Name: Rosalinda S.

Bornales Section: PCED-06-301A NUMBER THEORY

LIST OF STEPS on HOW YOU WILL TEACH the given topic.

What is the distance formula and how do you derive it:

Step 1: Introduction to the Concept
• Begin by introducing the concept of distance between two points in a plane. In
introducing the concept of the distance formula, I would first create a relatable scenario
that involves two points in a two-dimensional space. To illustrate this, let's consider an
example involving two friends planning a meet-up in a park.
Step 2: Defining Distance and Coordinate Points
• I will define the distance between two points as the length of the straight line
connecting them. I will introduce the Cartesian coordinate system and explain how
points are represented as ordered pairs (x, y).
Step 3: Pythagorean Theorem Connection
• I will ask them if they remember the Pythagorean Theorem and if it’s not I will remind
the students about the Pythagorean theorem, relating the sides of a right triangle: a² +
b² = c². I will explain that this theorem forms the basis for deriving the distance formula.
Step 4: Derivation of the Distance Formula
• We will Start with Two Points A(x₁, y₁) and B(x₂, y₂): I will say to them to imagine that we
have two points, A with coordinates (x₁, y₁) and B with coordinates (x₂, y₂). we will draw a
horizontal line connecting points A and B. This distance is how far apart the points are
horizontally. Let's call it "horizontal distance." Similarly, draw a vertical line connecting A
and B. This distance is how far apart the points are vertically. Let's call it "vertical
distance." Now, think about a right triangle formed by the horizontal and vertical
distances and the distance we're trying to find (let's call it "d") between A and B. The
Pythagorean theorem says that in a right triangle, the square of the hypotenuse (longest
side) equals the sum of the squares of the other two sides. Apply the Pythagorean
theorem to the triangle formed by the horizontal and vertical distances and the distance
we want to find (d): d² = (horizontal distance)² + (vertical distance)². Now we will replace
the "horizontal distance" with (x₂ - x₁), which is the difference in the x-coordinates of A
and B. Replace the "vertical distance" with (y₂ - y₁), which is the difference in the y-
coordinates of A and B. This gives us the equation: d² = (x₂ - x₁)² + (y₂ - y₁)².
Step 5: Simplifying the Distance Formula
• Explain that the distance formula is often presented in simplified form: d = √[(x₂ -
x₁)² + (y₂ - y₁)²]. Break down each part of the formula to help students understand
its components.
I will Provide several examples of finding the distance between points using the
formula for them to understand clearly and familiarize the formula, also I will
give them a short activity for me to know that they learned.

CARTESIAN COORDINATE SYSTEM:

Step 1: Introduction to Coordinates

• I will begin by discussing the need for a system to locate points in a plane. Explaining that
the Cartesian coordinate system provides a way to specify the position of a point using
numerical values. And I will provide examples for them like I will say to them to imagine
that we’re planning a game in a park. To guide them, we need coordinates like a map. So the game
will be a treasure hunt. I am at a starting point, the 'origin.' To guide my students, you say 'move
3 steps right and 2 steps up.' These become the coordinates (3, 2). This pair tells your friend where
to go."

Step 2: Two-Dimensional Plane

• I will describe the Cartesian plane as a two-dimensional space with an x-axis (horizontal)
and a y-axis (vertical) also I will explain that the intersection of the axes is the origin,
labeled as (0, 0).
Step 3: Ordered Pairs
• Next, I will introduce the concept of ordered pairs (x, y) as coordinates of points on the
plane. I will emphasize that the x-coordinate comes first and represents the horizontal
position, while the y-coordinate comes second and represents the vertical position.
Step 4: Quadrants
• I will divide the Cartesian plane into four quadrants by the axes. I will explain to them that
each quadrant has unique signs for x and y coordinates and I will describe the
characteristics of each quadrant, emphasizing the signs of the coordinates.
Step 5: Positive and Negative Coordinates
• Next to that is I will explain that coordinates can be positive or negative, depending on
the point's position relative to the origin and axes. Discuss how negative coordinates are
located in the left or lower portions of the plane.
Step 6: Plotting Points
I will choose a simple point (x, y) and demonstrate how to plot it on the Cartesian plane.
Telling them to walk through the steps: move along the x-axis to the x-coordinate, then
move vertically to the y-coordinate and then plot a few more points, including those in
different quadrants, to reinforce the process.
Step 7: Reading Coordinates
• And lastly, I will explain how to read the coordinates of a point from a graph. I will
emphasize the importance of paying attention to both the x and y axes when determining
the coordinates. I will provide examples for them to understand and assess them to know
if they learn.