PURPOSE OF EVAULATION

The purpose of this evaluation is to know and grasp the book if there is something that was complicated

or difficult for the students to understand. Also, help the students in the secondary level to understand the

concepts of Mathematics. Thus, a modest background in grade school Mathematics is important. This

evaluation aims give information about the book if it is written in precise, readable, and conventional manner to

facilitate student’s understanding of the subject.

The New High School Mathematics I is a series developed for the students in the secondary level. The

book has the important key features such as examples and their corresponding solutions, application problems

and exercises to challenge, help, and assess the students to harness their mathematical skills.

BACKGROUND INFORMATION ABOUT THE AUTHORS

Maxima Acelajado has a doctorate in Mathematics Education. She has contributed significantly in the

preparation of book and other materials for students in all levels of educational ladder. She is a recipient of the

2002 National Research Council of the Philippines Achievement Award (International, Educational, and

Governmental Policies Division).

Teresita Abajon has a doctorate in Science Education, major in Mathematics, from the De La Salle

University. She has been taught at the Manila High School, Pamantasan ng Lungsod ng Maynila, and the

Philippines Normal University.

Ma. Concepcion Molano-Cachero graduated cum laude from the University of Santo Tomas with a

Bachelor of Science degree in Mathematics. She earned her doctorate in Science Education, major,

Mathematics, from De La Salle University.

Anita Parungao taught Mathematics at College of St. Benile, De La Salle University.

Mary Fe Ramos-de Armas has a doctorate in Science Education, major in Mathematics from De La Salle

University.
 Elenita De Guzman is a former faculty member of Manila Science High School. She has been

recognized as an exemplary teacher by the Mathematics Teachers Association of the Philippines.

OVERVIEW OF THE TEXTBOOK

The New High School Mathematics I series is designed specifically for the secondary level students.

This series is in the integrated learning format (ILF), thus eliminating the need for separate workbook and

aligned with the learning competencies specified in the 2002 Basic Education Curriculum (BEC) of the

Department of Education (DEP Ed).

It has features proven to be valuable to aids to learning Mathematics. Each Section of the book contains

examples designed to show the applicability of the material, thereby, motivating the students to learn and like

Mathematics. Each example has been carefully chosen to illustrate the concept under consideration. The

exercises contained in this book aim to build the student’s competence, skill, and understanding. Such exercises

also serve as a diagnostic tool so the teachers can identify the students’ area of difficulty. The book has realistic

applications taken from variety of fields that are included in this book to enable for the students to see the

importance of a particular concept to the different aspects of the students’ everyday life. And each chapter of

this book contains a Chapter Summary. A Chapter Test that will assess how well the students’ understood the

concepts discussed in the chapter.

 Textbook Evaluation Tool*

Reviewers’ Name: Cabanding, Wendy Mae S. School Name: Tarlac State University

Ponce, Renalyne C.

Teofilo, Reyna Angela B.

Part 1: General Information

Title: New High School Mathematics I Copyright date: 2003

Author(s): Maxima Acelajado; Teresita Abalajon;

Ma. Concepcion Molano-Cachero; Anita Parungao, Cost (student edition): ----
Mary Fe Ramos-de Armas, Elenita De Guzman

Publisher(s): Diwa Learning System Inc. Subject/Grade level: First Year (Elementary Algebra)

Part 2: Organizational Format

3 2 1 0
Overall
fully mostly partially little or no
rating
Organizational Feature evident evident evident evidence
Textbook provides a useful table of
. ✓ . . 2
contents, glossary & index
Layout is consistent and chapters are
✓ . . . 3
arranged logically
Chapters contain clear and
comprehensive introductions and ✓ . . . 3
summaries
Textbook contains references,
✓ . . . 3
bibliography and resources
Information is accurate and current . ✓ . . 2
Reading level is appropriate for
✓ . . . 3
age/grade
Size and format of print is appropriate ✓ . . . 3
Format is visually appealing &
. ✓ . . 2
interesting
Total: 21
Part 3: Content

3 2 1 0
Overall
fully mostly partially little or no
rating
Content criteria evident evident evident evidence
Real-life applications are given ✓ . . . 3
Information and directions are clearly
✓ . . . 3
written and explained
Activities are developmentally ✓ . . . 3
appropriate
Non text content (maps, graphs,
pictures) are accurate and well ✓ . . . 3
integrated into the text

Lessons/activities are interdisciplinary ✓ . . . 3

Activities apply to a diversity of

student abilities, interests and learning ✓ . . . 3
styles
Activities include guiding questions
which encourage the development of ✓ . . . 3
higher-level thinking skills
Total: 21

Part 4: Teacher's Edition/Supplementary Materials

3 2 1 0
Overall
fully mostly partially little or no
rating
Criteria evident evident evident evidence
Textbook provides a separate teacher's
. . ✓ . 1
edition with resource package

Teacher's edition is comprehensive,

. . . ✓ 0
organized and easy to use

References are readily available and . . . ✓ 0

specific skills addressed in each activity
 Supplementary materials listed below
are well organized, of high quality, and
. . . ✓ 0
are useful in enhancing instruction (rate
all that apply:)
Transparencies . . . ✓ 0
Manipulatives . . . ✓ 0

Prepared Kits . . . ✓ 0

Student practice/workbook . . . ✓ 0

Assessment materials . . . ✓ 0

Videos . . . ✓ 0

Software (CD-Roms, DVDs, . . . ✓ 0

Laserdiscs, etc.)
Total: 1

Part 5: Inclusion/Equity/Diversity Issues

3 2 1 0
Overall
fully mostly partially little or no
rating
Criteria evident evident evident evidence
Women and minorities are featured in
. . . ✓ 0
important roles 
Subject matter covers a spectrum of
accomplishments and contributions by . ✓ . . 2
all sexes, races and physical conditions

All groups are presented in broad scope . . . ✓ 0

Pronouns and descriptors of both sexes

✓ . . . 3
are used equally

Nouns, adjectives, terms and

illustrations are non-stereotypical and ✓ . . . 3
non-prejudicial

Children of both sexes and various

cultures and physical conditions will
✓ . . . 3
use the materials without feeling
excluded, estranged or diminished
 References and timelines feature events
. . . ✓ 0
throughout various parts of the world

Total: 11

Part 6: Alignment with District Curriculum, State standards, skills and assessments

3 2 1 0
Overall
fully mostly partially little or no
rating
Criteria evident evident evident evidence
Textbook content aligns to program
curriculum.
✓ . . . 3
Please specify: 2002 Basic Education
Curriculum (BEC)

This textbook will be a useful resource

in preparing students to meet the
requirements of the standards set by ✓ . . . 3
CHED and DEP Ed and assessments
Please specify: Integrated Learning
Format (ILF)

Total: 6
CONCLUSION

The New High School Mathematics I is written in a detailed, easy, clear, and in accepted manner to

facilitate students’ understanding of Mathematics subject. Apart from containing the prescribed minimum

learning competencies, this book includes more mathematical topics, bringing learning to a much higher level.

The textbook has the preface, to know the purpose of the author/s in writing the book; the table of

contents page that will guide the students and provide the outline content of the book; in every first page of the

chapter of book, it provides clear introduction about the given concept to arouse the students’ interest and

curiosity and in the end of every chapter it gives precise chapter summary to help the students to remember the

topic; it has index and bibliography. Also, at the back part of the book it gives additional information about

Mathematicians who contributed in Algebra. The format of the book is readable and appropriate for the students

in secondary level.

In each examples of New High School Mathematics I have their corresponding detailed solutions to

illustrate the topic being discussed more clearly; the application problems are provided to show the connection

of Mathematical concepts to real world; the exercises of each topic are expressed to establish the concepts being

discussed and it challenges the students to gear themselves with Mathematical skills in solving difficult

problems.

The New High School Mathematics I is aligned with the 2002 Basic Education Curriculum (BEC) of

Department of Education (DEP Ed). Even it is aligned in Basic Education Curriculum it may use as a reference

in K-12 Curriculum. This textbook is in integrated learning format which means it focuses on making

connections for students, allowing them to engage in relevant, meaningful activities that can be connected to

real life.

RECOMMENDATIONS

Even the New High School Mathematics I book is written in detailed, precise, and in accepted manner it

does not have a glossary which is a portion of the back of the book that lists the key terms from the text and
their definitions and pronunciations in alphabetical order or a small dictionary. Every chapter is accurately and

clearly but there are some parts of the lesson are missing and it must be written and added. Like in Chapter 2:

The Real Number System, the Irrational Numbers is not discussed and elaborated by the author/s.

Republic of the Philippines

Tarlac State University
College of Education
Lucinda Campus, Tarlac City

Educ 7A
Developmental Reading 1
Textbook Critique
(New High School Mathematics I)

Prepared by:
Wendy Mae S. Cabanding
Renalyne C. Ponce
Reyna Angela B. Teofilo
BSEd 2-2 Mathematics

Prepared for:
Prof. Elizabeth P. Balanquit
Midyear 2016