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“INTRANUMERIC
A Research Paper
Submitted to
Ms. Maria Almonte, Sociology Professor
Ateneo de Naga University
In Partial Fulfillment
Of the Requirements for the Degree of
Bachelor of Arts in Development Communication
MARLON S. PONTILLAS
-Researcher-
October 2008
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ATENEO DE NAGA UNIVERSITY
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Department of Media Studies
ACKNOWLEDGMENTS
The researcher wish to express his sincerest thanks and deepest appreciation to the following persons who directly and indirectly involved for the realization of this project.
First and above all, to the infinite source of wisdom, the provider of strength and giver of life for his endless guidance and continued shower of blessing;
Special acknowledgment is extended to his beloved parents, for the researcher cannot over emphasize the vital roles played by his parents, for their unending love, care, moral and financial support, making them his lucky inspiration in the fulfillment of this research project;
MS. MARIA ALMONTE, his Professor, whose untiring patience and dedication in providing the class with important guidance and suggestions, inspired the writer to be enthusiastic in the accomplishment of this work;
NNHS MATH TEACHERS, Math faculty staffs, for letting me
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to utilize their classroom to conduct the research project;
MS. MARIA ADVINCULA, my coach in Regional Sci-math fair (High school), for her technical suggestions and valuable support in my research project specially the revisions and improvement.
CLASSMATES (CD11), friends and fellow students who are in either way helped the researcher in the realization of this research;
To those were not mentioned but been a part of this research project.
To all of you………………………………Salamat Po!!!!!
The Researcher
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Chapter 1
THE PROBLEM
Introduction
The world is continuing its revolution, reaching the future and creating new dimensions of machines and inventing new things and making new ideas for the innovations through the new generation. Scientists, mathematicians, and inventors including then professionals keep on inventing new things to contribute in connection to the improvement of one’s homeland. In the process of their good work habits and proper planning, it is easy to promote good work and inventions, especially on application of mathematics. Mathematics is the study of measurement, properties, and relationships of quantities and sets using numbers and symbols. It is actually the knowledge that tackles on numbers and symbols. It could be a necessity that people around the globe must acquire.
Mathematics is the foundation of every bridge, towers, buildings,
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the heart and calculation of every computer, the engine of every jeepney, truck, train, airplane, and ships. Mathematics is life and living. Almost every technology we have, everything we do, requires the mathematical concepts to function better and efficiently.
Reaching the future’s advancement, affecting the education of the students toward mathematics, generally, it was observed that student’s tend to hate and discard mathematics due to it’s complicated concepts such as solving and critical thinking. Through experience, the researcher decided to open and replayed the game again entitled “Intranumeric Battle” which is the official game entry of the Division of Camarines Sur last 2007 Regional Sci-math Competition and was awarded as 3rd placer among the 14 other contingents throughout the Bicol Region.
The researcher conducted the game in the same school (
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Conceptual Framework
This study conceptualized the construction of the game board entitled “Intranumeric
The input consists of the low proficiency of students on mathematics, paucity of student’s ideas learned after the lessons are tackled, and the teacher’s difficulty on inducing the concepts to students.
The throughput is the replaying the game to the students and teachers (new set of students), correct facilitation of the game to the students, and acquainting the game to the teachers as a teacher’s evaluator and/or enrichment device.
The output consists of the application of the student’s learning required activities, high student’s comprehension and proficiency of mathematical concepts, and the correct assessment of teachers on a student’s failure to grasp the lesson.
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FIGURE 1
CONCEPTUAL PARADIGM
INPUT THROUGHPUT OUTPUT
| 1. Low proficiency of students’. 2. Paucity of student’s ideas after the lessons are tackled 3. The teacher’s difficulty on inducing the concepts to students. | 1. The replaying the game to the students and teachers (new set of students). 2. Correct facilitation of the game to the students. 3. Acquainting the game to the teachers as a teacher’s evaluator and/or enrichment device. | ||
| 1. Application of the student’s learning required activities. 2. High student’s comprehension and proficiency of mathematical concepts. 3. The correct assessment of teachers on a student’s failure to grasp the lesson. |
| |
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Statement of the Problem
The game aimed to innovate/improve the mathematical skills of the students. Specifically, this game sought to answer the following questions:
1. What are the features of the game?
2. What are the designs of the game?
3. How the game could be fabricated?
4. What is the perception of the students in terms of:
a. Effectiveness
b. Economy
c. Functionality
Assumption of the Study
This study was guided by the following assumptions:
1. Intranumeric
Mathematics and increase their mastery level every after
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Mathematics’ lesson.
3. Intranumeric battle would now torture minds of students
causing a jargon that may lead to slow understanding of
Mathematical concepts.
Scope and Limitation
This study was conducted on October 2008 at
Significance of the Study
The researcher is concerned to establish a game to increase knowledge in Mathematics and will be beneficial to the following:
Students. This will aid enjoyment and excitement on every
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lesson through the help of the game. This will certainly help every student be familiarized with their lessons in Algebra. Through this game, students will have the chance to learn something at the same time having fun. This is also one way for them to enhance their thinking abilities and sharpen their mind.
Faculty. This will be a good strategy or technique to encourage students in learning a specific topic that will arise student’s ability and their knowledge to uplift their mathematical skills. It will also ease their burden of setting an effective learning atmosphere for students.
Future Researchers. The researcher, for effective game will encourage researchers to conduct further more studies in the future generations for some innovations.
OBJECTIVES
The researcher categorized the objectives of the game as general and specific to boostly understand its aim.
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General Objective
To test if the game is still an efficient mastery tool for students
as an evaluation of their learnings in every mathematics lesson.
Specific Objectives
1. To develop the “Intranumeric Battle game” in which students can enjoy at the same time, learn and enhance their analytical abilities.
2. To provide a competency-based game that could assess students in studying every lesson and chapter.
3. To upgrade student’s knowledge in facing Mathematical problems for students.
Definition of Terms:
To provide common viewpoint and forestall misinterpretation, the following terms are defined conceptually and operationally.
Algebra. A branch of mathematics in which symbols, usually
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letters of the alphabet, are used to represent unknown numbers and in doing so generalize arithmetic. (Sonison,1917)
Arbiter. The one that serve as the umpire of the game and the one who will judge if what rank is the highest and the one who will read the question, hint, problem, and the time allotted to the player who was challenged.
Battle Zone. The area wherein the two players are competing each other and is indicated by 20 square tiles vertically and it is painted with blue to be determined easily.
Deck Holder. The card placer/container. It is categorized by the four areas of mathematics and was placed on the both sides of the game board.
Fabrication. The means to create something to be constructed or manufactured. (Parker, 1980)
Final Answer. The correct answer indicated on the card that was based on the problem. This will indicate if the player will be reduce or increase.
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Learning Card. The card given to the players before the game starts. It is composed of 46 cards and will be given equally to the players and is also where the questions, answers, solution, time allotted, and life points are indicated.
Life point. A score player acquires and accumulates.
Magic Slate. The player’s scratch area when he/she is solving a particular problem to decrease the economic demand of paper and pen.
Mathematical Game. The recreational game that is usually based on mathematical concepts. This also share topics with recreational mathematics and discusses the mathematics of games. (Pilant, 2000)
Plates. Primarily composed of 16 pieces per player. It serves as the player’s soldier. It is where the geometric figures are placed and ranked according on its sides. The greater the side, the higher the rank.
Problem. The question asked that is indicated in the card. It is based upon the area of mathematics which will be played by the players.
Quarter’s Territory. The player’s own area. It is where his/her
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plates are placed and it is indicated by 16 square tiles painted by green
horizontally.
Royal game of
Solution. The step by step process to arrive to the final answer. It is indicated on the card to determine if the player is correct or not.
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Review of Related Studies
To give the researcher a wider perspective of the study, the review of related study was conducted. The researcher gathered some information by reviewing the past study entitled “Intranumeric Battle”.
INTRANUMERIC
A research study entitled “Intranumeric Battle” was done by the Fourth year- Science Oriented Curriculum proponents: Marlon S. Pontillas, Venice Margarette B. Juanillas, and Mary Ann L. Jumarang last September 2007 as an official entry for the Regional Sci-math Competition (Math Game Category) held at Rawis,
On their study, unrestricted random sampling was chosen to test the acceptability of the game. One hundred (100) students were instructed to play the game. The proponents used a questionnaire as instrument: (1) descriptive questionnaire (2) Pre & Post test questionnaire. Statistical treatment were used to determine the effectivity
and functionality of the game.
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Chapter 2
METHODOLOGY
To buster the objectives of the game, research method, preparation of proposed and technical management are the focus of discussion in this chapter. This aspect took part in the development of utility model and assumption of the study.
Research Method
The researcher used creative development and testing methods of research to come up with the proposed model. Functional tests, observations were undertaken. The construction was guided by different steps identified in the technical procedure.
Creative Method. According to Aquino (1991), creative research is the reflective thinking values of aesthetic values. It may originate from the sense of need for life and experiences beyond ordinary and personal or group satisfaction. It employs the explicit and stylistic
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approach in analysis of human experiences. The fundamental factor of development is creativity. The creative imagination is the ability to present new patterns, use new objectives and invent new design and configuration.
Testing Method. The researcher needs this method to evaluate how functional the game is and also to improve the game in terms of performance and construction.
Technical Procedures
The development of this game employs different stages or steps.
Step 1. Planning/Designing. The researcher presented the discussion on how visible working and drawing would be completed. The previous proponents planned and designed the different parts of the device using structure analysis and establishing at least two or more parameters. The design interior must be functional and applicable, while materials to be used must be durable and safe.
Step 2. Preparations. At this stage, the previous proponents
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prepared the materials, tools, and equipment to be used in the construction of the game. The tools and equipment used are as follows.
1. Plywood that is used in the construction of the board to be used
in the game.
2. Pencil used for the preliminary construction of the squares in the
board.
3. Cutter used for cutting the set of questions and the cards that is
needed in the game.
4. Paint was used in making the board game more beautiful and
attractive.
5. Varnish was used in decorating the sides of the board game.
6. Paint brush is a tool used in painting with the use of the paint/
varnish.
7. Hook and Eye is used to serve as the lock of the game board. It’s
purpose is to establish safety inside the components inside the
game board.
8. Handle is used to carry the game board easily and it makes the
game board handy.
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9. Tape is used to cover the sides that was used while painting the game
board to utilize cleanliness and neatness of the game board.
Step 3. CONSTRUCTING THE BOARD:
1. Cut the plywood to have a T-shape structure having a dimension as
indicated in the figure.
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2. Cut another plywood having the same structure and dimension. Then
cut another wood measuring 3 cm. Nail this to the T-shaped plywood.
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This would become the height of the game board.
3. After making 2 separate T-shaped wood, connect the hinge to the
base as the “T”.
4. Then, paint the board. Put tape before painting the board to make the l
lines straight and the squares much more like a square.
RULES OF THE GAME:
1. The card will direct how much time is allotted for every question, based
on the difficulty level of the question. If the arbiter says “stop”, automati-
cally, the player should stop solving and he/she must state now his/her
answer.
2. The first uttered word of the player would be considered as his/her final
answer. If question answered incorrectly, it will be immediately be sent
to a graveyard, and it can no longer be used in the battle.
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MECHANICS:
REQUIREMENTS TO PLAY:
1. Game board
2. Learning cards
3. Plates
4. Arbiter
HOW TO PLAY:
1. Before the game starts, the arbiter will explain how the game is
played and will distribute the learning cards equally.
2. Both players will have a starting life point of 50. The players could
arrange their plates in their desired arrangement; but making sure
that the opponent doesn’t see them.
RANK 1 Decagon 2 Plates
RANK 2 Nonagon 2 Plates
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RANK 3 Octagon 2 Plates
RANK 4 Heptagon 2 Plates
RANK 5 Hexagon 2 Plates
RANK 6 Pentagon 2 Plates
RANK 7 Square 2 Plates
RANK 8 Triangle 2 Plates
3. To start, the players would toss coin to determine who will move first.
4. A player’s place is called “quarter’s territory”. He/She must defend this
quarter from being invaded by his/her opponent.
5. A player can only move vertically but he/she can also move horizon-
tally when he/she is challenging his/her opponent’s plate. He/she can
move backward if he/she is still on his/her quarter’s territory but never in
the battle zone.
6. There are two objectives in the game: the primary objective is to invade
the opponent’s quarter to gain dominance traversing the battle zone,
the secondary objective is to turn his/her opponent’s life point into zero
by answering correctly as many questions as possible.
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7. Once the player’s plate is already in the battle zone, he/she can never
turn back.
8. To attack, the player should put his/her plate above the opponent’s
plate. The arbiter will see who holds the higher rank. The one who holds
the higher ranking plate will question the player and the arbiter will say
“You got the slot!”
9. The one who will loose must automatically remove his/her plate by the
arbiter.
10. The game ends when a player had already landed on his/her oppo-
nent’s quarter, therefore, invade it. But if by chance, a player’s life
point is turned zero, the player with the higher life point will be
declared as the winner.
Determining the sample size
Population: (1st year students)
Nabua National high School- 746
(Both in SOC and BEC)
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Where: Ss= N X Percentage Rate
N= Total number of population
Formula:
Ss= N X Percentage Rate
Computation:
Ss= 746 X 0.3% = 746 X 0.03 Ss= 22.38 (20 students)
Sampling Design and Techniques
Unrestricted random sampling was chosen to test the acceptability of the “Intranumeric Battle: The second innovation”. Through lottery, twenty students (20) were drawn from a total population to be the respondents of the study. The twenty (20) students were instructed to play the game but they have undergone first a pre-test then, after they played the game, a post-test. Descriptive questionnaire were also given after the conduct of the game.
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Research Instrument
In order to obtain a sufficient data regarding the acceptability of the game, the researcher used a questionnaire as instrument. The first one is the descriptive questionnaire which was given to the respondents so they can rate the game according to its effectiveness, characteristics, and quality after they have tried playing it. And the second one is the Pre-test and Post-test questionnaire which was be given to the respondents before and after they played the game to measure if the game is really an enhancing tool for the student’s mastery in terms of mathematics.
Validity of the Instruments
To establish the functionality of the instrument, the proponent conducted a dry run to the (5) randomly chosen first year students. These students constituted the try out samples.
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Data Gathering Method
The researcher conducted the actual test through administering questionnaire to the first year student to measure the functionality of the game. This was held on the month of October 2008 with the approval from the office of the Principal or School Head (see the appendix).
x= Σx/N where: x – mean
Σx- sum of equivalent of store
N- Population
T-TEST
t= __________ΣD___________ where: D- difference from the mean
NΣD²-(ΣD) ²__ N-total population
N-1 D²- squared difference from the
mean
Step 4. Testing the Game. The researcher conducted testing to prove that
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the materials were effective, economical, durable, and most of all learning will be oriented at their mind. Therefore, the researcher chose the materials that passed the standard of quality, because it was commercially sold to the market, it assures that this pass to the quality standard.
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Chapter 3
RESULT AND DISCUSSION
To prove the degree of acceptability of the game, the researcher tested this to twenty (20) first year students from Nabua National high School. The researcher got the mean of each of the students and conducted a test (pre-test and post-test) to test if the game is liable in persuading mathematical abilities to the students.
A. GETTING THE MEAN OF THE RESPONDENTS
Table 1: Mean of the rating of twenty (20) first year students who played the Intranumeric Battle: The Second innovation in SOC and BEC students.
SCIENCE ORIENTED CURRICULUM
| Respondent no. | Rate |
| 1 | 4.0 |
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| 2 | 4.0 |
| 3 | 4.0 |
| 4 | 3.75 |
| 5 | 4.25 |
| 6 | 3.625 |
| 7 | 4.375 |
| 8 | 4.25 |
| 9 | 4.25 |
| 10 | 4.25 |
| Total: | 40.75 |
| Mean: | 4.075 |
Basic Education Curriculum
| Respondent No. | Rate |
| 11 | 4.25 |
| 12 | 4.25 |
| 13 | 3.75 |
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| 14 | 4.25 |
| 15 | 3.875 |
| 16 | 4.0 |
| 17 | 4.625 |
| 18 | 4.5 |
| 19 | 4.25 |
| 20 | 4.375 |
| Mean: | 42.125 |
| Total: | 4.2125 |
The individual rating of the respondents was tabulated by the researcher to determine the degree of acceptability of the game.
Based from the percentage of the total mean of the responses of all first year respondents, the researcher found out that there were 80% of the students extremely accepted the game, 20% gave a remark of favorably accepted, and no one found it as reasonably accepted and not functional.
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Table 2: The number in every section was summed up and got its total mean. According to its results, it shows that the game is extremely accepted by the first year students.
| Class Status | No. of Respondents | Mean | Interpretation |
| Science Oriented Curriculum | 10 | 4.075 | Extremely Acceptable |
| Basic Education Curriculum | 10 | 4.2125 | Extremely Acceptable |
| Final Mean: | 20 | 4.14375 | Extremely Acceptable |
Table 3: The rating and percentage range of the respondents.
| Rating | Description | Interpretation |
| 4.0-5.0 | Extremely Accepted | 90%-100% prove that this game is effective to use. |
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| 2.0-3.99 | Favorably Accepted | 80%-89% prove that this game is effective to use. |
| 1.0-2.99 | Reasonably Accepted | 70%-79% prove that this game is effective to use. |
| 0-0.99 | Not Accepted | 69% below prove that this TEme is effective to use |
B. TESTING THE EFFECTIVITY OF THE GAME
Table 3: Comparison of the Pre-test and Post-test conducted by the researcher to determine if there is a significance difference by the performance level of the students.
| No. of Students | Pre-test | Post-Test | D | D² |
| 1 | 5 | 8 | 3 | 9 |
| 2 | 6 | 9 | 3 | 9 |
| 3 | 7 | 10 | 3 | 9 |
| 4 | 4 | 7 | 3 | 9 |
| 5 | 5 | 9 | 4 | 16 |
| 6 | 9 | 10 | 1 | 1 |
| 7 | 8 | 10 | 2 | 4 |
| 8 | 6 | 9 | 3 | 9 |
| 9 | 4 | 7 | 3 | 9 |
| 10 | 5 | 7 | 2 | 4 |
| 11 | 2 | 7 | 5 | 25 |
| 12 | 5 | 9 | 4 | 16 |
| 13 | 4 | 8 | 4 | 16 |
| 14 | 6 | 10 | 4 | 16 |
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| No. of Students | Pre-test | Post-Test | D | D² |
| 15 | 3 | 6 | 3 | 9 |
| 16 | 7 | 9 | 2 | 4 |
| 17 | 8 | 10 | 2 | 4 |
| 18 | 4 | 7 | 3 | 9 |
| 19 | 2 | 6 | 4 | 16 |
| 20 | 5 | 8 | 3 | 9 |
Σx1=105 Σx3=166 ΣD=61 ΣD²=3721
COMPUTATIONS:
t= __________ΣD__________ Degree of Freedom (N-1) =19
NΣD²-(ΣD) ²_________ Computed t-value = 4.36
N-1 Critical t at (0.05) (DF=19) =2.093
= _______61_____________ Decision: Significant
20 (3721) – (61)²_____
19
= _______61_____________
13.994
= 4.36
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FINDINGS 1: The computed t-value (4.36) is higher than the tabular value
which is 2.093
FINDINGS 2: There is a significant difference in the performance in pre-test
And post-test. Therefore, the game enhances students’
Mathematical abilities and effective aid conceptualizing
Mathematical problems.
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Chapter 4
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary, conclusion, and recommendations derive through experimentation and carefully study conducted by the researcher.
Summary
This game was primarily aimed to design, fabricate, and improve the learning capacity of the students towards their negative perceptions about Mathematics. The game was concentrated to uplift, to create a learning aid or a dimension wherein the students will tend to accept Mathematics as a great vital role in the society and widely needed in the application of this modern era. Specially, the research project sought to answer the following questions;
1. What are the features of the game?
2. What are the designs of the game?
3. How the game could be fabricated?
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5. What is the perception of the students in terms of:
a. Effectiveness
b. Economy
c. Functionality
Findings
1. The features of the game were the following: (a) Magic slate is added to be economical to use instead of using pen and papers, (b) Magic Slate is use in terms of scoring and life points’ indicator. (c) Playing cards are recycled and turn to be the learning cards to test the knowledge of the players.
2. The Game Board is designed like letter “I” to develop the unknown game made by the Sumerian.
3. Technical ability is used by the researcher by using highly recommended and durable materials to fabricate a good and interesting game to the players.
4. In terms of effectiveness, in an experimental set-up, the students got a high score compared in the controlled set-up. It was being proved that it is a good learner device showing the significant difference
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in pre and post test results of the students. In terms of economy, the total cost of the game board is approximately P500.00, with that low amount, the student learns and enjoyment is filled in their part. And lastly, the functionality of the game. It shows the game is functional because of the positive because of the positive results and discussion shown in the previous chapter.
Conclusion
Based from the foregoing design, the conclusions were made.
1. As testified by 8 out of 10 students, it really shows that the game is an excellent mastery tool for students to master every lesson in mathematics.
2. The game had then met its objective to test if the game still
an efficient mastery tool for students as an evaluation of their learnings in every mathematics lesson.
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3. The game is still a way of nurturing and widening student’s skills and still an approachable way to encourage students to participate and excel in every lesson in mathematics.
Recommendation
1. The game is recommended to teachers to use as aid for students to master every lesson and to students for better recuperation.
2. The game board may use metal casing and fiber glass to make it more presentable and attractive, though it is a little bit costly/
3. The game can be introduced to the Philippine Schools and be coordinated with the Department of Education for reproduction and improvement such as, the game board be improved and develop/modify more learning cards for maximum use among player-learner.
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Extension
1. Aside from the fact that the game could upgrade student’s mind and master every lesson in mathematics,.
2. It can be used for recreational purposes or to wisely spend leisure time.
3. The game would be also effective aid to the persons who already graduated in their respective degrees and already forgot the mathematical equations and other mathematical concepts.
4. This game could be innovated for use in academic competitions not just for local fair but also for international competitions. It can be an alternative material for different quiz bee’s and the like.
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BIBLIOGRAPHY
INTERNET SOURCES
Http://www.reference.com/search?q=mathematics
See also : Algebra
· Arithmetic
· Bodean Algebra
· Calculus
· Fractus
· Game theory
Http://www.reference.com/browse/crystal/12934
Http://en.wikipedia.org/board-games
See also: http://www.gamesmuseum.unwater/o-ca/archives
Peccione/index.html
· The Royal game of
· Royal game of
· Ancient
· Game cabiner-Ur and Senet
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Appendix A
PERMIT TO CONDUCT TEST
MRS. ANECITA OLIVA
I-SOC1 and I- Sampaguita
Mathematics Teacher
NNHS
Dear Madam;
Greetings!
The undersigned researcher of Ateneo de Naga University, Class CD11, Bachelor of Arts in Development Communication student are presently working on his research paper entitled “Intranumeric Battle: the Second Innovation” to be submitted on October 7, 2008 as the Research 2 and 4 in Sociology class.
In this connection, may I seek your kind permission to allow us to conduct the research paper in your 2 classes to test the validity of the research project.
Hope that you will allow my request.
Thank you very much.
Respectfully yours,
(Sgd.) MARLON S. PONTILLAS
(Researcher)
Noted by:
(Sgd.) Ms. Maria Almonte
(Professor)
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Appendix B
SCORING SHEET
(FORMAT)
| PLAYER 1 | PLAYER 2 |
| 5O | 5O |
Republic of the
ATENEO DE NAGA UNIVERSITY
College of Arts and Sciences
Department of Media Studies
Appendix C
Descriptive Questionnaire
Student no. __________________
Class status: ____ Science Oriented Curriculum
____ Basic Education Curriculum
Instruction: Thank you for participating in the game! Please circle the rate that you want basing on the qualities on the game indicated below. Rate’s interpretation is indicated below.
5- Excellent 4- Very Good 3- Good 2- fair 1- Poor
1. Durability 5 4 3 2 1
2. Creativity 5 4 3 2 1
3. Effectiveness 5 4 3 2 1
4. Resourcefulness 5 4 3 2 1
5. Interesting 5 4 3 2 1
6. Educational 5 4 3 2 1
7. Functional 5 4 3 2 1
8. Enjoyable 5 4 3 2 1
Recommendation/Suggestions: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Republic of the
ATENEO DE NAGA UNIVERSITY
College of Arts and Sciences
Department of Media Studies
Appendix D
Pre-test/Post-test Questionnaire
Student no. __________________
Class status: ____ Science Oriented Curriculum
____ Basic Education Curriculum
1. If
A. 5/p
B. p - 5
C. p + 5
D. p/5
E. 1- p + 5
2. If Sally can paint a house in 4 hours, and John can paint the same house in 6 hour, how long will it take for both of them to paint the house together?
A. 2 hours and 24 minutes
B. 3 hours and 12 minutes
C. 3 hours and 44 minutes
D. 4 hours and 10 minutes
E. 4 hours and 33 minutes
3. Employees of a discount appliance store receive an additional 20% off of the lowest price on an item. If an employee purchases a dishwasher during a 15% off sale, how much will he pay if the dishwasher originally cost $450?
A. $280.90
B. $287
Republic of the
ATENEO DE NAGA UNIVERSITY
College of Arts and Sciences
Department of Media Studies
C. $292.50
D. $306
E. $333.89
4. The sales price of a car is $12,590, which is 20% off the original price. What is the original price?
A. $14,310.40
B. $14,990.90
C. $15,290.70
D. $15,737.50
E. $16,935.80
5. Solve the following equation for A : 2A/3 = 8 + 4A
A. -2.4
B. 2.4
C. 1.3
D. -1.3
E. 0
6. If Leah is 6 years older than her sister, Sue, and John is 5 years older than Leah, and the total of their ages is 41. Then how old is Sue?
A. 8
B. 10
C. 14
D. 19
E. 21
7. Alfred wants to invest $4,000 at 6% simple interest rate for 5 years. How much interest will he receive?
A. $240
B. $480
C. $720
Republic of the
ATENEO DE NAGA UNIVERSITY
College of Arts and Sciences
Department of Media Studies
D. $960
E. $1,200
8. Jim is able to sell a hand-carved statue for $670 which was a 35% profit over his cost. How much did the statue originally cost him?
A. $496.30
B. $512.40
C. $555.40
D. $574.90
E. $588.20
9. The city council has decided to add a 0.3% tax on motel and hotel rooms. If a traveler spends the night in a motel room that costs $55 before taxes, how much will the city receive in taxes from him?
A. 10 cents
B. 11 cents
C. 15 cents
D. 17 cents
E. 21 cents
10. A student receives his grade report from a local community college, but the GPA is smudged. He took the following classes: a 2 hour credit art, a 3 hour credit history, a 4 hour credit science course, a 3 hour credit mathematics course, and a 1 hour science lab. He received a “B” in the art class, an “A” in the history class, a “C” in the science class, a “B” in the mathematics class, and an “A” in the science lab. What was his GPA if the letter grades are based on a 4 point scale? (A=4, B=3, C=2, D=1, F=0)
A. 2.7
B. 2.8
C. 3.0
D. 3.1
E. 3.2
Republic of the
ATENEO DE NAGA UNIVERSITY
College of Arts and Sciences
Department of Media Studies
Republic of the
ATENEO DE NAGA UNIVERSITY
College of Arts and Sciences
Department of Media Studies
ABSTRACT
INTRANUMERIC
The title “Intranumeric Battle” exists from its name itself Intra (within), Numeric (Numbers), and battle (challenge and fight) plus the second innovation. Meaning, the game was opened and played by the freshmen students of
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