WHAT’S IN A MOLE?

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TITLE: RADIO BASED INSTRUCTION EMPOWERING EDUCATION (RBIEE) 91.4 FM
TOPIC: WHAT’S IN A MOLE?
FORMAT: School-on-the-Air
LENGTH: 30 minutes
TIME: 2:30 – 3:00 pm
SCRIPTWRITTER: PHILIP B. GALIZA
SUBJECT: SCIENCE
GRADE LEVEL: GRADE 9

CONTENT STANDARD:

The learners demonstrate an understanding of the unit mole that quantitatively

measures the number of very small particles of matter.

PERFORMANCE STANDARD:

The learners should be able to analyse the percentage composition of different

brands of two food products & decide on the products’ appropriate percentage
composition.

MOST ESSENTIAL LEARNING COMPETENCIES (MELCs):

Determine the percentage composition of a compound given its chemical formula

and vice versa. (S9MT-IIj-20)

OBJECTIVES:
At the end of the lesson, students should be able to:
1. Identify the relationship of molar mass to atomic mass of an element
2. Give examples of molar mass calculations
3. Recognize the application of molar mass in everyday life

1BIZ: INSERT SOA PROGRAM ID

2BIZ: MUSIC UP AND UNDER

3HOST: This is Radio Based Instruction Empowering Education RBIEE 91.4 FM your

4 radio station to guide you with your class module.

5 I ‘m teacher Phil your grade 9 Science Guide!

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9HOST: Good afternoon to our daily listeners especially to our grade 9 students.

10 May I request to please prepare your module in Science, a sheet of paper,

11 pen and look for a comfortable place while listening to our discussions?

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 1HOST: Do you have your modules in Science 9 now?

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3HOST: Are you ready to learn?

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5HOST: Great! Let’s begin!

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7HOST: Open your module in math 7 on page 4 lesson 1

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9HOST: This lesson is an introduction to the concept of constants, unknowns and

10 variables and algebraic expressions. Familiarity with this concept is necessary in

11 laying a good foundation for Algebra and in understanding and translating

12 mathematical phrases and sentences, solving equations and algebraic word

13 problems as well as in grasping the concept of functions.

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15HOST: At the end of the lesson, you should be able to:

16 1. Differentiate between constants and variables in a given algebraic

17 expression

18 2. Give examples of polynomials, monomials, binomials, and trinomials;

19 3. Identify the base, coefficient, terms and exponents in a given polynomial.

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21HOST: Today, we need to learn a new language. The name of this language is Algebra.

22 You must have heard about it. However, Algebra is not entirely a new language

23 to you. In fact, you have been using its applications and some of the terms used

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26 for a long time already. You just need to see it from a different perspective.

27 Algebra comes from the Arabic word, al-jabr (which means restoration), which in

28 turn was part of the title of a mathematical book written around the 820 AD by

29 Arab mathematician, Muhammad ibn Musa al-Khwarizmi. While this book is

1 widely considered to have laid the foundation of modern Algebra, history shows

2 that ancient Babylonian, Greek, Chinese and Indian mathematicians were

3 discussing and using algebra a long time before this book was published.

4 Once you’ve learned this new language, you’ll begin to appreciate how powerful

5 it is and how its applications have drastically improved our way of life.

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7HOST: On your paper write the following 3x2 – x + 5 again, write 3x2 – x + 5

8 In the algebraic expression 3x2 – x + 5,

9 3x2, -x and 5 are called the terms.

10 Term is a constant, a variable or a product of constant and variable.

11 In the term 3x2, 3 is called the numerical coefficient and x2 is called the literal

12 coefficient.

13 In the term –x, x has a numerical coefficient which is -1 and a literal coefficient

14 which is x.

15 The term 5 is called the constant, which is usually referred to as the term without

16 a variable. The term constant means its value does not change.

17 Again Numerical coefficient is the constant/number while Literal coefficient is

18 the variable including its exponent.

19 The word Coefficient alone is referred to as the numerical coefficient.

20 In the literal coefficient x2, x is called the base and 2 is called the exponent.

21 Degree is the highest exponent or the highest sum of exponents of the variables

22 in a term.

23

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26 In 3x2 – x + 5, the degree is 2 since 2 is the highest exponent in the given

27 algebraic expressions

28 In 3x2y3 – x4y3 the degree is 7, since 7 is the highest sum of the exponents 4 & 3.

29 Algebraic expression is a group of terms separated by plus or minus sign.

1 For example, x – 2 and 4x + 2y – 10

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3HOST: What are a similar terms?

4 Similar Terms are terms means having the same literal coefficients.

5 Example,

6 3x2 and -5x2 are similar because their literal coefficients are the same which is x 2

7 5x and 5x2 are NOT similar because their literal coefficients are NOT the same,

8 2x3 y2 and –4x2y3 are NOT similar because their literal coefficients are NOT the

9 same.

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11HOST: Next topic is about polynomial. What is polynomial?

12 A polynomial is a kind of algebraic expression where each term is a constant, a

13 variable or a product of a constant and variable in which the variable has a whole

14 number (non-negative number) exponent. A polynomial can be a monomial,

15 binomial, trinomial and multinomial.

16 Kinds of Polynomial according to the number of terms

17 1. Monomial – is a polynomial with only one term, examples are 3y 2 another

18 is 4x3 or it can be a variable alone like x4, or simply a constant like 5.

19 2. Binomial – is polynomial with two terms, examples are x+2, another is x 2

20 – 4 another is 3y + 5, take note that terms are separated by a plus or a

21 minus sign.

22 3. Trinomial – is a polynomial with three terms, example is, 3x 2 + 4x – 2

23

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26 4. Polynomial or Multinomial – is a polynomial with four or more terms,

27 example is 8y4 + 5y3 – 2y2 + 4y – 10

28 Take note of the prefixes mono, bi, tri and multi or poly.

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1HOST: When can we say that an algebraic expression is NOT a polynomial?

2 NOT – Polynomial if

3 1) the exponent of the variable is NOT a whole number {1/2, 1/3, 2/3, 3/4}.

4 2) the variable is inside the radical sign. {√2y, √x, 3√x}

5 3) the variable is in the denominator {1/x, 2/3y}

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7HOST: Now it’s your turn, on your paper…

8 Tell whether the given expression is a polynomial or not. If it is a polynomial,

9 determine its degree and tell its kind according to the number of terms. If it is

10 NOT, explain why. You have 10 seconds to write your answer on each item. Are

11 you ready? Let’s begin!

12 1. Given: 3x2 your 10 seconds begin (MUSIC UP AND UNDER) times up!

13 Answer: Polynomial, Degree 2, Monomial

14 2. Given: x2 – 5xy your 10 seconds begin (MUSIC UP AND UNDER) times up!

15 Answer: Polynomial, Degree 2, Binomial

16 3. Given: 10 your 10 seconds begin (MUSIC UP AND UNDER) times up!

17 Answer: Polynomial, Degree 0, Monomial

18 4. Given: 3x2 – 5xy + x3+5 your 10 seconds begin (MUSIC UP AND UNDER)

19 times up! Answer: Polynomial, Degree 3, Multinomial or polynomial

½
20 5. Given: x - 3x + 4 your 10 seconds begin (MUSIC UP AND UNDER) times

21 up!

22 Answer: Not-Polynomial because one of the exponents of the variable is not a

23 whole number

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26 6. Given: √2x4 – x7 + 3 your 10 seconds begin (MUSIC UP AND UNDER) times

27 up! Answer: Not-Polynomial because on term is under the radical sign

28 7. Given: 3x2+√2x–1 your 10 seconds begin (MUSIC UP AND UNDER) times

29 up! Answer: Not-Polynomial because on term is under the radical sign

 1 3 x2
1 8. Given: x− +6 your 10 seconds begin (MUSIC UP AND UNDER) times
3 4

2 up! Answer: Polynomial, Degree 2, Trinomial

3 9. Given: x3 – 5x-2 + 3 your 10 seconds begin (MUSIC UP AND UNDER) times

4 up! Answer: Not-Polynomial because one of the exponent of the variable is

5 negative

3
6 10. Given: - x2 – 1 your 10 seconds begin (MUSIC UP AND UNDER) times
x2

7 up!

8 Answer: Not-Polynomial because one of the variable is in the denominator

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10HOST: How many points you have gained from the activity?

11 For 21-30 points congratulations you have learned a lot from our lesson,

12 For 10-20 points job well done and

13 For 0 – 9 points study well the part/s of this lesson that you have find difficulties

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15HOST: Now let’s discuss polynomial in standard form. What is polynomial in standard

16 form?

17 A polynomial is in Standard Form if its terms are arranged from the term with the

18 highest degree, up to the term with the lowest degree.

19 If the polynomial is in standard form the first term is called the Leading Term, the

20 numerical coefficient of the leading term is called the Leading Coefficient and

21 the exponent or the sum of the exponents of the variable in the leading term the

22 Degree of the polynomial.

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26HOST: Kinds of Polynomial according to its degree

27 1) Constant – a polynomial of degree zero

28 2) Linear – a polynomial of degree one

 1 3) Quadratic – a polynomial of degree two

2 4) Cubic – a polynomial of degree three

3 5) Quartic – a polynomial of degree four

4 6) Quintic – a polynomial of degree five

5 * The next degrees have no universal name yet so they are just called

6 “polynomial of degree ____.” Sixth, seventh, eight, and so on and so forth.

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8HOST: On your paper write the standard form of 2x2 – 5x4 – 2x3 + 3x – 10 again

9 2x2 – 5x4 – 2x3 + 3x – 10

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11HOST: The standard form is -5x4 – 2x3 + 2x2 + 3x – 10.

12 The terms -5x4 is the leading term, -5 is its leading coefficient and

13 It is a quartic polynomial because its highest degree is 4.

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15HOST: Now it’s your turn, get a piece of paper and fold it into seven columns

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17 In the first column write the given.

18 In the second column write, leading term (LT)

19 In the third column write, leading coefficient (LC)

20 In the fourth column write, degree (D)

21 In the fifth column write, kinds of polynomial in number of terms (PT)

22 In the sixth column write, kinds of polynomial in number of degrees (PD)

23 And in the last column write, standard form (SF)

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27HOST: Are you ready? You have 15 seconds to answer each number!

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29HOST: Let’s begin!

1 1. Given: 2x + 7 15 seconds go (MUSIC UP AND UNDER) times up!

2 Answer: LT: 2x, LC:2, D:1, PT: binomial, PD: linear, SF: 2x +7

3 2. Given: 3 – 4x + 7x2 15 seconds go (MUSIC UP AND UNDER) times up!

4 Answer: LT: 7x, LC:7 D:2, PT: trinomial, PD: quadratic , SF: 7x2 – 4x + 3

5 3. Given: 10 15 seconds go (MUSIC UP AND UNDER) times up!

6 Answer: LT: 10, LC: 10, D: 0, PT: monomial, PD: constant, SF: 10

7 4. Given: 13 – 2x + x5 15 seconds go (MUSIC UP AND UNDER) times up!

8 Answer: LT: x5, LC: 1, D: 5, PT: trinomial, PD: quintic, SF: x5 – 2x + 13

9 5. Given: 100 x3 15 seconds go (MUSIC UP AND UNDER) times up!

10 Answer: LT: 100x3, LC: 100, D: 3, PT: monomial, PD: cubic, SF: 100x3

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12HOST: How many points you have gained from the activity?

13 For 20 – 30 points congratulations you have learned a lot from our lesson,

14 For 10 – 19 points job well done and

15 For 0 – 9 points study well the part/s of this lesson that you have find difficulties

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17HOST: And that concludes our lessons in mathematics 7.

18 I hope you enjoyed and learned a lot of things today.

19 Up next are lessons in grade 8 mathematics together with teacher Madelyn C.

20 Bagamaspad after the infomercial.

21 This is RBIEE 91.4 FM your number 1 radiocation. Thank you for tuning in, stay

22 safe and GOD BLESSED US ALL!

23 I’m your teacher Will your grade 7 math guide!

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