Beruflich Dokumente
Kultur Dokumente
__________________________________________
Division of Bulacan
_______________
LORENA R. SARMIENTO
Researcher
(Project M. A. R.)
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NUMBERED HEADS TOGETHER
Table of Contents
Research Questions………………………………………………………………..8
Hypothesis………………………………………………………………………..9
Method……………………………………………………………………………...……11
Type of Research………………………………………………………...………11
Participants/Respondents…………………………………………….......………12
Sampling Method………………………………………………………………...12
Proposed Intervention………………………………………………………...….12
Instruments………………………………………………………………...……..13
Data Analysis…………………………………………………………………….15
Work Plan………………………………………………………………………..16
Cost Estimates……………………………………………………………………18
References……………………………………………………………………………….25
Appendices………………………………………………………………………………27
A. Instruments…………………………………………………………………..27
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NUMBERED HEADS TOGETHER
Mathematics is one of the major subject students take up in school from kindergarten to
college. It is a subject that involves computing, analyzing and creating. The subject which that has
full of numbers and combine with letters making a person’s mind think critically and crazy. It is
the most hated subject of many students even though it is everywhere and they can’t escape from
the reality that they use it every day in their lives. As cited by Mbacho (2013) knowledge of
mathematics as a tool for use in everyday life is important for the existence of any individual and
society. In addition to this he also state that Mathematics equips students with a uniquely powerful
set of tools to understand and change the world. These tools include logical reasoning, problem
solving skills, and the ability to think. Being one of the hated subject in a school curriculum, poor
performance in Mathematics became persistent in the country. The recent TIMSS 2003 data
showed that Filipino students’ poor mathematical performance has placed the country in the 36th
rank out of 38 nations worldwide. This marks the challenge among the schools in the Philippines
particularly to the math teachers in improving the mathematical performance of the students.
With these, mathematics teaching should be given more importance in having different
strategies that will change students’ thinking and perception about it. Strategies that will motivate
them to learn, have fun, enjoy, and love mathematics. Teaching strategies which are effective and
One of the major challenges of educators is to be able to identify the most effective learning
strategies for their students. We live in a knowledge-based society. Knowledge creation occurs
through collaborative work in a social environment. That means knowledge creation is a social
process. In this regard, the question of “How can the most effective learning design be created?”
needs to be answered in knowledge creation procedure (Hong, Chai & Tsai, 2015).
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NUMBERED HEADS TOGETHER
Traditional learning methods employed widely by teachers are challenged as they are
viewed the source of many problems. Cooperative learning is one of the most widely used
interaction with peers and environment is based on students’ learning through social contexts
(Gillies, 2014; Slavin, 2014; Tsay & Brady, 2010). The core of cooperative learning is based on
the social dependency theory. According to this theory, cooperation is the most effective when
learners are aware that they share the similar targets and the targets of individuals are positively
linked to the actions of the group. This positive reciprocal dependency is accepted to increase the
teaching strategy in which small teams, each with students of different levels of ability, use a
variety of learning activities to improve their understanding of a subject (David & Roger, 2001).
Each member of a team is responsible not only for learning what is taught but also for helping
teammates learn, thus creating an atmosphere of achievement. Students work through the
assignment until all group members successfully understand and complete it (Mbacho, 2013).
Swan (2006), asserted that group work help students increase their mathematical
Furthermore, Devi, Musthafa and Gustine, (2015) stated that cooperative learning is a
pedagogical practice that provides learners with the cognitive, affective and psychomotor
attainments when they have the opportunity to interact with others to achieve common goals.
A great number of cooperative learning techniques and structures exist today. These
models differ from one another in terms of some important aspects such as enabling individual
6
NUMBERED HEADS TOGETHER
addition, certain basic elements such as positive dependency, individual accountability and face-
to-face interaction are common in these models (Ghaith & Bouzeineddine, 2003; Slavin, 2015;
Sharan, 2015). One of the various classroom practices of cooperative learning is the Numbered
Heads Together. According to Lince (2016), Numbered Heads Together (NHT) is one type of
cooperative learning that emphasizes the special structure designed to influence the pattern of
interaction of students and has a goal to improve student mastery. Numbered Heads Together
(NHT) cooperative learning model can be applied to boost learning activity (Richard & Renandya,
2002). Purnomo (2012), as cited by Mustami and Safitri (2018) has found that NHT successfully
improved students’ ability and was effective in accommodating students’ learning participation.
NHT is designed to involve more students in discussing materials and understanding them
(Arends, 2012). NHT as a learning model basically constitutes a variation of group discussion.
Besides, NHT offers an opportunity for students to share ideas and consider the best answer to
their learning problems. NHT also facilitates students to prepare themselves in group presentation
so that all students including slow students are trying their best. In a conventional learning,
competition among students is inevitable because both high and low ability students attempt to
As for the context of this research, mostly junior high school students don’t have with an
enthusiasm and high motivation in learning Mathematics. In first couple of weeks, they seem to
be eager and attentive but as usual they start to lose their motivation gradually. They start not to
attend classes and not to participate in classroom activities. Consequently, students cannot achieve
the intended proficiency level as other researchers also admit (Karahan, 2007; Temur, 2013; Top,
2009). As the curriculum progresses, they fall behind the schedule and finally give up.
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NUMBERED HEADS TOGETHER
Being the researcher is a teacher for almost 7 years, she encountered the different problems
of students in learning Mathematics. Based on her experiences most students have difficulty in
learning and remembering steps in solving equations and problems, they don’t know how to learn
and they fear not to be able to learn, and they don’t like to be criticized in front of others. This
shows that students need an atmosphere that they are encouraged to learn. They should have
(2017) stated, materials also should be revised in a way that can attract students’ attention, and be
related to their own lives. Students also need an instructor who can share the responsibility,
understand the needs and problems of the students and act accordingly. As a result, it is detected
that there is a need to increase the motivation of the students. In an attempt to find a way or a
model to increase motivation of the students the researcher decided to apply Keller’s ARCS
motivational model with the Numbered Heads Together. The ARCS motivational model, which
consists of four categories, Attention, Relevance, Confidence and Satisfaction covers most of the
areas of research on human motivation, and is a motivational design process that is compatible
with typical instructional design models. The ARCS model is considered to be successful because
it doesn’t allow traditional teaching system, but it covers different aspects of teaching and accounts
for students’ perspectives and allows students participate actively based on a need analysis. Based
the interests and needs of students. The model helps an instructor to get out of the standard routine
by still following the syllabus, identify the component of instruction that is problematic and
decreases students’ motivation to learn, and provide opportunities to motivate their students
(Keller, 2010). Furthermore, for instructors who are eager to motivate their students but have
difficulties to put their theoretical knowledge into practice, the ARCS model provides a systematic,
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NUMBERED HEADS TOGETHER
easy to follow design that every instructor can implement to motivate students to learn (Keller,
2010). Keller (1983) indicates that by using ARCS motivational model, an educator can create or
change the learning conditions/environment in a way that individual students can motivate
themselves. It is thought that ARCS, which approaches the motivation problem from both
students’ and teacher’s point of view, could be applicable in this study. Therefore, this study inserts
this model into Mathematics classes with the Numbered Heads Together to the Grade 8 students
of San Miguel National High School to find out the effectiveness of the strategies in mathematics
Research Questions
This study will attempt to determine the effect of Numbered Heads Together (NHT) and
1. How may the level of performance in Mathematics of the Grade 8 students in the
control and experimental groups be described in terms of their pretest and post test
scores?
2. What is the level of motivation of the Grade 8 students in the control and
level of motivation of the Grade 8 students in the experimental group after being
4. What are the insights and reflections of the students on the Numbered Heads
Hypotheses
1. There is no significant difference in the pretest and post test scores in Mathematics of
the control and experimental groups after the conduct of the study.
Results of the study will shed light in determining the motivation and performance of
students on Mathematics. This study is deemed important to both the students and teachers for
effective delivery of instruction and better learning outcomes. Specifically, the results of the study
Students. This study may provide a new experience for students to participate actively in
the learning of mathematics in the classroom and be motivated in developing their mathematical
thinking abilities to increase achievement, also makes the learning of mathematics more
Teachers. The findings of this study may give insights to Mathematics teachers and can
direct them to new method which is anchored on the needs of today’s generation. Results of the
study will make them aware of the needs and problems of their students in relation to their
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NUMBERED HEADS TOGETHER
motivation and performance in learning. As such, teachers will be able to think of better ways to
School Officials. This study may provide information to school officials and
administrators in strengthening the quality of the delivery of instruction in Mathematics and the
Parents. This study may motivate parents to establish and maintain rapport and
harmonious working relationship with school authorities and teachers in Mathematics. The results
of this study will inform the parents of the needs and problems of their children in learning
Mathematics subject.
Future Researchers. The study will benefit the future researchers to have knowledge and
information about the importance of motivation and performance in the teaching-learning process
in Mathematics.
Curriculum Planners. The study will serve as guide to the curriculum planners with
regards to the awareness on the teaching strategies effective for a particular learning competency
This study will focus on determining the effect of Numbered Heads Together and Attention
performance. This study will be conducted during the first grading period for school year 2019-
2020. As such, the study will cover Grade 8 competencies in Mathematics for the first quarter.
Respondents of the study will be the grade 8 students of San Miguel National High School in San
Miguel, Bulacan.
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NUMBERED HEADS TOGETHER
Method
Type of Research
The study will utilize the quantitative research design. Quasi-experimental design will be
used by the researcher to investigate the effect of the Numbered Heads Together and Attention
performance of the Grade 8 students. The control and experimental groups will be comprised of
two sections of Grade 8 students. The teaching methodology using the Numbered Heads Together
Technique and Attention Relevance Confidence and Satisfaction will serve as the treatment
(independent variable), while the students’ motivation and performance in learning are the
dependent variables. The test will be performed twice, before the learning process called pretest
and after the learning process called posttest like design below. The researcher will also administer
Experimental O1 X O2
Control O3 O4
Annotation: O1: Pre test that given in experimental class before the learning process
O2: Post test that given in experimental class after the learning process
O3 : Pre test that given in control class before the learning process
O4 : Post test that given in control class after the learning process
X : Treatment with Numbered Heads Together model
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NUMBERED HEADS TOGETHER
Participants
The participants of this study will be the Grade 8 students of San Miguel National High
School, San Miguel, Bulacan. Two sections being handled by the researcher with almost the same
level of performance as manifested according to their average grade in their previous year will be
selected for the experiment: the control group and the experimental group.
Sampling Method
Purposive sampling method will be utilized in selecting the student respondents. This is
because students are already assigned to sections prior to the onset of this study. Two sections
being handled by the researcher with almost the same level of performance as manifested
according to their average grade in their previous year will be selected for the experiment.
Proposed Intervention/Strategy
1. Teacher will form the class into small groups that are heterogeneous, each group may
3. Teacher will give lesson material then after finished teacher will give question for
5. The teacher will check the student's understanding by calling one of the group
6. Students with a number called will respond (such as raising a hand and holding a
finger)
7. The teacher will show one of the students with the number called.
8. The teacher will ask if there are other students who want to refute or add an answer.
Keller (1983) defined a four-dimension model for motivation with practical application to
instructional design. The ARCS model is based upon Attention, Relevance, Confidence, and
learners’ goals and needs must be made clear. • Learners must feel Confidence in their ability to
succeed in learning (expectancy for success). • Learners should feel Satisfaction about their
accomplishments in the learning opportunity. Below, follow exemplar activities of how researcher
will used the components of the ARCS: (1) Attention: Perceptual Arousal, Inquiry arousal,
Variability (2) Relevance: Goal Orientation, Motive Matching, Familiarity (3) Confidence:
Instruments
Pretest/Posttest. A 50 multiple item pretest/posttest were adapted and modified from the pre
assessment in teaching guide for grade 8 mathematics. This test covers the Grade 8 Mathematics
36 statements. The questionnaire was developed according to the Attention, Relevance, Confident,
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NUMBERED HEADS TOGETHER
Satisfaction (ARCS) model suggested by Keller (1983) and will be modified by the researcher.
Scales employed in the questionnaire were Likert Scales which contained items: strongly agree,
The researcher will request permission from the Mathematics Head Teacher, School
Principal, and Mathematics EPS and to the office of the Division School Superintendent thru the
Schools Division Research Committee to allow her to conduct the study in her school. Upon receipt
of the necessary permit, the researcher shall conduct an orientation among the student-participants
regarding the conduct of the study and the significance of the study. Their participation in the study
will be discussed. The researcher will also seek the permission and support of the parents of the
The researcher will administer the pretest to both groups of respondents to determine the
students’ level of learnings before exposing the experimental group to the new strategy. Then
will follow. For the control group the usual/conventional strategy (without the treatment) will be
used by the researcher. The Head Teacher in Mathematics and the school head will be invited to
periodically observe the classes (both control and experimental) of the researcher under study. All
the discussions of the lessons to both groups will be video-taped for analysis of the results.
The researcher will then administer the posttest to both control and experimental groups
after the discussing all the lessons in the first quarter. The motivational questionnaire will also be
15
NUMBERED HEADS TOGETHER
administered. Data gathered from these instruments and data gathering procedures shall be
Ethical Considerations
The following ethical considerations will be practiced in the conduct of the study.
1. The researcher will seek parental consent from the parents of the student-participants.
2. The dignity and well-being of the student-participants will be protected at all times.
3. Should the intervention/strategy used will be found effective in improving the academic
performance in Mathematics and motivation of the students in the experimental group, the
researcher shall also expose the control group of students in the same strategy after the
4. The research data will be kept confidential and will be used for research purposes only.
Data Analysis
After the conduct of the study, data gathered will be analyzed using the following statistical
analysis tools:
Mean and standard deviation. These will be used to describe the academic performance of the
control and experimental groups in terms of their pre and posttest scores. The same will also be
used to analyze the data gathered about the level of motivation of the students in the control and
experimental groups.
Unpaired t-test. This will be used to determine if there is significant difference in the pre-posttest
scores of the control group and the experimental group; and if there is a significant difference in
These statistical tools will be used under the assumption that the data that will be gathered
Work Plan
school
principal
To administer a The researcher will administer August Researcher Posttest
posttest and the a posttest both among the 12, 2019 Head results
motivation control group and the Teacher;
questionnaire among experimental group of students. student Raw data
the control group respondents: from the
and the experimental control group accomplishe
group of students. & d
experimental questionnaire
group s
To analyze and The researcher will conduct a August Researcher Analyzed
interpret the thorough analyzation and 13-14, Head teacher data
gathered data in the interpretation of the gathered 2019
study using valid data in the study using proper
statistical tools statistical tools
To formulate The researcher will formulate August Researcher Complete
findings, trends and findings and recommendations 19-23, Head teacher action
recommendations generated from the study. 2019 School research
generated from the principal documentatio
study. DepEd- n
Bulacan
Research &
Evaluation
Committee
Regional
Research
Committee
Cost Estimates
evaluation
and revision)
(second
draft, to be P 5.00/page 1 set P 200.00
submitted to (40
the head pages/set)
teacher for
evaluation
and revision)
The Researcher Letter of Printed copy P 5.00/page 1 set P250.00
researcher Head teacher intent; action of letter of (50
will submit School research intent and pages/set)
the letter of principal proposal; endorsement
intent asking SDRC endorsement
permission to Photocopy of P 5.00/page 4 sets P 1,000.00
the school endorsement (50
principal to and proposal pages/set)
conduct the for the
study. SDRC for
the RRC
The
researcher CD for the P15.00/pc 1 pc P15.00
will submit softcopy of
copy of the proposal
proposal to
the SDRC and Local P100.00 (1 P200.00
submits letter transportatio way)
of intent n (San
Miguel
National
High School
to SDO
Bulacan) P100.00/ 1 pax P100.00
meal
Snacks
The Researcher Oriented Snacks for P35.00/meal 85 pax P2,975.00
researcher Head Teacher student- the
will conduct School participants participants
orientation Principal and their in the
among the Student- parents orientation
two group of participants
students about Parents of
the student-
significance participants
20
NUMBERED HEADS TOGETHER
of the said
study. Their
contributions
whether they
will serve as
control or
experimental
group shall be
explained.
will conduct
the and utilize
the
intervention/
strategy
among the
experimental
group of
students
during the
teaching-
learning
process
tools towards
the
formulation of
findings and
conclusion.
The Researcher; Complete Printed copy P 5.00/page 4 sets P2,400.00
researcher Head teacher action of completed (about 120
formulates School research action pages/set)
findings and principal documentatio research
recommendati SDRC n
ons generated Cds for the P15.00/pc 4 pcs P 60.00
from the submission
study. of softcopy
Miguel,
Bulacan.
Total Estimated Cost: P 12,288.00
The expected result of the study would be essential to the achievement of the Grade 8
students in Mathematics. The researcher will ask permission to the department head of
Mathematics for a research conference during a Learning Action Cell (LAC) session to be
conducted at San Miguel National High School, San Juan, San Miguel, Bulacan to disseminate the
results. The data gathered and results are deemed very significant among students, parents and
other stakeholders as it addresses the needs of the students for the quality of their learning.
Everyone shall be encouraged to analyze, consider and incorporate the result in their practices.
Research results may be incorporated in the school annual implementation plan, school
report cards, and school planning and monitoring activities. The table below shows the action plan
TARGET
STRATEGY/ DATE EXPECTED
OBJECTIVE PERSON/S
ACTIVITY AND OUTPUT
INVOLVED
VENUE
To ask permission The researcher Schools Researcher Letter of intent;
from the Schools shall submit a Division SDRC Approval of
Division letter of intent Office of research
Superintendent to asking Bulacan dissemination
disseminate permission to August 2019 plan
information on the the Schools
results and Division
findings of the Superintendent
study. through the
SDRC to
disseminate
information on
the results and
finding of
study.
References
Arends, R. I. (2012). Learning to Teach, 9th. New York: mcgraw-Hill Company, Inc.
David & Roger Johnson.,(2001) "An Overview of Cooperative Learning." [Online] Available:
<http://www.clcrc.com/pages/overviewpaper.html>2 December 2010.
Devi, A.P., Musthafa, B., and Gustine, G.G.G. (2015). Using cooperative lerning in Teaching
Critical Thinking in Reading. English Review: Journal of English education, 4(1), 1-14
Ghait, G.M., and Bouzeineddine, A.R. (2003). Relationship between reading attitudes,
achievement and lesson perceptions of their Jigsaw II cooperative learning experience.
Reading Psychology, 24(2), 105-121
Hermann, K.J. (2013). The impact of cooperative learning on student engagement: Results from
an intervention. Active Learning in Higher Education, 14(3), 175-187
Hong, H. Y., Chai, C. S., & Tsai, C. C. (2015). College students constructing collective
knowledge of natural science history in a collaborative knowledge building community.
Journal of Science Education and Technology, 24(5), 549-561.
Karahan, F. 2007. Language attitudes of Turkish students towards the English language and its
use in the Turkish context. Journal of Arts and Sciences 7: 73- 87.
Keller, J. M. 2010. Motivational design for learning and performance: The ARCS model
approach. New York: Springer.
Kurt, P. Y., Kecik, I. (2017). The Effects Of Arcs Motivational Model On Student Motivation
To Learn English. European Journal of Foreign Language Teaching, 2(1), 22-44.
Retrieved from www.oapub.org/edu
Leasa, M. & Corebima, A. D. (2017). The Effect of Numbered Heads Together (NHT)
Cooperative Learning Model on The Cognitive Achievement of Students with Different
Academic Ability, Journal of Physics, 795: 1-9.
Lince, R. (2016). Creative Thinking Ability to Increase Student Mathematical of Junior High
School by Applying Models Numbered Heads Together. Journal of Education and
Practice, 7(6), 206-212
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NUMBERED HEADS TOGETHER
Mustami, M.K. & Safitri, D. (2018). The Effects of Numbered Heads Together-Assurance
Relevance Interest Assessment Satisfaction on Students’ Motivation. International J
ournal of Instruction, 11(3), 123-134
Slavin, R.E. (2014). Cooperative Learning and academic achievement: Why does groupwork
work?. Anales pscicologia, 30(3), 785-791
Temur, M. 2013. A Study On Determining the Attitudes and Motivation Levels of Compulsory
and Voluntary Students of English Preparatory Higher School At İnonu University.
(Unpublished master dissertation). Kafkas University, Kars, Turkey.
Top, E. 2009. Motivational Effect of Teacher Strategies from The Teachers’ and Students’
Points of View. (Unpublished master dissertation). Karadeniz Technical Universirty,
Trabzon, Turkey.
Tsay, M., and Brady, M. (2010). A case study of Cooperative Learning and Communication
Pedagogy: Does Working in Teams Make a Difference?. Journal of the Scholarships of
Teaching and Learning, 10(2), 78-89
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NUMBERED HEADS TOGETHER
Appendices
Appendix A. Instruments
MOTIVATIONAL QUESTIONNAIRE
Name (optional) _______________________________________Sex: ________
Section:___________
Instructions:
1. Please read each statement carefully.
2. Check (/) one of the options that you prefer given under each statement.
3. You are free to choose any option. Please do not choose more than one option for each
statement.
4. Feel free to contact the teacher in case of any confusion while filling up this questionnaire.
Use these options:
5 = Strongly Agree 4 = Agree 3 = Undecided 2 = Disagree 1 = Strongly
Disagree
Statements 5 4 3 2 1
1. When I first looked at this lesson, I had the impression that it
would easy for me.
2. There was something interesting at the beginning of this
lesson that got my attention.
3. This material was more difficult to understand than I would
like for it to be.
4. After reading the introductory information, I felt confident
that I knew what I was supposed to learn from this lesson.
5. Completing the exercises in this lesson gave me a satisfying
feeling accomplishment.
6. It is clear to me how the content of this material is related to
things I already know.
7. Many of the pages had so much information that it was hard
to pick out and remember the important points.
8. These materials are eye-catching.
9. There were stories, pictures, or examples that showed me
how this material could be important to some people.
10. Completing this lesson successfully was important to me.
11. The quality of writing helped to hold my attention.
12. This lesson is so abstract that it was hard to keep my
attention on it.
13. As I worked on this lesson, I was confident that I could
learn the content.
14. I enjoyed this lesson so much that I would like to know
more about this topic.
15. The pages of this lesson look dry and unappealing.
28
NUMBERED HEADS TOGETHER
PRE/ POSTTEST
Directions: Read each item carefully and choose the best answer. Write the letter of the correct
answer.
3. Which of the following must be multiplied to (a2 + 2ab + b2) to get the product a3 + b3?
a. (a + b2) b. (a + b) c. (a – b) d. (a2 - b)
a. 4 b. 3 c. 2 d. 6
5. What is the process of finding the factors of an expression and the reverse of multiplication?
c. The product of the sum and difference of two terms is also a binomial.
a. m3 + 9 b. m3 – 27 c. m6 + 9 d. m9 + 8
30
NUMBERED HEADS TOGETHER
a. 2y – 3 b. 2y + 3 c. 4y2 + 6y + 9 d. 4y2 – 6y + 9
a. -6 b. 12 c. -10 d. -4
a. 4x2 b. 8x c. 16x d. 8
13. What are the dimensions of a rectangular lot whose area is (x2 – 16x + 15)?
14. What is the resulting polynomial if 2ab – ac + 4bd – 2cd is factored by grouping?
a. (a – 2c) & (2b –d) b. (a + 2d) & (2b –c) c. (a -2d) & (2b – c) d. (a – 2d) & (2b + c)
15. What is the volume of a cube whose side measures (2x + 1) units?
18. What are the two binomial factors if their product is 2x2 – 17x + 30?
a. (x + y)(x + 6) b. (x – y)(x – 6)
c. (x + y)(x – 6) d. (x – 3)(x + 6)
20. One of the factors of 2a2 + 5a – 12 is (a + 4). What is the other factor?
22. What is the area of a square whose side measures (2x + 3) units?
23. The area of a rectangular photo album is x2 + x – 12, what is its length if the width measures
(x + 4) unit?
24. A rectangular swimming pool has a width of x – y and a length of x2 + xy + y2. What is its
area?
25. Mr. Villar will build a house with a floor area of a2 – b2. If his lot is (a – b) in length, what
a. (a + b) b. (a – b) c. (2a + b) d. (2a – b)
32
NUMBERED HEADS TOGETHER
a. 0 b. 1 c. 6 d. 6ab
1
28. What exponent will change x to 𝑥 ?
1
a. 0 b. 2 c. -1 d. 0
d. x2 – 21
1 3 𝑥+1
30. What is the LCD of 2𝑥 3 , 6𝑥 2 and ?
9𝑥
𝑥 3𝑥
32. What is the sum of 7 and ?
7
4𝑥 2𝑥 𝑥 3𝑥 2
a. b. c. 7 d.
7 7 7
3𝑥 3𝑦
33. What is the difference between 𝑥−𝑦 and 𝑥−𝑦 ?
3𝑥−3𝑦 6𝑥𝑦
a. b. 6 c. 𝑥−𝑦 d. 3
𝑥−𝑦
3𝑥 2 + 7𝑥+4
34. Simplify: 𝑥 2 + 3𝑥+2
35. What is the area of a square garden whose side measures (a + 5b) unit?
18𝑥 2 9 𝑥2
a. b. 2 c. 8 d.
4 8
2 1 7
37. Solve: 3 + =
𝑥 6
1
a. x = 0 b. x = 6 c. x = 2
d. x = 6
38. Jose estimates he can do a job in 6 hours while Mario estimates he can do the same job in 12
hours. How long will it take them to finish the job if they work together?
1
a. 1 hr b. 2 hrs c. 4 hrs d. 1 hrs
2
39. The length of a box is five inches less than twice the width. The height is 4 inches more than
three times the width. The box has a volume of 520 in3. Which of the following equations can be
40. What is the expression that contains rational expression in the numerator and/or the
denominator?
For item 41 Marina drives a car 5kph less than Kris. Marina covers 240 kms in the same time
a. x b. 5 – x c. x – 5 d. none of these
42. Alberto added two rational algebraic expressions and his solution is presented below:
4𝑥+3 3𝑥−4 4𝑥+3+3𝑥−4 7𝑥+1
+ = =
2 3 2+3 5
a. Yes. Solve first the GCF before adding rational algebraic expressions.
b. Yes. Cross multiply the numerator of the first expression to the denominator of the
second expression.
d. Yes, 4x – 4 is equal to x.
𝑥 2 + 2𝑥− 8
43. A-ar was asked to simplify, . His solution is presented below.
𝑥2− 4
(𝑥−1) (1+𝑥)
44. A student multiplied (2−𝑥) and ( 1−𝑥) . His solution is presented below.
47. Find the missing term so that ____ - 48m + 64 forms a perfect square trinomial.
48. Armando squared 3x + 4y as 9x2 + 16y2, which of the following statement is correct?
c. The answer is correct, because the product of squaring a binomial is also a binomial.
1 𝑥 1 𝑥−5
a. 𝑥−5 b. 𝑥−5 c. 𝑥 d. 𝑥
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I hereby endorse the attached research proposal; I certify that the proponent has the
DECLARATION OF ANTI-PLAGIARISM
1. I, LORENA R. SARMIENTO, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes explicitly
2. hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate citations
3. I understand that violation from this declaration and commitment shall be subject to
PROPONENT:
SIGNATURE:________________________
DATE:______________________________
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2. I hereby declare that I do not have any personal conflict of interest that may arise from the
may be returned to me if found out that, there is conflict of interest during the initial screening
3. Further, in case of any form of conflict of interest (possible or actual) which may inadvertently
emerge during the conduct of my research, I will duly report it to the research committee for
immediate action.
4. I understand that I may be held accountable by the Department of Education and (insert grant
PROPONENT:
SIGNATURE:________________________
DATE:______________________________
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NUMBERED HEADS TOGETHER