Running Head: NUMBERED HEADS TOGETHER

Numbered Heads Together (NHT) and Attention Relevance Confident Satisfaction

(ARCS) on Students’ Motivation and Performance in Mathematics

__________________________________________

A Research Proposal Presented to

Research Review Committee

Division of Bulacan

_______________

LORENA R. SARMIENTO

Researcher

(Project M. A. R.)
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NUMBERED HEADS TOGETHER

Table of Contents

Title Page …………………………………………………………………………………1

Table of Contents …………………………………………………………………………2

Context and Rationale …………………………………………………………………….4

Research Questions………………………………………………………………..8

Hypothesis………………………………………………………………………..9

Significance of the Study………………………………………………...………9

Scope and Limitation………………………………………………………….....10

Method……………………………………………………………………………...……11

Type of Research………………………………………………………...………11

Participants/Respondents…………………………………………….......………12

Sampling Method………………………………………………………………...12

Proposed Intervention………………………………………………………...….12

Instruments………………………………………………………………...……..13

Data Collection Procedure……………………………………………………….14

Ethical Considerations …………………………………………………………..14

Data Analysis…………………………………………………………………….15

Work Plan………………………………………………………………………..16

Cost Estimates……………………………………………………………………18

Plan for Dissemination and Utilization……………………………………….…23

References……………………………………………………………………………….25

Appendices………………………………………………………………………………27

A. Instruments…………………………………………………………………..27
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NUMBERED HEADS TOGETHER

B. Consent and Assent Letters…………………………………………………33

C. Declaration of Anti-Plagiarism and Absence of Conflict of Interest……….35

D. Sample Lessons …………………………………………………………….37

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NUMBERED HEADS TOGETHER

Context and Rationale

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 (Sangcap, 2010). 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 will improve the quality of students’ performance in mathematics classrooms.

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
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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).

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

approaches of active pedagogy. It occurs through an individual’s 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 encouraging interaction.

Hence, this encouraging reciprocal interaction is anticipated to increase academic achievement

(Herrmann, 2013). Cooperative learning is also one of a successful 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

achievements. Evaluation of classrooms approaches would help students to work collaboratively

and increase their ability to think into a specific curriculum area.

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.
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NUMBERED HEADS TOGETHER

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

learning and intergroup collaboration as well as in-group collaboration and competition. In

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). As a learning model, NHT basically constitutes a variation

of group discussion. Besides, it offers an opportunity for students to share ideas and consider the

best answer to their learning problems. It 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 obtain maximal results (Leasa & Corebima, 2017).

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
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NUMBERED HEADS TOGETHER

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.

Being the researcher is a teacher for almost 9 years, she encountered the different

problems of students in learning Mathematics. Based on her experiences most students have

difficulty in learning and remembering patterns and rules in solving mathematical expressions

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 confidence in themselves to be able to be motivated to

learn Mathematics. As Kurt and Keçik (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 on such a

problem analysis it provides motivational strategies to make instruction responsive to the

interests and needs of students. The model helps an instructor to get out of the standard routine
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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, easy to follow design that every teacher 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 teaching to increase motivation and improve the performance in mathematics

classes.

Research Questions

This study will attempt to determine the effect of Numbered Heads Together (NHT) and

Attention Relevance Confidence and Satisfaction (ARCS) in teaching Mathematics to Grade 8

students’ motivation and academic performance.

Specifically, it will seek answers to the following questions:

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

experimental groups after the conduct of the study?

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3. Is there a significant difference on the academic performance in Mathematics and

level of motivation of the Grade 8 students in the experimental group after being

exposed to Numbered Heads Together and Attention Relevance Confidence and

Satisfaction in Mathematics lessons?

4. What are the insights and reflections of the students on the Numbered Heads

Together and Attention Relevance Confidence and Satisfaction in Mathematics?

Hypotheses

This study will be guided by the following assumptions:

1. There is no significant difference in the pretest and post test scores in Mathematics of

the Grade 8 students in the control and experimental groups.

2. There is no significant difference on the level of motivation of the Grade 8 students in

the control and experimental groups after the conduct of the study.

Significance 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 will be beneficial to the following:

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 meaningful and useful.

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
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NUMBERED HEADS TOGETHER

study will make them aware of the needs and problems of their students in relation to their

motivation and performance in learning. As such, teachers will be able to think of better ways to

further improve their delivery of instruction in Mathematics.

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

quality of education provided to the students.

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

specially in developing Teachers’ Guide in Mathematics.

Scope and Limitations

This study will focus on determining the effect of Numbered Heads Together and

Attention Relevance Confidence and Satisfaction in teaching Mathematics to students’

motivation and 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
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the first half quarter. Respondents of the study will be the grade 8 students of San Miguel

National High School in San Miguel, Bulacan.

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

Relevance Confidence and Satisfaction in teaching Mathematics on the motivation and

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 a questionnaire to both groups to determine their motivation in Mathematics.

Table 1. Research Design

Group Pretest Treatment Posttest

Experimental O1 X O2

Control O3 O4

(Source: Lestari & Yudhanegara, 2015: 124)

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

Procedures on Using Numbered Heads Together:

1. Teacher will form the class into small groups that are heterogeneous, each group may

consists of 4-5 people.

2. Numbering. Each member of the group will be numbered 1-4.

3. Teacher will give lesson material then after finished teacher will give question for

group discussion material.

4. Students will discuss and think together to complete the assignment.

5. The teacher will check the student's understanding by calling one of the group

numbers to answer, "How many students with number___ can answer?"

6. Students with a number called will respond (such as raising a hand and holding a

finger)
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NUMBERED HEADS TOGETHER

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.

9. Teacher will provide feedback to student answers.

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

Satisfaction constructs: • Attention, or interest, must be obtained and maintained. • Relevance to

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: Learning Requirements, Success Opportunities, Personal Responsibility (4)

Satisfaction: Intrinsic Reinforcement, Extrinsic Rewards Equity.

Instruments

Pretest/Posttest. A 30 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

competencies for the first half grading period.

Questionnaire. Students’ motivation will be measured using a questionnaire which consisted of

36 statements. The questionnaire was developed according to the Attention, Relevance,

Confident, 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, agree, disagree, and strongly disagree.

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Data Collection Procedure

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 student-participants in the study.

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

implementation of the enhancement/strategy in Mathematics lessons for the experimental group

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.

The researcher will then administer the posttest to both control and experimental groups

after discussing all the lessons in the first half quarter. The motivational questionnaire will also

be administered. Data gathered from these instruments and data gathering procedures shall be

properly recorded and analyzed.

Ethical Considerations

The following ethical considerations will be practiced in the conduct of the study.
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NUMBERED HEADS TOGETHER

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 conduct of the study.

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 the level of motivation of the students in both groups.

These statistical tools will be used under the assumption that the data that will be

gathered are normally distributed. Otherwise, their non-parametric counterparts will be used.
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NUMBERED HEADS TOGETHER

Work Plan

TARGET PERSON/S EXPECTED

STRATEGY/ACTIVITY TIME INVOLVED OUTCOME
OBJECTIVE AND
DATE
To ask permission The researcher will submit a June 3, Researcher Letter of
from the concerned letter of intent asking 2019 Head teacher Intent;
authorities to permission to the school Principal Action
conduct an action principal to conduct the study. DepEd- Research
research Bulacan proposal;
Research & Endorsement
Evaluation
Committee
Regional
Research
Committee
To confirm the The researcher will ask the June 10, Researcher Approval
approval of the supervision of the school 2019 Head teacher letter from
implementation of principal to implement the Principal the SDRC
the study study. Endorsement
To administer a The researcher will administer a June 13, Researcher Pretest scores
pretest in Grade 8 50- multiple choice item Pre- 2019 Head teacher of Grade 8
Mathematics test in Grade 8 Mathematics Student students in
students based on students based on the learning respondents Mathematics
the competencies competencies in the curriculum from Grade 8
stated in the guide for the first quarter.
curriculum guide for
the first half quarter.
To analyze and The teachers will check the June 14- Researcher Result of
interpret the answers of the students and 17, 2019 Head teacher interpretation
heterogeneity of the conduct item analysis to of pretest
scores in the pretest interpret the heterogeneity of scores
using statistical tools the scores in the pretest using
mean, standard deviation and
percentage scores.
To submit a report The researcher will submit a June 18, Researcher Report on the
on the results of report on the result of the 2019 Head teacher Least
pretest, the least pretest of the students-the least Mastered
 17
NUMBERED HEADS TOGETHER

mastered mastered competencies and the Competencie

competencies and most mastered competencies in s and the
the most mastered Mathematics from the Grade 8 Most
competencies in students. Mastered
Mathematics from Competencie
the Grade 8 students s in Grade 8
To match and The scores of the students will June 19, Researcher Identified
determine the be matched to a comparable 2019 Head groups:
control and the extent. The control group and Teacher control and
experimental group the experimental group should Grade 8 experimental
that will be used for be determined. Students
the study.
To conduct an The researcher will conduct June 20, Researcher Oriented
orientation among orientation among Grade 8 2019 Head participants
the Grade 8 students students about the significance Teacher of the study;
about the conduct of the said study. Their Grade 8 Parental
and objectives of the contributions whether they students consent;
study. serve as control or experimental
To ask parental group will be explained. The
consent from the researcher will send a letter to
parents to support the parents asking permission
the conduct of the to support the study for the
study improvement of the academic
achievement of the students,
assuring that the scores to be
gathered in the study will be
kept confidential.
To implement the The researcher will conduct the June 24 – Researcher Participants
study; To utilize study. July , Head of the study
normal classroom 2019 Teacher exposed to
discussion to the student different
control group of respondents: strategies
students; to integrate control group
numbered heads &
together technique experimental
in experimental group
group of student.
To observe and keep The researcher will keep track July 1 – Researcher class record;
tracks of the trends of the daily retention of the July 2019 Respondents: class
of development of students between the control control group observation
the study; to record group and the experimental & sheets
the academic group. experimental
performance of the group
two group of student head teacher
respondents. school
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NUMBERED HEADS TOGETHER

principal
To administer a The researcher will administer July 26, Researcher Posttest
posttest and the a posttest both among the 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 July 29- Researcher Analyzed
interpret the thorough analyzation and 30, 2019 Head teacher data
gathered data in the interpretation of the gathered
study using valid data in the study using proper
statistical tools statistical tools
To formulate The researcher will formulate July 30- Researcher Complete
findings, trends and findings and recommendations August 2, 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

STRATEGY/ PERSON/S EXPECTED DESCRIPTION ESTIMATED COST

of MATERIALS
ACTIVITY INVOLVED OUTPUT NEEDED
Amount per Quantity Total Cost
Item/Set
The Head Teacher Action Printed copy P 5.00/page 1 set P200.00
researcher Researcher research of action (40
will develop proposal research pages/set)
an action proposal
research (first draft, to
proposal be submitted
to the head
teacher for
evaluation
and revision)
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NUMBERED HEADS TOGETHER

(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
of the said
study. Their
contributions
 20
NUMBERED HEADS TOGETHER

whether they
will serve as
control or
experimental
group shall be
explained.

Printed copy P 5.00/page 2 sets P10.00

The of Letter for (1 page/set) (1 page)
researcher the parents
will send a asking
letter for the permission to
parents asking support the
permission to study
support the
study for the Photocopy of P 1.00/page 81 sets P81.00
improvement Letter for the (1 page/set)
of the parents
academic asking
achievement permission to
of the support the
students, study
assuring that
the scores to
be gathered in
the study shall
be kept
confidential.
The Researcher Pre-test Photocopy of P1.00/page 81 sets P405.00
researcher Student- scores/ pre-test (5 pages/set)
will participants results of the
administer a control group
50-multiple and
choice item experimental
Pre-test in group
Mathematics
for the two
selected group
of student
participants
The
researcher
will conduct
the and utilize
the
 21
NUMBERED HEADS TOGETHER

intervention/
strategy
among the
experimental
group of
students
during the
teaching-
learning
process

The Researcher; Posttest Photocopy of P1.00/page 81 sets P405.00

researcher Student- scores/ pre-test (5 pages/set)
will participants: results
administer control group
posttest to &
both among experimental
the control group
group and the
experimental
group of
students.

The Raw data Photocopy of P1,00/page 81 sets P81.00

researcher from the the (1 page/set)
administers accomplishe questionnaire
the motivation d
questionnaire questionnaire
to the student-
participants

The Researcher; Analyzed Printed copy P 5.00/page 1 set P 100.00

researcher Head teacher data of data (20
carefully analysis pages/set)
analyzes and results
interprets the
gathered data
in the study
using proper
statistical
tools towards
the
formulation of
 22
NUMBERED HEADS TOGETHER

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

Bookbinding P 500.00/set 4 sets P 2,000.00

To ask The researcher Letter of Printed copy P 5.00/page 2 sets P 50.00

permission to will submit a intent and of Letter of (about 5
the Schools letter to the of plan for intent and pages/set)
Division intent asking disseminatio plan for
Superintenden permission to n disseminatio
t to the Schools n
disseminate Division
information Superintendent Local P100.00 (1 P100.00
on the results through the transportatio way)
and findings Division n (San
of the study Research Miguel
Committee to National
disseminate High School
information on to SDO
the results and Bulacan) P100/meal 1 pax P100.00
findings of the
study Snacks
To The researcher Disseminated Printed copy P5.00/page 1 set P 10.00
disseminate will conduct research of research (about 2
information meeting on the results results/report pages/set)
on the results dissemination
of the study of the results Photocopy of P1.00/page 80 sets P160.00
of the study research (about 2
among the results/report pages/set)
teachers and
staff of San Snacks P35.00/meal 80 pax P2,800.00
Miguel
National High
School, San
Miguel,
Bulacan.
 23
NUMBERED HEADS TOGETHER

Total Estimated Cost: P 12,288.00

Plan for Dissemination and Utilization

The expected result of the study will 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 for the dissemination of results.

TARGET
STRATEGY/ DATE EXPECTED
OBJECTIVE PERSON/S
ACTIVITY AND OUTPUT
INVOLVED
VENUE
 24
NUMBERED HEADS TOGETHER

To ask permission The researcher Schools Researcher Letter of intent;

from the Schools shall submit a Division 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.

To disseminate The researcher San Miguel Chairman School and

information on the shall conduct National High and Members Department
results of the research School August of the School Memorandum on
study. conference on 2019 Research Dissemination of
the Committee; Research
dissemination Findings;
of the results of Mathematics Matrix
the study Teachers List of
among the Participants/
teachers and the Other Registration;
staff of San teachers Pictures of
Miguel National Activities
High School
through LAC
session
 25
NUMBERED HEADS TOGETHER

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

Gillies, R. M.(2014). Developments in cooperative learning: Review of Research. Anales de

Psicologia/Annals of Psychology, 30(3), 792-801

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. (1983). Motivational design of instruction. Instructional Design Theories and

 26
NUMBERED HEADS TOGETHER

Models: An Overview of their current status. Hillsdale, N.J: Lawrence Erlbaum.

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
Mbacho, N.W. (2013). Effects Of Jigsaw Cooperative Learning Strategy On Students’
Achievement In Secondary School Mathematics In Laikipia East District, Kenya.
Egerton University. Published Thesis. Retrieved from
https://www.iiste.org/Journals/index.php/JEP/article/view/7360

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

Purnomo, S. (2012). Improving the students’reading comprehension Through numbered heads

together technique. Journal on English as a Foreign Language, 2/2, 37-44.

Richards, J. C. & Renandya, W. A. (2002). Methodology in Language Teaching, an Anthology

of Current Practice. Cambridge: Cambridge University Press.

Sangcap, P. G. A. (2010). Mathematics-related beliefs of Filipino college students: Factors

affecting mathematics and problem solving performance. Procedia-Social and
Behavioral Sciences, 8, 465-475. Retrieved from https://goo.gl/abGg8S

Sharan, Y. (2015). Meaningful Learning in cooperative classroom. Education 3-13:

International Journal of Primary , Elementary and early Years Education, 43(1), 83-94

Slavin, R. E. (2015). Cooperative Learning in elementary schools. Education 3-13:

International Journal of Primary , Elementary and early Years Education, 43(1), 5-14

Slavin, R.E. (2014). Cooperative Learning and academic achievement: Why does group work
work?. Anales pscicologia, 30(3), 785-791

Swan, M. (2006). Collaborative Learning in Mathematics: A Challenge to our Beliefs

 27
NUMBERED HEADS TOGETHER

and Practices. London: National Institute for Advanced and Continuing

Education (NIACE); National Research and Development Centre for Adult
Literacy and Numeracy (NRDC).

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

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.
 28
NUMBERED HEADS TOGETHER

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.
16. The content of this material is relevant to my interests.
17. The way the information is arranged on the pages helped
keep my attention.
18. There are explanations or examples of how people use the
knowledge in this lesson.
19. The exercises in this lesson were too difficult.
20. This lesson has things that stimulated my curiosity.
21. I really enjoyed studying this lesson.
22. The amount of repetition in this lesson caused me to get
bored sometimes.
23. The content and style of writing in this lesson convey the
impression that its content is worth knowing.
24. I learned some things that were surprising or unexpected.
25. After working on this lesson for a while, I was confident
that I would be able to pass a test on it.
26. This lesson was not relevant to my needs because I already
knew most of it.
27. The wording of feedback after the exercises, or of the other
comments in this lesson, helped me feel rewarded for my
effort.
28. The variety of reading passages, exercises, illustrations,
etc., helped keep my attention on the lesson.
29. The style of writing is boring.
30. I could relate the content of this lesson to things I have
seen, done, or thought about in my own life.
31. There are so many words on each page that it is irritating.
32. It felt good to successfully complete this lesson.
33. The content of this lesson will be useful to me.
 29
NUMBERED HEADS TOGETHER

34. I could not really understand quite a bit of the material in

this lesson.
35. The good organization of the content helped me be
confident that I would learn this material.
36. It was a pleasure to work on such a well-designed lesson.

PRE/ POSTTEST

Directions: Read each item carefully and choose the best answer. Write the letter of the correct

answer.

1.Which of the following mathematical statement is true?

a. a2 + b2 = (a + b)2 b. a2 + 2ab + b2 = (a + b)2

c. a2 + 2a + b2 = (a + b)2 d. a2 -2ab + b2 = ( a + b)2

2. Which of the following is NOT a difference of two cubes?

a. 27x3 – 8 b. 64 – 125b3 c. 9x2 – 3 d. 343y3 – 216

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)

4. How many terms are there in the product of a squared trinomial?

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?

a. greatest common factor b. common monomial factor

c. factoring d. prime factor

 30
NUMBERED HEADS TOGETHER

6. Which statement is true?

a. The product of the square of a binomial is also a binomial.

b. The product of the cube of a binomial is a trinomial.

c. The product of the sum and difference of two terms is also a binomial.

d. The product of the square of a trinomial is also a trinomial.

7. Which of the following is a sum of two cubes?

a. m3 + 9 b. m3 – 27 c. m6 + 9 d. m9 + 8

8. What should be multiplied to (2y -3) to get 8y3 – 27?

a. 2y – 3 b. 2y + 3 c. 4y2 + 6y + 9 d. 4y2 – 6y + 9

9. Which value of n will make x2 – 5x + n factorable?

a. -6 b. 12 c. -10 d. -4

10. What is the greatest common monomial factor of 24x2 + 16x?

a. 4x2 b. 8x c. 16x d. 8

11. What is the square of the trinomial (a + b + c)?

a. 2a + 2b + 2c b. 2(a + b + c) c. a2 + b2 + c2 + 2ab + 2bc+ 2ac d. (2a + b + c)

12. What are the factors of 4x2 + 24x + 36?

a. (2x + 4)&(2x + 9) b. (2x -4)&(2x + 9) c. (2x + 6)&(2x + 6) d. (2x + 9&(2x + 9)

13. What are the dimensions of a rectangular lot whose area is (x2 – 16x + 15)?

a. (x+5)m&(x-3)m b. (x-5)m&(x-3)m c. (x+15)m & (x+1)m d. (x-15)m & (x-1)m

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?
 31
NUMBERED HEADS TOGETHER

a. (8x3 + 8x2 + 4x + 1) cubic units b. (6x3 + 4x2 + 4x + 1) cubic units

c. (8x3 + 12x2 + 6x + 1) cubic units d. (8x3 + 8x2 + 2x + 1) cubic units

16. What is the area of a square whose side is (3x – 2) units?

a. (9x2 – 12x + 4) sq. units b. (9x2 – 12x - 4) sq. units

c. (9x2+ 12x + 4) sq. units d. (9x2 – 4x + 9) sq. units

17. What is the cube of the binomial (2a + b)?

a. 8a3 + 2ab2 + 3ab2 + b3 b. 6ab + 3b3

c. 8a2b + 12ab + 3ab2 + b3 d. 8a3 + 12a2b + 6ab2 + b3

18. What are the two binomial factors if their product is 2x2 – 17x + 30?

a. (2x – 5) & (2x – 6) b. (2x + 5) & (x – 6)

c. (2x – 5) & (x- 6) d. (2x + 5) & (x + 6)

19. What are the factors of x2 – 6x + xy – 6y?

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?

a. (2a – 3) b. (2a + 3) c. (2a – 8) d. (2a + 8)

21. Which of the following factors gives a product of x2 + 5x + 4?

a. (x + 1) & (x + 4) b. (x + 2) & (x + 2) c. (x + 5) & (x + 1) d. (x + 2)2

22. What is the area of a square whose side measures (2x + 3) units?

a. (2x2 + 6x + 3) sq. units b. (4x2 - 6x - 9) sq. units

c. (4x2 + 12x + 9) sq. units d. (4x - 12x + 9) sq. units

23. The area of a rectangular photo album is x2 + x – 12, what is its length if the width measures

(x + 4) unit?
 32
NUMBERED HEADS TOGETHER

a. (x – 3) unit b. (x + 3) unit c. (x + 4) unit d. (x- 3)2

24. A rectangular swimming pool has a width of x – y and a length of x2 + xy + y2. What is its

area?

a. x3 – y3 b. (x + y)3 c. 3x3 – y3 d. (x – y)2

25. Mr. Villar will build a house with a floor area of a2 – b2. If his lot is (a – b) in length, what

must be its width?

a. (a + b) b. (a – b) c. (2a + b) d. (2a – b)

26. Which of the following expressions is a rational expression?

a. √❑ b. 3c-3 c. 4y-2 + z-3 d. a – b

27. Evaluate 6a0b0.

a. 0 b. 1 c. 6 d. 6ab

1
28. What exponent will change x to ?
x

1
a. 0 b. c. -1 d. 0
2

29. What is the product of the binomials (x + 7) (x + 3)?

a. x2 + 10x + 21 b. x2 – 14x + 10 c. x2 – 10x + 21

d. x2 – 21

30. What is the area of a square garden whose side measures (a + 5b) unit?

a. (a2 + 10ab + 25b2) sq units b. (a2 – 5ab + 10b) sq units

c. (a2 – 10ab + 5b2) sq units d. (a2 – 10ab – 25b2) sq units

 33
NUMBERED HEADS TOGETHER

Appendix B. Consent and Assent Letter

IMMEDIATE SUPERVISIOR’S CONFORME

I hereby endorse the attached research proposal; I certify that the proponent has the

capacity to implement a research study without compromising her school functions.

MARCIANO V. CRUZ JR.

Secondary School Principal IV
Date: _____________________________________
 34
NUMBERED HEADS TOGETHER

Republic of the Philippines

Department of Education
Region III-Central Luzon
Schools Division of Bulacan
SAN MIGUEL NATIONAL HIGH SCHOOL
San Juan, San Miguel, Bulacan

Assent Form for Students below 18 years old

(Adapted and modified from National Institute of Health, University of the Philippines –
Manila)

Date: _________________
Principal Investigator: Lorena R. Sarmiento, LPT, MAEd
Institution: San Miguel National High School / Scuala St., San Juan, San Miguel,
Bulacan
Sponsor: DepEd- San Miguel National High School
Title: Numbered Heads Together (NHT) and Attention Relevance Confident
Satisfaction (ARCS) on Students’ Motivation and Performance in
Mathematics

Information to participants and parents

This study aims to motivate and improve students’ academic performance in Mathematics through the use
of combine strategies which are the Numbered Heads Together (NHT) and Attention Relevance
Confidence and Satisfaction (ARCS). For this research, you will answer survey questionnaires and
participate in the class discussion using the said strategies. All of your profile, achievements and answers
will be kept in private.
Assent Form
I know that:
 35
NUMBERED HEADS TOGETHER

● I do not have to be in this study if I do not want to. I won’t get into any trouble with San
Miguel National High School, my teacher, or anyone if I say no.
● I may stop being in the study at any time. (If there is a question I don’t want to answer, I
can just leave it blank.)
● My parent(s)/guardian(s) were asked if it is OK for me to be in this study. Even if they
say it’s OK, it is still my choice whether or not to take part.

I sign this form because:

● I have understood what I will be doing for this study,
● I have had all my questions answered,
● I have talked to my parent(s)/legal guardian about this project, and
● I agree to take part in this research.

Student’s Printed Name: _____________________________________________________

Student’s Signature: _____________________________Date:_______________________
Guardian’s Printed Name: ____________________________________________________
Guardian’s Signature: ____________________________Date: _______________________
Witness or Mediator: _____________________________Date: _______________________
Appendix C. Declaration of Anti-Plagiarism and Absence of Conflict of Interest

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

copying the whole work without proper acknowledgment and referencing.

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

in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to

consequences and shall be dealt with accordingly by the Department of Education.

PROPONENT:
 36
NUMBERED HEADS TOGETHER

PRINTED NAME: LORENA R.

SARMIENTO

SIGNATURE:________________________

DATE:______________________________

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, LORENA R. SARMIENTO, understand that conflict of interest refers to situations in

which financial or other personal considerations may compromise my judgment in

evaluating, conducting, or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise from the

application and submission of my research proposal. I understand that my research proposal

may be returned to me if found out that, there is conflict of interest during the initial

screening as per (insert RMG provision).

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 mechanism) for any conflict of interest which I have intentionally concealed.
 37
NUMBERED HEADS TOGETHER

PROPONENT:

PRINTED NAME: LORENA R.

SARMIENTO

SIGNATURE:________________________

DATE:______________________________

Appendix D. Sample Daily Lesson Log

Daily Lesson Log

School San Miguel National High Grade level Grade 8
School
Teacher Ms. Lorena R. Sarmiento Learning Mathematics
Area
Teaching Date and June 28, 2019 Quarter First
Time
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedure must be followed and needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate understanding of key concepts of factors of polynomials
B. Performance The learners formulate real-life problems involving factors and solve these with
Standards utmost accuracy using a variety of strategies.
C. Learning Learning Competency: Factors completely different types of polynomials
Competencies/ (polynomials with common monomial factor, difference of two squares, sum and
Objectives difference of two cubes, perfect square trinomials, and general trinomials).
M8AL-Ia-b-1
Learning Objectives:
1. Identify the expression that can be factored
2. Determine the process of factoring using greatest common monomial factor
3. Show appreciation in factoring
4. Find factors of a given polynomials
 38
NUMBERED HEADS TOGETHER

II. CONTENT Factoring polynomials with greatest common monomial factor

III. LEARNING Curriculum guide, Teacher’s guide, Learner’s module
RESOURCES
A. References
1. Teacher's Guide Module 1: Pages 29-33
2. Learner's Module Pages 27-31
3. Textbook Pages
4. Additional
Materials From
Learning Resources
(LR) Portal
B. Other Learning Pictures of Filipino celebrities
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always
be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice the learning, questions their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Review previous The teacher lets the students recall about finding the greatest common factor (GCF) of
lesson Or presenting the given numbers using flash cards.
the new lesson
1. 3 , 6 2. 4, 6 3. 24, 36 4. 14, 28, 35 5. 9, 12, 24

Possible responses:
1. 3 2. 2 3. 12 4. 7 5. 3

B. Establishing a The teacher states that after studying polynomials which are special products, that is,
purpose for the polynomials which are the results of multiplying polynomials of particular forms, we
lesson can now take a look at how to determine the factors of these special products.
The teacher then will ask the student to recall what they have learned before about
factors.
She will state that factoring is the process of obtaining the factors of a product. It is the
reverse of the process of finding the product or multiplication.
C. Presenting (Motivation)The teacher lets the students observe the pictures of the famous Filipino
examples/ instances celebrities that are posted or projected on the board.(Localization and
of the new lesson Contextualization)

The teacher ask the following guide questions:

 39
NUMBERED HEADS TOGETHER

1. What are the things common to these pictures?

2. Are there things that make them different?
3. Can you spot things that are found on one picture but not on the other two?
4. What are the things common to two pictures but not on the other?

Possible responses for the given questions :

1. The persons on the pictures are actors/ heroes/ good citizens.
2. The person on the first picture is a police man while the other is a super hero;
Cardo uses gun, Victor uses hummer while Lakas uses sword.
3. Cardo uses a gun and his own strength while Victor and Lakas are using
super powers.
4. Cardo and Lakas are kapamilya actors while Victor is a Kapuso actor.

D. Discussing new The teacher starts the study of factoring with a discussion of Greatest Common
concepts and
practicing new skills Monomial Factor. The activity presented will be a springboard in the discussion of
#1
factoring by greatest common monomial factor. He/she tells the students when to use

and not to use this type of factoring. Emphasize that this type of factoring should be

use first before applying any type of factoring.

E. Discussing new The teacher illustrate now on how to obtain the greatest common monomial factor of a
concepts and given polynomial. He/she can use the examples found in learner’s module at page 31.
practicing new skills
#2
F. Developing GROUP ACTIVITY: (Applying the Numbered Heads Together Strategy) The teacher
mastery ( leads to lets the students complete the table.
formative
assessment)

Answer Key:

G. Finding practical
applications of
concepts and skills in
daily living
H. Making The teacher summarizes the lesson through questions like:
generalizations and 1. What is factoring?
abstractions about 2. What is the first type of factoring that you’ve learn?
the lesson 3. How to get the factors of a given polynomial with common monomial factor?
 40
NUMBERED HEADS TOGETHER

Answers shall be drawn from the students.

Possible responses:
1. Factoring is the process of obtaining the factors of a product.
It is the reverse of the process of finding the product.
2. Factoring polynomials with greatest common monomial factor
3. Obtain the greatest common monomial factor of the terms of the polynomial.
The greatest common monomial factor is the first factor of the polynomial.
The second factor of the polynomial is obtained by dividing each term of the
polynomial by the greatest common factor (GCF).

The teacher gives another example to illustrate for the learners to better understand the
concept of factoring polynomials with common monomial factors.
Example:

3x3+18x2y5-24xy

GCF: 3x
Quotient: x2+6xy5-8y
Factors: 3x(x2+6xy5-8y)

I. Evaluating The teacher lets the students answer individually the formative assessment.
Learning Find the factors of the given polynomials
1. 7r4h5+14rh6
2. 32m3-24mn5-64m2n
3. 120a2b4c7+50abc10

Answer key:
1. 7rh5(r3+2h)
2. 8m(4m2-3n5-8mn)
3. 10abc7(12ab3+5c3)

J. Additional
Activities or
Remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What work?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
A. No. Of learners who
earned 80% of the
evaluation
B. No. Of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. Of
learners who have
caught up with the
lesson
 41
NUMBERED HEADS TOGETHER

D. No. Of learners who

continue to require
remwdiation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
Can help me solve?
G. What innovation or Filipino actors were used in the presentation of new lesson part
localized materials did
I use / discover which I
wish to share with
other teachers

Prepared by:

LORENA R. SARMIENTO
Teacher I