DepEd LMS - CAR

This module helps our learners to interpret a given legends based on what they saw in the graph. It is called Pictograph because it uses a picture to show a given legends.

This module is contextualized within the community of my learners. This will help them in learning their mother tongue language through the use of a graph which is the Pictograph.

Friction is a force that opposes motion between two surfaces sticking or touching together. It stops an object from sliding against a surface or another object by acting in the opposite direction of the sliding movement. Take for an example, if a car needs to stop at a stop sign, it slows down because of the friction between the brakes and the wheels.

 At the end of the module, you should be able to: 

•       Express one value as a fraction of another given their ratio and vice versa

•       Define and illustrate the meaning of ratio and proportion using concrete or pictorial models

 At the end of the module, you should be able to: 

•       Express one value as a fraction of another given their ratio and vice versa

•       Define and illustrate the meaning of ratio and proportion using concrete or pictorial models

 At the end of the module, you should be able to: 

•       Express one value as a fraction of another given their ratio and vice versa

•       Define and illustrate the meaning of ratio and proportion using concrete or pictorial models

 Get information from various sources: (pictures,    illustrations, simple graphs, charts)     

At the end of this module, you are expected to: 1. identify the basic sequence of events and make relevant predictions about stories (EN2RC-IIId-e-2.4); 2. ask and answer simple questions (who, what, where, when, why, and how) based on the story.

As previously learned in Junior High School lessons, there are lots of wonders in nature or in real-life, like tossing a coin or rolling a die, whose outcomes cannot be predicted with certainty in advance, but the set of all the possible outcomes is known. These are what we call as random phenomena or random experiments.

 A random experiment is a mechanism that produces a definite outcome that cannot be predicted with certainty. The set of all possible outcomes of an experiment is called the sample space. The sample space associated with a random experiment is the set of all possible outcomes. An event is a subset of the sample space.

 Remember  that a variable is a characteristic or attribute that can assume different values. We use capital letters to denote or represent a variable. A variable X whose value depends on the outcome of a random process is called a random variable. A random variable is a variable whose value is a numerical outcome of a random phenomenon. It is a capacity that connects a real number with every component in the sample space. It is a variable whose qualities are controlled by chance. In this manner, a random variable is a numerical amount that is derived from the results of an arbitrary trial or experiment.

 A random variable can be discrete or continuous.

 Discrete Random Variables are variables that can take on a finite number of distinct values.

Continuous Random Variables are random variables that take an interminably uncountable number of potential values, regularly measurable amounts.

Information COmputer Technology

Competencies :Assemble computer hardware in accordance with established procedures and system requirements

 Module Developer: MELODY S. BATNAG

This module contains topic and activities on Select Measuring Instruments to be used by the Grade 9 Technical Vocational Livelihood students under ICT-CSS track for the 2^nd Quarter, Week 1.

After accomplishing this module, you must be able to:

Ø  Identify object/s or component to be measured

Ø  Obtain correct specifications from relevant source

Ø  Select measuring tools in line with job requirements

Hello learner! 

This course is your first module for TLE-ICT-CSS 7. It is all about how to USE and MAINTAIN HAND TOOLS (UHT). From this module, you will be learning the following competencies: 

Learning Outcome 1 - Plan and prepare tasks to be undertaken. (TLE_IACSS9-12UHT-IIIa-17)

Learning Outcome 2 - Prepare hand tools.(TLE_IACSS9-12UHT-IIIb-18)

Learning Outcome 3 - Use appropriate hand tools and test equipment. (TLE_IACSS9-12UHT-IIIc-19)

Learning Outcome 4 - Maintain hand tools. (TLE_IACSS9-12UHT-IIId-20)

Buckle Up! You can do it! Surely, You will learn a lot from this lesson. 

This module was designed with you in mind. It is here to help you gain knowledge and skill in one of the core competency of the course Computer Systems Servicing, specifically, assembling a computer. The lessons were arranged to follow the standard sequence of the course.  However, the order in which you read them can be changed to corresponds with the textbook or other learning material you are using now.

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The learners demonstrate an understanding of the use of hand tools and equipment for computer systems servicing

SCHOOL YEAR 2021 - 2022

This module is developed based on the Most Essential Learning Competency (MELC) presented in the English 8 curriculum guide for the third quarter. This module is split into self-contained units with their activities and notes for further reading. 

Also, this module focuses on the importance of recognizing biases found in texts. Understanding these biases will help you examine unfair and baseless opinions made by some authors on a certain issue. Hence, the lesson will enable you to become critical and active readers that are able to discern and evaluate messages. 

 The Most Essential Learning Competency (MELC) covered in this module is to examine biases (for or against) made by the author, EN8RC-IIIg-3.1.12.

Objectives:

As a learner of this module, you are expected to:

1.            determine the concept of bias;

2.            identify the author’s biases in given statements; 

3.            recognize if the message of the author is for or against a certain issue;

4.            evaluate biases found in a text by determining the author’s use of diction and evidence; and

5.            create a message that promotes fair and unbiased writing.

Welcome to the world of Computer Hardware Servicing!

This Module is an exploratory course which leads you to Computer Hardware Servicing National Certificate Level II ( NC II). It covers 4 common competencies that a Grade 7 Technology and Livelihood Education (TLE) student like you ought to possess, namely:

1) Use hand tools;

2) Perform mensuration and calculation;

3) Prepare and interpret technical drawing; and

4) Practice occupational health and safety procedures.

These 4 common competencies are covered separately in 4 Lessons. As shown below, each Lesson is directed to the attainment of two or more learning outcomes:

Lesson 1 – Use Hand Tools

Learning Outcome (LO) 1 - Prepare hand tools

Learning Outcome (LO) 2- Use appropriate hand tools and test equipment

Learning Outcome (LO) 3 - Maintain hand tools

Lesson 2 –Perform Calculation and Mensuration

Learning Outcome (LO) 1 - Select components to be measured

Learning Outcome (LO) 2 - Carry out measurements and calculation

Lesson 3 –Prepare and Interpret Technical Drawing

Learning Outcome (LO) 1 - Identify different kinds of technical drawing

Learning Outcome (LO) 2 - Interpret technical drawing

Lesson 4 –Practice Occupational Health and Safety Procedures

Learning Outcome (LO) 1 - Identify hazards and risks

Learning Outcome (LO) 2 - Evaluate hazards and risks

Learning Outcome (LO) 3 - Control hazards and risks

Ang mga pangunahing pangangailangan ko

Layunin ng palihang ito na mabigyan ng kaalaman at kasanayan ang mga guro ng Filipino tungkol sa pagsasagawa ng interbensiyon para sa mga mag-aaral na may suliranin sa pag-unawa sa binasa. Nilalaman nito ang mga sumusunod na paksa:

1. Pagtatasa sa antas ng kakayahan ng mga mag-aaral sa pag-unawa ng binasa

2. Proseso at mga estratehiya sa pagsasagawa ng interbensiyon sa pagbasa

3. Paghahanda ng mga kagamitang pang-interbensiyon

4. Pagsasagawa ng interbensiyon gamit ang mga estratehiya at mga kagamitan kabilang ang ICT.

Focusing on formal elements and writing techniques, including autobiography and blogging, among others, the subject introduces the students to the reading and writing of Creative Nonfiction as a literary form. The subject develops in students skills in reading, and thinking critically and creatively, that will help them to be imaginative readers and writers.

Focusing on formal elements and writing techniques, including autobiography and blogging, among others, the subject introduces the students to the reading and writing of Creative Nonfiction as a literary form. The subject develops in students skills in reading, and thinking critically and creatively, that will help them to be imaginative readers and writers

Teacher: Vaneza Fe M. Aliga

Semester: Second

Quarter: First

Sections: Aquamarine, Saphire, Zircon

This will be your virtual classroom for Creative Non-Fiction which will be used every now and then. Please take the time to explore and get familiarized with its interface. 

Teacher: Vaneza Fe. Aliga

by Grace G. Calderon

 Creative writing as a course gives learners opportunities to enhance and develop their practical and creative macro skills in reading and writing in the genres of fiction, poetry, drama and craft essay. 

The course aims to develop practical and creative skills in reading and writing; introduce students to the fundamental techniques of writing fiction, poetry, and drama; and discuss the use of such techniques by well-known authors in a variety of genres. Each class will be devoted to the examination of techniques and to the workshop of students’ drafts toward the enrichment of their manuscripts. Students learn how to combine inspiration and revision, and to develop a sense of form.

The course aims to develop practical and creative skills in reading and writing; introduce students to the fundamental techniques of writing fiction, poetry, and drama; and discuss the use of such techniques by well-known authors in a variety of genres. Each class will be devoted to the examination of techniques and to the workshop of students’ drafts toward the enrichment of their manuscripts. Students learn how to combine inspiration and revision, and to develop a sense of form.

Welcome to the    (Disaster Readiness and Risk Reduction Grade 11/12)     Alternative Delivery Mode (ADM) Module on Risk Factors Underlying Disasters!

This module was collaboratively designed, developed, and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. 

This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Disaster Readiness and

Risk Reduction

Risk Factors Underlying Disasters

Disaster Readiness and Risk Reduction

AIV- ALCoB Internet Volunteer

Institute of APEC Collaborative Education (IACE) has dispatched ALCoB Internet Volunteers (AIV) to 4~6 APEC economies since 2001 as one of APEC official projects in Korea, APEC Learning Community for Shared Prosperity (ALCom). The main activities include sharing know-how and experiences on international educational cooperation as well as professional educational programs such as consultation on education system, ICT model classes, and training for educational specialists (teachers, principals, etc.).

The first AIV Workshop in partnership with DepEd, through the International Cooperation Office (ICO) was held in Quezon City in 2018 followed in 2019 conducted in Surigao City.

The 2021 AIV Virtual Training with the theme “Building resilience in education against the COVID-19 pandemic by enhancing digital and cultural literacy of teachers in the APEC region” was participated by the Philippines and Malaysia simultaneously last August 30 to September 3, 2021 via Zoom.

This course introduces the learners to the Fourth Quarter English lessons.

a.Read words with short e, a, i, o , and u sound in CVC pattern

b.Match the picture with its sight word

c.Spell 2-syllable words with short e, a, i, o, and u sound in CVC pattern

d.Use personal pronouns(e.g. I, you, he, she, it, we, they) in dialogues

e.Use demonstrative pronouns (this/that, these/ those)

f.Use the most frequently occurring preposition (e.g. on, over, under, to, from, above, etc.)

g.Differentiate words with different medial vowels (eg: cap-cop-cup; fan-fin-fun)

h.Read phrases, short sentences and short stories consisting of words with short e, a, i, o,

and u then answer the Who, What and Where questions about them

          The learner demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past; various reading styles and comprehend Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.

         The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use of direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors and contemporary Philippine literature as a means of responding to the demands of the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions.

DEVELOPED BY: lEOPOLDO BUSTON

Objective of the Subject based from MELcs

you may add pictures/video/audio

Developed by: JOANA D. BATILAN

This module is a project of the Curriculum Implementation Division particularly the Learning Resource Management Section, Department of Education, Benguet Division for the implementation of the K to 12 Curriculum.

This Learning Material is a property of the Department of Education, Cordillera Administrative Region. It aims to improve the academic performance of all learners.

Date of Development:            January 19, 2021

Resource Location:                  Bila Elementary School (Bokod District)

Learning Area:                          Mother Tongue 1

Type of LR:                                 Module

Grade Level:                              1                    

Competency/Code:                Follow 2 to 3 step written directions.  (MT1SS-IIId-f-6.1)                                                                                        
 

This module is intended for Grade 11 students, officially enrolled in Ambangeg National High School. For inquiries, please contact the subject teacher through the messaging section located on the left side, beside your profile picture above. 

At the end of Grade 3, the learners should have acquired healthful habits and have developed curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment. This should also include developing scientific knowledge or concepts.

Health – Grade 6

Alternative Delivery Mode

Quarter 1 – Module 1 Lesson 1: Personal Health Issues and Concerns

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones

Undersecretary: Diosdado M. San Antonio

Printed

Ang aralin na ito ay tungkol sa kahulugan at pagkakaiba ng produkto at serbisyo. Hinihikayat kitang basahin at intindihin ang bawat panuto at gawaing nilalaman nito. Inaasahan ko na ang kagamitang ito ay makakatulong ng malaki sa iyong pagkatuto.

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-bystep as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you

Ita maadalmo no kasano ti mangkita wenno mangamiris iti maysa a pictograph. Makaaramid ka pay iti pictograph. Ammom kadi no ania ti pictograph? Daytoy ket maysa a kita ti graph nga agusar ti ladawan.

Nakasagana ka kadin para iti daytoy a leksion? No wen, mangrugi ta garuden...

PREFACE This module is a project of the Curriculum Implementation Division particularly the Learning Resource Management and Development Unit, Department of Education, Schools Division of Apayao - CAR which is in response to the implementation of the K to 12 Curriculum. This Learning Material is a property of the Department of Education - CID, Schools Division of Apayao - CAR. It aims to improve learners’ performance specifically in Mathematics. Date of Development : september 2021 Resource Location : Sta. Marcela West Central Elementary School. Sta. Marcela District, SDO-Apayao, CAR Learning Area : Mathematics Grade Level : 2 Learning Resource Type : Module Language : Iloko Quarter/Week : Q1/W4 Learning Competency/Code : Identifies ordinal numbers from 1st through the 20th object with emphasis on the 11th to 20th object in a given set from a given point of reference. M2NS-Ie-16.2

     Danay dadin leksyon ay maadal sina ay modyul:

• Identify the sound of letter Pp.
• Identify pictures with letter Pp.
• Give words with /P/, /p/ sound.
• Write upper and lower case legibly observing proper sequence of strokes.

Module Developer:  Cathy Sol

Module redeveloper:  Abegail P. Bilag ..becoz you will be editing the modules

Include MELCs

       Competency with the codes'.......no picture

This module is a project of the Curriculum Implementation Division particularly the Learning Resource Management and Development Unit, Department of Education, Schools Division of Apayao - CAR which is in response to the implementation of the K to 12 Curriculum.

This Learning Material is a property of the Department of Education - CID, Schools Division of Apayao - CAR. It aims to improve learners’ performance specifically in Science.

Date of Development :  May 2020

Resource Location : Malubibit Norte Elementary School, Flora District, SDO-Apayao, CAR

Learning Area : Science

Grade Level : 3

Learning Resource Type : Module

Language : Iloko

Quarter/Week : Q2/W2

Learning Competency/Code : Describe animals in their immediate surroundings

S3LT-IIc-d-3

What is an earthquake?

            Earthquakes are vibrations or tremors produced in the earth’s outer layer or crust. An earthquake can be tectonic or volcanic. A tectonic earthquake occurs when parts of the earth’s crust break and the rocks along a fault slide close to each other or away from each other. This is called faulting. An earthquake may also be volcanic. Tremors are often produced to signal an upcoming volcanic eruption in a vicinity or region. Focus is a break in the ground caused by the pressure of the moving rock. It is the place where the earthquake originates. Epicenter is the point or line on the earth’s surface directly above the focus of an earthquake. The study of earthquakes is called seismology. Scientists or experts in this field are called seismologists.

What are the effects of earthquakes?

1. Damage to infrastructures - Earthquakes can cause great damages to buildings, roads, railroads, factories, dams, bridges, etc.

2. Landslides - The shocks produced by earthquakes particularly in hilly areas and mountains which are tectonically sensitive causes landslides and debris fall on human settlements and transport system on the lower slope segments, inflicting damage to them.

3. Fires - The strong vibrations caused by severe earthquakes strongly shake the buildings and thus causing severe fires in houses, mines, and factories because of overturning of cooking gas, breaking of gas pipes, contact of live electric wires, churning of blast furnaces, and displacement of other fire related and electric appliances.

4. Flashfloods - Strong seismic waves can damage dams thereby causing severe flash floods. This can also happen as a result of the blocking of the water flow of rivers due to rocks and debris produced by severe tremors in the hill slopes facing the river valleys. Sometimes the blockage is so severe that rivers change their main course.

5. Deformation of ground surface - Severe tremors and resultant vibrations caused by earthquakes result in the deformation of ground surface because of the rising and sinking of ground surface and faulting activity (formation of faults).

6. Tsunamis - The seismic waves caused by earthquake (measuring more than 7 on Richter scale) travelling through sea water generate high sea waves and cause great loss of life and property.

7. Liquefaction - It is the ground failure or loss of strength that causes otherwise solid soil to behave temporarily as a liquid due to ground shaking.

8. Loss of lives - Severe injuries from collapsed buildings and infrastructure, falling debris, suffocation, and drowning due to tsunami and flash floods during an earthquake may cause death among people.

This course was based from K to 12 Science 6 Most Essential Learning Competencies (MELC's) Quarter 3, which aims to teach the learners about the following concepts:

a) Infer how friction and gravity affect movements of different objects

b) Demonstrate how sound, heat, light and electricity can be transformed

c) Manipulate simple machines to describe their characteristics and uses

This training is for the enhancement of teachers' knowledge. attitudes and skills in the use of technology. This will help teachers improve their teaching strategies through the use of ICT so as to motivate learners by giving more interesting and engaging activities.

In the previous grading period, you learned the different elements that make up a creative nonfiction piece or text. The plot, structure, characters, point of view, setting, atmosphere, tone, mood, symbols and figures of speech are like fibers that make up a whole and colorful tapestry when combined artistically in a literary piece; in this case, in a CNF story.

You were also given the opportunity to write samples of creative nonfiction, giving you a taste of how it feels like to write a creative nonfiction.

In this module, you will learn the different forms of creative nonfiction writing to better classify the kind of writing that you did previously and those that you will soon be doing.

This is a specialization course that leads to a Technical Drafting National Certificate Level II (NC II). It covers five (5) core Computer-Aided Drawing (CAD) competencies that a high school student ought to possess, namely: 1) preparing CAD, 2) layouting structural details, 3) layouting electrical and electronic details, 4) layouting sanitary and plumbing details, and 5) layouting mechanical details.

Module developed by Althea E. Ramos

Redeveloped for DepEd LMS by Sario D. Amancio and Agustino D. Amancio

Learning Competency Code
TLE_ICTTD9-12CA-Ic-j- 2
Learning Competency
LO 1. Operate CAD software and computer hardware

Teacher: Brainer A. Sambat

School Year: 2020-2021

Grade: 10

Sections: Berkelium, Beryl, Brimstone

This subject covers the following topics in ICT for First Quarter, namely:

1. Computer 101

2. Videography

3. Video Editing

4. Vlogging

     The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands!

     This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner.

The primary purpose of CHS is to provide you the learners with the knowledge and skills that will help them become computer hardware technicians. 

Upon completion of this module, learners are expected to: (1) identify the important components of a PC and their functions; (2) familiarize themselves with occupational health and safety procedures; (3) distinguish the different hardware tools; and (4) assemble and disassemble a PC. 

Orient learners on the following: 

 Entrepreneurship-based technology and livelihood education curriculum 

 Parts of the module 

 How to use the module

Teacher: Brainer A. Sambat

School Year: 2021-2022

Grade: 10

Sections: Berkilium, Beryl, Brimstone

Mhel

Toppan IS district 1

Welcome to the Technology and Livelihood Education 7  on Household Services - Module 5: Participate in Workplace Communication (PW).

The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands!

By: MARIVIC O. LASTIMOZA

BADO DANGWA NHS

By Hazel D. Bernardez

Bullaguian Elementary School

Western Tabuk District II

This course shall serve as your virtual classroom where you will be getting your references for our lectures and doing the activities required of you to do.

This will be your virtual classroom for TLE-ICT-CSS 9. Please read instructions and explore the interface for familiarization. 

This is a specialization course that leads to a Technical Drafting National Certificate Level II (NC II). It covers five (5) core Computer-Aided Drawing (CAD) competencies that a high school student ought to possess, namely: 1) preparing CAD, 

2) layouting structural details, 

3) layouting electrical and electronic details, 

4) layouting sanitary and plumbing details, and 

5) layouting mechanical details.

1) discussion of the relevance of the course, 

2) explanation of key concepts relative to the course,  and 

3) exploration of career opportunities.

This is an exploratory and introductory course that leads to a Technical Drafting National Certificate Level II (NC II). It covers five (5) common competencies that a Grade 7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) use of tools and equipment; 2) maintaining tools, drawing instruments, equipment, and paraphernalia; 3) performing mensuration and calculation; 4) interpreting technical drawing and plans; and 5) practicing Occupational Health and Safety (OHS) procedures.

The preliminaries of this exploratory course include the following: 1) discussion of the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration of career opportunities.

This is an exploratory and introductory course that leads to a Technical Drafting National Certificate Level II (NC II). It covers five (5) common competencies that a Grade 7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) use of tools and equipment; 2) maintaining tools, drawing instruments, equipment, and paraphernalia; 3) performing mensuration and calculation; 4) interpreting technical drawing and plans; and 5) practicing Occupational Health and Safety (OHS) procedures.

The preliminaries of this exploratory course include the following: 1) discussion of the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration of career opportunities.

The primary purpose of CHS is to provide you the learners with the knowledge and skills that will help them become computer hardware technicians.

Upon completion of this module, learners are expected to: (1) identify the important components of a PC and their functions; (2) familiarize themselves with occupational health and safety procedures; (3) distinguish the different hardware tools; and (4) assemble and disassemble a PC.

Orient learners on the following:

 Entrepreneurship-based technology and livelihood education curriculum

  Parts of the module 

 How to use the module

The learner understands the emergence of trends and patterns; strategic analysis and intuitive thinking; components, operations, effects, and networks of globalization in his/her daily life; consequences of personal and local action to global and planetary climate change; the meaning and dimension of democracy; how ICT enslaves, emancipates and empowers individuals; and understand the parallelism between neutral and social networks. 

In line with the mission and vision of the Department of Education (DepEd) to instill and educate young minds with world-class skillsets, the Information and Communications Technology Service (ICTS) through the Educational Technology Unit (EdTech) will conduct the Televised Virtual In-Service Training Program for Teachers (VINSET 3.0) with the theme "Uniting Teachers Towards Digital Transformation and Excellence." The virtual activity will be shown on 08-11 August 2022 and streamed through the online platforms of DepEd. The recorded session will be aired on a later schedule via DepEd TV's local cable partners.

The activities are programmed to impart the latest technological innovation in instruction to prepare teachers (public and private) for in-person classes using different ICT and digital learning applications. In addition, the topics are carefully identified to ensure the upskilling of teachers that will necessitate effective utilization in their respective classes in whatever learning environment. The Televised VINSET 3.0 was granted by the CPD Council for Professional Teachers with an Accreditation Number: PTR-2022-366-1899 with 15 CPD Units.

This module is a project of the Curriculum Implementation Division particularly the Learning Resource Management and Development Unit, Department of Education, Schools Division of Benguet which is in response to the implementation of the K to 12 Curriculum. It was based from Kindergarten Teacher’s Guide and Standards and Competencies for Five-Year-Old Filipino Children, 2017 of the L to 12 Program of the Department of Education.

It consist varied and appropriate activities that aims to develop the necessary skills of a Kindergarten learner in Quarter 4, Week 10 lessons and objectives are based from the Most Essential Learning Competencies (MELC).

This Learning Material is a property of the Department of Education-CID, Schools Division of Benguet. It aims to improve student’s performance specifically in Language.

Date of Development       : September 2021

Resource Location         : Benguet Division-Mankayan District

Learning Area         : Kindergarten

Grade Level          : Kindergarten

Learning Resource Type       : Module

Language          : Kankanaey

Quarter/Week         : Quarter 4/Week 8.2

Learning Competencies and Code  : Write addition and subtraction number   sentences using concrete   representations.

    MKAT-00-10