Detailed Lesson Plan In Mathematics f414e

DETAILED LESSON PLAN IN MATHEMATICS GRADE 7 Student Teacher Cooperating Teacher Date

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GEMARIE E. BACQUILLER September 25, 2014

I. Objectives At the end of the lesson, the students are expected to: a. define what is a factor; b. differentiate trinomials with perfect square to the trinomial without perfect square. c. perform factoring for trinomial without a perfect square. II. Subject Matter Lesson : Factoring Trinomials without a Perfect Square Activity 9, Let’s Tile Up Strategies : Visualizing Asking and Answering Question Total Physical Response(TPR) Graphic organizers : Listen and follow the instructions carefully. KBI : MAPEH, Arts, Values Education Integration : Module: Special Products: Rational Algebraic Expression and References Algebraic Expression with Integral Components. Materials : Power Point Slides, Projector, Laptop, paper cut into different shapes and size. III. Procedure Teacher’s Activity A. Preparation Good afternoon, class. Before we are going to start our lesson this afternoon, let us have a prayer first. Pastor, kindly lead the prayer. 1. Setting of Behavioural Standards Class, how are you this afternoon? Wow! Meaning to say, you are ready for our lesson this afternoon. But before that, let us set an agreement to follow as we go on with our discussion. Alright. Jesa, what will you do when someone is talking? Good! What will you do during the group activities, Kenworth? Absolutely Correct! Those are our agreements today. B. Motivation Now! Who among here in this class, can still recall what multiplication is, Jayson? Very Good! Talking about multiplication, what do we call the two numbers to be multiplied, Danny? Good! How about the result of the multiplication, what do we call those numbers, Jay Marie?

Students’ Activity Good afternoon, sir. Classmates, please stand up. Let us bow down our heads and pray. We’re fine, sir.

We should listen carefully and attentively, sir.

We should follow the instructions given and participate actively, sir.

It is shorter process of adding numbers, sir.

They were called factors, sir.

We call them, Product, sir.

Very Good! Now, we are going to have a guessing game. I will have to give the product and I will call somebody to give the factors. Is it clear? Good! What are the factors of 6, Rowell? Correct! Florecito, what are the factors of 24? Very Good! How about 25, Analyn? Absolutely Correct. C. Presentation In our previous discussion we tackled trinomials with a perfect square such as 4r2-12r+9. We call it perfect square because its factor is a binomial in which if it is multiplied by itself the trinomial will be formed. (Showing the PowerPoint slides.)Now, how about x2+5x+6? Can we consider it as a perfect square trinomial, Leah? Very Good! It is not perfect squared trinomial because its factors are not like. Now my question is, how are we going to factor trinomial without a perfect square? Anybody from the class who knows how to do it? This afternoon we will discuss factoring of trinomials without a perfect square but before that we will have an activity first. I will divide the class into three groups. This side will be the group one while that side would be the group two. On the other hand, this side will be the group three. Now, choose your leader, secretary, reporter, material manager and time keeper. D. Lesson Proper 1. Activity I will give each group the materials needed for the activity. The instruction is just simple. Based on the given material and within 3 minutes, you will have to form a rectangle and paste the rectangle in the given white cartolina paper. Based on the rectangular shape that you had formed and in a vertical direction, how many square and small rectangular tiles are there? In horizontal direction, how many square and small rectangular tiles are there? Label it by writing your answers at its sides. (Show a sample using slide

Yes, sir.

3 and 2, sir. 8 and 3, 6 and 4, sir. 5 and 5, sir.

No, sir.

presentation.) Is it clear? (Call the material managers to get the materials and signal the class to start the activity.) 2. Discussion (Call the reporter in each group to post their outputs in the board.) Now, we will go back to the given example of trinomial without a perfect square. (Showing the presentation slides.) Using your activity, we will now determine what are the factors of x2+5x+6. The different shapes that I had given represent the trinomial x2+5x+6. The square represents x2, while the rectangle and small square represents 5x and 6. In order to know its factor using the given materials, I let you create a rectangle. The square and rectangular tiles in vertical and horizontal direction would represent its factors. The question is how? In vertical and horizontal direction, the number of square tiles will represent x while the number of rectangular lines including the small squares will represent a number value. Then add the counted number of x with counted number of number value. Reporters from each group re-label your rectangle and write down what are the factors being formed in the vacant space of the cartolina paper. Aside from forming rectangle in identifying the factors of a trinomial without a perfect square, there is also another way on how to do it. Let’s try to consider this trinomial v2+4v-21. In order to solve for its factors, the first step that you are going to consider is to list down the factors of -21 out from the binomial 4v-21. Leah, can you give me a factor? Good! (Write the answer in tabular form) Factors of -21 -3 +7 Give me another factor, Joseph? Very Good!

Yes, sir. (Do the activity.)

(Do the posting of outputs.)

(Reporter will re-label and write down the formed factors.)

-3 and 7, sir.

-7 and 3, sir.

(Write and add the answer in the table.) Factors of -21 -3 +7 -7 +3 Is there another factor, Danny? Absolutely correct! (Write and add the answer in the table.) Factors of -21 -3 +7 -7 +3 -21 +1 Who can give me the last factor of -21, Jason? (Write and add the answer in the table.) Factors of -21 -3 +7 -7 +3 -21 +1 -1 +21 Let’s move into the second step. Based on the given factors, which pairs in will give a sum of 4, Felix? Your right! Therefore, the factors of v2+4v-21 is (v-3)(v+7) E. Generalization As your observation based on the activity that you did and based on our discussion, What are the ways on factoring trinomial without perfect square, Kenworth? Your right! F. Application Now, we will have another activity in title Trinomial Hunting. Regroup yourselves. I will give you a sheet of paper with a table of different binomials. Based on the given trinomials, find the factors in the table, encircle it and affixed the corresponding letter. After, 2 minutes submit the sheet and I will show you the answers using the slide. Points accumulated from this activity will be added in your quiz. IV. Evaluation Give the factors of the following trinomials: a. n2-n-20 b. n2+5n+6 c. n2-4n-32 V. Assignment Give the factors of the following trinomials: 1. n2 + 11n + 24 2. n2 + 2n + 48

-21 and 1, sir.

-1 and 21, sir.

-3 and 7, sir.

The first way is to create a rectangle out of the square, rectangular and small square tiles. While the second way is to identify the possible factors of the last value of the trinomial and determine which of the factors when added together will form the value of the binomial it preceded, sir.

(Students will do the activity and submit the sheet. Teacher will show the correct answers and announce the scores gain by each group.)