School Subjects

Physical Education 1

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<span style="background-color: white;">Physical education, PE or P.E. (in many Commonwealth countries also known as physical training, PT[1]), is an educational course related to the physique of the human body, taken during primary and secondary education that encourages psychomotor learning in a play or movement exploration setting to promote health.</span></div>
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Physical Education 1

Physical education, PE or P.E. (in many Commonwealth countries also known as physical training, PT[1]), is an educational course relate...

NSTP 1

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<span style="background-color: white;">The National Service Training Program, also referred to by the acronym NSTP, is a civic administration and defense preparedness program for Filipino tertiary education students instituted by the Government of the Philippines on 23 January 2002 by virtue of Republic Act 9163, otherwise known as the "National Service Training Program (NSTP) Act of 2001".</span></div>
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<span style="background-color: white;">Under the NSTP Program, both male and female college students of any baccalaureate degree course or technical vocational course in public or private educational institutions are obliged to undergo one of three program components for an academic period of two semesters. The students, however, are free to choose which particular program component to take. The three NSTP Program components are:[2]</span></div>
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<span style="background-color: white;">ROTC - Reserve Officers' Training Corps</span></div>
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<span style="background-color: white;">This program component is designed to provide military education and training for students to mobilize them for national defense preparedness.</span></div>
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<span style="background-color: white;">LTS - Literacy Training Service</span></div>
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<span style="background-color: white;">This program component is designed to train students in literacy and numeracy skills to schoolchildren and out-of-school youths.</span></div>
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<span style="background-color: white;">CWTS - Civic Welfare Training Service</span></div>
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<span style="background-color: white;">This program component is designed to provide students with activities contributory to the general welfare and betterment of life of the members of the community especially those developed to improve social welfare services.</span></div>
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<span style="background-color: white;">Graduates of the ROTC program component are organized into the Citizen Armed Force, while graduates of the LTS and CWTS program components are organized into the National Service Reserve Corps administered by the Department of National Defense, the Commission on Higher Education and Technical Education and Skills Development Authority.</span></div>

NSTP 1

The National Service Training Program, also referred to by the acronym NSTP, is a civic administration and defense preparedness progr...

Introduction to Humanities

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<span style="background-color: white;">Description:</span></h2>
<span style="background-color: white; font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">Study of the arts emphasizing forms and relationships, the development of critical skills, and an awareness of traditional humanistic values.</span><br />
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<span style="background-color: white;"><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">1. The Commonwealth of the Arts</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">2. What Are the Humanities?</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">3. Our Dual Nature</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">4. The Creative Process: The Artist and the Work</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">5. The Aesthetic Experience: The Audience and the Work</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">6. Aesthetic Judgement: The Critic and the Work</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">7. Writing about the Arts: You and Your Audience</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">8. Introduction to Poetry</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">9. Introduction to Dance</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">10. Introduction to Music</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">11. Introduction to Drama</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">12. Introduction to Music Drama</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">13. Introduction to Film</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">14. Introduction to the Visual Arts</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">15. Form, Content, and Style in Painting</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">16. Introduction to Sculpture</span><br style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;" /><span style="font-family: Verdana, Arial, sans-serif; font-size: 14px; line-height: 18px;">17. Introduction to Architecture</span></span>

Introduction to Humanities

Description: Study of the arts emphasizing forms and relationships, the development of critical skills, and an awareness of traditio...

General Psychology

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<span style="background-color: white;">Psychology is an academic and applied field involving the study of behavior and mental processes. Psychology also refers to the application of such knowledge to various spheres of human activity, including problems of individuals' daily lives and the treatment of mental illness. The word psychology comes from the ancient Greek ψυχή, psyche ("soul", "mind") and logy ("study").</span></div>
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<span style="background-color: white;">Psychology differs from anthropology, economics, political science, and sociology in seeking to capture explanatory generalizations about the mental function and overt behavior of individuals, while the other disciplines focus on creating descriptive generalizations about the functioning of social groups or situation-specific human behavior. In practice, however, there is quite a lot of cross-fertilization that takes place among the various fields. Psychology differs from biology and neuroscience in that it is primarily concerned with the interaction of mental processes and behavior, and of the overall processes of a system, and not simply the biological or neural processes themselves, though the subfield of neuropsychology combines the study of the actual neural processes with the study of the mental effects they have subjectively produced. Many people associate psychology with clinical psychology, which focuses on assessment and treatment of problems in living and psychopathology. In reality, psychology has myriad specialties including social psychology, developmental psychology, cognitive psychology, educational psychology, industrial-organizational psychology, mathematical psychology, neuropsychology, and quantitative analysis of behavior.</span></div>
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<span style="background-color: white;">Psychology is a very broad science that is rarely tackled as a whole, major block. Although some subfields encompass a natural science base and a social science application, others can be clearly distinguished as having little to do with the social sciences or having a lot to do with the social sciences. For example, biological psychology is considered a natural science with a social scientific application (as is clinical medicine), social and occupational psychology are, generally speaking, purely social sciences, whereas neuropsychology is a natural science that lacks application out of the scientific tradition entirely. In British universities, emphasis on what tenet of psychology a student has studied and/or concentrated is communicated through the degree conferred: B.Psy. indicates a balance between natural and social sciences, B.Sc. indicates a strong (or entire) scientific concentration, whereas a B.A. underlines a majority of social science credits. This is not always necessarily the case however, and in many UK institutions students studying the B.Psy, B.Sc, and B.A. follow the same curriculum as outlined by The British Psychological Society and have the same options of specialism open to them regardless of whether they choose a balance, a heavy science basis, or heavy social science basis to their degree. If they applied to read the B.A. for example, but specialised in heavily science-based modules, then they will still generally be awarded the B.A.</span></div>

General Psychology

Psychology is an academic and applied field involving the study of behavior and mental processes. Psychology also refers to the applica...

Communication Grammar

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<span style="background-color: white;"><em style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px; margin: 0px; padding: 0px;">English Plus</em><span style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px;"> gives students the skills they need to communicate with confidence in English. </span><br style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px; margin: 0px; padding: 0px;" /><br style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px; margin: 0px; padding: 0px;" /><span style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px;">The core material is presented in a clear unit structure, and the extensive Options section at the back of the book provides further variety and challenge. Extra material covering culture, CLIL, and vocabulary practice motivates and engages students, and allows teachers to tailor the course to individual needs and abilities. </span><br style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px; margin: 0px; padding: 0px;" /><br style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px; margin: 0px; padding: 0px;" /><em style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px; margin: 0px; padding: 0px;">English Plus</em><span style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px;"> places equal emphasis on the development of all four skills – each unit contains reading, writing, listening, and speaking. New language is presented both in context and in tables, to ensure that students fully understand usage as well as form. The Rules section encourages students to think about and complete language rules themselves. Activate and About You exercises then give students the opportunity to use English in a personal way, encouraging them to talk or write about their own ideas and experiences. </span><br style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px; margin: 0px; padding: 0px;" /><br style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px; margin: 0px; padding: 0px;" /><span style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px;">Teachers with a mix of both strong and weak students in class get extra flexibility from the Workbook, Tests, and teacher’s photocopiable resources. These all contain three levels of material, meaning that every student can achieve a productive outcome, regardless of ability.</span><br style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px; margin: 0px; padding: 0px;" /><br style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px; margin: 0px; padding: 0px;" /><span style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17px;">With Online Practice teachers can assign different interactive activities to different groups of students, see their grades, track their progress, set up online discussions with their students on topics from the Student’s Book, and more.</span></span></div>
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Communication Grammar

English Plus gives students the skills they need to communicate with confidence in English. The core material is presented in a clear u...

Earth Sciences

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Earth Sciences</span></h4>
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<span style="background-color: white;">No previous subject knowledge is necessary.</span></div>
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<span style="background-color: white;">Earth Sciences introduces how our planet works – the processes and properties of the Earth. It covers how the Earth formed, the forces behind plate tectonics, biological evolution, and how the physics and chemistry of rocks reveal the story of Earth's interior.</span></div>
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<span style="background-color: white;">Earth Sciences is also about natural hazards: volcanoes, earthquakes, tsunamis and landslides. Fossils and isotopes record past changes in climate, sea level and ocean currents, offering answers to the urgent problem of climate change. Other concerns include finding water, coal, oil and minerals.</span></div>
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<span style="background-color: white;">Practical experience is gained in the laboratory classes and on a one-week field course in Scotland.</span></div>
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<span style="background-color: white;">Earth Sciences leads onto a broad range of attractive geological careers, and offers a wider perspective for other sciences and the world around us.</span></div>

Earth Sciences

Earth Sciences No previous subject knowledge is necessary. Earth Sciences introduces how our planet works – the processes and pr...

Study and Thinking Skills

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<span style="background-color: white;">COURSE OUTLINE</span></div>
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<span style="background-color: white;">Course Description:</span><br />
<span style="background-color: white;">    The course is designed to develop students learning skills and strategies, effective communication techniques, academic study skills and critical thinking skills.</span><br />
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<span style="background-color: white;">Course  Objectives:</span><br />
<span style="background-color: white;">    At the end of the course, students are expected to:</span><br />
<span style="background-color: white;">1. To be linguistically competive through oral and written discourse.</span><br />
<span style="background-color: white;">2. To acquaint themselves in the field of communication by using different modems such as the internet.</span><br />
<span style="background-color: white;">3. To develop their selves through expressing their ideas, thoughts and feelings by using the blog.</span><br />
<span style="background-color: white;">4. To be competent and skillful students who can face the outside world.</span><br />
<span style="background-color: white;"><br /></span>
<span style="background-color: white;">Course Methodology/ Strategies:</span><br />
<span style="background-color: white;">1. Lecture Discussion</span><br />
<span style="background-color: white;">2. Reporting</span><br />
<span style="background-color: white;">3. Blog</span><br />
<span style="background-color: white;">4. Panel Discussion</span><br />
<span style="background-color: white;">5. Research Works</span><br />
<span style="background-color: white;">6. Comprehension Tests</span><br />
<span style="background-color: white;">7. Vocabulary Enrichments</span><br />
<span style="background-color: white;"><br /></span>
<span style="background-color: white;">Course Outline:</span><br />
<span style="background-color: white;">I. Introduction to Google Asense</span><br />
<span style="background-color: white;">II. The Library</span><br />
<span style="background-color: white;">    A. Importance of Library</span><br />
<span style="background-color: white;">    B. System of Classifying Books in the Library</span><br />
<span style="background-color: white;">    C. The Call Number</span><br />
<span style="background-color: white;">    D. The Card Catalogue</span><br />
<span style="background-color: white;">    E. Parts of the Book</span><br />
<span style="background-color: white;">III. Reading Techniques</span><br />
<span style="background-color: white;">    A. What is Reading?</span><br />
<span style="background-color: white;">    B. Reading Techniques</span><br />
<span style="background-color: white;">         a. Skimmiming</span><br />
<span style="background-color: white;">         b. Scanning</span><br />
<span style="background-color: white;">   C. Reading Comprehension</span><br />
<span style="background-color: white;">         a. Literal Level</span><br />
<span style="background-color: white;">         b. Interpretative Level</span><br />
<span style="background-color: white;">         c. Critical Level</span><br />
<span style="background-color: white;">         d. Application Level</span><br />
<span style="background-color: white;">   D. Using Context Clues</span><br />
<span style="background-color: white;">IV. Study Skills</span><br />
<span style="background-color: white;">V. Grammar Points</span><br />
<span style="background-color: white;">    A. The Noun</span><br />
<span style="background-color: white;">         a. Types of Noun</span><br />
<span style="background-color: white;">         b. Formal Characteristics of Noun</span><br />
<span style="background-color: white;">         c. Case of Nouns</span><br />
<span style="background-color: white;">    B. The Verb</span><br />
<span style="background-color: white;">         a. Formal Characteristics of Verbs</span><br />
<span style="background-color: white;">         b. Forms of Verb</span><br />
<span style="background-color: white;">         c. Properties of Vferbs</span><br />
<span style="background-color: white;">         d. Subject - Verb Agreement</span><br />
<span style="background-color: white;">         e. Verbals</span><br />
<span style="background-color: white;">    C. The Pronouns</span><br />
<span style="background-color: white;">         a. Classes of Pronouns</span><br />
<span style="background-color: white;">         b. Person and Gender</span><br />
<span style="background-color: white;">    D. Modifiers</span><br />
<span style="background-color: white;">         a. Adjective</span><br />
<span style="background-color: white;">         b. Adverbs</span><br />
<span style="background-color: white;">         c. Prepositions</span><br />
<span style="background-color: white;">    E. Sentence, Clauses, Phrase</span><br />
<span style="background-color: white;">         a. The Sentence</span><br />
<span style="background-color: white;">         b. The Clause</span><br />
<span style="background-color: white;">         c. The Phrase</span><br />
<span style="background-color: white;">         d. Tag Questions</span><br />
<span style="background-color: white;">VI. The Paragraph</span><br />
<span style="background-color: white;">         a. Paragraph Defined</span><br />
<span style="background-color: white;">         b. Characteristic of Effective Paragraph</span><br />
<span style="background-color: white;">         c. Classification of Paragraph</span><br />
<span style="background-color: white;">         d. Methods of Paragraph Development</span><br />
<span style="background-color: white;">VII. The Composition</span><br />
<span style="background-color: white;">         a. Nature of Composition</span><br />
<span style="background-color: white;">         b. Essential Requirements in Composition Writing</span><br />
<span style="background-color: white;">         c. Steps in the Writing</span><br />
<span style="background-color: white;">         d. Guidlines in Effective Writing</span>

Study and Thinking Skills

COURSE OUTLINE Course Description: The course is designed to develop students learning skills and strategies, effective commu...

Fundamentals of Mathematics

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<span style="background-color: white; font-size: large;">Fractions</span></div>
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Frustrations with Fractions</span></h4>
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<span style="background-color: white;">If fractions get you frustrated, you are not alone. Many students are wary when it comes to working with fractions. We are here to help you get more comfortable!</span></div>
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<span style="background-color: white;">Simply put, a fraction is used to describe a part of a whole. The numerator (top) refers to the part and the denominator (bottom) describes the whole. In the fraction <sup>2</sup>⁄<sub>3</sub>, the numerator is 2 and the denominator is 3.</span></div>
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Equivalent Fractions</span></h4>
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<span style="background-color: white;">Two fractions that describe the same part of a whole are considered equivalent fractions. If two friends cut a pie in half, they can each take <sup>1</sup>⁄<sub>2</sub> of the whole. What if they both cut their piece of the pie into two pieces? Now, they each have two pieces of the pie, which is in four pieces. So, they each have <sup>2</sup>⁄<sub>4</sub> of the pie.<sup>2</sup>⁄<sub>4</sub> and <sup>1</sup>⁄<sub>2</sub> are equivalent fractions.</span></div>
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<span style="background-color: white;">Two equivalent fractions will be the same when completely reduced (written in simplest form). When one or both of the fractions contain large numbers, it may not be in your best interest to try to reduce or simplify them, although you certainly could do this. A more efficient way is to cross multiply. For example, say you are asked to compare the following two fractions:</span></div>
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<span style="background-color: white;"><img alt="fraction1728-(1).PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fraction1728-(1).PNG.aspx" style="height: 43px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 108px;" /></span></div>
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<span style="background-color: white;">You can cross multiply as follows (denominator multiplied by the opposite numerator):</span></div>
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<span style="background-color: white;"><img alt="CrossMulti92-(1).PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/CrossMulti92-(1).PNG.aspx" style="height: 28px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 403px;" /></span></div>
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<span style="background-color: white;">Since the cross products are the same, the fractions are equivalent. If the product on the left were greater than the product on the right, the fraction on the left would be the larger of the two. Similarly, had the product on the right been larger, the fraction on the right would be the larger of the two.</span></div>
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<span style="background-color: white;">For example:</span></div>
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<span style="background-color: white;"><img alt="fractionsum1.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionsum1.PNG.aspx" style="height: 72px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 288px;" /></span></div>
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<span style="background-color: white;">Since the product on the left is smaller, the fraction on the left is also smaller.</span></div>
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Reducing Fractions</span></h4>
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<span style="background-color: white;">Reducing and simplifying fractions requires you to be able to identify the common factors between the numerator and the denominator. The divisibility rules come in handy here! You are looking for factors that can divide both the numerator and the denominator. One way to do this is to write out the prime factorization of both. Another is by inspection. Let’s use the following example:</span></div>
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<span style="background-color: white;"><img alt="fraction420.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fraction420.PNG.aspx" style="height: 45px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 38px;" /></span></div>
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<span style="background-color: white;">If you wanted to write out the prime factorization and cancel out any common factors, you’d end up with the following:</span></div>
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<span style="background-color: white;"><img alt="fractionSum2.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionSum2.PNG.aspx" style="height: 55px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 184px;" /></span></div>
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<span style="background-color: white;">Alternatively, you can use inspection to look for common factors. Since both 420 and 630 end in zeros, they are both divisible by 10. This leaves you with <sup>42</sup>⁄<sub>63</sub>. Both 42 and 63 are divisible by 3 (the sums of the digits in each number are 6 and 9, respectively),leaving you with <sup>14</sup>⁄<sub>21.</sub> From here, it’s fairly easy to see that both are divisible by 7, leaving you with the most reduced form: <sup>2</sup>⁄<sub>3.</sub></span></div>
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Improper Fractions</span></h4>
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<span style="background-color: white;">Improper fractions typically make an appearance on the SAT. They are simply fractions that represent a whole number. You probably haven’t encountered them in math class since grade school however. When you see an improper fraction on the test, you will typically see answer choices with mixed numbers, meaning numbers that represent an improper fraction as a whole number and a fractional component. For example, <sup>7</sup>⁄<sub>3</sub> is an improper fraction. Three (3) divides into 7 twice with a remainder of 1. Thus, <sup>7</sup>⁄<sub>3</sub> could be written as the mixed number 2<sup>1</sup>⁄<sub>3</sub>.</span></div>
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<span style="background-color: white;">Other times, you’ll need to do the same conversion, but in reverse, converting a mixed number into an improper fraction. This happens most often when multiplying or dividing with fractions. To do this, simply multiply the whole number by the denominator, add the result to the numerator, and divide the sum by the denominator. Let’s use our previous example, 2<sup>1</sup>⁄<sub>3</sub>. Writing 2<sup>1</sup>⁄<sub>3</sub> as an improper fraction would look something like:</span></div>
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<span style="background-color: white;"><img alt="fractionsum3.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionsum3.PNG.aspx" style="height: 43px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 117px;" /></span></div>
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Common Denominators</span></h4>
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<span style="background-color: white;">A common problem encountered when dealing with fractions involves finding a common denominator, or more importantly, the <em>least common denominator</em>. Before you can add or subtract fractions, you will need to find a common denominator.</span></div>
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<span style="background-color: white;">For example, let’s say you have the following problem:</span></div>
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<span style="background-color: white;"><img alt="fractionsum4.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionsum4.PNG.aspx" style="height: 46px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 68px;" /></span></div>
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<span style="background-color: white;">The simplest way to find a common denominator is to take the product of the two denominators.</span></div>
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<span style="background-color: white;"><img alt="fractionSum5.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionSum5.PNG.aspx" style="height: 24px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 74px;" /></span></div>
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<span style="background-color: white;">Using this as the common denominator, you would write the fractions, thus:</span></div>
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<span style="background-color: white;"><img alt="fractionSum6.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionSum6.PNG.aspx" style="height: 46px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 204px;" /></span></div>
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<span style="background-color: white;">Then you can add them:</span></div>
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<span style="background-color: white;"><img alt="fractionSum7.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionSum7.PNG.aspx" style="height: 47px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 93px;" /></span></div>
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<span style="background-color: white;">This can be done fairly quickly. However, it may result in answers requiring a significant amount of simplification as the common denominator found will not necessarily be the least common denominator. Finding this requires a couple additional steps on the front end. Let’s take the following problem:</span></div>
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<span style="background-color: white;"><img alt="fractionSum8.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionSum8.PNG.aspx" style="height: 51px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 98px;" /></span></div>
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<span style="background-color: white;">First, we factor both the denominators:</span></div>
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<span style="background-color: white;"><img alt="fractionSum9.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionSum9.PNG.aspx" style="height: 48px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 257px;" /></span></div>
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<span style="background-color: white;">The least common denominator will thus be:</span></div>
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<span style="background-color: white;"><img alt="fractionSum10.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionSum10.PNG.aspx" style="height: 26px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 193px;" /></span></div>
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<span style="background-color: white;">All we need to do now is multiply the numerator and denominator of each fraction by the missing factors:</span></div>
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<span style="background-color: white;"><img alt="fractionmissingeq.PNG" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionmissingeq.PNG.aspx" style="height: 46px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 319px;" /></span></div>
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<span style="background-color: white;">We are still dealing with fractions with rather large numbers, but this did make things simpler. Had we simply multiplied the two denominators together, we would have gotten a common denominator of 138,600!</span></div>
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Example</span></h4>
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<span style="background-color: white;"><img alt="Fractions Example" src="https://www.mycollegeoptions.org/Core/getattachment/SiteContent/Students/Tools/TestPrep/SAT/Math/Fractions/fractionExample-(1).PNG.aspx" style="height: 271px; margin: 0px 10px 0px 0px; padding-top: 2px; width: 314px;" /></span></div>
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Answer and Explanation</span></h4>
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<li style="color: rgb(34, 34, 34) !important; font-family: Tahoma, Verdana, Arial !important;"><span style="background-color: white;"><strong>The correct answer is A. </strong>This is a time-consuming problem, but nothing difficult. Check out your answer choices first and you’ll see that every option contains the option in I. Thus, there is no point in checking it, it must be greater! Start with the value in II. You can either use your calculator or the comparison method discussed above. The value in II is greater so you can eliminate choice E which doesn’t include it. Moving on to the value in III, it is also greater, so the correct response must contain III, eliminating choices C and D. You are left with choices A and B, so forget looking at IV, you only need to check the value in V which is also greater. Eliminate choice B.</span></li>
</ol>
</div>

$Fundamentals of Mathematics$ Fundamentals of Mathematics

Fractions Frustrations with Fractions If fractions get you frustrated, you are not alone. Many students are wary when it...

Komunikasyon sa Akademikong Filipino

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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMBAL0wa9msZCk_IWMTGu9eQYxukEnNvSIYULCXwllHqpPVJYPpy__lG0l118akuMV3cYvyZXu38t35kf_fINQJC2mH0q4KJP9Bv-_b4cmLWP3KdkhU-fHUUYqp43NURc_SQhKB3wV2gMY/s1600/Fil+1.jpg" imageanchor="1" style="background-color: white; margin-left: 1em; margin-right: 1em;"><span style="color: black;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMBAL0wa9msZCk_IWMTGu9eQYxukEnNvSIYULCXwllHqpPVJYPpy__lG0l118akuMV3cYvyZXu38t35kf_fINQJC2mH0q4KJP9Bv-_b4cmLWP3KdkhU-fHUUYqp43NURc_SQhKB3wV2gMY/s1600/Fil+1.jpg" width="227" /></span></a></div>
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<span style="background-color: white;"> 1. "KALIKASAN AT ISTRAKTURA NG WIKANG FILIPINO"</span></div>
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<span style="background-color: white;"> Lahat ng wikang ginagamit ng anumang lahi sa daigdig ay binubuo ng mga tunog . Ang mga tunog na ito ay tinatawag na ponema na matatalakay pa ng higit sa mga kasunod na pahina.</span></div>
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<span style="background-color: white;">2. "PONOLOHIYA"</span></div>
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<span style="background-color: white;">Ang ponema ay tumutukoy sa mga makhulugang tunog ng isang wika. Ang makaagham na pag-aaral nito ay tinatawag namang ponolohiya.</span></div>
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<span style="background-color: white;">May dalawmpu't isang (21) ponema ang wikang Filipino, labing-anim (16) ang katinig  at lima (5) naman ang patinig. Ang mga katinig ay ang mga sumusnod: /p,b,m,t,d,n,s,l,r,y,k,g,n,ng,w,/. Ang katinig naman ay ang /i,e,a,o,u,/. </span></div>
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<span style="background-color: white;">3. "Morpolohiya"</span></div>
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<span style="background-color: white;">Tumotukoy ang morpolohiya sa makaagham na pag-aaral ng mga makabuluhang yunit ng isang salita o morpema.</span></div>
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<span style="background-color: white;">  Ang morpema ay maaring isang ponema.Halimbawa nito ay ang /o/ at  /a/ na sa ating wika ay maaring mangahulugan ng kasarian.</span></div>
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<span style="background-color: white;">       Halimbawa:</span></div>
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<span style="background-color: white;">                         maestro      vs     maestra</span></div>
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<span style="background-color: white;">                         abugado     vs     abugada</span></div>
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<span style="background-color: white;">                         Paulo         vs      Paula</span></div>
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<span style="background-color: white;">                         tindero       vs      tindera</span></div>
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<span style="background-color: white;">                         Angelito     vs      Angelita</span></div>
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<span style="background-color: white;">                     </span></div>
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<span style="background-color: white;">                         4. "Mga Pagbabagong Morpoponemiko"</span></div>
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<span style="background-color: white;">Ang mga pagbabagong morpoponemiko ay tumutukoy sa anu mang pagbabago sa karaniwang anyo ng isang morpema dahil sa impluwensya ng kaligiran nito. Ito ay may ilang uri.</span></div>
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<span style="background-color: white;">a.) Asimilasyon</span></div>
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<span style="background-color: white;">Sangkot ng uring ito ang mga pgbabagong nagaganap sa /ng/ sa posisyong pinal dahil sa impluwensya ng ponemang kasunod nito.</span></div>
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<span style="background-color: white;">                       Dalawng uri ng asimilasyon;</span></div>
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<span style="background-color: white;">                       1. Asimilasyong parsyal</span></div>
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<span style="background-color: white;">                       2. Asimilasyong ganap</span></div>
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<span style="background-color: white;">Asimilasyong parsyal- yaong karaniwang pagbabagong nagaganap sa ponemang /ng/ at nagiging /n/ o /m/ o nanatiling /ng/ dahil sa kasunod na tunog.</span></div>
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<span style="background-color: white;">Halimbawa:</span></div>
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<span style="background-color: white;">                 [pang]+paaralan-------pampaaralan</span></div>
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<span style="background-color: white;">                 [pang]+bayan---------pambayan</span></div>
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<span style="background-color: white;"> Asimilasyong ganap- sa asimilasyong ganap, bukod sa pagbabagong nagaganap sa ponemang /ng/ ayon sa punto ng artikulasyon na kasunod na tunog, nawawala parin ang unang ponema ng nilalapiang salita dahil sa ito ay inaasimila o napapaloob na sa sinusundang ponema.</span></div>
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<span style="background-color: white;">Halimbawa:</span></div>
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<span style="background-color: white;">                 [pang]+palo----------pampalo-----------pamalo</span></div>
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<span style="background-color: white;">                 [pang]+tali-----------pantali--------------panali </span></div>
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<span style="background-color: white;"><br /></span></div>
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<span style="background-color: white;">b.)Pag-papalit ng ponema</span></div>
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<span style="background-color: white;">May mga ponemang nagbabago o napapalitan sa pagbubuo ng mga salita.</span></div>
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<span style="background-color: white;">    </span></div>
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<span style="background-color: white;">1. /d/----- /r/</span></div>
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<span style="background-color: white;">Ang ponemang /d/ sa posisyong inisyal ng salitang nilalapian ay karaniwang napapalitan ng ponemang /r/ kapag patinig ang huling ponema ng unlapi.</span></div>
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<span style="background-color: white;">Halimbaw:</span></div>
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<span style="background-color: white;">               ma-+dapat------------marapat</span></div>
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<span style="background-color: white;">               ma-+dunong----------marunong</span></div>
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<span style="background-color: white;">2. /h/-----/n/</span></div>
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<span style="background-color: white;">Sa ilang halimbawa, ang /h/ bagamat hindi binabaybay o tinutumbasan ng titik sa pagsusulat na panlaping</span></div>
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<span style="background-color: white;"> /-han/ ay nagiging /n/.</span></div>
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<span style="background-color: white;">Halimbawa:</span></div>
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<span style="background-color: white;">                 /tawah /+ -an--------/tawahan/--------tawanan</span></div>
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<span style="background-color: white;">3. /o/----/u/</span></div>
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<span style="background-color: white;">Ang ponemang /o/ sa huling pantig ng salitang-ugat na hinuhunlapian osalitang inuulit ay nagiging /u/.</span></div>
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<span style="background-color: white;">Halimbawa:</span></div>
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<span style="background-color: white;">                 dugo + an----------dugoan</span></div>
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<span style="background-color: white;">                 mabango----------mabangung-mabango</span></div>
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<span style="background-color: white;">c.) Metatesis</span></div>
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<span style="background-color: white;">Kapag ang salitang ugat na nagsisimula sa /l/ o /y/ ay nilalagyan ng gitlaping -in-, ang /i/ at /n/ ay nagkakapalitan ng posisyon.</span></div>
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<span style="background-color: white;">Halimbawa:</span></div>
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<span style="background-color: white;">                 -in- + lipad--------nilipad</span></div>
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<span style="background-color: white;">                 -in- + yaya--------niyaya</span></div>
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<span style="background-color: white;">d.) Pagkakaltas na ponema</span></div>
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<span style="background-color: white;">Nagaganap ang pagbabagong ito kung ang huling ponemang ponimag patinig ng saliatng-ugat ay nawawala sa pag huhunlapi nito.</span></div>
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<span style="background-color: white;">Halimbawa:</span></div>
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<span style="background-color: white;">                 takip + an--------takipan-----------takpan</span></div>
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<span style="background-color: white;">                 kitil + in----------kitilin-------------kitlin</span></div>
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<span style="background-color: white;">e.) Paglilipat-diin</span></div>
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<span style="background-color: white;">May mga salitang nagbabago ng diin kapag nilalapian.</span></div>
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<span style="background-color: white;">Halimbawa:</span></div>
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<span style="background-color: white;">                 basa + -hin------------------basahin</span></div>
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<span style="background-color: white;">                 ka- + sama + -han----------kasamahan</span></div>
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<span style="background-color: white;">                 laro + an--------------------laruan(lugar)</span></div>
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<span style="background-color: white;">f.) Reduplikasyon</span></div>
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<span style="background-color: white;">Pag-uulit ng pantig ng saliata.</span></div>
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<span style="background-color: white;">Halimbawa:</span></div>
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<span style="background-color: white;">                 aalis               matataas               magtataho</span></div>
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<span style="background-color: white;">                 pupunta         masasaya              naglalakad</span></div>
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<span style="background-color: white;">                              4."Sintaksis"</span></div>
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<span style="background-color: white;">Ang pangungusap ay isang sambitlang may patapos na himig sa dulo.</span></div>
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<span style="background-color: white;">Halimbawa:</span></div>
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<span style="background-color: white;">                 Nanay! (panawag)</span></div>
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<span style="background-color: white;">                 Aray! (nagsasaad ng damdamin)</span></div>
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<span style="background-color: white;">                 Sulong! (utos)</span></div>
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<span style="background-color: white;">                 Opo (panagot sa tanong)</span></div>
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<span style="background-color: white;">                 Umuilan (pandiwang palikas o penomenal)</span></div>
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<span style="background-color: white;">  </span></div>
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<span style="background-color: white;">  titik—————→salita—————→pangungusap—→diskurso</span></div>
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<span style="background-color: white;">    ↓                             ↓                                  ↓</span></div>
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<span style="background-color: white;">ponema                  morpema                      sintaksis</span></div>
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<span style="background-color: white;">    ↓                              ↓</span></div>
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<span style="background-color: white;">ponolohiya            morpolohiya   </span></div>
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<span style="background-color: white;">(palatanungan)      (palabusan)</span></div>
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<span style="background-color: white;">            </span></div>
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<span style="background-color: white;">                           5."Pagpapalawak ng pangungusap"</span></div>
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<span style="background-color: white;">Ang mga maaring gamiting pampalawk ng pangungusap ay 1.) paningit at 2.) panuring (pang-uri at pang-abay) at 3.) kaganapan ng pandiwa.</span></div>
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<span style="background-color: white;">a.)Mga paningit bilang pampalawak</span></div>
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<span style="background-color: white;">Mga paningit o ingklitik ang ta wag natin sa mga katagang isinasama sa pngungusap upang higit na maging malinaw ang kahulugan nito.</span></div>
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<span style="background-color: white;">Talaan ng ating mga paningit:</span></div>
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<span style="background-color: white;">                                           ba                             na                          ho                                po</span></div>
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<span style="background-color: white;">                                           kasi                           naman                   lamang/lang                   sana</span></div>
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<span style="background-color: white;">                                           kaya                          nga                       man                              tuloy</span></div>
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<span style="background-color: white;">                                           daw/raw                    pa                         muna                             yata</span></div>
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<span style="background-color: white;">                                                                             din/rin                   pala</span></div>
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<span style="background-color: white;">                                                                                                                                                         </span></div>
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<span style="background-color: white;">Ang mga paningit ay may tiyak na posisyon sa loob ng pangungusap.</span></div>
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<span style="background-color: white;">Ang mga katagang ka, ko at mo ay maaring manguna sa paningit.</span></div>
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<span style="background-color: white;">Watong pagamit ng mga paningit:</span></div>
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<span style="background-color: white;">                                         1. Unang salitang may diin + paningit</span></div>
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<span style="background-color: white;">                                         2. Unang salitang may diin +ka/ko/mo + paningit</span></div>
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<span style="background-color: white;">Halimbawa:</span></div>
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<span style="background-color: white;">                1. Unang salitang may diin + paningit</span></div>
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<span style="background-color: white;">                     a.) Ang bata na ang tawagin mo.</span></div>
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<span style="background-color: white;">                     b.) Hindi man kayo matuloy ay dapat kang maghanda.</span></div>
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<span style="background-color: white;">             </span></div>
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<span style="background-color: white;">                2. Unang salitang may diin + paningit</span></div>
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<span style="background-color: white;">                      a.) Bakit ka nga ba hindi dumating?</span></div>
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<span style="background-color: white;">                      b.) Hinihintay ko naman siya ngunit talagang hindi siya dumating.</span></div>
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<span style="background-color: white;">                      c.) Alam mo ba ang dahilan ng kanyang biglang pag-alis? </span></div>
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<span style="background-color: white;">Sa ating talaan  ang mga paningit aymapapansing may mga pningit na malayang nagkakapalitan, tulad ng daw/raw at din/rin.</span></div>
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<span style="background-color: white;">Sa kolokyal na gamit, ang daw at raw, din at rin ay malayang  nagkakapalitan kahit na sa anung kaligirang ponemiko. Sa  mga pormal na okasyon, may mga taong nagbibigay  ng pagkakaiba sa gamit ng  daw at raw,  din at rin. Ang daw at din ay ginagamit kapag ang sinusundang salita ay nagtatapos sa katinig, maliban sa mga malapatinig na /w/ at /y/. Samantala ang raw at rin ay ginagamit kapag ang sinusundang salita ay nag tatapos sa patinig o malapatinig na /w/, /o/, /y/.</span></div>
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<span style="background-color: white;">Halimbawa:</span></div>
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<span style="background-color: white;">             1. Malaki raw ang hinihingi mo kaya hindi ka napag bigyan.</span></div>
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<span style="background-color: white;">             2. Swelduhan din daw ang ama niya.</span></div>
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<span style="background-color: white;">             3. Maswerte  na rin naman ang batang yon.</span></div>
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<span style="background-color: white;">             4. Buhay raw ang nakulong sa minahan.</span></div>
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<span style="background-color: white;">             5. Kalabaw raw ni Kuya   ang nawala.</span></div>
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<span style="background-color: white;">Ang lamang ay pormal na anyong kolokyal na anyo ng lang. </span></div>
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<span style="background-color: white;">Halimbawal:</span></div>
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<span style="background-color: white;">                 1. Isasanguni po lamang namin ang taga pangulo ng komite ang hingil sa suliranin ng kaspi.</span></div>
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<span style="background-color: white;">                 2. Iabot mo lang sa akin ang peryodiko bago ka umalis.</span></div>
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<span style="background-color: white;">b.)  Mga panunuring bilang pampalawak</span></div>
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<span style="background-color: white;">Dalawang kategorya ng mga salita ang magagamit na panuring, ang pang-uri na panuring sa pangngalan o panghalip, at ang pang-abay na panuring sa pandiwa, pang-uri o kapwa pang-abay.</span></div>
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<span style="background-color: white;">  </span></div>
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<span style="background-color: white;">  Btayan ng Pangungusap</span></div>
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<span style="background-color: white;">    Ang mag-aaral ay iskolar.</span></div>
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<span style="background-color: white;">    1.Pagpapalawak sa pamamagitan ng karaniwang pang-uri</span></div>
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<span style="background-color: white;">     Ang matalinong mag-aaral ay iskolar.</span></div>
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<span style="background-color: white;">    2. Pagpapalawak sa pamamagitan ng pariralang panuring</span></div>
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<span style="background-color: white;">    a.) Ang matalinong mag-aaral sa klase ko ay iskolar.</span></div>
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<span style="background-color: white;">    b.) Ang matalinong mag-aaral sa klase ng kasysayan ay iskolar.</span></div>
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<span style="background-color: white;">    c.) Ang matalinong mag-aaral sa klase ng kasysayan ay iskolar sa pamantasan.</span></div>
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<span style="background-color: white;">    d.) Ang matalinong mag-aaral sa klase ng kasysayan ay iskolar ng pamahalaan sa pamantasan.</span></div>
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<span style="background-color: white;">   e.)  Ang matalinong mag-aaral sa klase ng kasysayan na magaling mag talumpati ay iskolar   pamahalaan         sa pamantasan.</span></div>
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<span style="background-color: white;">  </span></div>
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<span style="background-color: white;">  3.Pagpapalawak sa pamamagitan ng ibang bahagi ng pananalita na gumaganap ng tungkulin ng     pang-uri.</span></div>
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<span style="background-color: white;">     a.) Pangngalang ginagamit na panuring</span></div>
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<span style="background-color: white;">          Ang mag-aaral na babae ay eskolar.</span></div>
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<span style="background-color: white;">     b.) Panghalip na ginagamit na panuring</span></div>
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<span style="background-color: white;">          Ang mag-aaral na babaing iyon ay eskolar.</span></div>
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<span style="background-color: white;">     c.) Pandiwang ginagamit na panuring</span></div>
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<span style="background-color: white;">          Ang mag-aaral na babaing iyon na nagtatalumpati ay eskolar.</span></div>
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<span style="background-color: white;">                                                                      "DISKURSO"</span></div>
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<span style="background-color: white;">Diskurso- ang tawag sa paggamit ng wika bilang paraan ng pagpaparating ng isang minsahe, ito man ay pagpapahayag, pasulat man o pasalta.</span></div>
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<span style="background-color: white;">              - ay functional.</span></div>
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<span style="background-color: white;">Paglalahad-ay isang anyo ng pagpapahayag.  </span></div>
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<span style="background-color: white;">                                                            "Konteksto ng Diskurso"</span></div>
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<span style="background-color: white;">* Kontekstong Interpersonal- ito ay usapan pang mag-kaibigan.</span></div>
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<span style="background-color: white;">* Kontekstong Panggrupo- pulong ng isang samahan pang mag-aaral.</span></div>
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<span style="background-color: white;">* Kontekstong Pang-organisasyon- memorandum ng pangulo ng isang kompanya sa lahat ng impliyado.</span></div>
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<span style="background-color: white;">* Kontekstong Pangmasa- pagtatalumpati ng isang politiko sa harap ng  mga botante.</span></div>
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<span style="background-color: white;">* Kontekstong Interkultural- pagpupulong ng mga pinuno ng mga bansang ASEA.</span></div>
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<span style="background-color: white;">* Kontekstong Pangkasarian- usapan ng mga mag-asawa.</span></div>
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<span style="background-color: white;">                                                    "Mga Teorya Ng Diskurso"</span></div>
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<span style="background-color: white;">Ang mga teorya ng diskurso ay hindi naiiba sa mga teorya ng komunikasyon.</span></div>
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<span style="background-color: white;">* Speech act theory- isang teorya ng wikang batay sa aklat na "how to do things with words" ni JL Austin(1978)</span></div>
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<span style="background-color: white;">* Ethnography of communication- ito ay nauukol sa pag-aaral ng mga sitwasyon, gamit, patern, at tungkulin.</span></div>
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<span style="background-color: white;">                  Iabat abang teknik na maaring magamit sa partisipant obserbasyon</span></div>
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<span style="background-color: white;">                   1. Introspection                         5. Ethnosemantics</span></div>
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<span style="background-color: white;">                   2. Delached observation            6. Ethnomethodology</span></div>
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<span style="background-color: white;">                   3. Interviewing                          7. Prenomenelogy</span></div>
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<span style="background-color: white;">                   4. Philology</span></div>
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<span style="background-color: white;">* Communication accommodation theory- sinusuri ang mga motibasyon at kasikwens ng pangyayari kung ang dalawang ispiker ay nagbabago ng estilo ng komunikasyon.</span></div>
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<span style="background-color: white;">* Narrative paradigm- ay nag lalarawn sa mga tao bilang  mga storytelling.</span></div>
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<span style="background-color: white;">  komunikatib kompitens—→ kasanayan—→expertise sa paggamit ng  wika pasulat  man                          </span></div>
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<span style="background-color: white;">                  ↓                                                      o pasalita.</span></div>
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<span style="background-color: white;">             diskurso</span></div>
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<span style="background-color: white;">                               (tunog→salita→pangungusap→diskurso)</span></div>

Komunikasyon sa Akademikong Filipino

1. "KALIKASAN AT ISTRAKTURA NG WIKANG FILIPINO" Lahat ng wikang ginagamit ng anumang lahi sa daigdig ay binubuo ng mga ...