ENHANCING THE PROBLEM PROFICIENCY OF GRADE V LEARNERS

USING BLOCK MODEL APPROACH (BMA)

An Action Research Presented to the Division Research Committee

Through the Planning, Policy and Research Division
San Fernando City, La Union

by

SANDE N. ALVARO

ELOISA A. RIVERA

1
Abstract:

Acquisition of competence and development of power in quantitative thinking in Problem

solving need to be consider in engaging the learners in the 21 st century. This study was

conducted to enhance the problem proficiency of the Grade V learners of Pugo Elementary

School. It used the quasi-experimental one group pretest and posttest research design. It also

utilized pretest and post test to determine the level of proficiency of the 32 Grade V learners in

problem solving. Percentage, frequency count, mean and T-test were used as tools for analysis.

The learners were average proficiency in the pre-test and moving towards proficiency in the

posttest. It also found that there is a significant difference in the level of computational in the

pre-test and post-test. It was concluded that the Block Model Approach (BMA) as an

intervention increase the level of problem solving proficiency of the learners. The use of this

strategy is recommended to the different schools in Bauang North District an alternative

approach in teaching problem solving in Mathematics.

Keywords: proficiency, problem solving, mathematical literacy, block model, approach,

quantitative thinking

2
 ACKNOWLEDGEMENT

The researcher is forever grateful above all the Almighty God for the wisdom, good health

and endless blessings He showered continuously to the researcher and to the following persons

who unselfishly bestowed upon them their heartfelt support in the accomplishment of this

academic endeavor

Division Research Committee for approving the research

Atty. Donato Balderas Jr and Dr. Vivian Luz Pagatpatan for allowing the researchers

to conduct the study;

Dr. Marie Rhodora A. Roque, Senior Education Program Specialist in-charge of

planning and research for her motherly guidance and remarkable pieces of advice.

Dr. Henry M. Ledda Public Schools District Supervisor, Bauang North District, La Union,

and Madam Armela F. Madayag, for their immeasurable assistance and professional ideas.

The Division Research Evaluators for their helpful comments and sharing all their

brilliant ideas.

Their family and friends, for their unending support, encouragement, and prayers

The Researchers

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 TABLE OF CONTENTS

Title Page
Title Page………………………………………………………………………………… i

Abstract…………………………………………………………………………………… ii

Acknowledgement………………………………………………………………………. iii

Table of Contents……………………………………………………………………….. iv

List of Graphs and Tables…………………………………………………………...…. v

Context and Rationale………………………………………………………………….. 1

Action Research Questions……………………………………………………………. 5

Innovation, Intervention, and Strategy………………………………………………… 5

Action Research Method……………………………………………………………….. 6

Discussion of Results…………………………………………………………………… 8

Reflection………………………………………………………………………………… 12

Action Plan……………………………………………………………………………….. 12

References……………………………………………………………………………….. 13

Financial Report…………………………………………………………………………. 16

Appendices………………………………………………………………………………. 19

A Letter of Permission from the Schools Division Superintendent……………… 19

B Letter of Permission to Conduct the study ……………………………………… 20

C Block Model Approach Lesson Plan and Sample 21

Problems………………………………………………..

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 LIST OF TABLES

Table Title Page

1 Level of Problem Solving Proficiency in the Pre-test………………...

2 Level of Problem Solving Proficiency in the Post test…………..……

3 Significant difference of the in the level of Problem Solving

Proficiency of the Grade V learners the pre-test and post-test test

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 I. CONTEXT AND RATIONALE

Mathematical literacy has been the focus of concern in engaging the learners of the 21 st

century. Many of the activities are done without thought of the underlying mathematics. We not

only use mathematics for the obvious tasks like balancing accounts, telling time, and

percentage rate calculation; but we also use math in esoteric ways every time we visit a web

site, view digital pictures, and even watch DVDs. In this regard, acquisition of competence and

development of power in quantitative thinking in mathematics can be learned through excellent

instruction.

Problem solving is one of the areas in mathematics that needs attention. According to

the National Council of Teachers of Mathematics (2010), problem solving facilitates the

extension of students’ learning and fosters the development of students’ conceptual

understanding, communication, and reasoning skills. In the province of Ontario Canada,

problem solving plays an important and integrative role in Grades 1 to 12 classrooms.

([Link] accessed on August 28, 2019, 9:00PM)

As described by the Ontario Ministry of Education (2005) for the mathematics curriculum

in Grades 1 to 8, problem solving is considered the “basis of effective mathematics

programs and should be the mainstay of mathematical instruction. All students, regardless

of their ability, should be capable of acquiring the necessary knowledge and skills to be

successful problem solvers.

However, results from the 2013-2014 Education Quality and Accountability Office

(EQAO) have reported struggles in problem solving and low math literacy scores among many

of the students. Most significantly, within the past five years, the percentage of elementary

students who perform at or above standards on the EQAO mathematics assessment has

dropped from 71 % to 67 % in the Primary Division and from 61 % to 54 % in the Junior Division

6
all over the world. (EQAO, 2014). In addition the Trends in International Mathematics and

Science Study (TIMSS) reported that in the ranking of countries in science and mathematics,

the Philippines ranks 33th in the 34 education systems and lower than the average scores of

students in 34 education systems.

The poor quality of basic education in Mathematics is also reflected in the low

achievement scores of Filipino students. Many students who finish basic education do not

possess sufficient mastery of basic competencies in problem solving. One reason is that

students do not get adequate instructional time or time on task. The overall rating of Grade VI in

the National Achievement Test for Mathematics in the school year 2010-2011 is 68.41% and

66.47% in 2011-2012. The results of the two school years fall in the range 66%-85% with an

interpretation of moving towards mastery (Estepa 2016). This means that further reforms are

needed to achieve substantial improvement in the problem-solving skills of the elementary.

The result in the performance of students in the yearly achievement tests that is below

those in other countries is alarming. With this, there is a demand for efficient and effective

instruction. This can be more achieved if there is an instructional material that could give the

pupils additional activities to reinforce their mathematical skills.

The alarming situation was similar to the problem of Bauang North District wherein there

is a low performance of problem-solving skills in quizzes, periodic examinations as well as the

National Examination Test of the Grade VI pupils. DepEd Records (2016) shows that the pupils

scored only 31.45% in Mathematics VI in their National Achievement Test during the school

year 2015-2016.

Moreover, Pugo Elementary School is also experiencing problems with regard to the

problem-solving skills of the pupils as reflected in their scores in their assessment tests.

Problem solving was most of the least mastered competency with 42.5 % mastery level in their

7
yearly assessment tests. Added to this is their low grades in Mathematics ranging 75-79 in the

first grading period as reflected in their report cards.

Considering the above situation, the researchers are motivated to assess the problem-

solving skills of the Grade V pupils of Pugo Elementary School to derive possible ways of

enhancing their performance.

II. INNOVATION, INTERVENTION AND STRATEGY

Block Model Approach (BMA) is considered as one effective strategy in solving word

problems. It encourages active thinking process, communication of Mathematical ideas and

problem solving. It prepares learners to gain and develop skills needed in advanced

Mathematics.

The researchers utilized the Block Model Approach (BMA) in the respondents as an

intervention in the month of December. The intervention material was used by using it as a

strategy in the teaching problem solving in Mathematics. In solving word problems, Block Model

Approach (BMA) as a strategy uses strips, bars or rectangular regions called MODELS to make

the problem solver visualize concepts or even manipulate the problem. It is then a method that

requires rectangular bars to represent the problem situation.

The following were the basic steps used in teaching problem solving: 1) Read and try

to understand the question; 2) Draw and label the diagrams with all the relevant information

and divide the bars into equal units; 3) Using the diagram, equate the number of units to a

quantity to form proportion statement. The value of the quantity may be obtained from basic

computations; and 4) Use proportion method to get the answer.

8
 III. ACTION RESEARCH QUESTIONS

This action research aimed to enhance the level of problem solving proficiency of Grade

V learners using a Block Model Approach.

Specifically, it answered the following sub questions:

1. What is the level of problem solving proficiency of the learners in the

a. pretest? and

b. postest?

2. Is there a significant difference in the level of problem solving proficiency of the learners in

the pre-test and post-test?

IV. ACTION RESEARCH METHODS

a. Participants and Other Sources of Information

This study was conducted among the 32 (Section B) Grade V learners of SY 2019-2020

in Pugo Elementary School. The researcher utilized the total enumeration which served as the

basis of the researcher in using the Block Model Approach.

The study used the quasi-experimental one group pretest and posttest research design. The
design is appropriate for this research since only the group of section B of the Grade V classes’
needs improvement.
Quasi experimental designs are generally used to establish the causality (effect of
independent variable on dependent variable) in situations where researchers are not able to
randomly assign the subjects to groups for various reasons.

9
([Link] Further,
tables, frequency, percentages and t-test were used in the analysis and interpretation of data of
the study.

b. Data Gathering Methods

To determine the proficiency of the Grade V learners in problem solving, a 50 item test

following the competencies of the K-12 Mathematics Curriculum is given to the learners. The 50

item- test will be crafted using the Blooms Taxonomy table of specification. The test was

subjected to scrutiny, validation and readability by 3 teachers expert in the field. A pretest was

given to the pupils at the beginning of the second quarter then a post was given after the third

grading period. The result of the pretest and posttest was interpreted using the scales following

the norms prescribe by the Department of Education National Testing Research Center.

The data of Grade V learners in their problem solving proficiency were treated using

frequency count, mean and T-test. The frequency of correct answer, mean score and

percentage to the following categorizations to determine the level of proficiency of the problem

solving skills as shown by Department of Education National Testing Research Center.(Estepa

and Lomboy 2017).

Mean Score Percent Mean Score Descriptive Equivalent

4.8 - 5 96%-100% Proficient
4.3 – 4.79 86%-95% Closely Approximating Proficiency
3.3 – 4.29 66%-85% Moving Towards Proficiency
1.75 –3.29 35%-65% Average Proficiency
0.75 – 1.70 15%-34% Low Proficiency
0.25 – 0.74 5%-14% Very Low Proficiency
0 –0.24 0-4% Absolutely no Proficiency

To determine the significant difference of the pretest and post-test, dependent t-test was

used.

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V. Discussion of Results

Table 1. Level of Proficiency of Grade V Learners in Solving Routine and

Non-routine Word Problems in the Pre Test

Number of Mean Pretest Descriptive

Prescribed % Mean

Competencies

1 1.29 25.8 % Low Proficiency

2 1.38 27.6% Low Proficiency

3 2.34 46.8% Average Proficiency

4 1.39 27.8% Low Proficiency

5 2.01 40.2% Average Proficiency

6 2.29 45.8% Average Proficiency

7 2.18 43.6% Average Proficiency

8 1.69 33.8% Low Proficiency

9 1.82 36.4% Average Proficiency

10 1.22 24.4% Low Proficiency

11 1 20% Low Proficiency

12 2.10 42% Average Proficiency

13 1.67 33.4% Low Proficiency

14 1.89 37.8% Average Proficiency

Mean 1.73 34.6% Average Proficiency

11
 Table 1 shows the level of proficiency of Grade V learners in word problems along the

prescribed competencies involving routine and non-routine word problems. It is displayed in the

table that the respondents obtained an overall mean rating of 1.73 with a percentage of 34.6,

interpreted as Average Proficiency in the pretest . Solving routine and non-routine problems

involving volume of a cube and rectangular prism in real-life situations using appropriate

strategies and tools. ranks the lowest with a mean rating of 1 and a mean percentage of 20%

interpreted as low proficiency. While solving routine or non-routine problems involving

multiplication without or with addition or subtraction of fractions and whole numbers using

appropriate problem solving strategies and tools ranks the highest with 2.34 mean writing, 46.8

mean percentage and interpreted as Average Proficiency.

It can be gleaned from the table that the learners were having a difficulty in solving

routine and non-routine problems in the pretest. This is supported by the study of Estepa and

Lomboy (2017) that the respondents have deficient mastery of number facts, weak in

computational skills, difficulty to make meaningful connection among the given that resulted to

unable to arrive at the correct solution and answer.

This finding is related to the finding of Sulit (2012) that the students lack time and efforts

in understanding the different concepts, methods and techniques in solving the problems they

encountered in Mathematics. Similarly in the study of Alcantara and Bacsa (2017), they

revealed that the students have low performance in problem solving especially on topics on

fractions and percentages.

Imam (2011) also found out that students cannot find meaning to the word problem they

are solving. They are unable to identify the correct given, unable to identify the relationships

among the given that led them to the incorrect mathematical sentence, incorrect solution and

incorrect answer.

12
 The findings of the study is also similar to the study of Cunanan (2017) that the students

are having a hard time to solve problems involving addition and/or subtraction of fractions using

appropriate problem solving strategies.

Table 2. Level of Proficiency of Grade V Learners in Solving Routine and

Non-routine Word Problems in the Post test
Number of Mean Pretest Descriptive

Prescribed % Mean

Competencies

1 3.8 76% Moving Towards Proficiency

2 3.5 70% Moving Towards Proficiency

3 4.2 84% Moving Towards Proficiency

4 3.3 66% Moving Towards Proficiency

5 3.50 70% Moving Towards Proficiency

6 3.78 75.6% Moving Towards Proficiency

7 3.79 75.8% Moving Towards Proficiency

8 3.59 71.8% Moving Towards Proficiency

9 3.56 71.2% Moving Towards Proficiency

10 3.22 64.4% Average Proficiency

11 3.15 63% Average Proficiency

12 3.25 65% Moving Towards Proficiency

13 3.95 79% Moving Towards Proficiency

14 3.89 77.8% Moving Towards Proficiency

Mean 3.61 72.2% Moving Towards Proficiency

Table 2 shows that after the intervention, the learners obtained a mean rating of 3.61

with a mean percentage of 72.2%, interpreted as Moving Towards Mastery. This means that in

the post test result, the percentage of mastery of the respondents had improved because of the

strategy used.

13
 The finding is in consonance with of the study of Valdez (2017) where she found out

that different approaches in teaching mathematics contributed to better learning of the concepts

in problem solving.

The findings are also the same as the finding of De Guzman (2011) where he stated

that different approaches in teaching Mathematics enhance the different mathematics skills

that will encourage the learners to understand the different concepts in problem solving.

This finding runs parallel with the finding of Belcea (2011) that teaching strategies and

methods are very vital for a maximum result on the learner. Thus every teacher is flexible to

facilitate learning to address the individual differences of every learner. This also the same in

the study of Estepa and Lomboy (2016) when they revealed that there was a large effect of the

intervention material since the scores in the post test improved. The intervention material

motivated the respondents to take an action, increase learning and lead to higher proficiency in

solving problems.

Further, after using the Block Model Approach (BMA)as a strategy in improving their

problem proficiency, their performance post a notable improvement to Moving Towards

Proficiency however the range for proficient was still not met, which means that the respondents

still experienced difficulty in the different learning competencies in solving word problems .

Table 3. Significant difference between the problem solving proficiency in the pretest and

post test

Mean Differenc Computed t- t-critical at Description

e stat 0.05 (r2)

Pre-test 1.73 1.88 8.09 1.83 Significant

Post test 3.61

The table suggest that the mean performance before the intervention was 1.73, which

denotes Average Proficiency. This implies that the students denotes low expectations in their

14
problem solving proficiency. On the other hand, the skill after the intervention increased to 3.61

which mean Moving Towards Proficiency. This means that the learners performed better after

the intervention . The difference of 1.88 is significant as attested by the t-stat of 8.09 versus the

t-critical 1.83 at 0.05 level of significance. This means that the intervention was effective.

The students who, at first cannot solve problems can now solved due to the

interventions used. Also, the students appreciate it better and gain more interest through the

models, graphs and figure that they learn in problem solving through the Block Model Approach.

They can now arrive at a particular answer, find meaning into it and determine the correct

solution to a problem.

This supported by the study of De Guzman (2011) that majority of the respondents found

the block model approach in teaching mathematics interesting and useful in solving worded

problems. This approach is so helpful that it really makes them have an easier time to learn and

understand the lessons. Other student-respondent claimed that the block model approach is

very simple, easy to use and it shows how the process happened in word problems. This is in

consonance to the study of Belcea (2011) that the use of interesting approaches in Mathematics

helps the student’s problem solving skills and enhances the retention of concepts learned.

Further Cunanan (2017) revealed that regardless of the types of problems any teaching

approach on the problem solving can be used to help the pupils to performed better and

increased their performance.

Reflection:

Based on the findings obtained by the researchers it shows that the respondents still

experienced difficulty in the different learning competencies in solving word problems because

they did not yet met the range for proficient. Even though, the improvement in the post test is

noticeable, there is still a need for the respondents to equip and enrich themselves with

understanding and applying concepts in problem solving.

15
 The Block Model Approach can be adopted by elementary school teachers Bauang North

District and other public elementary schools teachers in Grade V. This approach had the

following activities 1) Read and try to understand the question; 2) Draw and label the diagrams

with all the relevant information and divide the bars into equal units; 3) Using the diagram,

equate the number of units to a quantity to form proportion statement. The value of the quantity

may be obtained from basic computations; and 4) Use proportion method to get the answer.

Teacher should also be trained using this approach to help their learners to improve their

problem solving proficiency in the different competencies prescribed in the K to 12 curriculum.

VI. ACTION PLAN

The researchers asked the permission to the District Supervisor and school head of Pugo

Elementary School to share the results of the study. It was disseminated through school LAC

sessions and District LAC sessions.

The researchers certainly help the teachers to identify the strengths and weaknesses of the

respondents particularly in problem solving and used the Block Model Approach as an

alternative approach in teaching the word problem solving in Mathematics.

The researchers also share the strategy Block Model Approach (BMA) to the teachers in

order for them to use it in their teaching and learning process.

16
17
REFERENCES:

Alcantara, E.C. and Bacsa J.M. (2017). Critical thinking and problem solving skills in
Mathematics of grade -7 public secondary students. Asia Pacific Journal of
Multidsciplinary Research. Vol 5, No. 4, 24.

Belecena R. R (2011) Different approaches to problem solving. A case for literacy

instruction in the reform-oriented math classroom. Philippine
Normal University

Cunanan, F.G. (2017) Factors Affecting the Performance of Sophomore Students in College
Algebra of Holy Cross, Sta. Ana, Pampanga. (Unpublished Master’s Thesis, Don
Honorio Ventura College of Arts and Trades, Bacolor, Pampanga

De Guzman R. N. (2011) Block Model Approach in Problem Solving: Effects on Problem

Solving Performance of the Grade V Pupils in Mathematics, La Salle GreenHills
School

Sulit, J.S.(2012) The teaching of Mathematics in the Secondary Level of Holy Cross
College.(Unpublished Master’s Thesis, Don Honorio Ventura State University, Bacolor,
Pampanga, 2012).

Estepa F.H.( 2016) Problem Solving proficiency of grade iv learners in burgos district, division of
la union. Unpublished Maters Thesis. Saint Louis College, San Fernando City La Union.

Imam, OA,(2011) Reading Predictors of Students’ Performance in Mathematics and Science

Unpublished EdD Thesis, Notre Dame University, Cotabato City

Estepa F H. and Lomboy JA (2017). Utilization of a validated workbook in improving the

problem solving proficiency of grade v learners in Tumapoc Elementary School.

Valdez, F. B. (2017) Activity in General Mathematics for Senior High School Learners

[Link] accessed on August 28, 2019,9:00PM

[Link]/news-feature/91528/Filipino-students- rate-low-       math-science retrieved
on August 2, 2019, 7:01 PM

[Link] retrieved
on August 20, 2019, 8;03 PM

[Link]/.../Block_Model_Approach_in_Problem_Solving retrieved on August 26,

2019, 6:02 PM

[Link]
problem/

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VI. FINANCIAL REPORT

Deliverables Activities Item/s of Actual Cost

Expenditures

1. Research Making of Reading research Internet fee Php 1, 500.00

Proposal with introduction materials
the incorporated (context and Php, 1, 300.00
suggestions rationale) Surfing the internet Library fee

Formulating
statement of
the problem
Using the a Reading books in Internet fee Php. 1, 500.00
research statistics
methodology Library fee Php. 200.00
Surfing the internet

2. a. Crafting of Making of Collecting Internet fee Php. 1,500.00

Proficiency Test proficiency reference material
test

Surfing the internet Library fee Php. 1, 300.00

b. Conducting of Conducting Photocopying of Photocopy fee Php. 3, 600.00

the study the study materials
Validating of Test Fare Php 500.00

c. Intervention Intervention Printing, Printing Php. 5,000.00

Materials for the Materials Photocopying
Block Model Photocopy fee
Approach
[Link] Findings and Interpretation of the Library fee Php 1, 400.00
of results discussion Result

Internet fee Php. 2,000.00

3. Final Copy of the Finalization of Proof reading Printing of Php 2, 300.00

Research the Editing manuscript
manuscript Printing of the Php 2, 200.00
materials Binding the
Binding manuscript

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4. Dissemination of Registration of Disseminating of Snacks and Php 5,000.
Results participants Results to the meals of the
Respondents participants
Dissemination
proper

Php. 30,000

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 Table of Specification for Problem Solving Proficiency Test in Mathematics
Learning Competencies Remem Under Apply Analy Evaluating Creating
bering stand ing sing
ing
1. Solves routine and non-routine problems involving 1 2 3
factors, multiples, and divisibility rules for
2,3,4,5,6,7,8,9,10,11,and 12.
2. Solves routine and non-routine problems involving 4 5
addition and/or subtraction of fractions using appropriate
problem solving strategies
3. Solves routine or non-routine problems involving 6 7
multiplication without or with addition or subtraction of
fractions and whole numbers using appropriate problem
solving strategies and tools.
4. Solves routine and non-routine problems involving 8 9
division without or with any of the other operations of
fractions and whole numbers using appropriate problem
solving strategies and tools.
5. Solves routine or non-routine problems involving addition 10 11
and subtraction of decimal numbers including money using
appropriate problem solving strategies and tools.
6. Solves routine and non-routine problems involving 12 13
multiplication without or with addition or subtraction of
decimals and whole numbers including money using
appropriate problem solving strategies and tools.
7. Solves routine and non-routine problems involving 14 15
division without or with any of the other operations of
decimals and whole numbers including money using
appropriate problem solving strategies and tools.
8 Solves routine and non-routine problems involving 16 17
percentage using appropriate strategies and tools.
9. Solves routine and non-routine problems involving 18 19
circumference of a circle.
10. Solves routine and non-routine problems involving the 20 21
area of a circle.
11. Solves routine and non-routine problems involving 22 23
volume of a cube and rectangular prism in real-life
situations using appropriate strategies and tools.
12. Solves routine and non-routine problems involving 24 25
temperature in real-life situations.
13. Solves routine and non-routine problems using data 26 27
presented in a line graph.
14. Solves routine and non-routine problems involving 28 29 30
experimental probability.
TOTAL 0 0 10 8 11 1

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 PROBLEM SOLVING PROFICIENCY TEST IN MATHEMATICS V

NAME:_______________________________________________________Score:__________

I. SOLVE THE FOLLOWING PROBLEMS. CALCULATORS ARE NOT ALLOWED.

1. Which of the following numbers is divisible by both 3 and 9? (4146, 2953, 1863)
Solution:

2. There are 750 balloons in bags in the party supply warehouse. Each bag contains the
same number of balloons. How many bags of balloons could there be? (5, 9, 4)
Solution:

3. A company of 2,412 employees. The same number of employees work on each shift.
How many shifts could have the company have? (5, 10, 6)
Solution:

4. A recipe needs ¾ teaspoon black pepper and ¼ teaspoon red pepper. How much more
black pepper does the recipe need?
Solution:

5. A football player advances 2/3 of a yard. A second player in the same team advances
5/4 of a yard. How much more yard did the second player advance?
Solution:

6. If it takes 5/6 yards of fabric to make a dress, then how many yards will it take to make 8
dresses?
Solution:

7. Rene had a box of cupcakes, of which she gave ½ to her friend Juan. Juan gave ¾ of
his share to his friend Elena. What fractional part of the original box of cupcakes did
Elena get?
Solution:

8. An airplane covers 50 miles in 1/5 of an hour. How many miles can the airplane cover in
5 hours
Solution:

9. A sausage is 8 inches long. How many pieces can be cut from 8 inch of sausage if each
piece is to be two-thirds of an inch?
Solution:

10. Herwin bought a television set for Php 8,249.36 and a watch for Php 1,249.36. How
much did he spend in all?

Solution:

22
11. Ken had Php 4,834.84 with him. He gave Php 3,216.46 to Krishna, Php 1,537.38 to
Sheila and divided rest of the money among his three cousins equally. How much each
did cousin get?
Solution:

12. The bookstore is having a sale on bookmarks. Each bookmark is on sale for Php. 10.00.
Each student in Ms. Calicas’ class decides to buy a bookmark. There are 23 students in
Ms. Calicas’ class. How much will the class spend on bookmarks at the book store?
Solution:

13. Ten members of the Science club went to a history museum. It costs Php 7.25 for each
member of the club. If 90 members went to the museum, how much would the total cost
be?

Solution:

14. Over the past few years. Sofia has made 5 trips to visit the amusement park. She drove
624.3 kilometers in all. How far did Sofia drive on each trip.?

Solution:

15. Lisa bought 5 bricks. Altogether, the bricks weighed 70.15 pounds. How much did each
brick weigh?

Solution:

16. Out of a salary of Php 4,500, I kept 1/3 as savings. Out of the remaining money, I spend
50% on food and 20% on house rent. How much do I spend on food and house rent?
Solution:

17. Rachael gets 94 marks in her exams. These are 47% of the total marks. Find the
maximum number of marks.
Solution:

18. The distance around the wheel of a truck is 9.42 feet. What is the diameter of the wheel?

Solution:
19. What is the circumference of a 12 inch pizza?
Solution:

20. A dog tied to a wooden stake in a backyard. His leash is 3 meters long and he runs
around in circles pulling the leash as far as it can go. How much area does the dog have
to run around in?
Solution:

23
 21. A storm is expected is expected to hit 7 miles in every direction from a small town. What
is the area that the storm will affect?
Solution:

22. Sarah has a chocolate box whose length is 12 cm, height 9 cm and a width 6 cm. Find
the volume of the box.
Solution:

23. The given box has length= 12 cm, width=6cm, height=9 cm. Find the volume.
Solution:

24. If the temperature yesterday was 56 and today is 13 degrees cooler, what is todays
temperature?
Solution:

25. The temperature was very cold, then it doubled, then it dropped 10 degrees, and then it
increased by 40 degrees. The temperature is now 16 degrees. What was the starting
temperature?
Solution:

26-27. The table shows the daily earnings of a store for five days

DAY MON TUES WED THURS FRI

EARNINGS 300 450 200 400 650

A) Construct a line graph for the frequency table

B) On which days were the earnings above Php 400.00
Solution:

30. It rains out of the last 12 days in March. If this trend continues, how many rainy days would
you expect in April?

Solution:

29. A manufacturer makes 50,000 cellphones every month. After inspecting 1000 phones, the
manufacturer found that 20 phones are defective. What is the probability that you will buy a
phone that is defective.? Predict how many phones will be defective next month.

Solution:

30. There are about 319 million people living in Philippines. Pretend that a survey of 1 million
people revealed that 300,00 think people that all cars should be electric. What is the probability
that someone chosen randomly does not like electric cars. How many people like electric cars?

Solution:

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