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Major in Mathematics

Reymark Montejo

Khattleya Layderos

BSED-IV

August 2017

ACKNOWLEDGEMENT

Profound gratitude is due to our Heavenly Father for all the blessings He

to the following:

to Mrs. Hilda Remendado, our Action Research instructor, for sharing her

ideas and providing information needed for the action research and for her effort

Evelyn Fernandez, for generously providing the find and allowing the researchers

to the whole class of BSED IV Mathematics Major, for exerting effort and

to our friends, who are always ready for us when we feel down, when we

feel sick and most of all, for not letting us alone and motivating us to be positive

The success we are having right now will not be possible without your

TABLE OF CONTENTS

Title Page i

Acknowledgement ii

Abstract iii

Table of Contents iv

Introduction

Assumption

Hypothesis

Research Locale

Definition of Terms

Endnotes

Conceptual Framework

Theoretical Framework

Endnotes

o Research Design

o Sources of Data

Population

Respondents

Sampling Procedure

o Instrumentation

Construction

Validation

Administration

o Statistical Treatment

o Endnotes

o Bibliography

o Gantt Chart

o Budgetary Requirements

o Instrumentation

o Letter to the School

CHAPTER 1

I. Introduction

among the subject thought in school, it took time and blood to fully master

a simple concepts in this subject thus considering the fact that it was

labeled as one of the worst subjects, you can’t deny that it gives bad

Below is a list of skills that Mathematics can offer you. It may help and

provides an interesting glimpse into how you might change and develop

your skills over the next few years. It will help you focus your attention on

Statistics and Applied Mathematics. In this course of study you will learn:

3.) How to extract meaning from mathematics on the written page and

1.) Think clearly, pay attention to detail, manipulate precise and intricate

ideas.

2.) Gain insight into a difficult problem by looking at special case so sub-

problems, be flexible and approach the same problem from different points

of view and,

3.) Tackle a problem with confidence, even when the solution is not

obvious.

incoming first year class that dealing mathematics would change them for

life. Battling successful with ideas that are hard to understand and

creativity, self-confidence and intellectual rigor. Mathematical problem

solving is one of the most important topic stole and also one of the most

solving is that students develop a generic ability to solve real life problems

and apply mathematics in real life situations Problem solving can also be

skills with different characteristics. These factors and skills make teaching

of problem solving one of the most complex topics to teach this research

will discuss the idea that problem solving is a process that needs to

effective classroom activities and tasks. The necessary skills for problem

solving as well as the method and strategies to teach or facilitate the mare

help students

1.) Develop and improve the generic ability to solve real life problems.

Most of the mathematics textbooks suggest few types of problems

understand these factors and skills to require them to work among the

groups to help students acquire this important process. Work together has

members.

members also has a big help, on solving word problems. On the other

efficient toward the solution. Since word problems are notoriously difficult

to solve. You need skills for you to be able to solve it .Children usually can

factors. First was comprehending abstract and ambiguous language.

understand and it will occur if the group members strive for building and

teaching of problem solving that uses group work (peer grouping) for them

to work together to establish how their own knowledge and skills can

knowledge and skills that other participants can contribute in fact it will

STATEMENT OF THE PROBLEM

Students word problem skills are one of the important skills that

student must possess with mastery to deal with problems easily. It is also

using group work ( peer grouping ) specifically this study seeks to answer

a. Pre-test?

b. Post-test?

ASSUMPTION

1.) That the respondents will cooperate and give reliable responses.

2.) The respondents will improve their solving problem in the use of

3.) The researcher will gain useful information from the respondents.

HYPOTHESIS

Alternative hypothesis

The use of group work (peer grouping) improves the BEED IV-B’s

following:

learning process.

To the Community.

To the Teacher.

mathematics.

To the Students.

action to solve problems using groupings that will lead for a deeper

This will serve as reference material for other researcher who will

conduct studies. It will leads them to the right direction, further more it

only in determining the significant difference of it. The respondent of this

strategies for improving solving word problems will also be included in this

study.

RESEARCH LOCALE

DEFINITION OF TERMS

and generalizations.

meaning

time.

meaning.

overall aim.

ENDNOTES

ideas/engaging students/collaborative-learning.html

http:/bit.ly/1Tb5Ys

http://www.bobpearlman.org/BestParactices/PBL-Reserved

pg

https:/ldoi.org/10.1016/j.learninstruc.2008.05.003Getrightsandcontent.

The ReadingTeacher,56(8):786-795.BouletG2007.

CHAPTER 2

This chapter shows and discusses the Synthesis of the Art, Gap

Framework.

participants were found out that students with MD-PS in SBI classroom

Concept. It can not be learned nor taught just by reading and memorizing.

This study present the use of group work which is one of the integrated

problems in a better way they put forward new ideas, they are in control of

they worked problems of the same type and difficulty. When students tutor

each other over the same math problems as they subsequently worked,

tutored math sessions. This study also found out that the use of

on accuracy. When students tutored each other over different but related

more easily solve problems. The study used year 9 students at a Sydney

high school. All students were given two worked example problems to

study and were then allowed to ask questions. The students were divided

while the second group was given the same worksheet with every other

problem worked for them. The results showed that students in the worked

example group spent less time in the acquisition phase and made fewer

pretest to pair them based on ability and then were divided into a

given. The results found that the worked example group did significantly

question the study attempted to answer was whether the learning disabled

learning disabled pupils who did not receive peer tutoring results indicated

improve the writing skills of second though sisth grades did not score

significantly higher than the control groups, they seemed to enjoy working

with the partners. They asked their partners help before asking their

teachers.

schools in the southeastern United States. The study was divided into four

phases. In the first phase, teachers were trained on the curriculum and on

class wide peer tutoring. In the second phase, students were trained to

use class wide peer tutoring. The third phase consisted of direct

instruction for one group and class wide peer tutoring for the second

test. The study found that both treatment groups benefited from problem-

researcher's finding of the post test showed that the total mean scores of

problem solving skills in experimental and control groups were 151.90 and

solving and working memory in children with math disabilities ) –This study

without math possibilities (MD). There were three finding emerged; (1)

whether children were at riskf or MD, and (3) strategy training on problem

The main findings were that children with MD, but high WM spans, were

knowledge is created through the transformation of experience. Thus,

This study compares the achievement of high and low ability eight-grade

found between the two grouping methods. However, the mixed ability

students. The result indicates that designers and teachers may have little

based instruction.

present study since it also talked about the use of group works in

Concept. It cannot be learned nor taught just by reading and memorizing.

This study presented the use of group work which is one of the integrated

comprehend problems in a better way they put forward new ideas, they

The related study made by Zeynep Fidan Kocak was found similar to

the present study only that this research is focusing on the use of

groupings in teaching solving word problems, while the earlier study was

focused on the use of group work in all area of mathematics. The present

CONCEPTUAL FRAMEWORK

framework shown below. The conceptual framework of this study uses the

input-process-output (IPO).

INPUT PROCESS OUTPUT

Independent and Instruction of solving Students with better

professional word problem by performance in

teachers group work (peer solving word problem

group)

THEORETICAL FRAMEWORK

Gestalt theory

This study was anchored on the point of view and theories of the

study.

respect tend to be grouped together,(3)closure-items are grouped

smoothness. These factors were called the laws of organization and were

interactions students have with their peers, teachers and other experts.

Consequently, instructional strategies that promote the distribution of

research, share their results and perform or produce a final project, help to

GROUPWORK

LEARNING

THEORY

ENDNOTES

Https://www.nci.nim.nih.gov/pubmed/27300803

https://www.ncbi.nim.nih.gov/pubmed/19122881

Sciences.http://journals.sagepub.com/doi/abs/10.2190/T26C-3FTH-

RNYP https://www.ncbi.nim.nih.gov/pubmed/26968809

https://www.ncbi.nim.nih.gov/pubmed/16795443

https://www.sciencedirect.com/science/article/pii/S1877042809004170

https://www.ncbi.nim.nih.gov/pubmed/26968809

mathematics https://files.eric.ed.gov/fulltext/ED537813.pdf

Sigh. R k, (1992) Peer tutoring , Its effect on the math skills of students

Utay (1992) The effects of co-operating learning and cross- age peer

53(7) 2331- A

Gestalt theory

http://www.a2zpsychology.com-/a2z%20guide/-gestalt_theory.htm

CHAPTER 3

Research Methodology

treatment.

necessary data for the study, and how these data were analyzed,

RESEARCH DESIGN

design is also called one-group pretest and posttest design. A single case

is observed at two time points, one before the treatment and one after the

employed. This method was used to test the hypothesis that the use of

group work (peer group) improves the BEED IV-B’s solving word problem.

The researcher will conduct a pre-test to the respondents to identify

done through a strategic way of teaching with the use of group work (peer

SOURCES OF DATA

POPULATION SAMPLE

Community College

RESPONDENTS

Libon Albay.

TABLE 1

THE RESPONDENTS

M a l e 8 2 0 %

F e m a l e 3 2 8 0 %

T O T A L 4 0 1 0 0 %

There are a total number of 40 students having 25%of male and 75% of

female.

SAMPLING PROCEDURE

RESEARCH INSTRUMENTATION

Construction

Validation

The researchers will validate the pre-test and the post-test with the

Administration

test.

STATISTICAL TREATMENT

Mean

This was used to determine where the most of the scores of the

students clustered. Since the number of students was less than 30, then

the ungroup data were used. This was done by adding all the scores of

the students and the sum was divided to the total number of students.

̅ =𝜮𝒇(𝒙)

𝑿

𝑵

̅ is the mean,

Where 𝑿

Percentage Rating

̅̅̅̅̅

∑ 𝑥̅

P= 𝑵 (100)

Level of Significance

To interpret the significant difference of the pre- test to the post

test, the computed t-value was compared with the tabular t-value at 0.05

Scoring Procedure

interpretation.

96%-100% Mastered

NOTES

http://research-methodology.net/sampling-in-primary-data-

collection/purposive-sampling/

www.researchconnections.org/childcare/datamethods/preexperimental.j

BUDGETARY REQUIREMENTS

WEEK STAGES OF EXPENSE COST SOURCE

ACTION ITEMS ESTIMATE OF

RESEARCH FOUND

1 Identify Action Load for 200.00 Personal

Research question, internet

Extend resource connectivity

that related to the

research question

2 Research Proposal Printing of the 200.00 Personal

Making papers

Pre- test of the photo copying

respondents of the test

papers

4 Intervention and Printing and 100.00 Personal

Administering the photo copying

Post-test of the of the test

respondents. papers

5 Data Analysis Draft 100.00 Personal

6-7 Organisation of Editing 500.00 Personal

Findings and other

data needed

8 Final Organization Printing 200.00 Personal

of the Research Compiling

Paper

9 Final defense Presentation 200.00 Personal

token

Total -

1600.00

CHAPTER 4

Improving Solving Word Problem of BEED IV-B Using Group Work

(Peer Grouping)

This section answers and discusses the results on the basis of the

problem was below 5%. This further implies that the students did not

fact that a student who cannot solve certain problems is one who lacks

theory uses personal experience as the focal point for learning because it

process where knowledge is created through the transformation of

experience.

What is the measure of each angle?

It could be noted that this item was asking for the measure of each

angle of the triangle. It was answered by 3 students out of 20 respondents

or 15%. It means to say that 85% of the respondents did not answer it

correctly. Thus, based from the NETRC scores interpretation, 15% was

under very low mastery.

equal. How long is its radius?

It could be noted that this item was asking about the length of the

radius. And from the result of the pre-test, only 2 students out of 20

respondent or 10% of them got it right. It was under very low mastery

forming a rectangle. What is the perimeter of the

rectangle formed?

In this item, the students were asked to find the perimeter of the

answered it correctly. It could be noted that 95% of the respondents failed

The rest of the items which were not mention were answered

the researchers that the students were not familiar with those kind of

BEEDIV-B in solving word problem during post- test?’’ since the results of

a strategic way of teaching with the use of group work (peer group) as an

of students or learners.

This knowledge will help the teachers design and tailor the activities

taught just by reading and memorizing. This study present the use of

students discuss criticize and be more attentive while rescuing them from

put forward new ideas, they are in control of the objectives and learned by

mostly alleged formulae and their proofs. Also, Singh (1981) studied this

answer was whether the learning disabled who received peer- tutoring

of mathematics concepts over the learning disabled pupils who did not

students. The researchers found out that the use of group work (peer

word problems was now 26.5% which was verbally interpreted as low

mastery.

interpretation based from the NETRC scores interpretation;

width.

It should be noted that the students were just asked to get the

all of the respondents has already knowledge about this kind of problem.

score interpretation.

What is the measure of each angle?

This item was answered by 11 students out of the 20

with you your 2 meter sword, but you are not allowed to bring it

inside the bus. Instead you have to put it in a 2 meter cubic box.

How will you put it in? explain.

angle is three times as great as the first angle and the third

angle are 10 more than the first angle. Find the measure of the

angles.

In this item, the students were asked to find for the measures of

all the angles of the triangle and only 6 students out of 20 respondents

rectangle. What is the perimeter of a rectangle formed?

6. 4 days ago I’m 12 years old. Now I’m 13 but this year I will be

turning 14. What date is today?

In these two items the students both have the same frequency to

right. And based from the NETRC scores interpretation it was under very

diagonal is 20 cm? Use π 22/7.

In this item almost all of the students did not got the correct

correctly, which goes to show that the respondents were not familiar with

this kind of problem. And based from the NETRC scores interpretation,

The rest of the items which were not mention were answered incorrectly.

absolutely no mastery.

The third question of this study was “is there a significant difference

between pre-test and post-test?” the computed mean of the pre-test and

post-test were 0.3 and 2.65 respectively. And the percentage technique of

the respondents in the pre- test was 3% while on the post-test it was

26.5%.It could be noted that the mean and the percentage technique of

the post test was higher compared to the pre-test. It could be concluded

that there is a positive significant difference between the pre-test and post-

test of BEED IV-B in solving word problem. This was supported by Harris

worked problems of the same type and difficulty. When students tutor

each other over the same math problems as they subsequently worked,

tutored math sessions. This study also found out that the use of

on accuracy. When students tutored each other over different but related

Table 2

No. of Mean Percentage No. of Mean Percentage

Respondents level Respondents level

20 .3 3% 20 2.65 26.5%

6

3

PRE-TEST

2 POST-TEST

0

A

I

J

R

B

T

F

S

Category 4

the pre-test and the post-test. Both the pre-test and post-test were scored

based on the number of correct answers attained with 10 being the perfect

score. It could be noted that in the pre-test the students did not attain the

other hand, during the post test, the students attained 26.5% performance

the students during the post test. The change on the mean and the

problem when the strategic teaching with the intervention which is group

IV. Effectiveness of group work (peer grouping) in solving word

The fourth questions of the research was” is the use of group work

(peer grouping) effective in solving word problem of the BEED IV-B”. the

computed mean of the pre-test and post-test were 0.3 and 2.65

respectively and performance level of 3% for the pre-test and 26.5% for

Table 3

problem

(X1) (X2) D 𝐃𝟐

Student A 3 5 -2 4

Student B 0 2 -2 4

Student C 0 2 -2 4

Student D 0 1 -1 1

Student E 0 2 -2 4

Student F 2 4 -2 4

Student G 0 3 -3 9

Student H 0 4 -4 16

Student I 0 1 -1 1

Student J 0 4 -4 16

Student K 0 4 -4 16

Student L 1 3 -2 4

Student M 0 0 0 0

Student N 0 2 -2 4

Student O 0 0 0 0

Student P 0 2 -2 4

Student Q 0 1 -1 1

Student R 0 3 -3 9

Student S 0 5 -5 25

Student T 0 5 -5 25

TOTAL-20 ∑ 𝑋1 = 6 ∑ 𝑋2 = 53 ∑𝑫 = ∑ 𝐷2 = 151

STUDENTS

Community College.

2.) State Alpha

Df = n-1

Df =20-1

Df =19

hypothesis.

̅

𝒅

t=

(𝜮𝒅 )𝟐

𝜮𝒅𝟐 −( 𝒏 )

√_________________

(𝒏−𝟏)(𝒏)

̅ is the

where t is the test statistic, and n is the sample size. 𝒅

−𝟐.𝟑𝟓

t=

(−𝟒𝟕)𝟐

𝟏𝟓𝟏−( 𝟐𝟎 )

√ _________________

(𝟐𝟎−𝟏)(𝟐𝟎)

−𝟐.𝟑𝟓

=

𝟏𝟓𝟏−( 𝟏𝟏𝟎.𝟒𝟓)

√ _________________

𝟑𝟖𝟎

= −𝟐.𝟑𝟓

.𝟑𝟐𝟔𝟕

= -7.19

t=-7.19

Community College.

CHAPTER 5

problem of the BEED IV-B of Libon Community College using group work

Summary

a. Pre-test?

b. Post-test?

test?

The instruments used in gathering data were pre-test and post-test

(See Appendix E). They were administered to the 20 students of BEED IV-

getting the level of performance of the students during the pre-test and

Findings

findings:

College in solving word problem during the pre-test was 3%, which was

below 5%. This further implies that the students did not master the skills

student who cannot solve certain problems is one who lacks particular

knowledge. According to Town (2000), experiential learning theory uses

After the intervention was applied and a post- test was conducted,

Since the results of the performance of the respondents pre-test were 3%,

The researcher made a strategic way of teaching with the use of group

learners. This knowledge will help the teachers design and tailor the

particularly in solving word problem. This was supported by Zeynep Fidan

taught just by reading and memorizing. This study present the use of

students discuss criticize and be more attentive while rescuing them from

put forward new ideas, they are in control of the objectives and learned by

mostly alleged formulae and their proofs. Also, Singh (1981) studied this

answer was whether the learning disabled who received peer- tutoring

of mathematics concepts over the learning disabled pupils who did not

students. The researchers found out that the use of group work (peer

2. The activities made or intervention may be utilized to improve the

College in solving word problem. This was used to re- teach the

Conclusions

drawn:

during the post test was under low mastery based on the NETRC score

interpretation.

College.

4. After the intervention was applied through strategic way of teaching,

Recommendations

3.) Students should practice good and effective study habits that will

aid them to improve their critical thinking and problem solving skills.

BIBLIOGRAPHY

A. INTERNET

ideas/engaging students/collaborative-learning.html

http:/bit.ly/1Tb5Ys

http://tsoktok.blogspot.com/2012/11/08

http://www.bobpearlman.org/BestParactices/PBL-Reserved

pg

https:/ldoi.org/10.1016/j.learninstruc.2008.05.003Getrightsandcontent.

The ReadingTeacher,56(8):786-795.BouletG2007.

Jitendra AK, Harwell MR,Dupuis DN, Karl SR. A Randomized Trial of the

Https://www.nci.nim.nih.gov/pubmed/27300803

https://www.ncbi.nim.nih.gov/pubmed/19122881

Sciences.http://journals.sagepub.com/doi/abs/10.2190/T26C-3FTH-RNYP

https://www.ncbi.nim.nih.gov/pubmed/26968809

https://www.ncbi.nim.nih.gov/pubmed/16795443

https://www.sciencedirect.com/science/article/pii/S1877042809004170

https://www.ncbi.nim.nih.gov/pubmed/26968809

https://files.eric.ed.gov/fulltext/ED537813.pdf

Sigh. R k, (1992) Peer tutoring , Its effect on the math skills of students w/

Utay (1992) The effects of co-operating learning and cross- age peer

http://www.a2zpsychology.com-/a2z%20guide/-gestalt_theory.htm

http://research-methodology.net/sampling-in-primary-data-

collection/purposive-sampling/

www.researchconnections.org/childcare/datamethods/preexperimental.jsp

GANTT CHART

TASK Week Week Week Week Week Week Week Week

DESCRIPTION 1-2 3-4 1-2 3-4 1-2 1-2 1-2 3-4

.

Making three

problems with

interventions,

extend resource

that related to the

research question

Choosing one

problem to be

focus on

Research Proposal

making

Chapter 1-3

Revising some

information /

content on the

research proposal

Submit the

proposed research

Critique by an

experience teacher

Administering the

pre-test of the

respondents

Intervention and

administering the

post- test of the

respondents

Data analysis

Organization of

findings and other

Final Organization

of the action

research paper

Final defense

APPENDIX A

Republic of the Philippines

Province of Albay

Municipality of Libon

Libon , Albay

A/Y: 2017-2018

Dear Respondents

Greetings!

Community College Libon, Albay are presently conducting their research

study entitled " Improving Solving Word Problem of BEED IV - B using

Group Work ( Peer Group)" in partial fulfilment of requirements for

Mathematics 117 (Action Research and Math Education).

support by participating well as our respondents for the intervention and

studies we are going to have.

Reymark Montejo

Khattleya Layderos

(Researchers)

Noted by

(Instructor)

APPENDIX B

Libon Community College

Libon, Albay

A/Y: 2017-2018

College Administration

Libon Albay

Madam;

Community College Libon, Albay are presently conducting their research

study entitled " Improving Solving Word Problem of BEED IV - B using

Group Work (Peer Group)" in partial fulfillment of requirements for

Mathematics 117 (Action Research and Math Education).

In connection with this, may we ask permission from your good office

to allow us to gather the needed data and conduct our study in one of the

courses in this institution the BEED IV- B students.

of this request.

Reymark Montejo

Khattleya Layderos

(Researchers)

Noted by

Mrs.Hilda Remendado

(Instructor)

Approved

(College Administration)

APPENDIX C

QUESTIONNAIRE

Learning Remembering/ Applying/ Evaluating/ No. Percen Time

Competencies Unders- Analysing Synthesi- of tages allot-

tanding zing items % ment

Solve triangle 1,7 2 20% 10

problems that minutes

involve triangle

similarity and

right

triangle.(MGME-

IIIh-89)

Solves problem 5 1 10% 5

on circles minutes

(M10GE-IIf-2)

Solve routine 2,4,9,10 4 40% 20

and non-routine minutes

problems

involving area of

composite

figures formed

by any two or

more of the ff.

triangle ,

square,

rectangle, circle

and semicircle

Proves 3 1 10% 10

Pythagorean minutes

theorem(M9GE-

IIIi-2)

Solves routine 8,6 2 20% 10

and non- routine minutes

problems

involving

multiplication or

w/ addition or

subtraction of

fuction mixed

fractions using

appropriate

problem solving

strategies and

tools (MGNS-Ib-

922)

TOTAL 10 100% 55

minutes

APPENDIX D

LESSON PLAN

I. OBJECTIVES

References: INTERNET

III. PROCEDURE

Good Evening BEED IV-B Good evening too!

problems

I will give you 20 minutes

DISCUSSION

representation)

questions.

problems.

4.

present afterwards.

cooperation.

APPENDIX E

Libon, Albay

A/Y: 2017-2018

BEED IV – B

PRE - TEST

1.) The three angles of a triangle are in the ratio 3:4:5. What is the

measure of each angle?

2.) Three squares 9 cm² each are placed side by side forming a rectangle.

What is the perimeter of a rectangle formed?

3.) The area and circumference numerically equal. How long is its radius?

4.) The length of a rectangle is three times its width and the perimeter is

96 cm. Find the measure of its length and width.

5.) 2 days ago I’m 18 years old. Now I’m 19 but this year I will be turning

20.What date is today?

14cm? Use π = 22/7

7.) The sum of the angles of a triangle is 180°. If the second angle is twice

as great as the first angle and the third angle are 20° more than the first

angle. Find the measure of the angles.

than twice the measure of one base angle.

9.) Boi can run the oval in 6 minutes. Men can do the same task in 4

minutes and Tol in 8 minutes, if they started running on the same time, at

what time will they be finishing the oval at once?

10.) You are about to go to an exhibit and you have to bring with you your

1 meter sword, but you are not allowed to bring inside the bus the sword.

Instead you have to put in 1 meter cubic box. How will you put it in?

Explain.

APPENDIX F

Libon, Albay

A/Y: 2017-2018

BEED IV –B

POST- TEST

1.) The sum of the angles of a triangle is 180°. If the second angle is twice

as great as the first angle and the third angle are 10° more than the first

angle. Find the measure of the angles.

2.) Three squares 16 cm² each are placed side by side forming a

rectangle. What is the perimeter of a rectangle formed?

3.) You are about to go to an exhibit and you have to bring with you your 2

meters sword, but you are not allowed to bring inside the bus the sword.

Instead you have to put in 2 meters cubic box. How will you put it in?

Explain.

4.) The length of a rectangle is three times its width and the perimeter is

90 cm. Find the measure of its length and width.

20cm? Use π = 22/7

6.) 4 days ago I’m 12 years old. Now I’m 13,but this year I will be turning

14.What date is today?

7.) The three angles of a triangle are in the ratio 5:6:7. What is the

measure of each angle?

8.) Ken can run the oval in 7 minutes; Men can do the same task in 5

minutes and Koy in 9 minutes, if they started running on the same time, at

what time will they be finishing the oval at once?

than twice the measure of one base angle.

10.) The area and perimeter of a rectangle are numerically equal. How

long is its length?

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