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Teacher: Mr. Richard Riobaldez Date: 06/03/ Module 2
Lesson 4 – Reporting Findings, Drawing Conclusions and Making
Recommendations (Writing List of References)
WARMING UP
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PRACTICE TASK 1
Pierre, F. (2017). What is Mathematics? New Jersey: The Company.
PRACTICE TASK 2
Kendra Cherry, S. L. (2020) The Experiential Learning Theory of David Kolb. Retrieved from: https://www.verywellmind.com/experiential-learning- 2795154
PRACTICE TASK 3
Spud, I. H. (1999). Constrastive analysis: A comparison of Pig Latin and English. Unpublished manuscript.
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INQUIRIES,
INVESTIGATION AND
IMMERSION
Teacher: Mr. Richard Riobaldez Date: 06/03/
ADDITIONAL TASK
Task 1 Relevant Idea from the source: Kendra Cherry (2020) proposed Lateral Thinking theory wherein creating a new approach of learning without using the common way. Many students are experiencing difficulties when lessons are presented like they are used to, that is why a change in the current system may lead to a better learning environment. Reference/URL: https://www.verywellmind.com/experiential-learning- 2795154 Title: The Lateral Thinking Theory of David Kolb Type of Source: Website Author: Kendra Cherry Year Published: 2020 Task 2 Kendra Cherry, S. L. (2020) The Experiential Learning Theory of David Kolb. Retrieved from: https://www.verywellmind.com/experiential-learning- 2795154 Task 3 Roosevelt, F. (2018). Math Guide. (Manuscript submitted for publication)
Teacher: Mr. Richard Riobaldez Date: 06/03/ Scope and Delimitation of the Study This study will be conducted at Marcial O. Rañola Memorial School Guinobatan, Albay. This study mainly focuses on multiplying binomials and the device’s effectiveness as educational tool for students and teachers in Marcial O. Ranola Memorial School. The device is delimited only that user must only apply the concept of binomials. Task 2 Significance of the study The common methods for multiplying numbers/binomial, polynomials using foil method or simply distributing terms. Instead of doing calculations by pencil and paper, let the student work actively with math using teacher/student manipulative materials. Math is boring if we don’t know how to make it better. Line Binomial Multiplier (LBM) gives a new phase on how we simply multiply binomial factors. It guides the student to gain the skills in multiplying binomials. LBM help teach math positively affects student learning. Incorporating this device in multiplying binomials into meaningful ways help students grasp the concept with greater ease, making teaching most effective. School. This device would be of help to provide direction to the administrators, teachers, and students’ goal for quality education. Mathematics Teachers. This device would encourage the teachers to use new teaching strategies that are in line with their subject areas. This would create learning situations that are more effective and consequently lead to more interesting and more meaningful classroom activities for the students. In addition, teaching such topic would not be difficult to teachers for it will also serve as their motivation in learning. Students. This device asserts that their learning would be retained in their minds for acquiring the knowledge was done using manipulative device or through hands-on and minds-on process. Parents. This device will make parents to realize the important roles of manipulative and mathematics to their children.
Teacher: Mr. Richard Riobaldez Date: 06/03/ Definition of Terms Line CONCEPTUALLY: a straight one- dimensional figure that has no thickness and extends endlessly in both directions. It is often described as the shortest distance between any two points. OPERATIONALLY: a length of yarn serving a particular purpose. Binomial CONCEPTUALLY: consisting of two terms. OPERATIONALLY: an algebraic expression of the sum or the difference of two terms. Multiplication CONCEPTUALLY: to multiply numbers is to add groups of a number. Multiplying means repeated addition of a number. OPERATIONALLY: the process of combining Binomials and other quantities under specific rules to obtain their product.
