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Module 51

This document describes a lesson plan using cooperative learning structures to teach factoring polynomials. Students are divided into groups to factor polynomials using the concept that the factors of the sum of two cubes is the cube root of the first term times the cube root of the second term, and the factors of the difference of two cubes is the cube root of the first term minus the cube root of the second term times a trinomial with the signs of the terms following a specific pattern. The teacher guides the student discussion and ensures each student contributes to understanding the key concepts.

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regine selda
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33 views12 pages

Module 51

This document describes a lesson plan using cooperative learning structures to teach factoring polynomials. Students are divided into groups to factor polynomials using the concept that the factors of the sum of two cubes is the cube root of the first term times the cube root of the second term, and the factors of the difference of two cubes is the cube root of the first term minus the cube root of the second term times a trinomial with the signs of the terms following a specific pattern. The teacher guides the student discussion and ensures each student contributes to understanding the key concepts.

Uploaded by

regine selda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MODULE 5 : OUTPUT

Regine R. Selda MC-3A (BSED in MATH)

Instructor: Mr. Michael M. Llave

Module 5: Cooperative learning structures

 Create a classroom situation or one learning activity where one or two types of
cooperative learning is applied.
 Apply also one of the five tips for implementing cooperative learnings strategies.

 Situation: In classroom situation class in math lesson is Demonstrate understanding


of key concept of factors of polynomials.
In able to formulate real-life problem involving factors of polynomials
 Describes sum and difference of two cubes.
 Factors polynomial using sum and difference of two cubes.
 Gives importance in the presence of every individual in a group.

The teacher will guide the students to analyze given illustration below
Questions:
1. What have you observe on the factors?
2. What about the sign of the second term in trinomials?
3. Did you find any pattern?

The teacher will discuss the topic of sum of two cubes and difference of two cubes side by
side. The reason is that they are similar in structure. Teacher must guide the leaner to
familiarize the concept. Present the example of new lesson

Let the learners analyze how factors of sum and difference two cubes obtained.

x3 - y3 = (x - y) (x2 + xy + y2)

cube root cube root negative of the


of x3 -y3 product of x and -y
square of (x) square of (-y)

1. What are the factors of x3 - y3?


Ans. (x-y) (x2 + xy + y2)
2. How many terms are there in the second factor?
Ans. Three terms
3. How are factors obtained?
Ans. The factors obtained through extracting the positive cube root of each term and
squared the roots for the first and the last term of the trinomial while the middle term is
the product of first and the last term of the first factor.
ACTIVITY: LOOK AT ME TOO!

QUESTIONS:

1. What have you observe 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.

ACTIVITY: Lets try this!

Group the students into five. Every group is given a task card containing polynomials. Let the
group factors the polynomial assigned to them. Choose the leader to discuss the question.

Group 1 Group 2 Group 3 Group 4 Group 5


8x3 + 1 1 – 27y3 8y3 - 64 27x3 + 8 1 – 125x3

Guide Questions:
1. What are the factors?
2. How many terms are there in the second factor?
3. How did you factor the polynomial?

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