select and move items on the computer screen.
– mouse
9. It is made up of alphabetic, numeric and symbolic keys. It is used to input data
into the computer. – keyboard
10. They are programs that make the computer run. – software
11. It is a kind of computer that reads data in the form of numbers. – digital
12. It is a computer as big as a desktop PC but more powerful. – workstation
13. It is the “brain” of the computer. – CPU
14. It is a computer that is small enough to sit on your lap. – laptop
Let the learners do the Play Up section on pages 5-6 of their textbook
25
• Answer key
Level of Assessment: Understanding
A. Draw pictures of two things you see or do everyday that make use of computers.
Describe them.
Answers depend on the learner. There are no strictly right or wrong answers.
Level of Assessment: Knowledge
B. Match column A with column B. Write your answer on the space before each
number.
E 1. These are the numbers that make up the a. CPU

binary system. b. hybrid
C 2. This is what we refer to as codes of 1s and c. bits
0s. d. monitor
D 3. This is an example of an output device. e. 0 and 1
G 4. This is an example of an input device. f. computer
A 5. It uses software to process data. g. keyboard
F 6. This can be used for a general or specific h. desktop
purpose. i. supercomputer
B 7. It is a computer that is both analog and j. workstation
digital.
H 8. It is a PC designed to sit on a table.
J 9. This PC is connected to a server.
I 10. This is the fastest among all computers.
26
C. Write S if the item refers to software and H if it refers to hardware.
H 1.printer
S 2.cashier’s program to accept payment
S 3.bank teller’s program to register the money you will deposit
H 4.camera
H 5.directory touch screen found in a mall
S 6.the program that releases money from an ATM
H 7.webcam that you use to talk to a friend in another country
S 8.an antivirus program
H 9.laptop’s touchpad
S 10.program that allows you to draw
Divide the class into six groups. Have each group answer exercise A of the Play Up section on
page 5 of the book. Each group may then assign a leader, writers, illustrators, gofers (the ones
who will get the materials and return them), and/or reporters. It’s up to the group if they want all
their members to take part in the presentation. When the assignments have been finalized, have
the gofer(s) get the charts, pens, crayons, and masking tape.
Have the groups share their outputs in class. Invite comments and questions from the rest of the
class after a group’s presentation.
Have the learners answer the Play Up section A on page 5 of their textbook
Activity:
Write or post the following sentence, and have the learners complete it orally.
“Computers are useful because __________.”
Remind the learners to read the succeeding lesson in advance and review the lesson discussed
today.
Also, tell them to answer the Play Up section B and C on pages 5-6 of their textbook.
27
COMPUTERS AND SOCIETY
LESSON 2
COMPUTERS THEN AND NOW
Cognitive  Recognize the different kinds of computing devices in the past.
Psychomotor  Discover the history of computers
 Identify each early computing device
Affective  Appreciate the people behind each invention
Topic: Computers and Society

Subtopic: Early Computing Devices
Concepts:
i. Early computing devices formed the foundations of our today's calculating devices.
ISTE Standards:
i. Digital Citizen
iii. Global Collaborator
i. Textbook
ii. Computer
iii. Word and phrase cards for the Vocabulary Development segment
iv. Group-activity charts, pens, and crayons
v. Timeline chart, pictures of early computing devices, and masking tape
References:
i. Computers Then and Now, DigiTitans 3, Section 1, Lesson 2, pages 8-12
Values Integration:
i. Appreciate the importance of learning the people behind each invention.
28
• Prayer
• Checking of Assignment
Lesson1 Play Up section B and C: Ask for volunteers to present their output in class.
• Review
Post or write on the board the words and phrases used in Lesson 1 (see Word Build
Up on page 152 of the textbook). Have the learners pick a word or phrase and define
it.
Identify the term being described in each of the items. Choose the correct answer
(abacus, adding machine, mechanical calculator, Jacquard’s loom, analytical

machine, census, Hollerith code, tabulating machine, ENIAC, EDVAC)
a. Its wooden beads made counting easier. (abacus)

b. This machine used wheels to move the counters. (adding machine)
c. This machine was never built: it was designed not only to perform
mathematical operations, but also to remember the answers and compare
them with other answers. (analytical machine)
d. This is a count of the number of people living in a country. (census)
e. The first computer to have a central processing unit. (EDVAC)
f. It was very fast in its time, doing 5,000 computations per second. (ENIAC)
g. This used the concept of the punched card to compute the US census faster.
(Hollerith code)
h. This was invented by a French weaver to make beautiful patterns on cloth.
(Jacquard ’s loom)
i. The first machine that could add, subtract, multiply, and divide numbers.
(mechanical calculator)
j. This machine completed the US census in just six weeks.
(tabulating machine)
29
• Motivation
Ask: What’s an easy way for you to compute or count?
- How did early people find a way to make counting easier?
• Reading
Say: Today, we are going to learn about the history of the computer – specifically,
the earliest computing devices. Read aloud or have the learners read pages 8-10 of
the textbook with you.
a. How did people count before machines? Was this easy?
b. How was this difficulty solved? What device was invented in 5000 B.C.?
c. What was invented next? (Have the learner who answers post the picture of the
adding machine on the timeline.) Who invented it?
d. What was invented next? (Have learner who answers post the picture of the
mechanical calculator on the timeline.) Who invented it?
e. Have the learners name the rest of the early computing devices and their
respective inventors.
• Generalization
Early forms of computing devices have come a long way and have formed the
foundations of calculating devices we use today.
• Title of the Exercise: Facts from the Past

- Identify the early computing machines and the year they were invented.
Ask the learners what it would be like if computers did not have monitors, keyboards,
and mouse devices. Wait for their reactions. Ask them if it is possible that computers
could still function or be useful without these devices. Explain that computers have
been in existence for a long time in the absence of monitors, keyboards, and mouse
devices. With this bit of fact revealed, briefly discuss the history of computers.
30
A timeline of computer history has some missing computers indicated by a
question mark. There are five computers which are not yet in their respective
places. The learner must drag and drop each of the computers into its proper
place in the timeline. To see all the empty spaces in the timeline, the learner
simply scrolls it from left to right. To do this, the learner should only place the
mouse pointer over either of the left- or right-pointing arrows.
If the learner places the machine in its proper place, a “correct answer” sound
effect is heard and the picture will stay fixed in the timeline. Otherwise a “wrong
answer” sound effect is heard and the picture goes back to its original place in the
selection box. The game ends when all computers have been placed in their
proper places on the timeline. The timer at the bottom of the screen keeps track of
how long it takes the player to finish the activity.
The end frame displays the length of time it took for the player to finish the game.
Ask the learners what they think of the history of computers and the possible
developments in the near future given the development curve of current computer
systems.
• Answer Key
1. 1642 – Blaise Pascal’s Adding Machine
2. 1804 – Joseph Marie Jacquard’s Loom
3. 1941 – Z3
4. 1943 – Colossus
5. 1945 – EDVAC
31
• Answer key
A. Complete the puzzle using the clues below.
Across
3 - surname; designed the analytical
machine with the Countess of
Lovelace
4 - surname; invented Z3 in 1941
5 - said to be the first general
purpose computer
9 - surname; invented the ENIAC
with Mauchly
10 - machine that decoded German
messages
Down
1 - machine that could weave
beautiful patterns on fabric using
punched cards
2 - surname; invented a faster way to
complete the US Census in 1889
6 - machine invented by Blaise
Pascal in 1642
7 - invented before 5000 BC and was
used as a counting device
8 - count of the number of people
living in a country
Level of Assessment: Process
B. Imagine you are inventing your own computer. Draw a picture of how it would look.
Enumerate the different things it could do.
Answer depends on the learner.
32
Divide the class into 10 groups. Each group will be assigned to draw and describe an early
computing device.
Group 1: abacus, 5000 B.C.

Group 2: Blaise Pascal’s adding machine, 1642
Group 3: Gottfried Wilhelm von Leibniz’ mechanical calculator, 1674
Group 4: Joseph Marie Jacquard’s loom, 1804
Group 5: Charles Babbage’s design for the analytical machine, 1835
Group 6: Herman Hollerith’s tabulating machine, 1889
Group 7: Konrad Zuse’s Z3, 1941
Group 8: Colossus, 1943
Group 9: ENIAC, 1943
Group 10: EDVAC, 1945
Each group may then assign a leader, writers, illustrators, gofers, and/or reporters. It’s up to the
group if they want all their members to take part in the presentation. When the assignments have
been finalized, have the gofer(s) get the materials.
Have the learners do the Play Up section on pages 11-12 of their textbook
Post the timeline chart on the middle of the board. Have the groups present their outputs in class.
At the end of each presentation, the output will be posted on the timeline. Invite comments and
questions from the rest of the class after a group’s presentation.
today.
Also, tell them to answer the Play Up section A and B on pages 11-12 of their textbook.
33
PLAYING WITH THE KEYBOARD
LESSON 3
GETTING TO KNOW THE KEYBOARD
Cognitive  Identify the parts of a keyboard
 Identify the basic keys of the keyboard
Psychomotor  Differentiate QWERTY from DVORAK keyboard
Affective  Appreciate the uses of the keyboard
Topic: Playing with the Keyboard

Subtopic: The Computer Keyboard
Concepts:
i. A computer keyboard is a typewriter-style device, which allows a person to enter symbols
like letters and numbers into a computer.
ISTE Standards:
i. Digital Citizen
ii. Global Collaborator
iii. Creative Communicator
iii. Understand and use technology systems.
i. Textbook
ii. Computer and piano keyboards (real or illustrations)
iii. Semantic webbing chart
iv. Word and phrase cards for the Vocabulary Development segment
References:
i. Getting to Know the Keyboard, DigiTitans 3, Section 2, Lesson 3, pages 14-18
Values Integration:
i. Appreciate the importance of learning the fundamental skills in using the computer keyboard.
34
• Prayer
a. Lesson 2 Play Up section A: Post the blank word puzzle chart on the board. Have
volunteers fill in the puzzle.
b. Lesson 2 Play Up section B: Ask for volunteers to show their work.
• Review
Post labeled pictures of the following early computing machines on the board. Have
the learners describe each item.
a. abacus d. analytical machine
b. adding machine e. tabulating machine
c. mechanical calculator
a. Semantic Webbing
Ask the learners what comes to their minds when they see or read the word
keyboard. Post the semantic webbing chart on the board. Have the learners
write their answers around the word keyboard.
KEYBOARD
35
b. Identify the term being described in each of the items. Choose the correct
answer from the list of terms enclosed in parentheses below the descriptions.
1. contains both letters and numbers (alphanumeric)

2. keyboard that has QWERTY as its first six letters (QWERTY keyboard)
3. keyboard that has DVORAK as its first six letters (DVORAK keyboard)
4. keyboard that can change from the QWERTY to the DVORAK layout
(dvortyboard)
5. these keys include the letter and number keys, Tab, Backspace, Caps Lock,
and Enter (alphanumeric keys)
6. you press these keys (Ctrl, Shift, and Alt, for example) in combination with
other keys to change the action of the key (modifier keys)
7. marked F1 to F12, these are shortcut keys for certain actions
(function keys)
8. these keys tell your cursor to go up, down, left, or right
(cursor-movement keys)
9. this keypad lets you type numbers when the NumLock key is on
(numeric keypad)
10. these keys (Esc, Print Screen, Pause, Insert, and Delete) do special actions
(special purpose keys)
(alphanumeric, alphanumeric keys, cursor-movement keys, DVORAK

keyboard, dvortyboard, function keys, modifier keys, numeric keypad,
QWERTY keyboard, special purpose keys)
• Motivation
Show a computer keyboard and a picture of a piano keyboard. Ask: What are the
similarities between these two kinds of keyboards? Why do you think this device
(the computer keyboard) was named keyboard?
- What are the uses of a computer keyboard?
• Reading
Say: Today we will learn about the computer keyboard: its parts, functions, and more.
Read aloud or have the learners read pages 14-16 of the textbook with you.
a. What are the different types of keyboards? Describe each type.
b. What are the similarities and differences between the QWERTY and DVORAK
keyboards?
c. What are the basic keys? Explain the function of each key.
36
• Generalization
The keyboard is an input device you can use to type in letters and numbers. There
are also certain keys that can be used in combination to perform different actions.
Special purpose keys can be used for certain programs or certain actions.
• Title of the Exercise: Let’s Play Catch!

- Identify and describe the parts and uses of the keyboard.
Ask the learners who has had typing lessons. Ask learners who have had typing
lessons how fast they can type their name using the keyboard. Ask them again if
they know all the keys on the keyboard. Ask the class about the keys that can be
found on the keyboard. Write their answers on the board.

The game shows Kreios holding a basin above his head to catch the falling letters
that will form the answer to the description or definition shown in the screen. Any
letter caught that is part of the description will then be placed in the boxes below the
screen. Each box represents a letter of the word being described. Once the boxes
are filled, the game then proceeds to another description and another set of boxes.
There are 10 items to be answered.
The learner uses the mouse to move Kreios from left to right. He must be right
above the letter that the player wishes to catch.
Ask the learners how long they took to finish playing the game. Ask them what they
find difficult when typing, or what they find easy about it. Encourage them to type
with the fingers properly placed on the keyboard.
37
• Answer Key
Only ten items of the following appear at random for every gameplay:
1. It is an input device that lets you type in text, numbers, and symbols into the
computer.
– keyboard
2. It means “letter.”
– alpha
3. It means “number.”
– numeric
4. In this keyboard, the letters you often use are put in the middle row.
– DVORAK
5. This keyboard takes its name after the first six letters on it.
– QWERTY
6. It means the keyboard is mainly made up of letters and numbers.
– alphanumeric keyboard
7. It’s a keyboard that can change its layout from QWERTY to DVORAK.
– dvortyboard
8. These are the letter, number, Tab, Backspace, Caps Lock, and Enter keys. –
alphanumeric keys
9. These are keys that you press in combination with other keys to change the
action of the key.
– modifier keys
10. Marked from F1 to F12, these are shortcut keys for certain actions.
– function keys
11. These are movement keys that let you move the cursor up, down, left, or right.
– arrow keys
12. It lets you type numbers when the NumLock key is on.
– numeric keypad
13. You press this to type numbers using the numeric keypad.
– Num Lock key
14. This key lets you type in capital letters.
– Caps Lock key
15. It indents a line of the paragraph you’re writing.
– Tab key
16. It moves the cursor backward to erase words you may have mistakenly typed
in.
– Backspace key
17. It’s an alphanumeric key that makes your cursor move to the next paragraph.
– Enter key
18. These are keys that do special actions.
– special purpose keys
38
• Answer key
A. It’s time for some keyboard action! Label the types of keys on the keyboard. Write
the key type of each numbered key below.
1. Special-purpose key (Escape key) 4. Modifier key (Shift key)

2. Function keys 5. Special-purpose keys
3. Alphanumeric keys 6. Cursor-movement keys
7. Numeric keypad
B. Solve the crossword puzzle below.

Across
1 keys that change the input of
other keys; examples are
Ctrl, Alt, and Shift
3 keys also found on a
typewriter
4 most common keyboard
layout
5 keyboard layout that places
commonly used letters in the
middle of the keyboard
Down
2 keys that allow a shortcut to
certain actions
6 primary device for inputting
text
39
Show the learners how to use the basic keys of the keyboard. Have them follow the demonstration.
Activity:
Write or post the following sentence, and have the learners complete it orally. “The computer
keyboard is __________.”
Have the learners pick a basic key and demonstrate its use.
Then, ask them to do the Play Up section A and B on pages 17-18 of their textbook.
today.
Also, tell them to study about Home keys and practice basic typing on their computer at home.
40
LESSON 4
ACTION ON THE KEYBOARD
Cognitive  Discuss the use of a keyboard
Psychomotor  Do proper hand and wrist positions in using a keyboard
 Practice proper finger placement on keyboard keys
 Demonstrate mastery in using the basic keys
Affective  Appreciate the people behind each invention

Subtopic: Keyboarding Tips
Concepts:
i. The home keys are the keys that you return your fingers to as you type other keys.
ii. Proper finger placement is very important in learning to type.
ISTE Standards:
i. Creative Communicator
iii. Digital Citizen
iv. Empowered Learner
i. Textbook
ii. Computer
iii. Keyboard and blank word puzzle chart (Lesson 3 Play Up, pages 17-18)
iv. Picture of compass
References:
i. Action on the Keyboard, DigiTitans 3, Section 2, Lesson 4, pages 19-26
Values Integration:
i. Appreciate the importance of learning the fundamental concepts and skills in using the
computer keyboard.
41
• Prayer
a. Lesson 3 Play Up exercise A: Have the children present the answers to the activity
using an actual keyboard.
b. Lesson 3 Play Up exercise B: Post the word puzzle chart on the board and have
the children fill it in.
• Review
a. How can software be classified as an application?
b. What are the characteristics of an application software?
c. What makes word processors and spreadsheets popular applications?
a. You use this key, right or left, to type the uppercase of a letter. (Shift key)
b. You always return your finger to these keys as you type in other keys.
(home keys)
c. This key lets the cursor jump to a different position. (Tab key)
d. You use this key to type several uppercase letters one after the other.
(Caps Lock key)
e. In word processing, you strike this key whenever a space is needed. (spacebar)
f. In word processing, you strike this key to start a new paragraph. (Enter key)
(home keys, spacebar, Enter key, Shift key, Caps Lock key, Tab key)
• Motivation
Encourage the learners to pay attention to the details of different keyboarding tips as
well as the demonstration of these tips. The class can then go hands on and practice
the tips being discussed.
- What do you think is the purpose of following some keyboard tips?
42
• Reading
Read aloud or have the learners read pages 19-23 of the textbook with you.
Show the class a picture of a compass and ask the learners what a compass does.
Then proceed to relate the function of a compass to that of a keyboard. Better yet,
ask the connection between the compass and the keyboard in terms of their
functions.
a. What are the two essential positions when typing? Describe each by
demonstrating the positions correctly.
b. What are some of the basic keys? Show how they are used on the computer.
c. How do the keyboarding tips help you? In what ways?
• Generalization
The keyboard is easy to use when you follow basic guidelines of hand and finger
placement.
• Title of the Exercise: Typing Drive
• Goals of the Exercise

- Practice typing on the keyboard.
- Increase the speed of the player’s typing abilities through constant practice.
Say: “We’ve finished our study on keyboarding. Is anyone here already familiar with
these keyboarding tips? Or is this your first time to learn about them?”
Let the learners answer. “Why do you think we need to learn how to use the
keyboard properly? Can’t we just type any which way we choose using whatever
finger placement we want?”
Let the learners answer. “The reason we need to practice correct keyboarding is
because this makes it easier for us to type. Other techniques may seem fine to us,
but the fastest way to type is by using tried-and-tested keyboarding tips. Once we
know how to use the keyboard properly, we can accomplish more work because we
are able to type our documents quickly and efficiently. Now, are we ready to
practice?”
43
This game, it appears like the player is riding a car with a view of the road. On the
road, letters and characters appear at random. As the car approaches a letter, the
player must use the computer keyboard to press the key or key combination that
corresponds to the letter/character. He should do so before the letter/character
completely disappears from the scene. The player can only type the next
approaching letter/character if the one before it is no longer visible from the screen.
Each time the player is able to type the correct key, a “correct answer” sound effect
is heard and a point is added to the score. The letter then disappears from the
scene. The player is encouraged as much as possible to use the proper finger
placement for typing.
At the end of the activity, the number of letters and keyboard symbols that the player
has correctly typed will be shown in the end screen. The option to play again or not
is also presented here.
Write the following paragraph on the board for the learners to copy using the
keyboard:
It is important to observe proper typing when using the keyboard. This is to

prevent the learner from taking shortcuts which would undermine the
development of their typing skills measured in words per minute (wpm). Clerical
jobs often require typing speed tests that set a minimum of 100 wpm typing
speed for an applicant to be considered for the job.
Set a stopwatch for 1 minute. Let the learners type the paragraph within the
time limit and see how many finish before the stopwatch rings. Congratulate
those who finish within 1 minute and tell those who failed to do so, to keep
practicing. However, you must remind them to use the proper finger placements
every time they type.
• Answer Key
The learners will simply type the correct letter or character from the keyboard as this
appears on the screen.
44
• Answer key
A. Write down the correct home key for each finger on your hands.
B. Which home key finger should you use on the following keys?
1. W S finger
2. M J finger
3. Q A finger
4. E D finger
5. P ; finger
6. R F finger
7. O L finger
8. C D finger
9. comma K finger
10. period L finger
C. Why is knowing the home keys on the computer keyboard helpful in typing?
Explain your answer.
45
With your supervision, the learners will go hands-on and follow the lesson’s instructions for proper
typing.
Tell them to do the Let’s Practice! activity on page 24 of their textbook.
Describe ways to make the keyboard a more effective tool in inputting data into the computer.
Then, ask them to do the Play Up section A and B on pages 25-26 of their textbook.
today.
Encourage the learners to master the keyboarding tips they have learned. Remind them to place
their fingers appropriately on the keyboard before typing.
Have the learners do the Play Up section C on page 26 of their textbook.
46
LESSON 5
SHHH! SOME KEYBOARD SECRETS
Cognitive  Describe the number pad
Psychomotor  Demonstrate how to type other symbols on the keyboard
 Use the number pad
Affective  Appreciate the importance of learning the fundamental concepts
and skills in using the computer keyboard
 Show enthusiasm during the class discussion

Subtopic: More on Keyboarding
Concepts:
i. The computer keyboard can do more than just type letters. You can also use the number pad
like a calculator, and you can also use different characters as well.
ISTE Standards:
i. Textbook
ii. Computer
References:
i. Shhh! Some Keyboard Secrets, DigiTitans3, Section2, Lesson 5, pages 27-30
Values Integration:
i. Appreciate the importance of learning the fundamental concepts and skills in using the
computer keyboard.
47
• Prayer
Let some volunteers share their answer in Play Up section C on page 26 of their
textbook in front of the class.
• Review
Say: The finger position and hand-and-wrist positions are two important positions
when typing. Some of the basic keys include the Home key, Tab key, Shift key, and
Caps Lock key. The positions and the basic keys have tips that can be followed when
typing.
a. You can use this part of the keyboard the way you would use a calculator.
(number pad)
b. This is another way of calling the part of the keyboard that has a calculator-style
key arrangement. (numpad)
c. These are what show up when you press <Shift> and press a number on the
keyboard. (characters)
(number pad, numpad, characters)
• Motivation
Encourage the learners to take note of how the number pad and characters are used
in a demonstration. Afterwards, allow the learners to try using the number bad and
characters for themselves. Supervise the learners and give them feedback.
• Motive Questions:
- What is the numeric pad?
- What does it do?
- How can you type characters?
• Reading
Have the learners read pages 27-28 of their textbook while actually trying the
keyboard shortcuts on their keyboards.
48
a. What is number pad?
b. Have you ever used the Shift key? How does it work?
c. Is number pad an essential part of the computer keyboard?
• Generalization
The computer keyboard can do more than just type letters. You can also use the
number pad like a calculator, and you can also use different characters as well. There
are characters which you can type above the numbers on the keyboard. You can also
use the number pad to type out numbers.
• Title of the Exercise: The Typing Game

- Practice typing on the keyboard.
- Increase the speed of the player’s typing abilities through constant practice.
Say: “We’ve already practiced typing out some letters and numbers on the
keyboard. How good do you think you are?” Let the learners answer. “Do you think
you can type out words and phrases quickly?” Let the learners answer. For the last
question, have the learners do a little demonstration using a mockup of a keyboard
on the board. Pick out a few enthusiastic ones to show how they would type in front
of the class, then give a word or a phrase and see how quickly the learners can type
it out using the mock keyboard on the board.

In this game, several phrases, emoticons or times float down from the top of the
game screen to the bottom. The learner types out the phrase, emoticon, or time in
the blank box at the bottom of the game screen. If the learner types out correctly,
then the phrase, emoticon, or time disappears from the screen, and the score
counter increases by one. If the learner doesn’t type out the phrase, emoticon, or
time correctly, then the latter will continue to float down the game screen until it
reaches the bottom, when it vanishes.
49
Ask the learners what scores they obtained in the activity. Ask those who got perfect
scores to raise their hands. Praise them. Ask the learners what they found difficult
or what their common mistakes were. Encourage them, so that they can do better
next time.
• Answer Key
The learners will simply type the correct phrase from the keyboard as this appears
on the screen.
• Answer key
A. Using your keyboard, see if you can type out the following sentences.
Answers depend upon the learner.
B. See if you can get the answers to the following equations using the Calculator
program. Write your answers on the space beside each item. Ask your teacher to
help you if you don’t know how to open the Calculator program.
1. 4 3. 2 5. 528 7. 4 9. 27
2. 378 4. 222 6. 47 8. 18 10. 960
C. Keyboard strokes! See how well you can type out the following story.
Answers depend upon the learner, but they should be able to type the story with
minimal mistakes.
50
Learners will go hands-on. Let them experiment with the following keys:
1. All of the characters above the numbers on the main keyboard
2. All of the numbers on the number pad
Tell them to do the Play Up section A on page 29 of their textbook.
Describe how the additional characters and the number pad can make typing easier.
Then, ask them to do the Play Up section C on page 30 of their textbook.
today.
Also, tell them to do the Play Up section B on page 29 of their textbook. Lastly, encourage
everyone to master the keys they have learned in class while at home, if they have their own
personal computers.
51
THE STUFF YOU CANNOT TOUCH
LESSON 6
WHAT KEEPS THE COMPUTER RUNNING?
Cognitive  Define system software
Psychomotor  Discuss an operating system
 Examine how the operating system makes the computer work
Affective  Display active participation during the learning period
Topic: The Stuff You Cannot Touch

Subtopic: System Software
Concepts:
i. System software have direct control and access to your computer hardware, program
applications, and memory locations.
ISTE Standards:
i. Textbook
ii. Computer
iii. Storage devices
iv. Sentence chart and list of answers for the Vocabulary Development segment
v. Personal organizer
References:
i. What Keeps the Computer Running?,DigiTitans 3, Section 3, Lesson 6, pages 32-36
Values Integration:
i. Appreciate the importance of learning the basic concepts of computer’s system software.
52
• Prayer
• Review
Post or write on the board the words and phrases used in Lesson 5 (Word Build
Up). Have the learners pick a word or phrase and define it.
a. This operating system uses the WIMP interface. (graphics-based operating
system)
b. This operating system uses text codes to access the computer’s programs.
(command-driven operating system)
c. It is the area where the WIMP system is. (desktop)
d. They are rectangular boxes that appear on your computer screen. (windows)
e. This test makes sure there is enough computer memory to work on and also
checks for external devices attached to the computer. (power-on self-test or
POST)
f. It is a basic computer program that finds out what kind of software will run on the
computer. (platform)
g. These software let you manage, maintain, and control the computer. (system
software)
h. This system makes sure you can use computer programs without having
problems. (operating system)
i. It means a computer can do two or more activities at the same time.
(multitasking)
j. It makes sure the computer runs properly and problems are fixed
immediately.(utility program)
k. This is the amount of work a computer can do at a certain time. (throughput)
l. It is the window you are using where you can see any command you give the
computer. (active window)
m. In this interface that uses windows, icons, menus, and pointers/pull-down
menus, programs are symbolized by icons. (WIMP)
n. This graphics-based interface is user-friendly. (graphical user interface or
GUI)
o. This window displays an open application. (application window)
53
• Motivation
Show the organizer. Ask: Do you know what this is? Why do you think it is useful?
- How is a computer’s system software similar to an organizer?
• Reading
Say: Today we are going to learn about how the computer keeps itself organized and
well-maintained.
Then, have the learners read pages 32-34 of the textbook with you.
a. What is system software? How does it work?
b. What are the two kinds of operating system? Compare and contrast the two.
c. What does the operating system do when it is running?
d. What is the power-on self-test?
e. What are the other computer system concepts discussed in the lesson?
Describe each.
f. Why is system software important?
• Generalization
System software are computer programs that are designed to control and operate a
computer's hardware and program applications.
• Title of the Exercise: Be True!

- Describe the functions and properties of system software.
Ask the class what comes to their minds when they hear the word “system”. Provide
word examples like solar system and digestive system. After they give their
answers, write the definition of “system” on the board. It is as follows:
System - a group of independent but interrelated elements comprising a

unified whole.
State that present computers use system software. Such software are essential in
order to make application software work smoothly and in order that the resources
of the computer are not put to waste.
54
A statement is displayed on the screen. The player will then determine the word or
phrase inside that makes it false. The player will then type the correct word or phrase
in the box provided.
The player can choose to click the Clue button at the upper left of the screen to
reveal the word that makes the sentence false. It will cause the word in question to
be highlighted within the statement. However, using the clue reduces the points
earned by one instead of the usual two points per correct answer. When the correct
term is typed, a “correct answer” sound effect is heard as the lights around the
display frame blink several times. Then either one or two points is added to the
score; otherwise, nothing happens. There is no need to press the Enter key after
typing an answer as this is automatically recognized by the game. Before typing,
make sure that the typing cursor is in place. If it is not, click first over the middle of
the white typing area to set it in place.
The answers are not case-sensitive, which means you can type either in uppercase
or lowercase or a combination of the two. Still, the player has to give the correct
spelling for every answer and observe proper hyphenation when the symbol is
required. It is helpful to take note of the special terms used in the book lesson.
Discuss the following terms:
- operating system
- power-on self-test
- taskbar
- graphics-based
- multitasking
- processor
- icons
- WIMP
- windows
55
• Answer Key
The following appear at random in the game seven at a time. The words in italics are those
that need to be replaced. The correct answers are those in bold.
1. The application software lets you manage, maintain, and control the
computer. – system
2. A computer that is unitasking is performing two or more tasks at a time. –
multitasking
3. The platform makes sure there is enough available memory. – power-on
self-test
4. The programs that run the POST are in the random-access memory of the
computer. – read-only
5. The power-on self-test finds out what kind of software will run on the
computer. – platform
6. A graphics-based operating system uses text codes. – command-driven
7. In the command-driven OS, programs are symbolized by icons. – graphics-
based
8. The graphics-based operating system uses the GUI interface. – WIMP
9. WIMP stands for Windows, Icons, Menus, Platforms/Pulldown menus. –
Pointers
10. The desktop is a rectangular box that displays programs that are running. –
window
11. In multitasking, the window you are using is the dead window. – active
12. The amount of work a computer can do at a certain time is called
multitasking. – throughput
13. The computer uses the printer when it multitasks. – processor
14. Windows are little pictures seen on the desktop. – Icons
15. The icon lets you see what programs are running on your computer. –
taskbar
16. When the computer is turned on, it goes through the throughput first. –
power-on self-test
17. Microsoft Windows is an example of a command-driven operating system. –
graphics-based
18. MS-DOS is an example of a graphics-based operating system. –
command-driven
19. The processor is a system software that makes sure that computer
programs are running smoothly. – operating system
20. The operating system directs the flow of data to and from the desktop. –
processor
56
• Answer key
A. Fill in the blanks.

1. Programs that allow users to manage, maintain, and control computer resources
are called system software.
2. The utility program makes sure the computer runs properly.
3. In a computer, the simultaneous execution of two or more tasks is called
multitasking.
4. The throughput refers to the amount of work a computer can perform at a given
time.
5. The power-on self-test determines the amount of memory that the computer
could use and checks for devices attached to the computer system.
6. The graphics-based operating system uses the WIMP concept.
7. In a Windows operating system, the area where icons, windows, menus, and the
pointer are displayed is called the desktop.
8. A platform is the computer architecture that uses an operating system.
B. Write T if the statement is true. If the statement is false, write F. Then underline the
word or words that make the sentence false. On the blank after the false statement,
write the correct word or words.
_F_ 1. As you turn on your computer, it first looks for its operating system.
performs the power-on self-test (or POST)
_T_ 2. An operating system directs the flow of data to and from the processor and
the computer memory. _________________________
_F_ 3. In a command-driven operating system, programs are represented by icons.
graphics-based
_F_ 4. The taskbar is a rectangular box that displays a program that you are
running. window
_T_5. The active window contains the program you are currently using.
_________________________
57
C. Your mother has something in common with an operating system. They both
manage things. Can you draw the things that your mother manages in the morning
before you go to school? Color each one of them.
Explain further the concepts discussed using the computer. Ask for volunteers to demonstrate the
concepts to their classmates.
Have the learners answer the Play Up section A, B, and C on pages 35-36 of their textbook.
today.
58
THE STUFF YOU CANNOT TOUCH
LESSON 7
HELP FOR COMPUTER TASKS
Cognitive  Identify the two most basic application software.
Psychomotor  List what word processors can do.
 Describe spreadsheet software.
 Describe what an office suite is.
Affective  Display active participation during the learning period.
Topic: The Stuff You Cannot Touch

Subtopic: Application Software
Concepts:
i. Application software help us do common tasks on the computer.
ISTE Standards:
i. Digital Citizen
i. Textbook
ii. Computer
iii. Handwritten letter/manual computation
iv. Typewritten letter/spreadsheet computation
References:
i. Help for Computer Tasks, DigiTitans 3, Section 3, Lesson 7, pages 37-41
Values Integration:
i. Appreciate the importance of learning the basic concepts of application software.
59
• Prayer
• Review
Post or write on the board the words and phrases used in the previous lesson (see
Word Build Up on page 152 of the textbook). Have the learners pick a word or phrase
and define it.
a. A basic application software used to write and print letters, reports and other
documents. (word processor)
b. These are computer programs that help you do common tasks on the computer.
(application software)
c. It is a set of applications with similar interfaces. (office suite)
d. The labeling of a cell according to where it is placed in the spreadsheet.
(cell address)
e. Another basic application which lets you work with numbers using columns and
rows. (spreadsheet)
f. The spaces that hold data in a spreadsheet. (cell)
g. This is represented by the letter of the cell address. (column)
h. This is represented by the number of the address. (row)
i. This means that what you see on the computer screen is what you will see on
printed paper. (WYISWYG)
(WYSIWYG, application software, word processor, cell, column, row, cell address,
office suite, spreadsheet)
• Motivation
Show the learners a handwritten letter or a spreadsheet computation; a typewritten
letter or a handwritten computation. Ask the class to compare and contrast the two
letters/computations in terms of appearance, readability, etc.
60
- What is application software?
- What are their uses?
• Reading
Have the learners read pages 37-38 and 41 of the textbook with you.
a. What other things can word processors do? Enumerate them.
b. Explain why word processing software are called WYSIWYG packages.
c. What are the two most basic application software? Describe and explain their
uses.
d. Which do you prefer: a typewritten document or a handwritten one? Why?
• Generalization
Application software help us do common tasks on the computer such as reading and
writing, drawing and counting. Two of the most common kinds of application software
are word processors and spreadsheets. They help us work on information easily.
They help us organize data quickly.
• Title of the Exercise: Let’s Get Organized!

- Assess how much the learner retained from the study of application software.
- Apply the knowledge gained in practical situations.
Say, “We’ve learned two types of Application Software. What are they again?” Let
the learners answer. Write each answer on the board in a list. “We also learned
what they are for. Do you think you can remember their uses and apply them to the
game we will be playing? Let’s try it.”

The learner will be shown a room with various items or outputs of work that can be
organized through application software. Each of these items may be recognized
when the pointer changes into a pointing finger upon moving over it. Clicking on one
of the items will reveal a description of the activity it is associated with. This
description is displayed on the monitor found on the lower right side of the screen.
The task of the player is to identify which application software will be used for each
item/information. This is done by clicking on the item and dragging it to one of the
bins at the bottom of the frame.
61
There are four bins labeled “word processor”, “spreadsheet”, “NONE”, and “BOTH”.
Placing an item in the correct bin will cause a “correct answer” sound effect to be
heard and a talk balloon to appear from the cartoon character that says, “That’s
right! Keep it up!” On the other hand, an incorrect answer will display a talk balloon
that says, “Sorry, that is incorrect! Try another one!” along with a “wrong answer”
sound effect. The item will automatically disappear from the scene whether or not it
is dragged to the correct bin.
Every correct answer adds a point to the score which is displayed against the
number of items left. The last item in the room to be placed in a bin will display the
talk balloon that says, “Alright!” The player is then taken to the next room with new
items to be organized.
There will be four sets of 10 items each to be answered. After the last item of the
last set has been placed in a bin, the end frame appears and displays the total score
of the player.
Ask the learners what scores they obtained in the game. Ask those who got perfect
scores to raise their hands. Next, ask who among them got only one mistake. Go
on until you get to the lowest score. Ask the learners what they found difficult, and
what they found easy. Encourage them so that they can do better next time.
• Answer Key
Set 1
1. writing journal entries everyday – word processor

2. making a list of the variety and amount of stickers in the sticker
collection – spreadsheet
3. saving the lyrics of favorite songs – word processor
4. playing with a stuffed toy – none
5. coloring as a pastime – none
6. making a class schedule chart with day, time, and subjects –
spreadsheet
7. writing a letter to friend – word processor
8. listing the results of a survey on what learners like to eat in the
cafeteria, with a write-up on the results – both
9. displaying Chloe’s picture – none
10. listening to music on the discman – none
62
Set 2
1. making a list of teams, players, and other statistics from the baseball card
collection – spreadsheet
2. making a list of books on the shelf – spreadsheet
3. wearing a baseball cap for outdoor sports – none
4. tallying the different things in the box containing coins, nuts, thumb tacks,
paper, clips and stamps – spreadsheet
5. tracking dates on the calendar – none
6. eating a slice of pizza – none
7. preparing a book report – word processor
8. painting for fun using watercolor – none
9. using a backpack for going to school – none
10. playing the rubik’s cube – none
Set 3
1. reading the newspaper – none

2. using a PDA – none
3. drinking coffee from the mug – none
4. making a report – word processor
5. displaying the family photo – none
6. writing an opinion letter for a magazine – word processor
7. making a survey for the homeowners’ association regarding waste
disposal, then writing a report on the results – both
8. making a checklist of things to do – spreadsheet
9. editing and checking Chloe’s homework – word processor
10. making a list of phone numbers and addresses of the homeowners’
association members – spreadsheet
Set 4
1. making a list of grocery items – spreadsheet

2. using the calculator to calculate expenses – none
3. reading about gardening – none
4. writing a poem – word processor
5. encoding the collection of recipes of the family’s favorite dishes and
making a catalog for easy reference – both
6. making a list of phone numbers of friends and family – spreadsheet
7. sewing clothes that need repair – none
8. making an itemized household budget for the week – spreadsheet
9. keeping pictures in the photo album – none
10. tacking important notes on the corkboard – none
63
• Answer key
A. Write W if you should use a word processor to create and edit the document; write S
if you should use a spreadsheet; and write WS if you can use both.
______
W 1. a poem for English class
______
W 2. a short story for the school paper
______
S 3. a record of old books donated to the library
______
WS 4. a report on the number of students failing in math and suggestions on
how their grades might be improved
______
S 5. a tally of votes in the recent class elections
______
W 6. a book report
______
WS 7. a news report on the number of children joining school clubs and
comments on why certain clubs have a lot of members
______
W 8. an essay on the causes of climate change and what children can do to
make a difference
______
W 9. a Web page on different sources of energy
______
S 10. a census of the school population per level from school year 1907–1908
to 2007–2008
B. Complete this table by writing down the number of glasses of water, milk, and juice
you have drunk for the past week.
Do you think you are getting enough of each type of fluid? Explain your answer.
water milk Juice

Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
64
C. If you were to give your mom a letter for her birthday, would you write the letter by
hand or use a word processor? Explain your answer.
Let the learners go hands-on in exploring the two most common application software. Orient them
on the basic elements (i.e., fonts, margin, column, row, etc.) of both application software.
Ask: How can a word processor and a spreadsheet help make your schoolwork easier?
Then, have the learners answer the Play Up section A on page 39 of their textbook.
today.
Also, tell them to answer the Play Up section B and C on page 40 of their textbook.
65
WRITING WITHOUT PAPER
LESSON 8
A TOOL FOR WRITING
Cognitive  Identify the importance of using a word processor.
Psychomotor  Describe how to start, save, and exit in a word processor like MS
Word.
 List the procedure in saving a document.
Affective  Demonstrate mastery in starting, saving, and exiting a word
processor.
Topic: Writing Without Paper

Subtopic: Basics of Word Processing
Concepts:
i. A word processor is a computer program that provides special capabilities beyond that of a
text editor.
ii. A word processor performs the task of composing, editing, formatting, and sometimes printing
of documents.
ISTE Standards:
i. Digital Citizen
i. Apply existing knowledge to generate new ideas, products, or processes.
ii. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
iii. Demonstrate responsibility for lifelong learning.
iv. Select and use applications effectively and productively.
i. Textbook
ii. Computer with Microsoft Word
References:
i. A Tool for Writing, DigiTitans 3, Section 4, Lesson 8, pages 43-47
Values Integration:
i. Show patience in learning the basics of Word processing program.
66
• Prayer
• Review
Ask the learners to think of the differences between producing a document using a
pen and paper, a typewriter, and a word processor. Then ask them about the
advantages of the last one.
a. This is the name that you give a file.

(filename)
b. This contains tabs with groups of commands that give instructions to the
software. (Ribbon)
c. This is a large white area at the center where you can type.
(text area)
d. This displays the filename of the document you are using.
(title bar)
e. This is a blinking bar in the text area.
(cursor)
(title bar, Ribbon, cursor, text area, filename)
• Motivation
Let the learners recall from the previous lesson what word processing does. Introduce
MS Word as one of the most commonly used word processing programs. Then, cite
and show examples of MS Word output and ask them to cite their own examples (e.g.,
typed letter, books, etc.).
- How do you start, save, and exit in MS Word?
67
• Reading
Have the learners read pages 43-44 and 47 of the textbook with you.
a. What are word processors and what are they used for?
b. How can you launch, save a document and close it on MS Word?
c. How important is it to know how to use a word processing program?
• Generalization
Starting, saving, and exiting in MS Word can be done by following the step-by-step
procedures outlined in the lesson.
• Title of the Exercise: Me, a Superhero!

- Familiarization with the basic elements of the word processing window.
Say, “Do you know any superheroes? Who are you favorites?” Let the learners
answer. “Have you ever thought of becoming a superhero yourself? If you could, who
would you want to be?” Let the learners answer. “Have you ever tried inventing your
very own superhero? What kind of powers do you want for them?” Let the learners
answer. “Now it’s time to be a superhero! You can do so in this computer game you
will be playing next.”

In this game, the player acts as the superhero as identified by the character in a red
costume (top view). Four descriptions of a part of the word processing window will
be shown at the top of screen one at a time. The superhero must look for the word
that is described by navigating a maze where there are four choices of answers. The
choices are covered in the maze, thus, the player will not be able to see what one of
the answers is unless the superhero character touches it.
The player must control the superhero through the maze to get to the answers using
the arrow keys of the keyboard. When the superhero gets to one of the choices, the
hidden word is revealed. The player then has the option to accept the answer by
clicking on it with the mouse.
68
NOTE: The player must read the description of the part of the word processing
window carefully and be certain that they are making the right choice. The player
must not forget to click on an answer of his choice by clicking on the revealed word
with the mouse. This must be done fast because monsters are on the prowl in the
maze to drain the life away from the superhero.
The player must avoid the life-draining monsters at all costs. Coming into contact
with one of them will subtract a life from the Life Meter. The player has five lives.
When all the lives are used up, the game ends.
If the player accepts the correct answer, a “correct answer” sound effect is heard with
the feedback “Correct!” A point is then added to the score. Clicking on a wrong
answer will display an “Incorrect…” feedback while a “wrong answer” sound effect is
heard, and the score remains unchanged. The hidden answers are randomly placed
in four select areas of the maze. To finish the game, the player has to answer all the
questions that will be given in the game.
Have the learners go to the lesson game. Ask a learner to read the instructions aloud.
Entertain questions about the instructions. Then have them do the activity.
Ask the learners if they enjoyed being the superhero in the game. You can discuss
the kinds of things kids can do to help out in everyday things—even without
superpowers. Encourage them to be the best of who they already are. Tell them that
they do not need to be superheroes to help out in their own little way.
• Answer Key
Title bar – displays the filename of the document you are using
Menu bar – is used to give instructions to the software
Toolbar – provides shortcuts to menu commands
Text area – the large white area where you type your document
69
• Answer key
A. Identify the following.
__________________
text area 1. It is the area where you type your document.
__________________
Ribbon 2. It contains menu commands that give instructions to the
program.
filename
__________________ 3. It refers to the name you give a document.
cursor
__________________ 4. This is the blinking bar that appears in the text area.
editing
__________________ 5. It is a term for revising a document.
B. Assign a filename to each document below.
Answers depend on the learner.
1. a document that describes the things that you like to do everyday

______________________________
2. a document that describes your favorite pet
______________________________
3. a document that contains your favorite song
______________________________
4. a document that describes the planets in the solar system
______________________________
5. a document that explains why plants grow
______________________________
6. a document that contains all your favorite rhymes and riddles
______________________________
7. a document that lists all the subjects you are taking
______________________________
8. a document that describes your experiences during your last field trip
______________________________
9. a document that explains your experiment in Science class
______________________________
10. a document that describes your best friend
______________________________
70
C. Let us say you have just finished the essay assigned to you by your teacher. What do
you think will be the advantages of checking your work and giving it a last look before
submitting it? Explain your answer.
Divide the class into two groups and have a contest: each group will be doing the same two sets of
tasks. The group that finishes the two tasks first wins. Here are the two sets of tasks:
My Favorite Things
1. Describe the things that you like to do every day. Do you like sports, music,
games, cooking, drawing, or something else? Write them all down in one
paragraph with five to ten sentences.
2. Save the file in the folder Documents.
3. Write a filename for your document.
4. Close the file.
5. Exit MS Word.
My Birthday Wish
1. Write five sentences about the gift you would like to receive on your next
birthday. Explain why you want to receive this gift.
2. Save the document as “birthday.docx” in the folder Documents.
3. Close the file.
4. Exit MS Word.
Have the learners define why it is easy to produce documents when using MS Word.
Then, have the learners answer the Play Up section A and B on pages 45-46 of their textbook.
today.
Also, tell them to answer the Play Up section C on page 46 of their textbook.
NOTE: Some icons, buttons, parts, and processes might be different from those of the older versions of Windows and Microsoft Office.
71
LESSON 9
CHANGING WHAT YOU WROTE
Cognitive  Recognize the steps in inserting text.
Psychomotor  Enumerate ways of deleting text.
 List the procedures in deleting a block of text.
Affective  Demonstrate mastery in inserting and deleting text.

Subtopic: Editing a Document
Concepts:
i. You can edit a document with MS Word using some basic formatting tools.
ISTE Standards:
i. Digital Citizen
i. Textbook
iii. An incoherent text
References:
i. Changing What You Wrote, DigiTitans 3, Section 4, Lesson 9, pages 48-52
Values Integration:
i. Show patience in inserting, editing, a deleting text in a word document.
72
• Prayer
• Review
Post or write on the board the words and phrases in the previous lesson (see Word
Build Up on page 152 of the textbook). Have the learners pick a word or phrase and
define it.
a. Pressing this key will replace the selected text with the letter or number you
have typed. (insert)
b. When using this key, you have to click to the left of the letter or word you want to
delete. (delete)
c. You can click this icon if you want to undo an action.(undo)
(insert, delete, undo)
• Motivation
Show an incoherent text which is full of typographical errors and the like. Ask the
learners how they can correct these errors manually. Then, ask how one edits the
same errors in the computer.
- What are the ways to edit a document?
• Reading
Have the learners read pages 48-50 of the textbook with you.
73
a. What is the main purpose of MS Word?
b. How does MS Word create a document?
c. What are the ways to edit a document?
• Generalization
Word processing programs, such as MS Word, allow the editing of documents.
Editing includes inserting text and deleting text or even blocks of text.
• Title of the Exercise: Three Letters from Teddy

- Practice editing a document by deleting and inserting text in order to fix a jumbled-
up story.
Say, “Were the lessons on editing a document clear to everyone?” The learners will
most likely answer yes. “Good! You see, an editor is needed to fix a great story. The
story is hard to read because it’s all jumbled up. Parts of it are in the wrong places.
I think if we just delete some portions and insert some text where needed, then it’ll
be all right. Want to give it a go?”

After entering the password, the learner will be brought to the instruction frame
where the activity is introduced. When ready to work on the exercise, the learner
clicks on the Start Game button. This brings him to another frame which contains
an icon labeled Download Template. Clicking on this will display a pop-up box with
the option “Open with” selected. If the word processor you are using is not yet
selected as the program to open, choose the appropriate program then click OK.
This will then launch the word processor and display the text to be edited.
The learner will be given a short story, but some portions must be deleted, and some
displaced words and sections must be inserted into their proper places. The portions
to be deleted in the text are highlighted. There are also blanks for the portions to be
inserted.
The portions to be relocated are given at the bottom of each page. The learner must
identify which portion will be placed into which blank and edit the document
appropriately using the word processing tools.
After the document is edited and the file is saved and closed, the learner is brought
back to the end frame.
74
Ask the learners how they liked the story. Did they like the characters? What did
they think about them? Have they thought of what they want to be when they grow
up? Allow the learners to answer.
Ask the learners how they fared with editing the document. Did they find it easy or
hard? Did they remember how to do it from the lessons they learned? Do they feel
confident that they can do it on their own? What difficulties did they encounter?
• Answer Key
See the correct story below.
Three Letters from Teddy
Elizabeth Silance Ballard
(Home Life magazine, March 1976)
Teddy’s letter came today, and now that I’ve read it, I will place it in my cedar chest with
the other things that are important in my life. “I wanted you to be the first to know.” I smiled as
I read the words he had written and my heart swelled with a pride that I had no right to feel.
I have not seen Teddy Stallard since he was a student in my 5th grade class, 15 years
ago. It was early in my career, and I had only been teaching two years. From the first day he
stepped into my classroom, I disliked Teddy. Teachers (although everyone knows differently)
are not supposed to have favorites in a class, but most especially are not supposed to show
dislike for a child, any child. Nevertheless, every year there are one or two children that one
cannot help but be attached to, for teachers are human, and it is human nature to like bright,
pretty, intelligent people, whether they are 10 years old or 25. And sometimes, not too often,
fortunately, there will be one or two students to whom the teacher just can’t seem to relate.
I had thought myself quite capable of handling my personal feelings along that line until
Teddy walked into my life. There wasn’t a child I particularly liked that year, but Teddy was
most assuredly one I disliked. He was dirty. Not just occasionally, but all the time. His hair
hung low over his ears, and he actually had to hold it out of his eyes as he wrote his papers
in class. (And this was before it was fashionable to do so!) Too, he had a peculiar odor about
him which I could never identify. His physical faults were many, and his intellect left a lot to be
desired, also. By the end of the first week I knew he was hopelessly behind the others. Not
only was he behind; he was just plain slow! I began to withdraw from him immediately.
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Any teacher will tell you that it’s more of a pleasure to teach a bright child. It is definitely
more rewarding for one’s ego. But any teacher worth her credentials can channel work to the
bright child, keeping him challenged and learning, while she puts her major effort on the slower
ones. Any teacher can do this. Most teachers do it, but I didn’t, not that year. In fact, I
concentrated on my best students and let the others follow along as best they could. Ashamed
as I am to admit it, I took perverse pleasure in using my red pen; and each time I came to
Teddy’s papers, the cross marks (and they were many) were always a little larger and a little
redder than necessary. “Poor work!” I would write with a flourish.
While I did not actually ridicule the boy, my attitude was obviously quite apparent to the
class, for he quickly became the class “goat”, the outcast -- the unlovable and the unloved. He
knew I didn’t like him, but he didn’t know why. Nor did I know -- then or now -- why I felt such
an intense dislike for him. All I know is that he was a little boy no one cared about, and I made
no effort in his behalf.
The days rolled by. We made it through the Fall Festival and the Thanksgiving holidays,
and I continued marking happily with my red pen. As the Christmas holidays approached, I
knew that Teddy would never catch up in time to be promoted to the sixth grade level. He
would be a repeater. To justify myself, I went to his cumulative folder from time to time. He
had very low grades for the first four years, but not grade failure. How he had made it, I didn’t
know. I closed my mind to personal remarks.
• First grade: Teddy shows promise by work and attitude, but has poor home situation.
• Second grade: Teddy could do better. Mother terminally ill. He receives little help at home.
• Third grade: Teddy is a pleasant boy. Helpful, but too serious. Slow learner. Mother
passed away at end of year.
• Fourth grade: Very slow, but well-behaved. Father shows no interest.
Well, they passed him four times, but he will certainly repeat fifth grade! “Do him good!” I
said to myself.
And then the last day before the holiday arrived. Our little tree on the reading table sported
paper and popcorn chains. Many gifts were heaped underneath, waiting for the big moment.
Teachers always get several gifts at Christmas, but mine that year seemed bigger and more
elaborate than ever. There was not a student who had not brought me one. Each unwrapping
brought squeals of delight, and the proud giver would receive effusive thank-yous.
His gift wasn’t the last one I picked up; in fact it was in the middle of the pile. Its wrapping
was a brown paper bag, and he had colored Christmas trees and red bells all over it. It was
stuck together with masking tape. “For Miss Thompson -- From Teddy” it read. The group was
completely silent, and for the first time, I felt conspicuous, embarrassed because they all stood
watching me unwrap that gift. As I removed the last bit of masking tape, two items fell to my
desk; a gaudy rhinestone bracelet with several stones missing and a small bottle of dimestore
cologne -- half empty. I could hear the snickers and whispers, and I wasn’t sure I could look
at Teddy. “Isn’t this lovely?” I asked, placing the bracelet on my wrist. “Teddy, would you help
me fasten it?” He smiled shyly as he fixed the clasp, and I held up my wrist for all of them to
admire. There were a few hesitant oohs and aahs, but as I dabbed the cologne behind my
ears, all the little girls lined up for a dab behind their ears. I continued to open the gifts until I
76
reached the bottom of the pile. We ate our refreshments and the bell rang. The children filed
out with shouts of “See you next year!” and “Merry Christmas!” but Teddy waited at his desk.
When they had all left, he walked toward me, clutching his gift and books to his chest.
“You smell just like Mom,” he said softly. “Her bracelet looks real pretty on you, too. I’m glad
you liked it.” He left quickly. I locked the door, sat down at my desk, and wept, resolving to
make up to Teddy what I had deliberately deprived him of -- a teacher who cared.
I stayed every afternoon with Teddy from the end of the Christmas holidays until the last
day of school. Sometimes we worked together. Sometimes he worked alone while I drew up
lesson plans or graded papers. Slowly but surely he caught up with the rest of the class.
Gradually, there was a definite upward curve in his grades. He did not have to repeat the fifth
grade. In fact, his final averages were among the highest in the class, and although I knew he
would be moving out of the state when school was out, I was not worried for him. Teddy had
reached a level that would stand him in good stead the following year, no matter where he
went. He enjoyed a measure of success, and as we were taught in our teacher training
courses, “Success builds success.”
I did not hear from Teddy until seven years later, when his first letter appeared in my
mailbox:
Dear Miss Thompson,
I just wanted you to be the first to know. I will be graduating second in my class
next month.
Very truly yours,
Teddy Stallard
I sent him a card of congratulations and a small package, a pen and pencil gift set. I
wondered what he would do after graduation. Four years later, Teddy’s second letter came:
Dear Miss Thompson,
I wanted you to be the first to know. I was just informed that I’ll be graduating first
in my class. The university has not been easy, but I liked it.
Very truly yours,
Teddy Stallard
I send him a good pair of sterling silver monogrammed cuff links and a card, so proud of
him I could burst! And now today -- Teddy’s third letter:
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Dear Miss Thompson,
I wanted you to be the first to know. As of today, I am Theodore J. Stallard, M.D.
How about that? I’m going to be married in July, the 27th, to be exact. I wanted
to ask if you could come and sit where Mom would sit if she were here. I’ll have
no family there as Dad died last year.
Very truly yours,
Teddy Stallard
I’m not sure what kind of gift one sends to a doctor on completion of medical school and
state boards. Maybe I’ll just wait and take a wedding gift, but my note can’t wait:
Dear Ted,
Congratulations! You made it, and you did it yourself! In spite of those like me and not
because of us, this day has come to you. God bless you. I’ll be at that wedding with bells
on!
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• Answer key
A. On the blank provided, write T if the sentence is true and write F if the sentence is
false.
F 1. The Backspace key can be used to insert text.

T 2. The Delete key erases the text to the right of the cursor.
T 3. The Backspace and Delete keys erase text in your document.
T 4. To insert text, you can simply position the cursor where you want to
type the text.
T 5. A group of text is also called a block.
T 6. Editing can include inserting or deleting text.
F 7. If you deleted a text by mistake, you can no longer restore the text.
You need to retype it.
T 8. The Backspace key deletes the letter to the left of the cursor.
F 9. Only MS Word allows the editing of documents. Other word
processing programs do not have insert and delete features.
T 10. To select a group of text also means highlighting the text
B. Read the following situations. Write INSERT if you think you need to insert text,
DELETE to delete text, and UNDO to undo the last action.
_________
UNDO 1. You erased a whole paragraph by mistake.
_________
INSERT 2. The name you typed in is missing the middle initial.
_________
DELETE 3. You typed in three Rs for “computer.”
_________
DELETE 4. You repeated the same word in a sentence.
_________
UNDO 5. You just accidentally deleted a word but can’t tell what word it is.
_________
DELETE 6. The main predicate “plays” does not agree with the main subject
“they.”
_________
DELETE 7. You placed a period at the end of a phrase.
_________
DELETE 8. The name “Sergio Osmeña, Sr.” should not have a comma.
_________
INSERT 9. The “its” you need is a contraction of “it is.”
_________
UNDO 10. You just wrote over the last sentence in your essay.
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Divide the class into two groups. The groups will work on the same tasks but the one which finishes
the task first wins. The tasks will be ones which can easily done, such as writing out the vocabulary
of the lesson (list is in Word Build Up, page 152 of the textbook) on the blackboard and then
changing their spelling to nonsensical words to highlight the method behind inserting and deleting
letters and words.
Have the learners answer the Play Up section A and B on pages 51-52 of their textbook.
today.
Also, tell them to do Let’s Practice! activity on page 50 of the textbook to practice keyboarding.
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LESSON 10
TEXT ON THE MOVE
 Recognize how to drag text from one part of the document to
Cognitive
another.
Psychomotor  Demonstrate how to copy and paste text.
 Demonstrate how to cut and paste text.
Affective  Demonstrate mastery in moving text around an MS Word
document.

Subtopic: Moving Text Around
Concepts:
i. Microsoft Word allows you to easily move your text around with the use of cut, copy, and paste
functions.
ISTE Standards:
i. Digital Citizen
i. Textbook
iii. Topsy-turvy text
References:
i. Text on the Move, DigiTitans 3, Section 4, Lesson 10, pages 53-58
Values Integration:
i. Show patience in moving texts from one part of the document to another.
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• Prayer
• Review
define it.
a. This refers to copying a set of text from one part of a document and pasting it to
another part of the document. (copy and paste)
b. This refers to cutting a set of text from one part of a document and pasting it to
another part of the document. (cut and paste)
(cut and paste, copy and paste)
• Motivation
Show the learners a topsy-turvy text encoded in the computer. Then, ask the learners
how they will edit the text using the computer in such a way that it will become unified
and coherent. Introduce ways to move text within a document.
- What are the ways of moving text within a document?
• Reading
Let the learners read pages 53-56 of the textbook with you.
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a. What do you have to do if you accidentally misplaced a word or phrase on the
document?
b. What are the ways of moving text within a document?
c. How important it is to learn how to move text around in MS Word?
• Generalization
There are several ways to move text within a document. You can drag it with the
mouse. You can “cut and paste.” You can also “copy and paste.”
• Title of the Exercise: Fix the Paragraphs

- Practice moving text in a word processor using cut and paste, copy and paste,
and drag and drop options.
Say, “Who wants to read some stories? I have some great stories for you to read
on Microsoft Word. Unfortunately, they won’t be easy to read. Want to know why?
Because things in the paragraphs are mixed up! Some words are not in their proper
places. Let’s see what we can do.”

The learner will be asked to rearrange some misplaced words/phrases in the
paragraphs of the contents of three documents by cutting and pasting, copying
and pasting, and drag-and-dropping. There are three exercises for this activity. In
Exercise 1, the learner will practice the cut and paste options of the word
processor. For Exercise 2, copy and paste will be used. And in Exercise 3, the
learner will move text using the drag and drop feature of the word processor.
To begin the exercise, the learner clicks on the Start Game button in the
instruction screen. This brings him to the Exercise 1 frame which contains the
Download Template icon. Clicking on the icon will display a pop-up box with the
option “Open with” selected. If the word processor you are using is not yet
selected as the program to open, choose the appropriate program then click OK.
This will then launch the word processor and display the text for Exercise 1 to be
edited.
To proceed to Exercises 2 and 3, the learner just repeats the same process.
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aloud. Entertain questions about the instructions. Afterwards, they may start
moving the text around in the activity by using the proper editing tools in Microsoft
Word. They can then read the stories after they’ve finished fixing them.
Ask the learners how they liked the stories. Did they like the characters? Which
story did they like best?
Ask the learners how they fared in moving the text. Did they find it easy or hard?
Did they remember how to do it from the lessons they learned? Do they feel
confident now that they can do it on their own? What difficulties did they
encounter?
• Answer Key
Exercise 1
My Name is Electra
Joanna Leyland
I am a very lucky girl and my family is the nicest in the world. Mummy and Daddy are
important of course and when we’re out we have to behave properly but when we’re at home
we play and laugh and have lots of fun. “You spoil them!” Mummy says, and she frowns and
folds her arms in front of her but then she laughs and kisses him so I know she’s not really
serious. We have all sorts of games like the one where the hall is the world and the tables and
chairs are different countries. Then Daddy tells us all about his travels, but he says the best
thing was when he met Mummy and fell in love with her. “Now that’s a happy ending,” he says.
He’s a wonderful Daddy and is always nice and funny. When Mummy sighs and says
she’s getting lots of white hairs he laughs and says, “I’ll be getting them soon and then we’ll
be two little old people nodding off on the terrace together” then he hugs her till she cheers
up. And he lets me ride on his back and gallops round the room making horse noises, then
rolls on the floor. Or sometimes we play Hide and Seek or Blind Man’s Buff, even if Daddy
doesn’t really like it. “I want to see everything all the time,” he says, “Just look at my beautiful
wife and fine children!” but then he laughs and plays it anyway, so he really is a good Daddy.
Nobody is as nice as my Daddy and when I was little I wanted to marry him. Well, I was
just little. When I told him he said, “What about Mummy? You don’t want me make Mummy
unhappy, do you?” Of course I didn’t, and he said that I would always be his best and favorite
girl and that we would always be special friends, but really special like brother and sister, even
if I’ve got a brother but he is very serious - lots more serious than Daddy.
Mummy is nice too but in a different way. Daddy plays with us and makes us laugh and
Mummy tells us bedtime stories. I like the ones she tells about when she was little and learning
how to be a queen. She says her Mummy and Daddy were very strict and never had any fun
and she only started having fun when she met Daddy. Then she tells us about how they met
and it is a wonderful story, just like the old tales but not scary like them. Well, the first part is
scary because Daddy had to get past a monster but then he met Mummy and they loved each
84
other at once. “It was just like we’d always known each other”, says Mummy, “as if we were
part of each other”, then she smiles and I know she’s remembering.
When Daddy tells the story, my brother wants to hear about the monster and Daddy
makes a joke of it because he knows I don’t like monsters and terrible things. “It wasn’t much
of a monster” he says, “I would make a better monster. It didn’t attack me and finish me off. It
wanted to talk and play guessing games.” Then he laughs, and if Mummy’s there, he says,
“Just like a woman - talk, talk, talk.” “Half a woman,” she says, “don’t forget the lion part,” then
he laughs and says, “Yes, but the top part was a woman, so I knew it would think like a woman,
and that whatever the question was, the answer would be ‘a man’”. Then they both laugh and
she says that’s just like him, never serious about anything.
That’s my favorite story because Daddy is the hero in it and everyone lives happily ever
after.
Exercise 2
Mr. Sticky
Mo McAuley
No one knew how Mr. Sticky got in the fish tank.

“He’s very small,” Mum said as she peered at the tiny water snail. “Just a black dot.”
“He’ll grow,” said Abby and pulled her pyjama bottoms up again before she got into bed.
They were always falling down.
In the morning Abby jumped out of bed and switched on the light in her fish tank. Gerry,
the fat orange goldfish, was dozing inside the stone archway. Jaws was already awake,
swimming along the front of the tank with his white tail floating and twitching. It took Abby a
while to find Mr. Sticky because he was clinging to the glass near the bottom, right next to the
gravel.
At school that day she wrote about the mysterious Mr. Sticky who was so small you could
mistake him for a piece of gravel. Some of the girls in her class said he seemed an ideal pet
for her and kept giggling about it.
That night Abby turned on the light to find Mr. Sticky clinging to the very tiniest, waviest
tip of the pond weed. It was near the water filter so he was bobbing about in the air bubbles.
“That looks fun,” Abby said. She tried to imagine what it must be like to have to hang on
to things all day and decided it was probably very tiring. She fed the fish then lay on her bed
and watched them chase each other round and round the archway. When they stopped Gerry
began nibbling at the pond weed with his big pouty lips. He sucked Mr. Sticky into his mouth
then blew him back out again in a stream of water. The snail floated down to the bottom of the
tank among the coloured gravel.
“I think he’s grown a bit,” Abby told her Mum at breakfast the next day.
“Just as well if he’s going to be gobbled up like that,” her Mum said, trying to put on her
coat and eat toast at the same time.
“But I don’t want him to get too big or he won’t be cute anymore. Small things are cute
85
aren’t they?”
“Yes they are. But big things can be cute too. Now hurry up, I’m going to miss my train.”
At school that day, Abby drew an elephant. She needed two pieces of expensive paper to
do both ends but the teacher didn’t mind because she was pleased with the drawing and
wanted it on the wall. They sellotaped them together, right across the elephant’s middle. In
the corner of the picture, Abby wrote her full name, Abigail, and drew tiny snails for the dots
on the ‘i’s The teacher said that was very creative.
At the weekend they cleaned out the tank. “There’s a lot of algae on the sides,” Mum said.
“I’m not sure Mr. Sticky’s quite up to the job yet.”
They scooped the fish out and put them in a bowl while they emptied some of the water.
Mr. Sticky stayed out of the way, clinging to the glass while Mum used the special ‘vacuum
cleaner’ to clean the gravel. Abby trimmed the new pieces of pond weed down to size and
scrubbed the archway and the filter tube. Mum poured new water into the tank.
“Where’s Mr. Sticky?” Abby asked.
“On the side,” Mum said. She was busy concentrating on the water. “Don’t worry I was
careful.”
Abby looked on all sides of the tank. There was no sign of the water snail.
“He’s probably in the gravel then,” her mum said. “Come on let’s get this finished. I’ve got
work to do.” She plopped the fish back in the clean water where they swam round and round,
looking puzzled.
That evening Abby went up to her bedroom to check the tank. The water had settled and
looked lovely and clear but there was no sign of Mr. Sticky. She lay on her bed and did some
exercises, stretching out her legs and feet and pointing her toes. Stretching was good for your
muscles and made you look tall a model had said on the t.v. and she looked enormous. When
Abby had finished, she kneeled down to have another look in the tank but there was still no
sign of Mr. Sticky. She went downstairs.
Her mum was in the study surrounded by papers. She had her glasses on and her hair
was all over the place where she’d been running her hands through it. She looked impatient
when she saw Abby in the doorway and even more impatient when she heard the bad news.
“He’ll turn up.” was all she said. “Now off to bed Abby. I’ve got masses of work to catch
up on.”
Abby felt her face go hot and red. It always happened when she was angry or upset.
“You’ve hoovered him up haven’t you,” she said. You were in such a rush you hoovered him
up.”
“I have not. I was very careful. But he is extremely small.”
“What’s wrong with being small?”
“Nothing at all. But it makes things hard to find.”
“Or notice,” Abby said and ran from the room.
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The door to the bedroom opened and Mum’s face appeared around the crack. Abby tried
to ignore her but it was hard when she walked over to the bed and sat next to her. She was
holding her glasses in her hand. She waved them at Abby.
“These are my new pair,” she said. “Extra powerful, for snail hunting.” She smiled at Abby.
Abby tried not to smile back.
“And I’ve got a magnifying glass,” Abby suddenly remembered and rushed off to find it.
They sat beside each other on the floor. On their knees they shuffled around the tank,
peering into the corners among the big pebbles, at the gravel and the pondweed.
“Ah ha!” Mum suddenly cried.
“What?” Abby moved her magnifying glass to where her mum was pointing.
There, tucked in the curve of the archway, perfectly hidden against the dark stone, sat Mr.
Sticky. And right next to him was another water snail, even smaller than him.
“Mrs. Sticky!” Abby breathed. “But where did she come from?”
“I’m beginning to suspect the pond weed don’t you think?”
They both laughed and climbed into Abby’s bed together, cuddling down under the duvet.
It was cozy but a bit of a squeeze.
“Budge up,” Mum said, giving Abby a push with her bottom. “I can’t, I’m already on the
edge.” “My goodness you’ve grown then. When did that happen? You could have put an
elephant in here last time we did this.”
Abby put her head on her mum’s chest and smiled.
Exercise 3
High and Lifted Up
Mike Krath
It was a windy day. The mailman barely made it to the front door. When the door opened,
Mrs. Pennington said, “hello”, but, before she had a real chance to say “thank you”, the mail
blew out of the mailman’s hands, into the house and the front door slammed in his face. Mrs.
Pennington ran to pick up the mail.
“Oh my,” she said.
Tommy was watching the shutters open and then shut, open and then shut.
“Mom,” he said, “may I go outside?”
“Be careful,” she said. “It’s so windy today.”
Tommy crawled down from the window-seat and ran to the door. He opened it with a
bang. The wind blew fiercely and snatched the newly recovered mail from Mrs. Pennington’s
hands and blew it even further into the house.
“Oh my,” she said again. Tommy ran outside and the door slammed shut.
Outside, yellow, gold, and red leaves were leaping from swaying trees, landing on the
roof, jumping off the roof, and then chasing one another down the street in tiny whirlwinds of
merriment.
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Tommy watched in fascination.
“If I was a leaf, I would fly clear across the world,” Tommy thought and then ran out into
the yard among the swirl of colors.
Mrs. Pennington came to the front porch. “Tommy, I have your jacket. Please put it on.”
However, there was no Tommy in the front yard.
“Tommy?”
Tommy was a leaf. He was blowing down the street with the rest of his playmates.
A maple leaf came close-by, touched him and moved ahead. Tommy met him shortly,
brushed against him, and moved further ahead. They swirled around and around, hit cars and
poles, flew up into the air and then down again.
“This is fun,” Tommy thought.
The maple leaf blew in front of him. It was bright red with well-defined veins. The sun-light
shone through it giving it a brilliance never before seen by a little boy’s eyes.
“Where do you think we are going?” Tommy asked the leaf.
“Does it matter?” the leaf replied. “Have fun. Life is short.”
“I beg to differ,” an older leaf said suddenly coming beside them. “The journey may be
short, but the end is the beginning.”
Tommy pondered this the best a leaf could ponder.
“Where do we end up?”
“If the wind blows you in that direction,” the old leaf said, “you will end up in the city dump.”
“I don’t want that,” Tommy said.
“If you are blown in that direction, you will fly high into the air and see things that no leaf
has seen before.”
“Follow me to the city dump,” the maple leaf said. “Most of my friends are there.”
The wind blew Tommy and the maple leaf along. Tommy thought of his choices. He
wanted to continue to play.
“Okay,” Tommy said, “I will go with you to the dump.”
The winds shifted and Tommy and the leaf were blown in the direction of the city dump.
The old leaf didn’t follow. He was blown further down the block and suddenly lifted up high
into the air.
“Hey,” he called out, “the sights up here. They are spectacular. Come and see.” Tommy
and the maple leaf ignored him.
“I see something. I see the dump.” The old leaf cried out. “I see smoke. Come up here. I
see fire.”
“I see nothing,” the maple leaf said.
Tommy saw the fence that surrounded the city dump. He was happy to be with his friend.
They would have fun in the dump.
Suddenly, a car pulled up. It was Tommy’s mom. Mrs. Pennington wasn’t about to let her
88
little boy run into the city dump.
“Not so fast,” she said getting out of the car. “You are not allowed to play in there. Don’t
you see the smoke?”
Tommy watched the maple leaf blow against the wall and struggle to get over. He ran
over to get it but was unable to reach it.
Mrs. Pennington walked over and took the leaf. She put it in her pocket. “There,” she said,
“it will be safe until we get home.”
Tommy smiled, ran to the car and got in. He rolled down the back window and looked up
into the sky. He wondered where the old leaf had gone. Perhaps one day he would see
what the old leaf had seen—perhaps.
• Answer key
Match the items in Column A with items in Column B. Note that items in Column B may
be repeated as answers to certain items in Column A. Write the letter of the correct
answer on the space provided before each number.
1. A
2. C
3. F
4. D
5. K
6. E
7. G
8. H
9. J
10. I
11. B
12. C
13. L
14. D
15. K
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Encourage the learners to pay attention to the discussion of the lesson. Then, let the students go
hands-on to perform the following exercise. Supervise the output of the children.
a. Type the following text:
Which food group does each food belong to?
chicken – meat
broccoli – vegetable
cheese – milk
pineapple – fruit
pasta – grain
yogurt –
papaya –
tortillas –
bread –
fish –
eggs –
cauliflower –
corn –
b. Copy “meat” and paste it beside fish and eggs.
c. Copy “vegetable” and paste it beside cauliflower and corn.
d. Copy “milk” and paste it beside yogurt.
e. Copy “fruit” and paste it beside papaya.
f. Copy “grain” and paste it beside tortillas and bread.
Have the learners answer the Play Up section on pages 57-58 of their textbook.
Let the learners do the Look It Up activity on page 56 of their textbook individually.
Then, ask some volunteers to share something about the importance of the skills that they learned
in working with word document on their computer.
today.
Also, tell them to answer this question: What is the difference between font type, font size, and
font style?
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LESSON 11
CHANGING THE LOOK OF LETTERS
Cognitive  Recognize how to format text in MS Word.
Psychomotor  List the steps in choosing font type, style, color, and size.
 Demonstrate how to change the font type, style, and color of text
in a document.
 Format the font of an entire document.
 Enumerate the procedure in using text background color.
Affective  Demonstrate mastery in formatting text.

Subtopic: Formatting Text
Concepts:
i. Microsoft Word lets you change the design of your text. You can choose from the different font
types, sizes, styles, and colors available.
ISTE Standards:
i. Innovative Designer
iv. Digital Citizen
v. Empowered Learner
i. Create original works as a means of personal or group expression.
i. Textbook
iii. Formatted and unformatted text
References:
i. Changing the Look of Letters, DigiTitans 3, Section 4, Lesson 11, pages 59-65
Values Integration:
i. Show patience in formatting text on word document.
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• Prayer
• Review
define it.
a. When choosing a font type, you go to this box on the Home tab ribbon. (font type)
b. When choosing a font size, you go to this box on the Home tab ribbon. (font size)
c. This refers to whether your font is bold, italicized, or underlined. (font style)
d. This is the design for a set of characters. (font)
e. When you do this, it makes the text stand out easily and lets you find important
parts of your document. (highlight)
(font, font type, font size, font style, highlight)
• Motivation
Show the learners a formatted text with appropriate font size, style, color and a plain
text or an unformatted one. Ask the class to compare the two texts. Then, ask the class
which text is better and why. Then, introduce formatting text.
- What are the different ways to format text?
• Reading
Let the learners read pages 59-62 and 65 of the textbook with you.
a. What is formatting?
b. How to choose a font type, size, style, and color in MS Word?
c. Why is there a need for you to learn how to format text in MS Word?
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• Generalization
MS Word lets you change the design of your letters and numbers by choosing to
change the font type, size, style, and color of your text.
• Title of the Exercise: My Favorite Hobbies

- Practice formatting text by typing paragraphs using the word processor.
Say, “Who of you has a favorite hobby, or something you like doing in your spare
time?” Let the learners answer. “Why do you like that hobby?” Let the learners
answer. “Now let’s try to list our top five favorite hobbies. Think about what you like
doing best and why. In the activity that follows, you will be editing something about
your chosen hobby.”

After entering the password, the learner will be brought to the instruction frame where
he will be asked to copy a couple of short paragraphs with the title “My Favorite
Hobby”. The step-by-step instructions on how to format the text are given beforehand
for the learner to follow and refer to.
To begin the exercise, the learner will simply open the word processor manually.
While in the word processor, the learner may want to refer back to the instructions as
he works on the activity. This may be done by pressing Alt and Tab on the keyboard
to go back to the activity frame. The end frame will be shown reminding the learner
to save his work and prepare to discuss the output in class. In this frame, a button
labeled “Back to Instructions screen” is displayed on the upper right hand corner of
the frame. Clicking this button will bring the learner back to the instruction frame
where he may review the instructions. To go back to the word processor, the learner
simply presses Alt and Tab again.
Have the learners go to the lesson game. Ask a learner to read the instructions aloud.
Entertain questions about the instructions. Afterwards, they may start moving the text
around in the activity by using the proper editing tools in Microsoft Word. They can
then read the stories after they’ve finished fixing them.
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Ask the learners how they fared in formatting the text. Did they find it easy or hard?
Did they remember how to do it from the lessons they learned? Do they feel confident
that they can do it on their own? What difficulties did they encounter?
Let the learners answer. Ask them if they are now confident enough to write their own
essay about their favorite hobby and modify it to their liking. If they are, they can make
such an essay at home if all have computers available.
• Answer Key
The output will depend on how well the learner has followed the directions. The
following may serve as a guide as to how the final piece would appear.
My Favorite Hobby
My favorite hobby is skateboarding. I enjoy it because it is fun.
I want other kids to see how fun my hobby is. I want them to like it too.
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• Answer key
A. Identify the font type or style used for each of the following text. Write your answer on
the blank provided.
Answers are noted in the shaded boxes.
B. If you were to design special occasion cards, what font types, sizes, styles, and colors
will you use? List them down. Then, explain your choices.
Answers depend upon the learner.
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Say: What is your favorite animal? Why do you like it? What food does it eat? How does it look?
Does it have any special talents? Write two paragraphs, each with at least five sentences, about
your favorite animal. Then, do the following:
a. Give your paragraphs a title.
b. Make the title’s font type Arial.
c. Make the title’s font size 14.
d. Underline the title.
e. Make the title bold.
f. Italicize the name of the animal.
g. Make the font color blue.
h. Highlight the word with yellow.
i. Save the file as “exercise1.docx”.
j. Close the file.
today.
Also, tell them to answer the following questions:

a. What is alignment?
b. What are the different kinds of alignment?
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LESSON 12
ADDING A NEAT LOOK
Cognitive  Discuss the procedures in spacing and aligning of the text
Psychomotor  Use proper alignment in formatting a document in MS Word.
 Apply proper formatting on paragraphs and lists.
 Show mastery in formatting, numbering, and bulleting text.
Affective  Participate actively during class discussion.

Subtopic: Formatting Paragraphs and Lists in MS Word
Concepts:
i. With the Microsoft Word GUI, you can easily apply numerous formatting options to a
paragraph or list.
ISTE Standards:
iv. Digital Citizen
i. Textbook
References:
i. Adding a Neat Look, DigiTitans 3, Section 4, Lesson 12, pages 66-71
Values Integration:
i. Show patience in formatting paragraphs.
97
• Prayer
• Review
define it.
a. Often used for lists, there are several styles of these you can choose from.
(bullets and numbers)
b. You use this when you want to add bullets or numbering to a list with several
levels of indentation. (outline numbering)
c. This refers to the position of lines in a text. (alignment)
d. This means placing text farther to the right. (indentation)
e. This sets the amount of space between lines in a paragraph. (line spacing)
(indentation, alignment, line spacing, bullets and numbers, outline numbering)
• Motivation
Show the learners a formatted and an unformatted text. Then, ask the learners the
difference between the two texts. Ask them which of the two texts looks better and
why such a text looks better.
- What should you consider in formatting paragraphs and lists?
• Reading
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a. What do you mean by formatting?
b. What are the steps in you formatting the paragraph alignment, spacing, and
indention in MS Word?
c. What are the steps in creating bulleted and numbered lists?
d. Why is there a need to know how to format paragraphs in MS Word?
• Generalization
MS Word lets you adjust the margins and line spacing of paragraphs. You can also
use bullets and numbering when your document includes a list or an outline.
• Title of the Exercise: You’re Invited!

- Practice formatting paragraphs and lists by making a birthday and garage sale
invitation using the word processor.
Say, “Who has a birthday coming up soon? Want to be able to make your very own
birthday invitations?” Let the learners answer. “Or how about an invitation for a
garage sale? Who does spring cleaning at home and sells his or her used items?
Wouldn’t it be great to announce your garage sale to the neighborhood so people
can come to it?” Let the learners answer. “Now it’s time to make our own birthday
and garage sale invitations. Just follow the instructions in the activity.”

After entering the password, an introduction frame will appear. Here the learner is
asked to make a birthday and garage sale invitation. Clicking the Start Game button
will open the instruction frame for the first exercise. Step-by-step instructions are
given for the learner to follow. When ready to begin, the learner may click on the
Download Template icon in the same frame. Clicking on the icon will display a pop-
up box with the option “Open with” selected. If the word processor you are using is
not yet selected as the program to open, choose the appropriate program then click
OK. This will then launch the word processor and display the template for the
birthday invitation which the learner may begin working on.
While in the word processor, the learner may want to refer back to the instructions
as he works on the activity. This may be done by pressing Alt and Tab on the
keyboard to go back to the activity frame. The next frame will be shown commending
the learner and prompting him to click Next if he is ready to proceed. In this frame,
a button labeled “Back to Instructions screen” is also displayed on the upper right
hand corner of the frame. Clicking this button will bring the learner back to the
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instruction frame for Exercise 1 where he may review the instructions. To go back
to the word processor, the learner simply presses Alt and Tab again.
After editing, the learner may save and close the file. To work on the next exercise,
the learner goes back to the activity frame. If he is on the instruction frame of
Exercise 1, he simply clicks the Next button which brings him to the frame where he
is prompted to click Next if he is ready to proceed. Clicking the Next button in this
frame opens another frame where the next exercise is introduced. Here the learner
clicks on the Start Game button to bring him to the instruction frame of Exercise 2.
Again, clicking on the Download Template icon in this frame will let the learner go
through the same process of launching the word processor and the template for the
garage sale invitation which the learner may begin working on. The same procedure
applies in Exercise 2 when going back to the instruction frame.
aloud. Entertain questions about the instructions. Afterwards, they may start on the
birthday invitation, and then on to the garage sale flyer.
Ask the learners how they fared in formatting the paragraphs and lists. Did they find
it easy or hard? Did they remember how to do it from the lessons they learned? Do
they feel confident that they can do it on their own? What difficulties did they
encounter?
• Answer Key
Outputs may vary and are subject to teacher’s discretion.
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• Answer key
A. Identify the following.
Indent 1. Clicking on this icon moves a block of text farther from the margin.
Bulleting 2. This formatting is used on lists that do not follow a particular order.
Home 3. This tab is where you can access the Paragraph group with the Bullets and
Numbering icons.
Line spacing 4. It sets the amount of space between lines in a paragraph.
Alignment 5. It refers to the positioning of lines in a paragraph.
Ctrl + J 6. Pressing these keys aligns the left and right sides of a paragraph.
Numbering 7. It is ideal for lists that follow a certain order or sequence.
Center alignment 8. This alignment is commonly used in titles.
Right alignment 9. Pressing these keys aligns a paragraph to the right.
Page layout 10. This tab is where you can access both the Indent and Spacing options.
Level of Assessment: Knowledge/Process
B. Identify the appropriate type of alignment that should be applied on the paragraph or
text below. For the lists, identify if bullets or numbering should be used.
1. The title “A Beautiful Life” Center alignment

2. My favorite subjects are:
Mathematics
Bulleting
Computer
English
Science
3. Stanzas of a poem Align left/Center
4. The following are the steps in
putting an
elephant inside the
Numbering
refrigerator:
Open the refrigerator.
Put the elephant inside.
Close the refrigerator.
5. An essay about a beautiful
Justified alignment
life
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Encourage the learners to pay attention to the discussion/demonstration of the lesson. Then, let
the children go hands-on to perform the following exercise. Supervise the output of the children.
a. Type the following text:
Ice cream
Vanilla
Strawberry
Cake
Ube
Chiffon
Spaghetti
Baked
Sweet style
b. Press Tab once to indent the second level text of the outline (Vanilla, Strawberry, Ube,
Chiffon, Baked, Sweet style). Your text will appear like this:
Ice cream
Vanilla
Strawberry
Cake
Ube
Chiffon
Spaghetti
Baked
Sweet style
c. Format the text using outline numbering.
Say: What three things can you do to help protect Mother Nature? Make a numbered list of your
answers in MS Word.
today.
Also, tell them to answer the following questions:

a. What is a spreadsheet?
b. Where are spreadsheets used?
c. In what tasks can spreadsheets be useful to learners like you?
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CREATING TABLES
LESSON 13
TABLES FOR NUMBERS
Cognitive  Define what a spreadsheet is.
 Recognize the different parts of a spreadsheet.
Psychomotor  Discover basic spreadsheet formulas.
Topic: Creating Tables

Subtopic: Spreadsheets
Concepts:
i. Spreadsheets are tables that display numbers in columns and rows.
ii. With the Microsoft Word GUI, you can easily apply numerous formatting options to a paragraph
or list.
ISTE Standards:
iii. Use multiple processes and diverse perspectives to explore alternative solutions.
i. Textbook
ii. Computer with Microsoft Excel
iii. Calculator
References:
i. Tables for Numbers, DigiTitans 3, Section 5, Lesson 13, pages 73-77
Values Integration:
i. Appreciate the importance of fundamental skills and concepts in working with spreadsheet.
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• Prayer
• Review
define it.
Identify each term being described. Choose the correct answer from the list below.
spreadsheet column row Name Box
label constant formula
Name Box 1. Found on the top leftmost portion of the screen, it displays
the name of the selected cell.
constant 2. It goes from top to bottom on a worksheet.
column 3. Another term used for a number in a spreadsheet.
label 4. Another term used for text.
formula 5. Another term used for a mathematical equation.
row 6. It goes from left to right on a worksheet.
spreadsheet 7. A table that displays numbers in columns and rows.
• Motivation
Give the learners 20 seconds to manually compute for the sum of the following
numbers: 85, 92, 103, 54, 62, 78, 87, 210, 23, 44, 15, and 59. (The answer is 912.)
Then give them 15 seconds to perform the same operation using a calculator.
Which method did they find easier? Ask the learners how they think they would do if
there were 120 numbers to compute. Tell them that with computerized
spreadsheets, there is a fast and error-free way of computing numbers.
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- When we compute numbers manually, we arrange and align the numbers in
some way. Why do you think so?
- A table has columns and rows. There are things that resemble the columns
and rows of a table, like the seating arrangement of the class, the marching
formations of soldiers, and the lines of pineapple plants in a plantation. Can
you think of other examples?
• Reading
a. How would you describe what a spreadsheet looks like?
b. Can you give the basic spreadsheet formulas?
c. What are the types of data that can be entered in a spreadsheet? Differentiate
each type from the others.
• Generalization
Spreadsheets are tables that display numbers in columns and rows. They make it
easier for us to examine and compute numbers. When we change the data in a
spreadsheet, we do not need to rewrite the whole spreadsheet because the
spreadsheet adjusts the computation by itself.
• Title of the Exercise: The Details

- Appreciate the uses of spreadsheets.
- Practice skills in using a spreadsheet.
Ask the learners to recall their answers in the second item of the lesson’s Play Up
section. Have them explain how spreadsheets make things easier to accomplish
regarding specific tasks. Have them associate certain types of information required
for specific spreadsheets. Have them describe such information.
105
Have the learners perform the following activity.
Name: ______________________________
Grade and Section: ______________________________
Instruction: Explain why spreadsheets are useful in the activities you identified in
the lesson’s Play Up section. Then list down and describe the information you can
include for each spreadsheet. Use the following table as reference.
WHAT THE SPREADSHEET WILL INFORMATION DESCRIPTION OF

ACTIVITY
BE FOR TO INCLUDE THE INFORMATION
Example: To help me check how much • Weekly • How much money

Budgeting money I spend for snacks, toys, Allowance Mom gives me; in
weekly books, and other things • Things to Buy pesos
allowance • To help me find out which items I • Reason(s) for • The items I will buy
really need to buy and which I can Buying or spend on
just borrow or buy next time • Why I will buy or
• To help me save money for Mom’s spend on each item
birthday present

The learners will complete several spreadsheets by filling in the blanks for the totals
of the entries in the rows and columns. After correctly summing up the totals, they
will then answer a series of questions regarding the spreadsheet entries. These
would require some computation. This may be done with or without the use of a
calculator, although the teacher should encourage the learners to perform the
computations manually.
Correct inputs into the blanks will display in black while incorrect inputs will be in
gray with an active typing cursor still in place. The learner can use the Backspace
key to replace an incorrect entry.
A timer at the upper left corner of the game frame measures how long it is taking
the learner to finish the activity. There are three spreadsheets to be completed by
the learner. When they are done with the spreadsheets, the end frame will show the
total time it took the learner to finish the activity.
Have the learners go to the lesson exercise. Ask a learner to read the instructions
aloud. Entertain questions and requests for clarification. Afterwards, have the
learners do the activity. Remind the learners to try to do the necessary
computations without using a calculator. Explain to them that PhP means
Philippine Peso.
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1. Have volunteers narrate their experiences in completing the spreadsheets.
Let them explain how much easier it is to fill in the blanks with a calculator.
Explain that in a real spreadsheet, the calculation of totals is done
automatically and instantly. Have some explain how this can make things
better for people who use spreadsheets.
2. Ask the learners what details may be needed in creating spreadsheets for the
following topics (write the answers on the board):
a. Class directory
b. Report card
c. School library’s list of storybooks
d. List of Philippine presidents
e. Results of an election
• Answer Key
SPREADSHEET A
Answers to the questions in Spreadsheet A

- Who has the biggest allowance on Sundays? Kid 3
- What should be the allowance of Kid 3 on Fridays for it to be twice the
total of the other two on the same day? 160
- How much more should Kid 1 ask for his allowance on Saturday for it to
be equal to what Kid 2 gets on Sundays? 5
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SPREADSHEET B
Answers to the questions in Spreadsheet B

- What is the average of the grades of the four learners in the First Grading
Period? 86
- How much more should Kid 2 add to her Third Grading Period grade for it
to be equal with Kid 4’s grade in the Fourth Grading Period? 4
- Who has the highest average of grades from the First to the Fourth Grading
Period? Kid 4
SPREADSHEET C
Answers to the questions in Spreadsheet C

- How many pens can Kid 2 buy with a budget of PhP 100 if Kid 2 also bought
one steno notebook? 6
- What would be the budget of Kid 3 considering he bought all of the items
except the doll? 274
- How much will Kid 1 have left, if she bought all the items from a budget of
PhP 550? 196
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• Answer key
A. Fill in the blanks.

1. (Answers may vary.)
Changes can be made in a computerized spreadsheet without having to rewrite
the entire spreadsheet.
2. cell
3. equals
4. Labels
5. G, 3
6. text, numbers, mathematical equations
B. Think of the things your family does everyday. In which activities would you use a
spreadsheet? (Answers may vary.)
C. Which is which? Match the items on the right with the corresponding identifier on the
left.
Label
Constant Bart Simpson
Formula
Column Heading x+y+z=w
Row Heading 5
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D. Snake Box! What is the longest word in this box of letters? You can go up, down,
left and right but not diagonally. You can only use each letter once.
Answer: Name Box
Call 15 volunteers to the front of the class. Ask each of them to give his or her grade in the last
math quiz. Using these numbers as data, ask the class to create a spreadsheet and get the sum
of all the grades. After they get the correct answer, ask them to increase the fourth entry by 14.
What is the sum? Then have the learners delete the ninth entry. What is the sum? Then ask the
learners to add the two entries 87 and 91. What is the sum now?
Ask these questions: What do you think makes spreadsheets very useful? What are the practical
applications of spreadsheets? How can learners benefit from knowing how to use spreadsheets?
Then, tell them to do Play Up section A, B, C, and D on pages 75 and 76 of their textbook.
today.
Also, ask them to make a spreadsheet that shows how much money they have saved in the past
two weeks. Tell them to get the sum. Then discuss what they plan to do with their savings.
Also ask the learners to bring a pocket calendar.
110
CREATING TABLES
LESSON 14
YOUR FIRST TABLE
Cognitive  Discuss how to create a Microsoft Excel spreadsheet.
Psychomotor  Enter and edit data in a spreadsheet.

Subtopic: Spreadsheets
Concepts:
i. Microsoft Excel is an electronic spreadsheet program which can store, organize, and
manipulate data.
ISTE Standards:
iii. Computational Thinker
iv. Digital Citizen
i. Textbook
iii. Pocket Calendars
iv. Pencils
v. Rulers
vi. Sheets of bond paper
References:
i. Your First Table, DigiTitans 3, Section 5, Lesson 14, pages 78-84
Values Integration:
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• Prayer
• Review
define it.
Microsoft Excel Formula Bar border
active cell worksheet formula
border 1. It refers to the highlighted lines surrounding a cell.

Formula Bar 2. It displays the formulas you enter in your spreadsheet.
worksheet 3. This is the sheet where you enter your data.
Microsoft Excel 4. It is an example of a spreadsheet software.
active cell 5. It is the selected cell in a worksheet.
• Motivation
Ask the learners to make a calendar of the current month on a sheet of bond paper
using a pencil and a ruler. A pocket calendar may serve as their guide. Explain that
calendars are like spreadsheet tables. They have columns and rows that tell the days
and weeks of a month. The data inside the cells are the dates.
- Did you make mistakes while making the calendar? What did you do to correct
these mistakes?
- Can your calendar for the current month still be used next month? What must
you do to be able to reuse the calendar?
• Reading
112
a. How do you enter data in a spreadsheet program like MS Excel?
b. Demonstrate how a group of cells is selected, first with the mouse, and then with
the keyboard.
c. How do you resize the column width? Can you also resize the row height? How?
• Generalization
Microsoft Excel is a spreadsheet software. In MS Excel, the data are easily typed and
edited inside the cells. You can select one or a group of cells at a time. Cells can be
resized, too.
• Title of the Exercise: Population 2000

- Create a spreadsheet on the 2000 Philippine population, based on the given data.
Ask: How many boys are there in our class? How many girls? How many learners are
there in all? Write each answer on the board.
Say: So this is our class population: There are ___ boys. There are ___ girls. There
are ___ learners in all. Can you tell me what “population” means? (Have a volunteer
answer.) Now let’s take a look at the Philippine population five years ago.

The learners will create a spreadsheet on the 2000 Philippine population based on the
given information (in a word processing document). They may also refer to the sample
that their teacher will show them.
To begin the exercise, the learner first clicks on the link that opens the document that
contains the data on the population of the Philippines in the year 2000. He will then
open the spreadsheet program manually and create a worksheet in which to input the
researched data.
After finishing with the activity, the learner can choose to save the worksheet in the
computer before exiting the application, after which, the end frame of the activity is
displayed which gives a few words on the learner’s performance.
113
aloud. Show the class the sample spreadsheet. Afterwards, have them do the activity.
Remind them to save their work.
1. Have volunteers show the tables they made.
2. Discuss the spreadsheet. The following questions may be asked:
a. What was the total population of the Philippines in the year 2000?
b. How many males were there? How many females? Which was bigger: the
male population or the female population?
c. Which region had the biggest population? Which region had the smallest?
d. Which region had the biggest male population? Which region had the biggest
female population?
e. Which region had the smallest male population? Which region had the
smallest female population?
f. How will we rank the regions from the one with the biggest total population to
the one with the smallest population? (Write the list on the board.)
• Answer Key
See the sample spreadsheet below:
TOTAL PHILIPPINE POPULATION DISTRIBUTION

BY REGION, BY SEX (YEAR 2000)
Philippines Region VII: Central Visayas
Total Population: 76,504,077 Total Population: 5,706,953
Percent: 100.00 Percent: 7.46
Male: 38,524,267 Male: 2,859,723
Female: 37,979,810 Female: 2,847,230
Cordillera Autonomous Region (CAR) Region VIII: Eastern Visayas
Male: 695,838 Male: 1,844,572
Female: 669,574 Female: 1,765,783
National Capital Region (NCR) Region IX: Western Mindanao
Male: 4,877,842 Male: 1,566,743
Female: 5,054,718 Female: 1,524,465
Region I: Ilocos Region X: Northern Mindanao
Male: 2,108,238 Male: 1,397,684
Female: 2,092,240 Female: 1,349,901
Region II: Cagayan Valley Region XI: Southern Mindanao
Male: 1,440,762 Male: 2,648,187
Female: 1,372,397 Female: 2,541,148
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Region III: Central Luzon Region XII: Central Mindanao
Total Population: Total Population: 2,598,210
8,030,945 Percent: 3.40
Percent: 10.50 Male: 1,313,149
Male: 4,045,882 Female: 1,285,061
Female: 3,985,063 Region XIII: Caraga
Region IV: Southern Tagalog Total Population: 2,095,367
Total Population: 11,793,655 Percent: 2.74
Percent: 15.42 Male: 1,071,249
Male: 5,933,436 Female: 1,024,118
Female: 5,860,219 Autonomous Region of Muslim
Region V: Bicol Mindanao (ARMM)
Male: 2,392,601 Male: 1,189,804
Female: 2,294,068 Female: 1,222,355
Region VI: Western Visayas
Total Population: 6,211,038
Percent: 8.12
Male: 3,128,863
Female: 3,082,175
TOTAL PHILIPPINE POPULATION DISTRIBUTION BY REGION, BY SEX (YEAR 2000)

Region Total Population Percent Male Female
Philippines 76,504,077 100 38,524,267 37,979,810
Cordillera Autonomous Region (CAR) 1,365,412 1.78 695,838 669,574
National Capital Region (NCR) 9,932,560 12.98 4,877,842 5,054,718
I: Ilocos (I) 4,200,478 5.49 2,108,238 2,092,240
II: Cagayan Valley 2,813,159 3.68 1,440,762 1,372,397
III: Central Luzon 8,030,945 10.5 4,045,882 3,985,063
IV: Southern Tagalog 11,793,655 15.42 5,933,436 5,860,219
V: Bicol 4,686,669 6.13 2,392,601 2,294,068
VI: Western Visayas 6,211,038 8.12 3,128,863 3,082,175
VII: Central Visayas 5,706,953 7.46 2,859,723 2,847,230
VIII: Eastern Visayas 3,610,355 4.72 1,844,572 1,765,783
IX: Western Mindanao 3,091,208 4.04 1,566,743 1,524,465
X: Northern Mindanao 2,747,585 3.59 1,397,684 1,349,901
XI: Southern Mindanao 5,189,335 6.78 2,648,187 2,541,148
XII: Central Mindanao 2,598,210 3.4 1,313,149 1,285,061
XIII: Caraga 2,095,367 2.74 1,071,249 1,024,118
Autonomous Region of Muslim 2,412,159 3.15 1,189,804 1,222,355
Mindanao (ARMM)
Source: NSO, 2000 Census of Population and Housing

<http://www.census.gov.ph/data/pressrelease/2003/pr0323tx.html>
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• Answer key
A. Random numbers! Decode the message below using the decoder. Then write the
message on the space provided.
T o s o r t f r o m A t o Z :
20 15 19 15 18 20 6 18 15 13 1 20 15 26 :
H i g h l i g h t a l l t h e
8 9 7 8 12 9 7 8 20 1 12 12 20 8 5
c e l l s w i t h t h e d a t a
3 5 12 12 19 23 9 20 8 20 8 5 4 1 20 1
y o u w a n t t o s o r t ,
25 15 21 23 1 14 20 20 15 19 15 18 20 ,
t h e n c l i c k o n t h e
20 8 5 14 3 12 9 3 11 15 14 20 8 5
“ S o r t A s c e n d i n g ”
“ 19 15 18 20 1 19 3 5 14 4 9 14 7 ”
b u t t o n .
2 21 20 20 15 14 .
116
B. Which is which? Draw a line between the label and the corresponding image.
C. Navigate the maze by passing by the buttons that will save and close a file.
(Hint: There are two ways out of this maze, see if you can get both of them.)
117
Ask learners to reproduce their calendar on their computers by using an MS Excel spreadsheet. The
columns should indicate the days, and the rows should indicate the weeks. The data inside the cells
are the dates. After they are done, ask the learners to edit their work to make a calendar for the next
month. The pocket calendar can serve as their guide.
Discuss the advantages of being able to edit data easily in a spreadsheet program.
Then, tell them to do Play Up section A, B, and C on pages 83-84 of their textbook.
today.
Also, ask them to create a spreadsheet showing the value of the Philippine peso against the following
currencies: the US dollar, the Japanese yen, the Australian dollar, the European Communities’ euro,
the Swiss franc, the Saudi Arabian riyal, and the Korean won. The learners can use the business
section of a reliable broadsheet as their source of information.
Lastly, tell them to bring a copy of the table of periodic elements.
118
CREATING TABLES
LESSON 15
DOING THE NUMBERS
Cognitive  Find out how Microsoft Excel performs mathematical operations.
Psychomotor  Add, subtract, multiply, and divide numbers in Microsoft Excel.
Affective  Appreciate the use of AutoSum and Sum functions in adding
numbers quickly.
 Participate actively during class discussion.

Subtopic: Formulas in MS Excel
Concepts:
i. Microsoft Excel is not only for making tables and charts but it also allows you to perform
mathematical operations.
ii. A formula performs calculations or other actions on the data in your worksheet.
ISTE Standards:
iv. Digital Citizen
i. Textbook
iii. Abacus
References:
i. Doing the Numbers, DigiTitans 3, Section 5, Lesson 15, pages 85-90
Values Integration:
119
• Prayer
• Review
Say: By using spreadsheet software, you can easily change the data inside the cells
without having to redo the entire spreadsheet. This is most useful when you are
making a long spreadsheet or one with several worksheets.
function AutoSum Sum function
mathematical operation mathematical sign
Sum function 1. It adds cells that are in different columns and rows.
function 2. In MS Excel, it refers to an instruction that tells the
computer what it should do to some given numbers.
mathematical sign 3. It is a symbol that indicates a mathematical operation.
AutoSum 4. It adds all the cells in a given column or in a given row.
mathematical operation 5. Examples of this are addition, subtraction,
multiplication, and division.
• Motivation
Ask the learners what they think people used to compute data before the abacus was
invented. Certainly, even the old civilizations had the need to compute data—to
monitor their crops, to account for livestock, to determine the size of the population,
to establish the number of days in a calendar, etc. Ask the learners how they would
have computed things themselves, if they lived during those times.
- What is a formula? How are formulas created?
- What tasks will be impossible to do if we are unable to perform
mathematical operations? Explain your answer.
• Reading
120
a. Demonstrate how mathematical operations are performed in spreadsheet
programs like MS Excel.
b. What is the AutoSum function? Why is it very useful?
c. What is the Sum function? How is it different from the AutoSum function?
• Generalization
Spreadsheet programs like MS Excel are not only for making tables and charts.
These also allow you to perform mathematical operations. You can add, subtract,
multiply, and divide numbers. Through the AutoSum and the Sum functions, you
can add many numbers quickly and easily.
• Title of the Exercise: My Minutes

- Create a spreadsheet on time spent on daily activities.
1. How many hours are there in a day? (Write the learners’ answer on the
board.)
2. How many hours are there in a week? (Write the answer on the board.)
3. What do you often do each day?

The learners will create a spreadsheet of their daily activities and the time they
spend on each activity. But first, they will play a game in which they will catch floating
“daily activities” with a thought balloon. Descriptions of daily activities will be moving
from right to left of the game frame. These are viewed inside the “thought balloon”
of Daniel.
To catch a phrase, the learner clicks on the Catch button with the mouse. The
learner should try to catch all the descriptions that match the things they do every
day. When satisfied that all of the relevant “daily activities” have been caught, he
can click on the Finished! button.
Clicking on the Finished! button takes the learner to the game frame with the
interactive table with adjustable time settings. The duration for each activity for
each day of the week is set using the arrow buttons. Clicking on the arrow pointing
up increases the set duration, while clicking on the arrow pointing down decreases
it. The time setting goes up or down in 5-minute intervals.
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The learner should set the duration for every activity chosen for every day of the
school week (not including Saturday and Sunday). Skipped activities will not have
any adjustable time duration. Once the table is completed, the player should click
on the Download Template button which opens a pop-up box with the option
“Open with” selected. If the spreadsheet program you are using is not yet selected
as the program to open, choose the appropriate program then click OK. This will
then launch the spreadsheet and open a sample table that the learner can refer to.
NOTE: The learners will not be using the given table presented after opening the
spreadsheet. This is only a sample table. They will be making their own table
based on the data they chose and inputted.
aloud. Show the class the sample spreadsheet. Emphasize the labeled cells.
Afterwards, have them do the activity. Have them tally the time durations.
NOTE: It is important to have the learners convert hour inputs into minutes. For
example, the input of 1:30 minutes should be inputted into the spreadsheet as 90
minutes. This is because an hour is equal to 60 minutes; add the other 30 minutes
and you have the total of 90 minutes. This is done to facilitate the use of the
AutoSum feature of the spreadsheet which would be used to total the numbers
that represent only a single unit of time and no more.
1. Have volunteers show and discuss the tables they made. Check if the
formulas used and the tallies of time durations are correct.
2. Discuss the spreadsheet. The following questions may be asked:
a. On which activity do you spend the most time? Why do you spend so
much time on that activity?
b. What are your “other” activities? How much time do you spend on each
one?
c. Which is the most important daily activity for you? Why is that?
• Answer Key
The answers may vary. Here is one completed table that is one of the possible
results from the learners. See how all time durations have been converted to
minutes so that the spreadsheet will accept and total the inputs appropriately. To
total a row or column of numbers, just mark them all up to the cell where the total
is to appear, then click on the AutoSum button. If the spreadsheet automatically
formats a cell and shows an inappropriate entry, just right-click on that cell and
choose Format Cells in the menu that appears and click on General. This would
ensure that the cell will accept and show the input that is required of the table.
You may view the table in the next page.
122
Here is the sample table with the inputs measuring time duration in number of
minutes:
• Answer key
A. “My Dear Aunt Sally” shows which to do first in Math: Multiplication, then Division,
then Addition, then Subtraction. Find the answer to the following (as they would
appear in Excel).
Answers
1. =5*2+3*2 16
2. =10/2+3 8
3. =5+3/2 6.5
4. =18/3-3 3
5. =9-6/3 7
6. =5*3+3/2 16.5
7. =51/17-14/7 1
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B. Can you tell how many times each mathematical operator appeared in the drawing?
Ask learners Ask the learners to open an MS Excel spreadsheet and perform the following
mathematical operations using the given data.
A B C D
1 45 32 25 30
2 15 9 10 15
1. Add A1 and A2, and then place your answer in A3. (Answer: 60)
2. Subtract B2 from B1, and then place your answer in B3. (Answer: 23)
3. Multiply C1 by C2, and then place your answer on C3. (Answer: 250)
4. Divide D1 by D2, and then place your answer on D3. (Answer: 2)
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Discuss the importance of being able to perform mathematical operations in spreadsheets. Ask
the learners what tasks can be done more easily because of this.
Then, tell them to do Play Up section A and B on pages 89-90 of their textbook.
today.
Also, ask them to create a spreadsheet showing the costs of preparing their favorite dish. The
spreadsheet must state the price of each ingredient and the total cost of all the ingredients.
125
THE COOL ORGANIZER
LESSON 16
LIKE A FILING CABINET
 Define database and what it is for.
Cognitive
 Discover some important database concepts
Psychomotor  Organize information in a database.
Topic: The Cool Organizer

Subtopic: Database
Concepts:
i. A database is an organized collection of data that can be easily accessed, managed, and
updated.
ISTE Standards:
iv. Digital Citizen
i. Textbook
iii. Address book
References:
i. Like a Filing Cabinet, DigiTitans 3, Section 6, Lesson 16, pages 92-96
Values Integration:
i. Appreciate the importance of fundamental skills and concepts in working with database.
126
• Prayer
• Review
Show the learners an abacus. Ask them if they know what it is. Then say: The abacus
is perhaps the world’s first true computer. It is a calculating instrument that has been
used for thousands of years. The Chinese are known to be very good with the abacus.
They can quickly add, subtract, multiply, and divide even large numbers with it.
Different mathematical expressions can also be easily done in spreadsheets.
database field record

file primary key relational database
file 1.
It is a collection of records
field 2.
This is what each row of a table is called.
database 3.
It is an organized collection of data.
primary key 4.
It is a field entry that uniquely identifies a record from the
other records.
relational database 5. It contains at least two tables that are related to each other
in some way.
record 6. This is what each column heading of a table is called.
• Motivation
Ask the learners to open their address books. What kinds of information are found
inside? How are the information arranged? Is there a special reason why they are
arranged in such manner?
- Are all collections of data considered as databases? When does a collection
of data become a database?
- A database is likened to a filing cabinet. Why do you think this is so?
127
• Reading
a. What is a database? What is it for?
b. What is a field? What is a record? What is a file? Illustrate your answers.
c. What is a primary key? Why is it important? What can happen if a database has
no primary key?
• Generalization
A database is an organized collection of data. It helps you find and use any
information you need. A database is divided into fields, records, and files.
• Title of the Exercise: The Philippine Senate

- Develop better understanding of databases.
Show some pictures of the senators. Ask the learners to name the pictures.

The learners will view information on the Philippine senators. Moving the mouse
pointer over a senator’s picture will show information on the lawmaker in the Contact
Information box on the left side of the screen.
They will then click on the Download Template icon below the senators’ picture
panel and create a table containing the senators’ names, addresses, telephone
numbers, e-mail addresses and any other data made available in the activity.
Clicking on the icon will display a pop-up box with the option “Open with” selected.
If the spreadsheet program you are using is not yet selected as the program to open,
choose the appropriate program then click OK. This will then launch the spreadsheet
program and display the spreadsheet.
They may be guided by the table entries already provided for seven of the senators.
The learner will only have to extend the table to complete the list of senators.
aloud. Show the class the sample table. Entertain questions and requests for
clarification. Afterwards, have the learners do the activity.
128
1. Have volunteers show and discuss the tables they made. Check if the entries
are correct.
2. Discuss the table. The following questions may be asked:
a. How many senators are there?
b. Who is the Senate president? What does a senate president do? Is he like
your class president?
c. Where can you find the offices of the senators? How many senators have
their offices on the fifth floor of the building? How about on the sixth floor?
d. If you were given a chance to talk with a senator, what are you going to tell
him or her?
e. Why do you think you had to give each senator a unique ID number? Why
is the primary key, like the senators’ ID numbers, important?
f. How are databases useful?
• Answer Key
Below is only a sample table.
129
• Answer key
A. See if you can find the following words among the letters below.
Record, File, Field, Key, Database
B. Fill in the blanks.
1. A field is a single piece of information.

2. The primary key is the field which uniquely identifies one record from the other
records.
3. A record is a set of many pieces of information.
4. A database can be thought of as an electronic filing cabinet.
5. A file is a collection of several sets of information pieces.
6. A relational database is when two tables are related to each other in some
way.
130
C. Help! The contents of the columns are wrong. Can you put them in the right
categories? The first row has been done for you.
Answers:
Last Name First Name Learner Number Grade Level

Lina Jose 970723 Grade 3
Lazaro Julia 973242 Grade 3
Santiago Nikki 988247 Grade 2
Santiago Nikko 988248 Grade 2
Ramirez Mei 941322 Grade 6
Lochner Bryce 944088 Grade 6
Ibañez Ananda 942814 Grade 6
Hiraya Kip 942556 Grade 6
Soriano Charlie 990416 Grade 1
Soriano Kitchie 990417 Grade 1
131
Ask learners to create a database using the information they can find in their address books.
Everybody uses databases. Schools, hospitals, and offices use them. Discuss the different kinds
of databases and the different purposes they serve.
today.
Also, ask them to look for any kind of database that is used in their homes. They will discuss this
database in class and remind them to bring a recent newspaper.
Lastly, tell them to do Play Up section C on page 96 of their textbook. Encourage them to practice
creating a database of the information from the given table.
132
THE COOL ORGANIZER
LESSON 17
GETTING ORGANIZED
Cognitive  Describe a database software.
Psychomotor  Create a database using Microsoft Access.
 Create a table using Microsoft Access.
Affective  Show enthusiasm in working with Microsoft Access.
Topic: The Cool Organizer

Subtopic: Using Microsoft Access
Concepts:
i. Microsoft Access is a tool for managing data and helps you store information for reference,
reporting, and analysis.
ISTE Standards:
iv. Digital Citizen
i. Textbook
ii. Computer with Microsoft Access
iii. Newspaper
References:
i. Getting Organized, DigiTitans 3, Section 6, Lesson 17, pages 97-103
Values Integration:
i. Appreciate the importance of fundamental skills and concepts in working with database.
133
• Prayer
• Review
Ask the learners to define what a database is. Then tell them to give examples of
databases that they commonly use (e.g., telephone directory, personal address book,
etc.).
database software Design view field name data type

description Datasheet view form
Description 1.
It contains a brief account of what a given data is about.
database software 2.
MS Access is an example of this.
Data Type 3.
It can be Text, Number, Date/Time, or others.
Field Name 4.
It contains the fields or column headings of the table.
Design view 5.
This is where you design your table.
form 6.
This is another means of entering data and may be created
using a wizard.
Datasheet view 7. This is where you enter your data after you have designed
your table.
• Motivation
When you go to a library to find a book, what is the first thing you do? When you go
to a video rental store and cannot decide what movie to rent, what do you check to
help you decide? You use a database in both cases. Can you see why?
- Using the example above, what do you think would happen if the library and
the video rental store had no database? Why do you think so?
- Any collection of data can be organized by creating a database. Do you
agree? Explain your answer.
134
• Reading
a. How do you create a table in Design view? Demonstrate.
b. Name the two ways of entering data into a table. Which do you prefer? Why?
• Generalization
Database programs, like MS Access, are software that let you create databases. In
MS Access, you can arrange your data in tables. You can enter data from
Datasheet view or by using a form.
• Title of the Exercise: And the Results Are…

- Develop better understanding of databases.
- Practice skills in creating a database.
Ask: How do you look for a specific book in a library?
Show a couple of books with call numbers. Point to a call number. Ask: Do you know
what this is?
Say: Libraries use a system that gives each of their books a sort of ID. This ID is
called “call number.” (Point again to the call number.)
Ask: What do you notice about call numbers?
Say: A call number is made up of letters, numbers, and other characters that help
you find a specific book on a specific shelf. No two books have the same call
number. Now, to look for a book’s call number, you have to look through the library’s
catalog. Most catalogs are made up of small index cards, each containing a book’s
title, author, publisher, year of publication, description, and other information. It also
contains, of course, the book’s call number. (Show samples of subject cards). A few
modern libraries now have online catalogs. This means you can do your searching
on these libraries’ computers to find the books you need.
135
After the instructions frame, the learners will first click on the Download Template
icon to view a set of search results on “dogs” from an online library catalog.
Clicking on the icon will display a pop-up box with the option “Open with” selected.
If the word processor you are using is not yet selected as the program to open,
choose the appropriate program then click OK. This will then launch the word
processor and display the document.
Once they have thoroughly studied the sample catalog, they can begin work by
opening the database program to create a database to contain the given information.
They will set “Call Number” as the primary key. They will also use separate columns
for the authors’ surnames and first names.
After the activity is completed, the learners may then show their output in class.
learners do the activity.
1. Have volunteers show and discuss the tables they made. Check if the tables
and the forms are correct.
2. Discuss the database. The following questions may be asked:
a. What topic was researched?
b. Which book can help you teach your dog how to behave?
c. Which book can help you teach your dog how to roll over and play dead?
d. How many books are stories on dogs?
e. Among the books in the list, which is the “oldest”? Which is the “latest”?
f. Do you find the database useful? What other information do you think you
need?
3. If the Internet access is available, let the learners explore the library catalogs of
the following universities. Have them find a book on planets or a specific
heavenly body:
a. Ateneo de Manila University: http://rizal.lib.admu.edu.ph/
b. De La Salle University: http://lib1000.dlsu.edu.ph/search~S2/
c. University of the Philippines: http://www.mainlib.upd.edu.ph/opac.htm
136
• Answer Key
See the sample table and form.
Results for Dogs
Call number: PZ 10.3/G65 F5
Title: The Fireside Book of Dog Stories
Author: Goodman, Jack
Publisher: Simon and Schuster
Date: 1943
Call number: PZ 7/B43 M3 1953
Title: Madeline’s Rescue
Author: Bemelmans, Ludwig
Publisher: Viking Press
Date: 1953
Call number: SF 427/N35 1966
Title: Man’s Best Friend: National Geographic Book of Dogs
Author: The National Geographic Society
Publisher: The National Geographic Society
Date: 1966
Call number: F/R44b

Title: Big Mutt
Author: Reese, John Henry
Publisher: Westminster Press
Date: 1952
Call number: PI/E37g

Title: Go, Dog. Go!
Author: Eastman, P. D.
Publisher: Beginner Books
Date: 1961
Call number: PI/S36B

Title: Benjie and His Family
Author: Scott, Sally
Publisher: Harcourt
Date: 1952
Call number: SF 431/O57

Title: Training Your Dog
Author: Olson, Björn
Publisher: David & Charles
Date: 1991
137
Call number: SF 431/H34
Title: Dog Tricks
Author: Haggerty, Arthur J.
Publisher: Black Dog & Leventhal Pub.
Date: 1978
Call number: GR 720/L43

Title: God Had a Dog: Folklore of the Dog
Author: Leach, Maria
Publisher: Rutgers University Press
Date: 1961
Call number: CB 902

Title: Just Me and My Puppy
Author: Mayer, Mercer
Publisher: Golden Book
Date: 1985
138
139
• Answer key
A. What do I click on? Draw a line to the correct icon or button.
I want to design a database.

I want to create a primary key.
I want to save my database.
I want to select all fields in the Form Wizard.
I want to go to the first record.
I want to go to the next record.
I want to go to the last record.
B. In the space below, design a table that shows the following fields:
Answers will vary depending on the learner.

- Last Name
- First Name
- Address
- Telephone Number
- Birthday
- Age
140
Ask learners to open the entertainment section of the newspaper. Ask them to create a database
of the movies currently showing or soon to be shown. The database should contain the title of
each movie, its lead star, its director, and the production company behind it.
Ask the learners if they find MS Access easy to use. Did they encounter any difficulties? If so,
encourage them to practice more until they become familiar with MS Access.
today.
Also, ask them to gather another collection of data from the newspaper and organize those bits of
data in a database. A database of the newspaper’s columnists, for example, may contain the name
of the columnist, the name of the column, the page where the column can be found, and the length
of the column (number of lines or paragraphs).
141
IT’S SHOWTIME!
LESSON 18
LET’S SHOW AND TELL
Cognitive  Identify the ways of viewing slides in Microsoft PowerPoint.
 Distinguish the difference between Main views and Master
views.
Psychomotor  Apply the different ways to view slides in a PowerPoint
presentation.
Affective  Show enthusiasm in working with Microsoft Access.
Topic: It’s Showtime!

Subtopic: Viewing Slides in Microsoft PowerPoint
Concepts:
i. Microsoft PowerPoint has several views that allow its users to see presentation content in
various ways for easy editing and organizing.
ISTE Standards:
ii. Digital Citizen
iv. Global Collaborator
i. Textbook
ii. Computer with Microsoft PowerPoint
iii. Manila paper
iv. Marker
v. Crayons
References:
i. Let’s Show and Tell, DigiTitans 3, Section 7, Lesson 18, pages 105-111
Values Integration:
i. Appreciate the importance of fundamental skills and concepts in working with presentation
program.
142
• Prayer
• Review
a. What is MS Access?
b. How do you create a database in MS Access?
c. How do you create tables in MS Access?
Through demonstration and context, unlock the following terms: Normal view, Slide
Sorter view, Notes Page view, Slide Show view, Slide Master view, Handout view,
and Notes Master view.
• Motivation
Divide the class into five groups. Using their sheets of Manila paper, markers, and
crayons, they must tell a story visually. Each group should draw about four or five
scenes and without saying a word, show them one at a time to the class. If the class
can understand the story just by looking at the scenes, then it means the
presentation is a good visual story. Each group may choose a recent happening in
our country as the topic of their story.
- The scenes you drew in the activity are related to the slide views in MS
PowerPoint. Can you tell why?
- What are the different MS PowerPoint views?
• Reading
Ask the learners to give the uses of each view.
• Generalization
Presentation software like MS PowerPoint lets you create exciting presentations. It
offers different ways to view your slides for easy checking and editing.
143
• Title of the Exercise: When I Was Little

- Practice skills in creating a presentation
Ask: Do you remember the things you liked doing when you were little? What were
they?

The learners will create a slide presentation about their favorite things when they
were younger. They will click on the Download Template icon below the second
set of instructions to open the given presentation file. Clicking on the icon will
display a pop-up box with the option “Open with” automatically selected. If the
presentation program you are using is not yet selected as the program to open,
choose the appropriate program then click OK. This will then launch the
presentation program and display the file.
The presentation file already contains guide inputs for the learners to be able to
write the required text properly. They will only need to replace each exercise
slide’s question mark with the corresponding “favorite thing.” They may change the
slide design if they want to.
After completing the presentation, volunteers can show their work to the class.
aloud. Show the sample presentation. Entertain questions and requests for
1. Have volunteers show the presentations they made. Have them explain some
of their slides.
2. Ask the learners what their current favorites are. Have them explain their
answers.
144
• Answer Key
See the following sample presentation frames.
145
• Answer key
A. Enumerate the following. Then, write a short description for each. (In any order)
Main Views
1. Normal – displays a slide on the main window and several slides on

the navigation window.
2. Outline View – displays your slide text in an outline form.
3. Slide Sorter – displays thumbnails of the slides side by side at the
same time.
4. Notes Page – displays a small view of a slide with a space for notes
at the bottom.
5. Reading – displays the slides in full screen view with the Title bar and
Status bar displayed.
Master Views
6. Slide Master – lets you make changes to all of the slides at the same
time.
7. Handouts Master – lets you edit the look and layout of the handouts
which will be printed.
8. Notes Master – lets you edit the look and layout of the notes pages in
the presentation.
B. True or False. Write T if the statement is true or F if the statement is false.
__T__1. It is possible to change the look and layout of your notes in Notes Page view.
__T__2. It is possible to view your slide text in outline form using Normal view.
__T__3. It is possible to apply a common background style to all your slides with the
Slide Master view.
__F__4. It is possible to change the order of your slides in the Reading view.
146
C. Word Find! See if you can find the following words in the word search box below:
Handout Outline Slide Master
Notes page Normal View Slide Sorter Slide Show
Ask learners to create a presentation about the different MS PowerPoint views, this time using
their computers. The class may use the same groupings as in the previous activity. The teacher
can assign one MS PowerPoint view for each group. Each group must show what the view looks
like, what it is for, and give specific examples of its uses.
What are the factors that make MS PowerPoint presentations very effective? Ask the learners to
explain their answers.
147
today.
Also, ask them to make a poster advertising an original consumer product with MS PowerPoint.
They should think of a product, devise a catchy brand name for it, and think of reasons why people
should buy it. The poster may contain text but should be highly visual. The teacher may decide
whether to assign this activity as individual or group work.
148
IT’S SHOWTIME!
LESSON 19
SLIDES FOR SHOW
Cognitive  Find out how to add, delete, and move slides.
Psychomotor  Demonstrate how to apply design templates to all slides.
Affective  Show enthusiasm in working with Microsoft PowerPoint.

Subtopic: Working with Slides
Concepts:
i. The Slides group in the Home tab is where you can easily add Cells option slides. Slides can
be moved and rearranged by clicking and dragging them in the Slides column. They can also
be moved using Normal and Slide Sorter in Presentation Views. The Slide Show command
will start the slide show.
ISTE Standards:
ii. Digital Citizen
i. Textbook
References:
i. Slides for Show, DigiTitans 3, Section 7, Lesson 19 pages 112-118
Values Integration:
program.
149
• Prayer
• Review
When we say we need to make a presentation visual, what do we mean? Television
commercials are highly visual. Things that can be said about the merits of a certain
product are shown instead, because it is a more effective way of conveying a
message. Movies are also visual. Rather than narrate something through words,
actors act out scenes instead. Even books use pictures and diagrams to explain
concepts. We understand and remember better when a presentation is visual.
Through example and demonstration, unlock: thumbnails, theme.
• Motivation
Working with slides is like working with the scenes of a play. You add, remove, or
move scenes to fill in the gaps and make the play more coherent. To illustrate, divide
the class into four groups. Ask each group to think and act out one or more scenes
to link the given first and last scenes, and to make the story coherent without the use
of any dialogue. The teacher may assign the following or ask each group leader to
pick one. The timer can be used to time each play. Each group must act out a
complete and coherent story within a given duration of time.
a. First scene: A soldier is patrolling an area with his platoon.

Last scene: The same soldier is awarded the medal of valor.
b. First scene: A poor woman is sobbing because she has no money to feed her
learners.
Last scene: The same woman is now rich and helping other poor families.
c. First scene: A man is dying in the hospital because of a rare disease.
Last scene: The same man is praying because he is cured.
d. First scene: A woman happily returns home to her town after many years.
Last scene: The same woman leaves her town but she is very sad.
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- What are slides?
- When should you add slides? When should you delete slides? When should
you move slides?
- How do you add, delete, and move slides?
- What are themes?
• Reading
a. Demonstrate how to add slides.
b. Demonstrate how to delete slides.
c. Demonstrate how to move slides.
d. Demonstrate how to apply a theme to slides.
• Generalization
You can easily add, delete, and move slides in your MS PowerPoint presentation.
You can also apply a theme and background your slides.
• Title of the Exercise: The 8 Planets

- Practice skills in creating a presentation.
- Create a simple presentation about the eight planets of the Solar System.
Show a picture of the Solar System. Ask the class to name and describe each of
the eight planets.

The learners will create a slide presentation about the eight planets of the Solar
System. At least four facts will be listed under each planet. The learners will move
the cursor over a picture of a planet to view information about it. They will then
click on the Next button to be taken to the next frame where they will be told to
open the presentation program to create a presentation. This will be done
manually.
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While in the presentation program, the learner may refer back to the activity frame
by clicking on Alt+Tab. This will open a selection box in which open program icons
may be selected. Pressing Alt+Tab repeatedly selects the programs from left to
right.
Once the presentation is done, the learner may then volunteer to show it to the
class.
1. Have volunteers show the presentations they made. Check if the information on
the slide is correct.
2. Discuss the presentation. The following questions may be asked:
a. Which planet is nearest to the Sun? Which planet is farthest?
b. Which planet takes the longest time to orbit around the Sun? Which takes
the shortest?
c. Which planet rotates the shortest time? Which planet takes the longest time
to complete a rotation?
d. Which planet is roughly the same size as the Earth?
e. Which planets have no satellites? Which planet has the most number of
satellites?
f. What other information would you like to know about each planet? Why?
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• Answer Key
See the sample presentation at the bottom. Note that the data used here is not a
match to what is provided in the activity.
THE PLANETS
Source: http://www.frontiernet.net/~kidpower/planets.html
MERCURY
• Is about the same size as the Moon. Its mass (weight) is 1/20th
that of the Earth. Its diameter is 2/5 that of our planet.
• Is the closest planet to the Sun. It is about 58 million kilometers
from the Sun.
• Makes one complete orbit around the Sun every 87.97 days.
• Rotates on its axis very slowly compared to Earth. It completes one
rotation in about 58 days and 15 minutes.
• Is covered with mountains, craters, ridges and valleys.
• Has no satellites.
VENUS
• Is the closest planet to the Earth. It is about the same size as the
Earth.
• Is the second planet from the Sun. It is about 108 million kilometers
from the Sun.
• Rotates on its axis more slowly than any other planet. It completes
one rotation in about 243 days and 24 minutes.
• Is the brightest object in our sky, besides the Sun and Moon.
• Has no satellites.
EARTH
• Is the planet that we live on, our planet.
• Is the third planet in order from the Sun. It is about 150 million
kilometers from the Sun.
• Rotates on its axis about the same speed as Mars (just a little
slower). It completes one rotation in about 23 hours and 56
minutes.
• Is mostly covered by water (75%).
• Has a total of 1 satellite (the Moon).
MARS
• Is sometimes called the Red Planet. Its mass (weight) is 1/10th
that of the Earth. Its diameter is 1/2 that of our planet.
• Is the fourth planet in order from the Sun. It is about 228 million
• Rotates on its axis about the same speed as the Earth. It
completes one rotation in about 24 hours and 37 minutes.
• Has seasons similar to our planet, but they last much longer.
• Has a total of 2 satellites (or moons).
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JUPITER
• Is the largest of all the planets. Its mass (weight) is over 320 times
that of the Earth. Its diameter is over 10 times that of our planet.
• Is the fifth planet in order from the Sun. It is about 780 million
• Makes one complete orbit around the Sun every 11.86 years.
• Rotates on its axis faster than any other planet. It completes one
rotation in about 9 hours and 50 minutes.
• Is one of the brightest planets.
• Has a total of 63 satellites as of May 2005.
SATURN
• Is the second largest of all the planets. Its mass (weight) is over 95
times that of the Earth. Its diameter is over 10 times that of our
planet.
• Is the sixth planet in order from the Sun. It is about 1.4 billion
• Rotates on its axis at a very fast speed. It completes one rotation in
about 10 hours and 39 minutes.
• Is known for the many rings that go around it.
• Has a total of 46 satellites as of May 2005.
URANUS
• Is composed mainly of hydrogen and helium gases. Its mass
(weight) is over 14 times that of the Earth. Its diameter is 4 times
that of our planet.
• Is the seventh planet in order from the Sun. It is about 2.9 billion
• Makes one complete orbit around the Sun every 84 years.
• Rotates on its axis about the same speed as Neptune. It completes
one rotation in about 17 hours and 14 minutes.
• Can sometimes be seen with the naked eye.
• Has a total of 22 satellites (or moons) as of 2002.
NEPTUNE
• Is very similar to Uranus in size. Its mass (weight) is over 17 times
that of the Earth. Its diameter is 4 times that of our planet.
• Is the eighth planet in order from the Sun. It is about 4.5 billion
• Rotates on its axis about the same speed as Uranus. It completes
one rotation in about 18 hours and 26 minutes.
• Has a weather system that is very active. Some storms with winds
of 400 miles per hour have lasted for hundreds of years on its
surface.
• Has a total of 11 satellites (or moons) since January 2003.
154
155
• Answer key
A. Cut out the slides on the right. Paste them in order in the Slides column on the left.
156
B. Match the theme that is proper for the subject. Write the number of the theme on the
blank.
_3__ = Cement Building _4__ = Play in Mud
_2__ = Save the Sea _1__ = I Love You
Ask learners to go to the library to find three classic fiction books that they like. They should create
a three-slide presentation on these books. Each slide should contain the title, the author, and a
brief summary of the book. When they are done with the slides, ask the learners to rearrange them
starting from their least-liked book to their most-liked book.
Discuss with the learners how to work with slides. Which parts did they find easy? Which parts are
difficult for them?
today.
Also, ask them to make a one-slide presentation about a Filipino National Artist. The slide should
contain the National Artist’s name, a list of works, and a brief biography. Upon submission in class,
ask each learner to reproduce and add the slides of any two seatmates. That way, each learner
will have three slides of three National Artists.
Lastly, tell the learners to bring a solo picture of themselves.
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IT’S SHOWTIME!
LESSON 20
RUNNING THE SHOW
Cognitive  Recognize what a slide transition is.
 Determine the different ways of viewing a slide show.
Psychomotor  Demonstrate how to use the tools for playing a slide show.
 Play a Slide Show.
Affective  Appreciate why slide transitions are used in Microsoft
PowerPoint.

Subtopic: Slide Show
Concepts:
i. Microsoft PowerPoint allows you to set up the slide show the way you want it to show.
ISTE Standards:
ii. Digital Citizen
i. Textbook
iii. Comic strip
iv. Drawing pen
v. Bond paper
References:
i. Running the Show, DigiTitans 3, Section 7, Lesson 20, pages 119-124
Values Integration:
program.
158
• Prayer
• Review
a. What are slides?
b. How do you add, delete, and move slides?
c. What are themes?
slide transition Slide Navigator Advance Slide option Slide Show
__________1. This is where you can set how long each slide will be viewed.
__________2. This shows the slides in succeeding order.
__________3. It refers to the way a slide enters and exits a presentation.
(Answers: 1. Advance Slide option, 2. Slide Show, 3. slide transition)
• Motivation
What are comic strips? Comic strips are a sequence of drawings that tell a story. Most
comic strips contain dialogues or captions. Comic strips are like slide shows. Comic
strips are divided into frames, and slide shows are divided into slides. Both are viewed
successively, or one at a time. Do you think you can create your own comic strip? Ask
the learners to use their pencils or drawing pens and create a comic strip on a bond
paper.
- Just like the frames of a comic strip, the slides of a slide show must be
coherent. What does coherent mean? How can you make your slide show
coherent?
- Should all your slides have the same slide transition? Why, or why not?
- How can you show your slide show presentation?
• Reading
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a. How do you apply slide transition to all your slides?
b. How do you apply a different slide transition to every slide?
c. What are the ways of viewing a slide show?
• Generalization
The way a slide enters and exits the presentation is called the slide transition. You can
apply the same slide transition to all the slides, or a different one for each slide. The
Slide Show tab has several options for playing the slide show. You should save your
presentation every now and then.
• Title of the Exercise: Counting Show

- Practice skills in creating a presentation.
- Create presentations with images and slide transitions.
Ask the learners: How did you learn to count? Allow different answers, then briefly
discuss each. Then, ask them how they teach their younger siblings to count for the
first time.

The learners will create two versions of a slide presentation on counting from one to
ten. One presentation will have only one kind of slide transition, and the other will
have different slide transitions.
The learners will click on the Download Template icon to open the presentation file in
which they will be inputting the counting objects. Clicking on the icon will display a
pop-up box with the option “Open with” selected. If the presentation program you are
using is not yet selected as the program to open, choose the appropriate program
then click OK. This will then launch the presentation program and a sample
“counting” slideshow will be presented. The learners may use this to guide them in
making two new versions. When they’re done, they will save the presentations under
different file names. Volunteers can then show their works to the class.
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1. Have volunteers show and discuss the presentations they made.
2. Ask the learners to describe the kind of presentation they can make for the
following topics:
a. Alphabet
b. Philippine Presidents
c. Kinds of Weather
d. Good Manners
e. Different Kinds of Transportation
f. Parts of the Computer
• Answer Key
See the sample presentation depicted here.
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• Answer key
A. Draw a line from the icon to its place on the Slide Show tab.
B.  marks the spot! Unscramble the words and find the mystery word formed by letters
marked by the !
Sound - S
appLy - L
transItion - I
speeD - D
viEw - E
Mystery Word: SLIDE
C. Fill in the blanks.
1. Blinds is an example of a slide transition.

2. The timer which sets the time when the slide should advance can be found in the
advance slide group.
3. The Modify transition tab is where the tools for playing your slide show are found.
Divide the class into five groups. Ask each group to create a slide show about different admirable
Filipino traits. They may use a different slide transition on each slide, and apply sound. Each group
leader will present his or her group’s work in front of the class
162
What is a slide show? What are its uses? Can you name examples of topics that can be presented
using a slide show?
today.
Also, ask them to create a slide show about three or four tourism spots in the Philippines.
Lastly, tell the learners to bring a world map.
163
THE WORLDWIDE LINK
LESSON 21
EXPLORING THE WEB
Cognitive  Recognize how to surf the Web.
 Identify the elements of the Internet Explorer toolbar.
Psychomotor  Use research engines in looking for websites.
 Surf the Web.
Affective  Appreciate why Bookmark and the History options are useful.
Topic: The Worldwide Link

Subtopic: Browsing and Finding Information on the Web
Concepts:
i. Search engines on the World Wide Web are remotely accessible programs that let you do
keyword searches for information on the Internet.
ISTE Standards:
i. Digital Citizen
ii. Empowered Learner
iii. Knowledge Constructor
iv. Creative Communicator
v. Global Collaborator
ii. Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks.
iii. Advocate and practice safe, legal, and responsible use of information and technology.
i. Textbook
ii. Computer
iii. World map
iv. Cardboard
v. Crayons and drawing pens
vi. Scissors
References:
i. Exploring the Web, DigiTitans 3, Section 8, Lesson 21, pages 126-132
Values Integration:
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i. Appreciate the importance of fundamental skills and concepts in exploring the Web for
information and education.
• Prayer
• Review
a. What is a slide show?
b. What is meant by slide transition?
search engine keyword search box

homepage Universal Resource Locator
search engine 1. It helps you find information on the Web.

homepage 2. The first page that is loaded when you open a
browser.
keyword 3. It refers to a topic or a subject that you want to find
Universal Resource Locator 4. The address of a website.
search box 5. When using a browser, this is where you type a
keyword to find information on a specific topic or
subject.
• Motivation
Ask the learners to look at their world maps. The world is a big place. That is why
mapmakers, called cartographers, devised a way of locating different places. They
divided the map into a grid of latitudes and longitudes. Latitudes are horizontal lines,
while longitudes are vertical lines. Every place in the map lies on a unique set of
latitude and longitude coordinates. For example, both Tel Aviv in Israel and Nanking
in China lie on 32º North latitude, but they have different longitudes. Can you identify
their respective longitudes? Can you find a state capital and give its coordinates?
(The learners don’t need to give exact coordinates.)
Similarly, the World Wide Web is a big place. But it is much more complex because
it does not have tangible, physical dimensions. That means it does not have a width,
165
or length, or height. It cannot be divided into latitudes and longitudes. In fact, nobody
has ever created an accurate map of cyberspace. Fortunately, there is a very simple
way of finding locations in it.
Ask the learners what a bookmark is and what it is for. Using their cardboard,
crayons, drawing pens, and scissors, have them make a bookmark that they can use
for their computer textbook. A quote about computers or on information technology
should be used to decorate the bookmark. The teacher may give a specific size for
the bookmark, or let the learners decide what shape they want for their bookmarks.
- What does surfing the Web mean?
- What is a browser?
- How do you use search engines?
- How do you use the Favorites/Bookmarks option?
- What is the History option?
• Reading
a. What does URL stand for? Do you have to know the URL of a website to find it?
Why or why not?
b. Name the different navigation buttons on the MS Internet Explorer toolbar. What
does each do?
c. Give some examples of search engines. Differentiate search engines from
browsers.
d. How are keywords used when searching the Web for information? Demonstrate.
e. What are bookmarks for? Can you give examples of situations where
bookmarks can be useful?
f. How do you use the History option? Demonstrate.
• Generalization
You can surf the Web using a browser. The MS Internet Explorer is an example of a
browser. Its toolbar has navigation buttons that help you browse the Web.
You can use a search engine to find websites by typing in keywords that describe
what you are looking for. Search engines also allow you to quickly find websites you
had visited before, through the Bookmarks and the History options.
166
• Title of the Exercise: You and Explorer!

- Recognize parts of the Microsoft Windows and Internet Explorer interface.
Say: If I would ask one of you to find something on my desk, would you be able to
get it quickly?
You may then call on one volunteer to look for an item such as a paper clip. Allow
the learner to come forward to your desk and look for the object you named. See
how the volunteer performs. Ask how they found the object easily (if this is the case)
or how it was that they failed to find it.
Ask the learners how they manage to find things in their rooms so easily. They may
answer that they accomplish this by placing the items where they may easily be
found or where their locations may easily be memorized.
Explain that Microsoft Windows uses a graphical user interface (GUI) that makes
finding objects on the screen easy. Pictures are used that have specific placements
on the screen. Explain that sometimes, these pictures can be arranged to make
certain items like programs easier to find. Elaborate that Internet Explorer makes
Internet browsing easier because of the interface that it uses.

The learners The learners will be presented with a picture showing the Microsoft
Windows desktop. Certain objects or sections of this are labeled with letters from
A to D. Below this picture is a description which matches one of the labeled items
in the picture. The learner will simply pick the letter of the object that matches the
description by clicking on one letter (A, B, C, or D) below the description.
A learner only has one chance to answer. If the incorrect answer is picked for the
first attempt, the chosen letter will be marked with an “x” and the activity will move
on to the next picture without giving the correct answer. Every correct choice is
marked by a check and adds a point to the score. There are 10 items to be
answered by the learner.
Note that in order to enlarge the picture and see the details of the images and text,
the learner only has to move the mouse over it and its size will increase to about 4
times.
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Ask the learners if they found Internet Explorer’s GUI (including that of sites like
Yahoo!) to be accommodating or not. Ask them what was easy or what was difficult
about it.
Have the learners make a drawing on how they would like Internet Explorer’s GUI
to be. Also have them design an interface for Yahoo! that they think will be more
appropriate to their needs.
• Answer Key
1. This is used to open the Microsoft Internet Explorer browser. (D)
2. This is where you type in a subject word, such as “Techfactors,” to do a
search for with the Microsoft Network (MSN) search engine. (A)
3. This is the part you click on to open a website on the inputted subject. (C)
4. This is what you click on to go back “home” to the MSN search engine. (B)
5. This is where the address of a website like http://www.techfactors.com
appears. (A)
6. You click on this to show a list of websites that you often visit or websites
you bookmarked. (B)
7. You click on this to print the current Web page. (B)
8. You click on this to load the Web page again. (D)
9. You click on this to close the Microsoft Explorer window. (C)
10. You click on this if you want to open a website using a different browser
made by Netscape Communications Corporation. (C)
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• Answer key
A. Let’s review!
1. WWW means World Wide Web (WWW)

2. Two of the most used browsers introduced in the lesson were Internet Explorer
and Google Chrome
3. URL stands for Universal Resource Locator (URL)
B. Write the letter of the button/s that go with each word on the right.
_G___ Print
_B___ Favorites
_H___ Page view
_F___ Follow
_I___ Toolbars
_C___ Reload
_D___ Stop
_A___ Flip page
_E___ Home
C. Check the three search engines that are in this list. Put an beside the others that are
not search engines.
 NASA  Google
 Yahoo!  Cartoon Network
 Discovery Channel  ABC News
 Nickelodeon  Ask Kids
169
Ask the learners to look for a website about the life of our national hero, Dr. Jose Rizal. Then ask
them to find a different website about Rizal’s novel, Noli Me Tangere. Afterwards, ask the learners
to find a different website about a character in Noli Me Tangere, Crisostomo Ibarra.
Ask the learners to find the official website of the Philippine government. What are the things and
information that they can find in that website?
Ask the learners whether they find it easy or difficult to look for information on the Web. If they
were to look for information about the lives of the past presidents of the Philippines, how will they
do it?
today.
Also, ask them to search the Web for amazing facts about people, places, and things (for example,
the tallest or the oldest living man, the smallest country, or the most expensive diamond). They
should report in class the information they got and indicate the website where they found it.
Lastly, tell the learners to bring any kind of postal mail, preferably with the envelope intact.
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THE WORLDWIDE LINK
LESSON 22
MAIL WITHOUT STAMPS
Cognitive  Recognize how e-mail works.
Psychomotor  Send and open e-mail messages.
Affective  Appreciate the importance of e-mail.

Subtopic: E-mail
Concepts:
i. E-mail, or electronic mail, is a means for sending and receiving messages across the
Internet.
ii. People use Internet-based applications and some use programs on their computer to access
and store emails.
ISTE Standards:
specific tasks.
i. Textbook
ii. Computer
iii. Any kind of postal mail that had been received, with its envelope intact
References:
i. Mail Without Stamps, DigiTitans 3, Section 8, Lesson 22, pages 133-139
Values Integration:
i. Appreciate the importance of fundamental concepts and skills in exploring the Web for
information and education.
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• Prayer
• Review
Ask: Do you know what cyberspace is? Then say: It is the vast place where the
World Wide Web (WWW) can be found. It is sometimes referred to as a virtual
universe—virtual because it is there, yet it doesn’t physically exist. And it is called a
universe because its size is so immense. There must be more than 800 million sites
on the Web right now, and their number keeps on increasing. It is so easy to get
lost in cyberspace. You should have the proper means of moving around
cyberspace if you are to find your way around it.
electronic mail snail mail POP mail Web-based mail log in
e-mail server username password emoticon
log in 1. This is what you do when you introduce yourself to

your e-mail.
electronic mail 2. It is a message sent across the Internet.
password 3. It is a secret code used in logging in.
POP mail 4. It uses Post Office Protocol.
username 5. It is the first part of an e-mail address.
snail mail 6. It is another name for mail sent through the post
office.
e-mail server 7. It is a storage area for e-mail messages before they
are dispatched.
emoticon 8. It is a little symbol that shows an emotion.
Web-based mail 9. It is also known as virtual mail.
• Motivation
Ask the learners to inspect the postal mail they’ve brought. Mail that has been sent
through the post office has a destination address. That is how the postman knows
where to deliver it. But can you know where the letter is from? How? Was the letter
stamped or metered? Why do letters need to be stamped or metered? Can you tell
how long it took for the letter to be delivered to its destination?
172
- What is e-mail?
- How does e-mail work?
• Reading
a. What are the two kinds of e-mail? Differentiate the two.
b. What is an e-mail manager? What does it do?
c. What is an e-mail server? What does it do?
d. What is an e-mail address? Can you give an example? What are the parts of an
e-mail address?
• Generalization
E-mail, or electronic mail, is a means for sending and receiving messages across the
Internet. You need an e-mail program to send and receive e-mail messages. You can
access your e-mail by using your username and your password.
• Title of the Exercise: E-Mail a Friend

- Explain what e-mail is.
- Be able to send an e-mail to a classmate.
- Be able to receive an e-mail from a classmate.
- Practice basic language communication skills.
Ask: How many people like receiving letters?
Ask: How many people like writing letters?
Allow the learners to answer the questions. Then, have a volunteer write a short
letter to another learner on a sheet of paper. Ask another learner to volunteer and
act as a mailman and deliver the letter to the designated recipient (who should be
seated at a distance from the letter-writer). Have the class observe the process.
Explain that this is how letters are delivered with the help of the mailman from the
post office. Say that this is called snail mail.
173
Then, tell the class that they will now see a demonstration on how a letter can be
sent as an e-mail over the Internet. Explain to them that this does not require a
mailman. Say that the message goes into the computer to the telephone line
system, and even transmitted through airwaves via radio antennas and
communications satellites. Allow this to be demonstrated by letting the message
sender fold his letter into an airplane, then make it fly across the room towards the
recipient.
This should create a bit of excitement and fun in the class particularly when the
paper plane reaches the wrong person. Repeat the process until the “e-mail” gets
to the proper destination. Ask the class if they know how e-mail or messages sent
over the Internet can go to the wrong person. A basic answer to this would be that
the e-mail sender used the wrong e-mail address or clicked the wrong “ID” to send
the message to.
Ask the class about the advantages and disadvantages of sending messages using
snail mail and e-mail. Ask the learners which one they would prefer and why. Tell
them that in the next activity, they will be using an e-mail service to actually write
and send e-mail to their classmates. If there is no Internet connection available, tell
them that they would be simulating writing and sending e-mail.

The learners will write a 3-5 sentence letter to a classmate of theirs, talking about
what they want to be when they grow up. This will be delivered through e-mail
using the services of Yahoo!. Then, the classmate who received the letter will read
it aloud to the class.
The learners will be asked to open a Yahoo! e-mail account if they do not have
one yet. The basic steps are given in the second set of instructions. Clicking on
the Next button will take the player to the activity frame where the link to the
Yahoo! website may be clicked. Once it is open, the learner may proceed to open
a new e-mail account, or type the e-mail to a classmate.
This activity requires a connection to the Internet. If this is unavailable, the

learners may practice typing an e-mail message by using Microsoft Outlook. This
may be opened by clicking on its icon on the Desktop (labeled Microsoft Outlook),
or the one accessed from the Start button (labeled E-mail [Microsoft Outlook]).
If Microsoft Outlook is used for the first time, it will proceed with the configuration
process. The learner should click on the Cancel button to halt the procedure. The
MS Outlook window will remain. The learner should then click on the New button,
which should be at the extreme left of the toolbar. This will open the e-mail
interface wherein the learner can type in the e-mail address of the recipient, the
subject matter, and the e-mail letter itself.
174
Using Microsoft Outlook instead of Yahoo! will give the learner a feel of how it is to
send e-mail, if Internet access is unavailable for the complete exercise to be
performed
NOTE: Keep in mind that Yahoo! allows only kids aged 13 and above to register
for an e-mail account. You will have to simulate the process for the learners to get
the feel of opening an e-mail account
aloud. Assist the learners as they navigate, in step-by-step fashion, the procedure
for an Internet-based e-mail address. Make sure that their e-mail addresses are
organized and easily accessible for future reference. Entertain questions, and then
allow the learners to write their letters and send them.
1. Ask Have volunteer learners print out the “e-mail” they received from their
classmate. Have some read the letters they received.
2. Ask: If you could write an e-mail to anybody in the whole world, who would you
write to and what would you say?
• Answer Key
Outputs will differ. Here is a sample Microsoft Outlook page that the learners will
be working on to write their e-mails.
175
Let the learners do the Play Up section on pages 137-138 of their textbook.
• Answer key
A. Answer the following.
1. E-mail stands for Electronic mail.

2. In an e-mail address, what comes before the @ symbol? username
3. If you misspelled an e-mail address, will the recipient still receive it? No
4. A secret word that is typed when logging in is called the password.
5. A device where e-mails are stored is called an e-mail server.
6. Which emoticon would describe how you feel today? (Answers may vary.)
7. Electronic mail is the electronic equivalent of snail mail, which is mail sent
through the post office.
B. Create a username based on the following topics. Write your answer on the blank.
Answers will vary depending on the learner.
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C. Complete the picture of the Yahoo! Mail interface.
1. To box
2. 2. CC box
3. 3. BCC box
4. Subject box
5. Composition window
6. Send button
Ask the learners to name the different fields of an e-mail message. They should be able to
explain the uses of each field.
Ask: Why is e-mail important? How does e-mail affect our daily lives? Can you cite examples?
today.
Also, ask them to think of as many kinds of emoticons as they can. They should share their
emoticons with the class.
Lastly, tell the learners to bring a CD of a multimedia software.
177
THE WORLDWIDE LINK
LESSON 23
BE NICE ON E-MAIL
Cognitive  Define netiquette.
Psychomotor  Demonstrate proper behavior when communicating online.
Affective  Follow the basic netiquette protocols when dealing with others
online.

Subtopic: E-mail Etiquette
Concepts:
i. It is important that you follow the basics of email etiquette whether in business or personal
use.
ii. Email etiquette refers to the principles of behavior that one should use when writing or
answering email messages.
ISTE Standards:
i. Digital Citizen
iv. Knowledge Constructor
specific tasks.
i. Textbook
ii. Computer
iii. Any kind of mask
References:
i. Be Nice on E-mail, DigiTitans 3, Section 8, Lesson 23, pages 140-144
Values Integration:
i. Appreciate the importance of behaving well and following rules on the Web.
178
• Prayer
• Review
Ask who among the learners have tried sending or receiving an e-mail message and
tell them to share with the class how long it took for the recipient to reply. Then say:
E-mail is very useful because it is fast. Messages reach their destinations
immediately after they are sent. You can send and receive e-mail with any computer,
as long as it is online. There is no need for stamps.
e-mail etiquette spam chain mail
attachment computer virus
chain mail 1. It is a message that asks to be forwarded to other

people so as not to break the chain.
e-mail etiquette 2. These are rules on proper behavior when using e-
mail.
computer virus 3. It is a malicious program that can harm computers and
destroy files.
spam 4. This is a term used to refer to junk mail.
attachment 5. A file that comes affixed to an e-mail message.
• Motivation
Ask the learners to write a brief letter on a piece of paper to a friend who has been
away for many years. When they are done, call a pair in front of the class. Ask them
to wear their masks, and read to one another the letters they wrote. Ask each learner
to say how he or she felt as the letter was read, while he or she looked at the masked
sender. Call other pairs and let them do the same.
- Is it easy to be misunderstood in your e-mail messages? Why do you think
so?
- How can you be sure that your e-mail messages are understood the way
you intend them to be?
179
• Reading
a. Give some rules on e-mail etiquette.
b. Why should you follow these rules? What can happen if you don’t? Illustrate.
c. What is spam? Why do people send spam?
• Generalization
You should be polite and considerate when sending e-mail messages. Never send
junk mail. By observing e-mail etiquette, you become a better communicator and
avoid all sorts of problems.
• Title of the Exercise: Trash that Junk Mail!

- Observe e-mail etiquette.
- Find out about spam.
Ask: Have you ever received junk mail? Do you forward chain mail? Have you tried
sending an e-mail with attachments?

There are two parts to the activity.
In the first part, the learners will be presented a screen with a mailbox, an inbox,
and a trash bin. Moving the mouse over the mailbox opens it; clicking on its
contents displays a labeled mail item on the screen which the player is to classify
as either belonging to the inbox or the trash bin. The item is simply clicked and
dragged to one of them, like the trash bin, for instance. But if this is not where the
item belongs to, nothing will be added to the score. A check mark will then appear
over the correct choice. Putting the item to its correct place counts as a point.
There are five items to be classified in the first part of the game.
In the second part of the game, the learners will be presented with statements on
e-mail DOs and DON’Ts. On the left side of the list of statements, two columns of
circles are displayed, with one column heading labeled as DO and the other as
DON’T. The learners are to identify whether each is a DO or a DON’T statement
by clicking on the appropriate circle. If the choice is correct, a check mark appears
over the circle and a point is added to the score. But if the choice is wrong, a
check mark will still appear over the correct choice but no point is added to the
score. There are eight statements to be classified in all.
180
aloud for each activity. Entertain questions about the instructions. Then have the
1. Have volunteers draw emoticons on the blackboard. Then, ask them one by
one for the meaning of their drawings. Example: the winking emoticon ;) means
“kidding,” or “you know what I mean.” There is no exact interpretation for the
emoticons, so be open to what they can mean.
2. Ask: How can we prevent our inboxes from receiving spam? Did you know that
there are websites that provide free anti-spamming services?
• Answer Key
See the score sheets.
First Game:
* Text on the mail envelopes: Mail goes to:
#1 From: Friend
Subject: B-Day Party Inbox
#2 From: Unknown
Subject: File requested Trash
#3 From: Cousin
Subject: Pasalubong Inbox
#4 From: Dr. Weird
Subject: Diet Pills Trash
#5 From: Somebody
Subject: Forward this or else… Trash
Second Game:
* Statements:
#1 Use capital letters always. DON’T

#2 Send bad messages to people you do not know. DON’T
#3 Type “I hope you’re doing well” at the start of your
message. DO
#4 Forget to write a subject at the Subject field of the e-mail. DON’T
#5 Check the spelling of the words you have written DO
#6 Attach files more than 50k (meaning really huge files). DON’T
#7 Forward e-mails that you think are virus carriers. DON’T
#8 Expect others to be able to reply fast. DON’T
181
• Answer key
A. Classify the following e-mail messages as SPAM or CHAIN MAIL.
1. Losing your hair? Try HairAgain!

2. Get lucky! Mail this to 20 friends.
3. Send this to everyone in your mailing list to get blessed.
4. Care for the environment? Donate to Blue Skies.
5. Sign up. Let’s stop the construction of Hanson dam.
6. Forward this to a friend to have your wish come true.
7. Perform better in sports.
8. Add to this message and send to your online groups.
9. Mail this to someone or have 10 days of bad luck.
10. Buy your books from me.
Answers:
1. spam 5. spam 9. chain mail
2. chain mail 6. chain mail 10. spam
3. chain mail 7. spam
4. spam 8. chain mail
B. Show the opposite of the wrong thing to do online by drawing or writing the right way
to do it.
Answers may vary. Here are sample answers:
1. NEXT TIME, DON’T E-MAIL ME. TEXT ME.

Next time, don’t email me. Text me.
2. I gt ur email. Wen du wi mit nxt?
I got your email. When do we meet next?
3. I am glad you e-mailed. I AM SOOOOO HAAAPPPPYYYY!!!!
I am glad you e-mailed. I am so happy!
4. You read an email from a stranger asking you where he can find you and you tell
him where you are.
The Golden Rule: Never talk to strangers, whether online or offline.
182
Ask the learners to compose an e-mail message for each of the following themes:
complimenting a friend, expressing gratitude, extending moral support, and offering
condolences. The learners should make sure that their messages will not be misinterpreted by
the intended receiver.
Ask: How much time do you think should learners spend on the Internet? Why?
today.
Also, ask them to find an example of junk mail. They should present it in class and explain why it
is considered as spam.
183
GIVING COMPUTER INSTRUCTIONS
LESSON 24
STEP-BY-STEP PROBLEM SOLVING
Cognitive  Define programming
 Define algorithm
Psychomotor  Create an algorithm for a common problem
 Illustrate an algorithm using a flowchart
Affective  Show enthusiasm in learning the fundamental concepts of basic
computer programming
Topic: Giving Computer Instructions

Subtopic: Basic Programming Concepts
Concepts:
i. Programming involves defining the problem, planning the solution, coding the program,
debugging the program, and documenting the program.
ii. Programming, a form of problem-solving, stretches your mind and helps you think better.
ISTE Standards:
i. Computational Thinker
ii. Knowledge Constructor
iii. Empowered Learner
iv. Creative Communicator
ii. Identify and define authentic problems and significant questions for investigation
iii. Demonstrate personal responsibility for lifelong learning.
i. Textbook
ii. Computer
iii. Recipe of a favorite dish
References:
i. Step-by-Step Problem Solving, DigiTitans 3, Section 9, Lesson 24, pages 146-151
Values Integration:
i. Show enthusiasm in learning the fundamental concepts of basic computer programming.
184
• Prayer
• Review
Ask What is etiquette?
algorithm problem statement flowchart
coding debugging documentation
flowchart 1. It is a graphical illustration that shows instructions in

their proper sequence.
debugging 2. This is the process of finding and correcting the errors
in a program.
algorithm 3. It refers to a step-by-step plan to solve a problem.
coding 4. It means translating an algorithm into codes that
computers can understand.
documentation 5. This is the blueprint that shows what a program does
and how it is designed.
problem statement 6. It is a statement that declares a problem.
• Motivation
Ask the learners to look at their recipes. Recipes are also algorithms. Why is that?
Recipes are also step-by-step instructions. If these instructions are followed in proper
order, a problem is solved—that is, the dish is cooked or prepared.
- What is an algorithm?
- What is a flowchart?
• Reading
185
a. What is the programmer’s algorithm? Explain the steps.
b. What is a pseudocode?
c. What are the different flowcharting shapes? Give the meaning of each shape.
• Generalization
An algorithm is a step-by-step plan for solving a problem. In programming, it
involves defining the problem, planning the solution, coding the program,
debugging the program, and documenting the program.
• Title of the Exercise: Step By Step

- Practice writing algorithms.
- Appreciate the importance of algorithms.
Ask: How do you turn on the computer? What are the steps? What are the steps in
shutting down the computer?

The learners will write algorithms for certain computing activities using the word
processor. The required application is opened after the first instructions page by
clicking on the Download Template icon at the bottom of the screen. Clicking on
this will display a pop-up box with the option “Open with” selected. If the word
processor you are using is not yet selected as the program to open, choose the
appropriate program then click OK. This will then launch the word processor.
aloud for each activity. Entertain questions about the instructions. Then have them
do the activity.
1. Have volunteers discuss the algorithms they made.
2. Ask the learners to check if the algorithms they made are correct. Have them
apply the algorithms; let them open the application mentioned in the exercise.
3. Ask: Why are algorithms important? Where else can we use algorithms?
186
• Answer Key
See the sample algorithms below.

A. Write your nickname using a word processor and set the font to Tahoma,
size 22, boldface.
1. Open MS Word.
2. Press Caps Lock on the keyboard.
3. Type “M”.
4. Type “A”.
5. Type “X”.
6. Highlight the word.
7. Click on the Font drop down menu.
8. Select “Tahoma”.
9. Click on the Font size drop down menu.
10. Select “22”.
11. Click on the Bold command button.
12. Click on empty space in the document.
B. Get the sum of 1, 3, and 5 using a spreadsheet program.

1. Open MS Excel.
2. Type in “1” in cell A1.
3. Press Enter.
5. Press Enter.
7. Press Enter.
8. Highlight cells A1 to A5.
9. Click on the AutoSum command button.
C. Draw a square using a painting program and color it red.

1. Open MS Paint.
2. Click on the Rectangle button in the Toolbox.
3. Place the crosshair anywhere in the work area.
4. Click the mouse.
5. Drag the mouse.
6. Release the mouse button when the rectangle is done.
7. Click on red in the color box.
8. Click on Fill With Color in the Toolbox.
9. Place the paint bucket on the rectangle.
10. Click the mouse.
187
• Answer key
A. Write an algorithm for brushing your teeth.
There may be variations in the learners’ answers.

One possible solution could be as follows:
1 Get toothbrush 8 Rinse teeth
2 Get toothpaste 9 Gargle
3 Get glass 10 Clean toothbrush
4 Fill glass with water 11 Return toothbrush to its proper
5 Open toothpaste cap place
6 Squeeze toothpaste 12 Return toothpaste to its proper
7 Brush teeth onto toothbrush place
13 Return glass to its proper place.
B. Help! A boy named Jose wants to play cards with his cousin, Julia, but she might
still be angry with him for teasing her. How can Jose approach her? Help Jose by
filling in the blanks of the flowchart on how to do it.
One possible solution is as follows:
188
Ask the learners to create a flowchart of the recipe of their favorite dish. They may use the
recipes that they brought.
Ask: What is programming? How do computers know what to do when given a particular
instruction? What is a flowchart? Why do computer programmers use flowcharts?
today.
Also, ask them to write an algorithm, and then a flowchart, for taking photographs.
189

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Philippine Copyright 2020 by TechFactors, Inc.

Fifth edition, 2020

Exclusively distributed by TechFactors, Inc.

Telephone number: (632) 8929 6924

Section WEEK NO. LESSON NO. TOPIC

1st Periodical Examination

Section WEEK NO. LESSON NO. TOPIC

2nd Periodical Examination

Section WEEK NO. LESSON NO. TOPIC

3rd Periodical Examination

Section WEEK NO. LESSON NO. TOPIC

4th Periodical Examination

 What’s an easy way for

Define and describe

Examine how the

Number of Learners within Mastery Level

Number of Learners within Mastery Level

Define what a Examine how

 Discuss how to create a

Define and describe

Tell how database

Number of Learners within Mastery Level

Number of Learners within Mastery Level

THE ALL-AROUND EVERYDAY MACHINE

Topic: Computers and Society

2. Using pictures or real objects, demonstrate the following:

• Title of the Exercise: All Mixed Up

• Goal of the Exercise

• Mechanics of the Activity

Level of Assessment: Understanding

Level of Assessment: Knowledge

E 1. These are the numbers that make up the a. CPU

C. Write S if the item refers to software and H if it refers to hardware.

COMPUTERS THEN AND NOW

Topic: Computers and Society

(abacus, adding machine, mechanical calculator, Jacquard’s loom, analytical

a. Its wooden beads made counting easier. (abacus)

• Title of the Exercise: Facts from the Past

• Goal of the Exercise

Level of Assessment: Knowledge

A. Complete the puzzle using the clues below.

Level of Assessment: Process

Answer depends on the learner.

Group 1: abacus, 5000 B.C.

GETTING TO KNOW THE KEYBOARD

Topic: Playing with the Keyboard

1. contains both letters and numbers (alphanumeric)

(alphanumeric, alphanumeric keys, cursor-movement keys, DVORAK

• Title of the Exercise: Let’s Play Catch!

• Goal of the Exercise

• Mechanics of the Activity

Level of Assessment: Knowledge

1. Special-purpose key (Escape key) 4. Modifier key (Shift key)

Level of Assessment: Knowledge

B. Solve the crossword puzzle below.

ACTION ON THE KEYBOARD

Topic: Playing with the Keyboard

• Title of the Exercise: Typing Drive

• Goals of the Exercise

It is important to observe proper typing when using the keyboard. This is to

Level of Assessment: Knowledge

Level of Assessment: Knowledge