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Laguna State Polytechnic University aims to be a premier university in the CALABARZON region of the Philippines offering academic programs that respond to the needs of the Philippines and global economies, particularly in Asian countries. The university provides advanced education in fields like agriculture, science, engineering, teacher education, and more. It also undertakes research and community outreach. The College of Education is committed to developing students' full potential and equipping them with the knowledge, skills, and attitudes needed to be effective teachers and respond to changing times. The Bachelor of Secondary Education program aims to produce graduates who can serve as role models, provide a good learning environment, facilitate learning for diverse students, use various teaching approaches and materials, and
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![533400-1333504686300-762004680585-135255528320-189230Laguna State Polytechnic University<br />Siniloan Campus<br />Siniloan, Laguna<br />VISION <br />A premier university in CALABARZON, offering academic programs and related services designed to respond to the requirements of the Philippines and the global economy, particularly in Asian Countries.<br />MISSION<br />The University shall primarily provide advanced education, professional, technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technologies and other related fields. It shall also undertake research and extension services and provide progressive leadership in its areas of specialization. <br />GOALS<br />In pursuit of the college vision/mission the College of Education is committed to develop the full potentials of the individuals and equip them with knowledge, skills and attitudes in Teacher Education allied fields to effectively respond to the increasing demands, challenges and opportunities of changing time for global competitiveness.<br />OBJECTIVES OF BSED<br />Produce graduate who can demonstrate and practice the professional and ethical requirement for the Bachelor of Secondary Education such as:<br />To serve as positive and powerful role models in the pursuit of the learning thereby maintaining high regards to professional growth.<br />Focus on the significance of providing wholesome and desirable learning environment.<br />Facilitate learning process in diverse type of learners.<br />Used varied learning approaches and activities, instructional materials and learning resources.<br />Used assessment data, plan and revise teaching – learning plans.<br />Direct and strengthen the links between school and community activities.<br />Conduct research and development in Teacher Education and other related activities.<br />,[object Object]](https://image.slidesharecdn.com/002vmgos-100531014305-phpapp01/85/002-vmgo-s-1-320.jpg)
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A Research Proposal entitled “LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”
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This document discusses a study on the relationship between learners' preferences and teaching strategies in teaching mathematics to fourth year high school students in Mabitac, Laguna, Philippines. The study is guided by learning style and multiple intelligence theories. The independent variables are learners' preferences (visual, auditory, kinesthetic, analytic, global) and teaching strategies (lecture, problem solving, cooperative learning, direct teaching, indirect teaching). The dependent variable is teaching strategies. The study aims to determine the relationship between learners' preferences and teaching strategies in teaching mathematics.
Module in solving quadratic equation
________________
Date: ___________________
Instruction: Define each of the following terms:
1. Complex number
2. Real part of a complex number
3. Imaginary part of a complex number
4. Standard imaginary unit i
5. Property of i
6. Extending the real numbers
7. Solutions of an equation
8. Graph of an equation
9. X-intercepts
10. Solutions having no real numbers
11. Solutions with complex numbers
contents back next
Name: ___________________
0015 authors page
Shane Maureen D. Atendido and Aleli M. Ariola both graduated from Laguna State Polytechnic University with Bachelor of Secondary Education degrees specializing in mathematics. Shane finished secondary school at Balian National High School and elementary at Pangil Elementary School in Laguna province. Aleli finished secondary at Mabitac National High School and elementary at San Antonio Elementary School in Laguna province.
0014 references
This document lists several sources that provide information about topics in algebra including: quadratic equations, polynomials, complex numbers, and their properties. Specifically, it references pages from college algebra and mathematics textbooks published between 1988 and 1992 that cover these topics. It also lists sections from a 1995 reference book on polynomials. Finally, it provides URLs for online images and information related to absolute values of complex numbers, quadratic equation coefficients, polynomial roots, and physics tools.
0013 chapter vi
This chapter teaches students how to solve quadratic equations using a graphing calculator. It reviews solving quadratics by hand and using a calculator for basic arithmetic. Students will learn to use calculator keys to graph equations and find roots of quadratics using the quadratic formula. The document provides examples of solving quadratics step-by-step on both basic and graphing calculators. It includes a worksheet for students to practice solving 10 quadratic equations using their calculator.
0012 chapter v
The document discusses the discriminant of quadratic equations and the relationship between the discriminant, nature of the roots, and whether the roots are real or complex. It provides examples of using the discriminant to determine if roots are real, irrational, or have multiplicity. It also explains the relationships between the sum and product of the roots of a quadratic equation and the coefficients.
0011 chapter iv
This document provides instruction on solving various types of equations, including quadratic equations, equations containing radicals, and equations that can be reduced to quadratic form. It includes examples of solving equations that are quadratic in form by rewriting them in standard form and substituting a variable, then solving the resulting quadratic equation. It also provides examples of solving equations containing radicals by isolating radicals and raising both sides of the equation to appropriate powers. Students are expected to learn to identify different equation types, select appropriate solution methods, and solve various quadratic and radical equations.
0010 chapter iii
Here are the steps to solve this quadratic equation using the quadratic formula:
1. Identify the coefficients: a = 3, b = -1, c = -5/2
2. Plug the coefficients into the quadratic formula:
x = (-b ± √(b2 - 4ac)) / 2a
x = (-(-1) ± √((-1)2 - 4(3)(-5/2))) / 2(3)
3. Simplify:
x = (1 ± √(1 + 30)) / 6
4. Evaluate the square root:
x = (1 ± 5√3) / 6
Therefore, the solutions are:
009 chapter ii
The document discusses complex numbers and their arithmetic operations. It defines the imaginary unit i as the square root of -1. Complex numbers are expressed as a + bi, where a is the real part and b is the imaginary part. The four arithmetic operations of addition, subtraction, multiplication, and division are defined for complex numbers by combining or distributing real and imaginary parts. Complex numbers allow equations like x^2 + 1 = 0 to have solutions and are useful in many mathematical applications.
008 chapter i
This chapter discusses quadratic equations, which are equations with the highest power of the variable being 2. A quadratic equation can be written in the standard form ax^2 + bx + c = 0, where a, b, and c are real numbers and a is not equal to 0. The lesson provides examples of writing equations in standard form and identifying which equations are quadratic. Students are expected to be able to identify quadratic equations, write them in standard form, and apply the distributive property when solving them.
006 general objectives
This document outlines learning objectives for a module on quadratic equations and complex numbers. Students should be able to distinguish quadratic equations from complex numbers, recognize properties of the number i, and solve quadratic equations using factoring, completing the square, quadratic formula, and graphing. Students should also be able to determine discriminants and relations between roots and coefficients, and use calculators to solve quadratic equations.
005 introduction
A quadratic equation is a second-order polynomial equation in one variable that takes the general form of ax^2 + bx + c, where a cannot equal 0. The constants a, b, and c are called the quadratic, linear, and constant coefficients, respectively. Quadratic equations can be solved through factoring, completing the square, graphing, using Newton's method, or the quadratic formula. This module discusses different methods for solving quadratic equations, including factoring, taking square roots, completing the square, and using the quadratic formula. It also covers identifying the discriminant and relating coefficients to roots.
003 forewords
This document discusses a module for solving quadratic equations that was created to fulfill the requirements of an Educational Technology course. The course introduces traditional and innovative educational technologies to help students demonstrate understanding of different technology types. Students receive guidance from faculty in selecting, producing, and using appropriate tools to develop instructional materials. By using computers and the internet, students and advisers were able to design alternative delivery systems. Creating these materials provided valuable learning experiences and the output could benefit the institution by supplementing existing instructional resources.
004 acknowledgement
The authors acknowledge and thank several people who helped them complete their educational technology module project. They thank their module adviser and computer instructor for giving them the opportunity and guidance to finish the module. They also thank their teacher consultant, previous instructor, and dean of education for their support. Finally, they thank their family, friends, and God for providing inspiration and understanding as they worked to finish the project.
Module in solving quadratic equation
1. The document introduces a module on solving quadratic equations for high school students.
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