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Daily Lesson Log in Math 7, Study Guides, Projects, Research of Mathematical Methods

Western Mindanao State University (WMSU)Mathematical Methods

Grade 7 Daily Lesson Log- factoring sum and difference of two cubes

Typology: Study Guides, Projects, Research

2021/2022

Uploaded on 03/23/2022

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S
GRADES 9-
Curriculum
DAILY
LESSON LOG
School: Grade Level: SEVEN
Teacher: EAGIS P. SANDE Learning Area: MATHEMATICS
Teaching Dates and
Time: April 5,2022 2:00-3:00 PM Quarter: FIRST
TEUSDAY MATERIALS
USED/ACTIVITIES
I. OBJECTIVES Familiarize oneself in getting the cube root of a term
Factor sums and differences of two cubes and
Relate the lesson to real life setting.
A. Content Standards: The learner demonstrates understanding of key concepts of factors of polynomials,
rational algebraic expressions, linear equations and inequalities in two variables, systems
of linear equations and inequalities in two variables and linear functions.
Performance Standards: The learner is able to formulate real-life problems involving factors of polynomials,
rational algebraic expressions, linear equations and inequalities in two variables, systems
of linear equations and inequalities in two variables and linear functions, and solve these
problems accurately using a variety of strategies.
B. Learning
Competencies/Objectives:
C. Write the LC Code for each
The learner factors completely different types of polynomials (sum and difference of two
cubes).
M8AL-Ia-b-1
II. CONTENT Patterns and Algebra
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Guide Pages 209-210
4. Additional Materials from
Learning Resources (LR) portal www.google.com
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S GRADES 9- Curriculum DAILY LESSON LOG School: Grade Level: SEVEN Teacher: EAGIS P. SANDE Learning Area: MATHEMATICS Teaching Dates and Time: April 5,2022 2:00-3:00 PM Quarter: FIRST TEUSDAY

MATERIALS

USED/ACTIVITIES

I. OBJECTIVES Familiarize oneself in getting the cube root of a term Factor sums and differences of two cubes and Relate the lesson to real life setting. A. Content Standards: (^) The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions. Performance Standards: (^) The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies. B. Learning Competencies/Objectives: C. Write the LC Code for each The learner factors completely different types of polynomials (sum and difference of two cubes). M8AL-Ia-b- II. CONTENT (^) Patterns and Algebra III. LEARNING RESOURCES A. References

1. Teacher’s Guide **Pages

  1. Learner’s Guide Pages** (^) 209- 4. Additional Materials from Learning Resources (LR) portal www.google.com

B. Other Learning Resources (^) Traditional IM’s/Powerpoint Presentation, SLM, SIM, Question sheets, Task Cards, Marker, Board Laptop/Projector/TV IV. PROCEDURES A. Preliminaries (^) *Prayer by on student *Greetings *Checking of the Attendance- (students who are absent will be given a video lesson and SLM)

  • Ground Rules – (read in chorus)
  • Presentation of Incentive chart *Review- Cube root of a number. *Groupings (grouped according to seating arrangements) Class Record

QUESTIONS:

  1. What have you observed on the factor? Ans. The factors are binomial and trinomial.
  2. What about the sign of the second term in trinomial? Ans. The sign is opposite on the original polynomial.
  3. Did you find the pattern? Ans. Yes. The Polynomial in the form a3+b3 is called sum of two cubes because two cubic terms are being added together. Case 1: Sum of two Cubes Observations:  For the “sum” case, the binomial factor on the right side of the equation has a middle sign that is positive.  In addition to ‘sum” case, the middle sign of the trinomial factor will always be the opposite the sign of the given problem. Therefore, it is negative. Example: Factor x^3 + 27 x^3 + 27 = (x)^3 + (3)^3 = (x+3) [(x^2 – (x)(3) + (3)^2 = (x+3) (x^2 -3x + 9) Board, Marker E. Discussing New Concept and practicing new skills

. LOOK AT ME TOO!

(The teacher will guide the students to analyze the given illustration below.) PowerPoint Presentation

QUESTIONS:

  1. What have you observed on the factors? Are the factors similar to the first example? Ans. The factors are closely related to the first example however, the sign of the second term in trinomial is different.
  2. Did you find any pattern? Is the pattern similar from the figure above? Ans. Yes, the pattern is similar. Case 2: The polynomial in the form a3-b3 is called difference of two cubic terms are being subtracted, Case 2: Difference of two Cubes Observations:  For the “difference” case, the binomial factor on the right side of the equation has a middle sign that is negative.  In addition to the “difference” case, the middle sign of the trinomial factor will always be opposite the middle sign of the given problem. Therefore, it is Example: Factor y^3 – 8 y^3 – 8 = (y^3 ) – (2)^3 = (y -2) (y^2 +(y)(2) + 4) = (y-2) (y^2 + 2y + 4) Fill in the Box!  The four groups will be given a question sheet each, they will task to fill the empty boxes from the factors given inside the bigger box. Board, Marker
  1. Developing mastery (Leads to Formative Assessment) Let’s try this!  Please form a circle within your group and answer the given task in your group.  On the same group, every group will be given a task card containing polynomials. Let the group factors the polynomial assigned to them.  They will be given 10 minutes to finish their output, then present it on class and do creative introduction before you start the presentation. Guide Questions: 1. What are the factors? 2. How many terms are there in the second factor? 3. How did you factor the polynomial? Every group will be graded according to the following criteria: CRITERIA Performance Level Exceptional (4) Admirable (3) Acceptable (3) Attempted (1) Accuracy The procedures and questions were correctly followed and answered. The procedures and questions were correctly followed and answered but lacking process. The procedures were correctly followed but some questions were answered incorrectly. The procedures and questions were followed nut answered incorrectly. Explanation Explanation is detailed and clear. Explanation is clear Explanation is little difficult to understand but includes critical components. Explanation is difficult to understand and is missing several components or was not included. Presentation of Works The work is presented in a neat, clear, and organize that is easy to read. The work is presented in a neat and organize that is usually easy to read. The work presented is organize but may be hard to read at times. The work appears sloppy and unorganized. It is hard to know what information goes Task Cards E-xecuters (^) Mathgicians The RulersMath Hunters

together. Cooperation Accepts ideas of others; able to compromise. All members contribute. Accepts most ideas without negative comments; able to compromise. Some members contribute. Unwilling to compromise. Few members contribute. Group does not work together. One person does all the work.

  1. Finding Practical applications of concepts and skill (Integration of the lesson to the other different fields)  In algebra, factoring is a useful skill in real life especially the sum and difference of two cubes. Common applications include: dividing something into equal pieces, exchanging money, comparing prices, understanding time and making calculations during travel.  In finance, a common polynomial equation that comes up is the calculation of present value. This is used in accounting when the present value of assets must be determined. It is used in asset (stock) valuation. It is used in bond trading and mortgage calculations.  People in many other professions who use mathematics in their jobs, such as scientists and Engineers would also use factoring quite often. I see factoring as an exercise in “pattern recognition”, that is looking at an expression and seeing a pattern, or something familiar that makes you think “this is probably a difference of squares”. Science/History Integration  the concept of factoring reaches back to ancient Rome, whose wealthy producers and merchants employed a mercantile agent or “factor” to manage the sale and delivery of their goods. Records show that such factors continued to be employed with increasing frequency throughout the Middle Ages.  During the period of European colonization beginning in the 16th century, the exporters of consumer goods often employed factors to increase sales.  This phenomenon became especially important in America in the 19th century when a rapidly growing population resulted in burgeoning demand for European- made goods, particularly textiles. In order to respond to demand promptly, it became necessary to maintain stocks of goods on hand.  Factoring services generally consisted of: PowerPoint Presentation

work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation 1 Student E. Which of my teaching strategies worked well? Why did these work? In the group activity, (Developing Mastery that leads to Formative Assessment) because it is a constructivism approach/cooperative learning. F. What difficulties did I encounter which my principal or supervisor can help me solve? Students find difficult in finding the cube of a bigger numbers. G. What innovation or localized materials did I use/discover which I wish to share with other teachers? The innovation /localized materials that I wish to share to other Math teachers is to used technology in Mathematics teaching. I also want to share to them that as teachers, we should add instructional materials that would help them engage more in the learning process. Prepared by: Checked by: EAGIS P. SANDE ANSELMO R.SALABO JR. Pre-Service Teacher Math Coordinator