Strategic Intervention Materials

In
Mathematics Grade 7
RADICALS
A Presentation
By:

Criselda C. Andador

Bignay National High School

FRIENDLY
RADICALS
“NO MORE
SCARY
MONSTERS”
 Define the Approximate the
What’s inside? square root of square root of a
a non-negative positive rational
Cover Page ………………………1 rational number.
Title Page ………………………..2 number.
Objective…………………………3
Introduction…...………….…..3
Review ………………………..… 4
Guide Card ……………..……..4-9
Activity Card …………………..10
Activity Card 1…….…………11
Activity Card 2 ……………….12 FRIENDLY
Activity Card 3 ………………13 UNIVERSITY
Activity Card 4 ……………...14
Assessment Card 1 ………. 15
Assessment Card 2………….. 16
Assessment Card 3…………….17
Enrichment Card 1…….……….18
Reference Card 1 ………………19
Answer Card ………………….20-21

Now Open Monster Friendly University

 GUIDE CARD RADICALS
Here are some
Hi I’m Mike Wazowski! You think monsters terms to
are scary? It’s the same way you think in remember!
radicals. Allow me to prove to you that
monster and radicals are not.. Just like me!

A square root of a given number is a number whose square is the

given number. In symbols, if a2 = a x a = b, the number a is called a
square root of b.
The symbol √ is used to indicate the positive square root and is
known as the radical sign. The combination of the radical sign
together with the number is called a radical. Example the
expression √4 is a radical, 4 is the radicand the number under the
radical sign.
When √n is an integer, the number n is called a perfect square.
Here are some of the perfect square number.
1 2= 1 4 2 = 16
2 2
=4 5 2 = 25
3 2
=9 6 2 = 36
GUIDE CARD
You wanna know where I get my
knowledge about square roots? I’ll bet
you also wanna know about my buddies
in the university.

Hi! We are your friendly monster! We will make sure

that you will be equipped with all the skills you
needed so that you could join us on our next game.
GUIDE CARD Think of a number that when you multiply
by itself the product will be the given
number which is a perfect square number.

Example 1: a. 2
=4 b. 2
=9

c. 2
= 25 d. 2
=0

Solution: a. 22 = (2) (2) = 4 b. 3 2 = (3) (3) = 9

c. 5 2 = (5) (5) = 25 d. 0 2 = (0) (0) = 0

Think of a number that when you multiply by itself the

product is equal to the radicand.

Example 2. a. √4 = ___ 2 b. √9 = ___ 2

c. √25 = ___ 2 d. √0= ___ 2

Solution: a. √4 = 2 2 b. √9 = 3 2
c. √25 = 5 2 d. √0= 0 2
GUIDE CARD
Do you see what we see? Aha!!! The answers are the same. The
square of 2 is 4 where the square root of 4 is 2. The square of 3 is 9
Now let ‘s where the square root of 9 is 3. The square of 5 is 25 where the
examine the square root of 25 is 5 and the square of 0 is 0 where the square root
following : of 0 is also 0.

Example 1. Example 2.
a. __
2 2
=4 a.√4 = 2
b. __
3 =9
2
b.√9 = 3
c. __
5 = 25
2
c.√25 = 5
d. __
0 =0
2
d.√0 = 0
GUIDE CARD
Quotient Property will help us in this
What if the given is a example.
rational number wherein The square root of a quotient equals
the numerator and the quotient of the square roots.
denominator are perfect Let’s say a = a
square? b b

Example 3.
a. 36 = 6 b. = 4 2
121 11 144 12

Solution:
6 66
2
36 36 6
a.   =    = 36 ; = =
 11   11   11  121 121 121 11
2
2
b.   = 2

2
  = 4 ; 4 = 4 = 2
 12  12
   12  144 144 144 12
GUIDE CARD
Example: This time the given is
a. √5 b. √11 not perfect square.

Solution: Example a. √5
Step 1. Think of a perfect square number less than 5
and another perfect square greater than 5.
Thus √4 < √5 < √9
Step 2. Simply. 2 < √5 < 3
Step 3. The principal root of √5 is between 2 and 3.
Take the square of 2.5 midway between 2 and 3.
Step 4. Compute (2.5)2 = (2.5) (2.5) = 6.25. Since 6.25 is
greater than 5, lessen 2.5 until you will arrive at 5.
Solution: Example b. √11
Step 1. Think of a perfect square number less than 11 and another perfect square
greater than 11.
Thus √9 < √11 < √16
Step 2. Simply. 3 < √11 < 4
Step 3. The principal root of √11 is between 3 and 4. Take the square of 3.5 midway
between 3 and 4.
Step 4. Compute (3.5)2 = (3.5) (3.5) = 12.25. Since 12.25 is greater than 11, lessen
3.5 , try (3.4) (3.4)= 11.56, now lets try 3.3 until you will arrive at 11.
ACTIVITY CARD
Let’s see if you will
gonna win our
challenges! Just keep
in mind all the things
you’ve learned.
Remember your
mission : Be friend the
radicals.

MAKE FRIENDS
ACTIVITY CARD 1 TERRI/Y PERRY’S PAIR !
Can you help me pair each
number with its correct base?

B
A
a. 6
1. 1 2
=1
b. 5
2. 4 2
= 16
c. 8
3. 6 2
= 36
d. 7

4. 7 2
= 49 e. 1

5. 8 2
=64 f. 4
ACTIVITY CARD 2
I’m having trouble in looking for the missing
numbers because I have so many eyes.
THE SEEKING
Would you please help me on this? SCOTT

7
1. √49 = 6 14
13
2. 36 = 62 36
196
10
3. √100 = 10
7
4. √ 169 = 13
196
5. = 142
ACTIVITY CARD 3
CARLTON’S STICKY
PROBLEM
Help me pick the correct 441
5 625
sticker for each number.

12
13 11

1. 25 = 4. 169= 13
81 9 21

2. 36 = 6 5.
121 = 25
10000 100
3. 100 = 10
144
ACTIVITY CARD 4
This is quite tough
FOLLOWING ART but lets do it slowly
and surely. Just
follow the steps.
Given. 1. √7 Given. 2. √15

• Think of a perfect square

number less than 7 and • √ __< √ 15 < √____
another perfect square
Step 1
Step 1 greater than 7.
• √ ___ < √ 7 < √____
• Simply.
• Simply.
Step 2 • ___ < √ 7 < ____ Step 2. • ___ < √ 15 < ____
• The principal root of √7 is • The principal root of √15 is
between what 2 numbers? between what 2 numbers?
___________ ___________
• Take the square of midway of the
Step 3 root of two perfect numbers. Step 3
• Take the square of midway of
the root of two perfect numbers
____________

• Estimate until you • Estimate until you

Step 4 will get 7. Step 4 will get 15.
 ASSESSMENT CARD 1 OOZMAKAPPA MATCH
Help us match the symbol or mathematical expression that we are
holding to the names written around us by drawing a line.

Perfect square
Radical
numbers Radicand Square root
number

base
Radical sign

1 . √1 2.√ 5 3. 1, 4,
9,16,25…

4. √ 4=2 6. 3 2

5. √9
 ASSESSMENT CARD 2
SCARE GAMES!
Let’s help James to scare
the wrong answers and be
friend with the correct Roooaarrr
ones! We can do this by rrrr!!!!!!
crossing out the wrong
ones! Roooaaarrrrrr!

1. 16 = 5 , 3 , 9 , 4
2. 64 = 6 , 8 , 9 , 10
3. (9)2 = 49 , 64 , 81 , 100
4. 25 = 5, 7 , 5 , 6
36 6 8 7
7
4
5. 144
196
= 9
, 5
, 14 , 12
8 19 14
ASSESSMENT CARD 3
Yah right! Final test for you DOORS OF VICTORY!
to become one of us… ‘ No
If you really
more scary radicals..”
want to be a
Given: √8 member of
our team,
• Think of a perfect square number less
than 8 and another perfect square the OKs
greater than 8.
Step 1 • √ ___ < √8 < √____
team, you
need to pass
our test..
• Simply.
Step 2 • ___ < √ 8 < ____

• The principal root of √8 is between what 2

numbers? ___________
• Take the square of midway of the root of two
Step 3 perfect numbers. ____________

• Estimate until you will get 8.

Step 4
 ENRICHMENT CARD
STRECHING ART’S MIND

Now let’s try this!

Find a number for each set of clues. Some exercises

may have more than one correct answer. Write you
answer in the blank.

1. This number is equal to its own square root. ___

2. The number is a perfect square located between 50 and 70. Its square
root is a factor of 24. ___
3. The number is a perfect square less than 450. Its digit add up to 4.___
4. The number is squared. Then it is doubled. The result is 162.___
5. This number is ten times the square root of 196.___
REFERENCES

Website: https://
References: connectedmath.msu.edu/
• https://
• E-Math www.google.com.ph/?
families/helping-with-
gfe_rd=cr&ei=ug_sVMlBg4rx
math/
• Elementary B4atgOgE&gws_rd=ssl#q=pi • www.curriki.org/Maths-
Algebra by ctures+of+monsters+in+mon
sters+university
eBooks
Orlando Oronce • http://
movies.stackexchange.com/
and Marilyn questions/12271/what-
Mendoza characters-in-monsters-inc-
have-cameos-in-monsters-
university
 ANSWER CARD
ACTIVITY 2 ACTIVITY 3
ACTIVITY 1 1. 7 1. 5
1. e.1 2. 36 2. 11
2. F.4 3. 10 3. 12
3. A.6 4. 441
4. 13
4. D.7 5. 625
5. C.8 5. 196
ACTIVITY 4 • √ 9 < √ 15 < √16
Step 1
• Think of a perfect square number less than 7 and
another perfect square greater than 7.
Step 1 • √4 <√7< √9 • Simply.
4
Step 2. • 3 < √ 15 < 4
• Simply.
Step 2 • 2 < √ 7 < 3 • The principal root of √15 is between what 2
numbers? 3 and 4
• The principal root of √7 is between what 2 numbers? 2 and 3 • Take the square of midway of the root of

Step 3
• Take the square of midway of the root of two perfect numbers. Step 3 two perfect numbers 3.5
2.5

• Estimate until you will get 15.

• Estimate until you will get 7. 2.64 Step 4 3.87
Step 4
ANSWER CARD ASSESSMENT 3
• Think of a perfect square number less than

ASSESSMENT 1 Step
8 and another perfect square greater than
1 • 8.
√ _4__ < √8 < √_9___
1. Radical sign
• Simply.
2. Radicand Step 2 • __2_ < √ 8 < __3__
3. Perfect square numbers
4. Square root • The principal root of √8 is between what 2
numbers? _______2 and 3____
5. Radical number Step 3 • Take the square of midway of the root of two
perfect numbers. ____2.5________
6. base
• Estimate until you will get 8.
Step 4 __2.82

ASSESSMENT 2
1. 4 ENRICHMENT
2. 8 1. 1,O
3. 81
4. 5 2. 64
6 3. 400 , 121, 4
5. 12 4. 9
14
5. 140
 The Effect of Using Strategic Intervention
Materials
in Mathematics Grade 7 at
Bignay National High School
Valenzuela City

INTRODUCTION:

Radicals is just one of the topics in mathematics in which most of the grade 7 students
do not understand. In fact it is the least mastered lesson.

This SIM is guided with variety of exercises that boost learners’ understanding
and share out their best skills in radicals.
.
The SIM is designed very simple with step by step approach to help students
overcome the fears, doubts, and anxieties that hinders their potentials as learners.
 STATEMENT OF THE PROBLEM
This intervention aims to find answers to:
• Whether the proposed SIM is an effective tool in the academic
performance of those low performing students.
• Whether the proposed SIM can possibly bridge the gap of the least mastered learning components
in mathematics
HYPOTHESIS
The intervention hypothesized that the strategic Intervention Material
(SIM) is not an effective alternative teaching tool to cater slow performing students,
and
The intervention also hypothesized that by means of strategic
intervention material (SIM), the main gain achievement score of the students
will be significantly high.

SCOPE AND LIMITATIONS OF THE STUDY

The teacher wants to find out whether the use of SIM affects the test achievement result of grade 7
sections Masipag, Marangal, Matiyaga, Malinis at Makabayan as far as mathematics’ lesson is concern.
The teacher is aware of its shortcomings.
First, the study was conducted to selected students per sections as mention earlier, because the SIM
was given only to those who failed in the given test.
Second, the experimental group is very small, 80 students might not be an ideal numbers for effective testing.
For this reason, the teacher wants to suggest that the testing should be done in a much larger number of
respondents to justify whether the SIM could be an extent alternative teaching tool for students with low
mastery level of understanding.
THE SAMPLE
The SIM were given to selected students of grade 7 sections Masipag, Marangal, Matiyaga, Malinis
and Makabayan of Bignay National High School, Valenzuela City

METHODOLOGY
The teacher conducted two very important activities before coming into serious test of finding
alternative teaching strategies. Basically these activities are the pre- test and the post test as done
normally to find out who among the students whose learning abilities are low.

RESULT AND DISCUSSION

Pre test Post Test M. Gain
Mean 3.32 9.4 6.08
Mastery Level 22.16 62.67 40.51

Table1. Pre test – Post test Result of Grade 7 Masipag

The pre test mean score was 3.32. In the post test however, the mean score is 9.4. The
mean gain is 6.08 . The result shows, that the intervention material used was effective to
increase the score of Grade 7 Masipag.
 Pre test Post Test M. Gain
Mean 3.46 10.44 6.98
Mastery Level 23.05 69.6 46.55
Table 2. Pre test – Post test Result of Grade 7 Marangal
The pre test mean score was 3.46. In the post test however, the mean score is 10.44. The mean
gain is 6.98. The result shows, that the intervention material used was effective to increase the score
of Grade 7 Marangal
Pre test Post Test M. Gain
Mean 3.35 10.42 7.07
Mastery Level 22.34 69.47 47.13
Table 3. Pre test – Post test Result of Grade 7 Matiyaga
The pre test mean score was 3.35. In the post test however, the mean score is10.42. The mean
gain is 7.07. Theresult shows, that the intervention material used was effective to increase the score
of Grade 7 Matiyaga.
Pre test Post Test M. Gain
Mean 3.68 10.49 6.81
Mastery Level 24.56 69.91 45.35
Table 4. Pre test – Post test Result of Grade 7 Malinis

The pre test mean score was 3.68. In the post test however, the mean score is 10.49. The mean
gain is 6.81. The result shows, that the intervention material used was effective to increase the score
of Grade 7 Malinis.
 Pre test Post Test M. Gain
Mean 3.84 10.52 6.68
Mastery Level 25.61 70.18 44.57
Table 2. Pre test – Post test Result of Grade 7 Makabayan
The pre test mean score was 3.84. In the post test however, the mean score is 10.52. The mean gain is
6.68. The result shows, that the intervention material used was effective to increase the score of Grade 7
Makabayan

CONCLUSION
The teacher wants to conclude that based on his experience , the low performing students can easily get the
lesson faster than the normal lessons with the use of the SIM.

There are indications that the low performing students show enthusiasm and with high level of interest in
performing the task given in the Strategic Intervention Materials, (SIM) .

RECOMENDATION
Based on the result and implications of the use of SIM; The following are recommended:

• Teachers may use the SIM to bridge the gap of the least mastered learning competencies.
• The use of SIM may help students develop positive and good study habits.
• Low performing students may use it to get a positive result if not higher than what is expected.
• It boost their understanding and overcome their fears and anxieties in sharing out their best potentials.

BIBLIOGRAPHY
Ediger, Marlow.(2005) Teaching Successfully, Discovery Publishing House
http://wiki.answer.com/Q