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APPENDICES
Appendix A. Communication Letter

November 7, 2019

DR. Gladys S. Escarlos

DEAN
College of Education
This University

Madam:

Greetings!

We, the Fourth Year students of Secondary Education major in Mathematics who are
currently enrolled in Math 97 (Action Research in Mathematics Education), one of the
requirements of this course will conduct an action research in the said field.

In view hereof, may we humbly ask permission from your good office to allow us to
conduct our study in the CMU Senior High School and CMU Laboratory High School.
The research will be indeed helpful for us as future teachers since we will be observing
and analysing student’s behaviour/performances in a real classroom setting. It will
involve pilot testing of survey questions, actual collection of data and interviews related
to a specific study. Hence, the data to be collected will be used within the parameters of
the corresponding study. We will assure that the confidentiality of all the data to be
collected will be strictly observed.

Attached herewith are the different action research title with the corresponding group
members for your information and reference.

We are hopefully looking forward to your favourable approval.

Thank you and God bless you more abundantly!

Respectfully Yours,

Cañete, Anthony Rey S.

Duroan, Walid A.

Manlangit, Robelyn I.

Rabaca, Febejane B.

Somolostro, Kerwin

Tumapon, Janice Grace C.

Valmores, Junior C.

Math 97 Students Group Leaders

Noted:

Denis A. Tan. PhD

Math 97 Professor

Approve:

Gladys S. Escarlos, PhD

DEAN
College of Education

Appendix C.1 Attachment for Communication Letter

Action Research Titles
“Effects of Positive Reinforcement on Student’s Motivation, Attitude and
Performance in Mathematics”
-Arceo, Ella Mae T., Gillang, Rollyn P., Tumapon, Janice Grace C.
“Errorless Learning: Effects on Students’ Self-Efficacy and Perception towards
General Mathematics”
-Duroan, Walid A., Jumawan, Jereljane J., Maglangit, Jovy A.
“Experiential Learning Approach: Effects on Students’ Performance and Problem-
solving Skills in General Mathematics”
-Bongat, Ridda P., Manlangit, Robelyn I., Sumortin, Efren R.
“Note-taking or Taking Pictures: An Observation on Student Preferences in
Mathematics Class”
-Dacillo, Benjie A., Labtan, Rubi Kirsten Mae C., Somolostro, Kerwin
“Effects of Peer Tutoring on Grade 9 Students’ Performance and Attitude towards
Mathematics (Algebra)”
-Cañete, Anthony Rey S., Curayag, Joshua Emmanuel P., Mejares, Joedeve A.
“Videagogy: Effects on Attitude and Mathematics Performance of Grade 9
Students ”
-Bestudio, Mae V., Rabaca, Febejane B.
“PEERAGOGY: EFFECTS ON SENIOR HIGH SCHOOL STUDENTS’ PROBLEM
SOLVING AND COMPREHENSION SKILLS”
-Alivio, Cris Jefferson P., Canarecio, Marjorie, Valmores, Junior C.

Appendix B. Attitude Checklist Scale

Name: Section: Birthdate: Gender: Age:

Mathematics Attitude Scale

(Modified Fennema-Sherman Attitude Scale)

Direction: Please read each statement carefully and encircle.

A - if you STRONGLY AGREE with the statement

B - if you AGREE with the statement
C - if you are undecided
D - if you DISAGREE with the statement
E - if you STRONGLY DISAGREE with the statement

1 I am sure that I can learn math. A B C D E

2 My teacher have been interested in my progress in A B C D E
math.
3 knowing mathematics will help me earn a living. A B C D E
4 I don’t think I could do advanced math. A B C D E
5 Math will not be important to me in my life’s work. A B C D E
6 Males are not naturally better than females on math. A B C D E
7 Getting a teacher to take me seriously in math is a A B C D E
problem.
8 Math is hard for me. A B C D E
9 It’s hard to believe a female could be a genius in A B C D E
mathematics.
10 I’ll need mathematics for my future work. A B C D E
11 When a woman has to solve a math problem, she A B C D E
should ask a man for help.
12 I am sure of myself when I do math. A B C D E
13 I don’t expect to use much math when I get out of A B C D E
school.
14 I would talk to my math teachers about a career that A B C D E
uses math.
15 Women can do just as well as men in math. A B C D E
16 It’s hard to get math teachers to respect me. A B C D E
17 Math is a worthwhile, necessary subject. A B C D E
18 I would have more faith in the answer for a math A B C D E
problem solved by a man than a woman.
19 I’m not the type to do well in math. A B C D E
20 My teachers have encouraged me to study more math. A B C D E
21 Taking math is a waste of time. A B C D E
22 I have a hard time getting teachers to talk seriously A B C D E
with me about math
23 Math has been my worst subject. A B C D E
24 Women who enjoy studying math are a little strange. A B C D E
25 I think I could handle more difficult math. A B C D E
26 My teachers think advanced math will be a waste A B C D E
of time for me.
27 I will use mathematics in many ways as an adult. A B C D E
28 Females are as good as males in geometry. A B C D E

29 I see mathematics as something I won’t use very A B C D E

often when I get out High School
30 I feel that math teachers ignore me when I try to talk A B C D E
about something serious.
31 Women certainly are smart enough to do well in . A B C D E
Math
32 Most subjects I can handle OK, but I just can’t do A B C D E
good job with math.
33 I can get good grades in math. A B C D E
34 I’ll need a good understanding of math for my future A B C D E
work.
35 My teachers want me to take all the math I can. A B C D E
36 I would expect a woman mathematician to be a A B C D E
forceful type of person.
37 I know I can do well in math. A B C D E
38 Studying math is just as good for women as for men. A B C D E
39 Doing well in math is not important for my future. A B C D E
40 My teachers would not take me seriously if I told A B C D E
them I was interested in a career in science and
mathematics.
41 I am sure I could do advanced work in math. A B C D E
42 Math is not important for my life. A B C D E
43 I’m no good in math. A B C D E
44 I study math because I know how useful it is. A B C D E
45 Math teachers have made me feel I have the ability A B C D E
to go in mathematics.
46 I would trust a female just as much as I would trust a A B C D E
male to solve important math problems.
47 My teachers think I’m the kind of person who could A B C D E
do well in math.

Source: The Reseachers adopted Fennema-Sherman Attitude Scale, pilot tested by

Catli (2016).

Appendix C. Summative Test Adapted from Grade Mathematics Module

 Republic of the Philippines
Central Mindanao University
COLLEGE OF EDUCATION
CMU LABORATORY HIGH SCHOOL
University Town, Musuan, 8710 Bukidnon

I. MULTIPLE CHOICE. Shade the letter of the correct answer on the answer sheet
provided. (1 pt. each)
3
1. Which expression is equal to ( ab ) 7 ?
B) √7 a b3 C) √ ( ab )3 D) √ ( ab )7
7 3
A) a 3 b 7

1
2. What is the radicand in ( 2 a b3 c ) 3 ?
1
A) 2 a b3 c B) 2 abc C) D) √ 2 a b3 c
3
−2
3. What is the simplest form of ( √3 64 ) ?
−1 −1 1 1
A) B) C) D)
4 16 16 4

4. Which radical is not in its simplest form?

A) √3 −2 B)√3 9 C) √ 6 D) √ 20

5. What is the simplified form of √3 −40 ?

A) 2 √3 −10 B) −2 √3 5 C) −2 √3 10 D) −8 √3 5

6. Which of the following radicals is in its simplest form?

√ √( )
2
3 1 1
D) √5 2 x 2 y
2
A) B) ( √ 64 ) C)
27 3

7. What is the simplest form of √3 −54 x 4 y 8 ?

A) −9 x y 2 √3 2 x y 3 B) −3 x y 2 √3 2 x y 2 C) −4 x y 3 √3 3 x y 2 D) 2 x y 2 √3 −3 x y 2

8. What is the simplest form of

√ 4 10
50 x y
?
√ 25 x 8 y 2
 y
4
√2 x
4
√5 y
4
√2
A) 2 B) 2 C) 2 D)
x y x
y 8 √5
x4

9. What is the simplest form of

√24 x 4 y 10 ?
√ 4 x8 y2
y
4
√6 6 x √2
4
y 4 √6 2 y √2
4
A) 2 B) 2 C) D) 4
x 2y 42 x

10. What is the simplest form of √3 −27 x 4 y 8 ?

A) −3 x y 3 √3 2 x y 3 B) −3 x y 2 √3 x y 2 C) −9 x y3 √3 3 x y 2 D) 6 x y 2 √3 −3 x y 2

11. Which radical is not in its simplest form?

A) √3 2 B)√2 6 C) √ 5 D) √ 24

12. What is the simplified form of √3 −54 ?

A) 6 √3 −5 B) −3 √3 2 C) −6 √3 2 D) −8 √3 5

13. Which of the following radicals is in its simplest form?

A)
2 1

4 √ B) ( √ 4 )
2
C)
1 2
5 √( ) D) √3 4 x 2 y

14. What is the conjugate of −√ 5−5 ?

A) −√ 5−5 B) √ 5−5 C) −√ 5+5 D) √ 5+5

15. What is the simplified form of √3 −48 ?

A) 2 √3 −4 B) −2 √3 6 C) −2 √3 4 D) −8 √3 5

−2
16. What is the simplest form of ( √2 36 ) ?
−1 1 1 −1
A) B) C) D)
6 36 8 36
5
17. Which expression is equal to ( xy ) 6 ?
B) √5 xy 6 C) √ ( xy )5 D) √ ( xy )6
6 5
A) x 5 y 6
18. Which of the following radicals is in its simplest form?

√ √( )
2
4 1 3
D) √3 4 x 2 y 2
3
A) B) ( √ 36 ) C)
16 5

19. Which radical is not in its simplest form?

A) √3 4 B)√3 18 C) √ 10 D) √ 40
3
20 Which expression is equal to ( a 2 b 3 ) 4 ?
B) √ ( a5 b6 ) C) √ ( ab )3 D) √ ( ab ) 4
4 4 3
A) a 4 b3

Source: IAN PAUL B. SALIGUMBA (Modified by the researchers)

Math Instructor

Checked by: LESTER LOU SEGUMPAN

Math Instructor
Appendix D. Semi Detailed Lesson Plan for Peer Tutoring Strategy

(PEER TUTORING LESSON PLAN)

LESSON 4.2.1: Simplifying Radicals

TIME FRAME: 1 hour

I. LEARNING OUTCOMES: At the end of the lesson, the learner shall be able to:
1. state the multiplication and division properties of radicals;
2. simplify the radical expression √n x in such a way that the radicand contains no
perfect nth root.

II. LESSON OUTLINE:

1. The multiplication property of radicals
2. Simplifying radicals whose radicands are not perfect roots.
3. The division property of radicals

III. MATERIALS:
 Laptop, android phones, textbook, chalk, chalkboard, eraser, HDMI.

IV. LEARNING RESOURCES

1. AlgebraTextbook for Grade 9 students.
2. College Algebra Textbook
V. PROCEDURES

1. MOTIVATION
The students will be asked to find their partner. They will be given guiding questions;
 1. As with other types of expression should be written in simplest form, how do
radical expressions be written in simplest form?
2. What properties will be used to simplify a radical expression?

They will be given 8 minutes to watch a video lesson about simplifying radicals. They
will be given another 5 minutes to discuss with their partner, about their expected
answers to the guiding questions, based from what they learn on the video lesson.

2. INTRODUCTION
As we observed in the video lesson of simplifying radicals we found out that;
1. By using some properties of radicals, it can be written in simplest form.
2. These properties are MULTIPLICATION and DIVISION.
Work in your pair and use math solver app, to simplify the following expressions;

√ √ 25
3 5
1. √ 4000 2. 8 x y ¿ 3.
¿ 9
And then discuss it with your partner, based from the solutions of MATH SOLVER and
from your observation on the video lesson, why the android math apps do gives you that
kind of answers.

3. DELIVERY
1.) If you have got the right answer on question no. 1which is 20 √ 10 and discussed with
your partner, the reason of this is the
MULTIPLICATION PROPERTY OF RADICALS, that states
“Ifa and b represent nonnegative real numbers, √ ab=√ a √ b”.
Where a=400 andb=10.
So, √ 4000=√ 400∗10=√ 400 √ 10=20 √ 10
2.) What if our radical has radicand that is not perfect root?

√
3 5
A good example of this is the question no. 2, which is 4 x y ¿ .
¿
If you got the correct answer and discussed it with your partner, the process is to factor

√ √
out the perfect square, which is 4 x y
¿
2 4

¿ √
2 x❑ y ❑ =2 x y 2 2 xy ❑ ¿ ¿ ¿.
¿
3.) How about no. 3, how to simplify that radical expression?
5
So, if you got the right answer of it which is and discussed it with your partner, the
3
reason of this is the DIVISION PROPERTY OF RADICALS, that states “If a and b

represent real numbers, which a ≥ 0and b ≥ 0,

√ a √a
= ”.
b √b
Where a=25 and b=9.

So,
√ 25 √25 = 5
=
9 √9 3

4. PRACTICE
Now, work again with your partner and try to simplify these following radical expressions
without using the mobile math apps, and try to use the properties of radicals.
The students will show the step-by-step solutions to the given problem.

Original radicals Rewrite Using Property Simplify

1. −5 √ 18 −5 √ 9∗2 −5 √ 9 √2 -15√ 2

2. √3 −27 x 9 y 3 z 12 √3 (−3 )3 ¿ ¿ ¿ 3 4
−3 x z

3.
√ 18 x 3
49 x y
2

4.
√ x 5 y2
125 xy
5. ENRICHMENT