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  1. 1. Welcome <br />Learning Package Plan<br />Linear Equation in One Variable<br />By: Group 4<br />
  2. 2. Group Mmember<br />Ryan Jay C. Dayao Nancy Nolasco<br />Wilson AndalloConsolacionAranil<br />Gil Garcia Mary Jun Verdillo<br />Antonio Acob, Jr Ariel Gutierez<br />Ma. Elena C. Trajano Ma. Nina Mariano<br />Nino Batas<br />
  3. 3. Quarter No. Second QuarterTopic: Linear Equation in One Variable Time Frame: 10 Days<br />
  4. 4. Stage 1<br />Content Standard:<br /> The learner demonstrates understanding of the key concept of first degree equations and inequalities in one variable. <br />Performance Standard:<br /> The learner models situation using oral, written, graphical and algebraic methods to solve problems involving first degree equation and inequalities.<br />
  5. 5. Essential Understanding:<br /> Real-life problems where certain quantities are unknown can be solved using first degree equations in one variable.<br />Essential Question:<br /> How will you use linear equation in solving unknown quantities.<br />
  6. 6. Prior Knowledge:<br /> Some misconceptions may include:<br /><ul><li>A linear equation involves variables and constant with first degree exponent.
  7. 7. Expression is the same with equation.
  8. 8. All variables are solution to equation.
  9. 9. The variable x is an operation for multiplication and negative sign is for subtraction.</li></li></ul><li>Transfer Goal:<br />I want my students to learn linear equations in one variable so that in the long run, they will be able on their own to use linear equations and inequalities to solve problems involving real-life situations such as age, number relation problem, work problem, distance problem, and others. <br />
  10. 10. Students will know:<br /><ul><li>Mathematical expressions, first-degree equations in one variable.
  11. 11. First-degree equations in one variable.
  12. 12. Properties of first-degree equation in one variable.
  13. 13. Applications of first-degree equations in one variable.</li></li></ul><li>The learner will be able to:<br /><ul><li>Differentiate mathematical expressions from equations.
  14. 14. Identify and describe first-degree equations in one variable.
  15. 15. Give examples of first-degree equations in one variable.
  16. 16. Describe situations wherein first-degree equations in one variable can be used.
  17. 17. Enumerate and explain the different properties of first-degree equations in one variable</li></li></ul><li><ul><li>Give illustrative examples of each property of first-degree equations in one variable.
  18. 18. Apply the properties of equations in solving first-degree equations in one variable.
  19. 19. Verify and explain the solution to problems involving first-degree equations in one variable.
  20. 20. Extend, pose, and solve related problems in real life.</li></li></ul><li>Stage 2:<br />Product/Performance Task<br />You are a social worker. You are the head of the Nutrition Department of DSWD. The health services of the DSWD will conduct a feeding program for malnourished children in a remote area in Payatas, Quezon City. You need to gather data on the profile of children below 12 years old. You need to coordinate with the Baranggay Health Official/Staff for the data needed. Compare the data and come up with a comprehensive report on the health status of children below 12 years old who are malnourished. Show the data in tabular or graphical form. Present a model that will identify the situation 10 years from now. Using linear equation, give recommendation as to how the government should act on the problem. The report should be presented to the DSWD Municipal Office for evaluation.<br />Tools: Rubric for the project <br /> will be used to score the output. <br />
  21. 21. Evidence of level of understanding:<br />Learner should be able to demonstrate understanding of linear equations in one variable using the six (6) facets of understanding.<br />Explaining how to solve for the unknown <br />Criteria:<br />Thorough <br />Coherent <br />Clear <br />
  22. 22. Interpreting the difference between expressions and equation.<br />Criteria:<br />Thorough <br />Illustrative<br />Creative<br />Applying a variety of technique in solving daily life problems<br />Criteria<br />Appropriate Relevant<br />Practical<br />Accurate <br />
  23. 23. Developing Perspective on linear equation.<br />Criteria:<br />Perspective<br />Open-minded<br />Sensitive<br />Responsive<br />Showing Empathy by describing the difficulties one can experience in daily life whenever tedious calculation are done. <br />Criteria<br />Reflective Relevant<br />Responsive<br />
  24. 24. Manifesting Self-knowledge by assessing how one can give his/her best solution to a problem/situation.<br />Criteria:<br />Reflective<br />Responsive<br />Relevant<br />
  25. 25. Evidence at the level of performance:<br />Assessment of problems formulated based on the following suggested criteria:<br />Real-life problems<br />Problems involve linear equation<br />Problems are solved using variety of strategies<br />Tools: Rubrics for assessment of problems formulated and solved.<br />
  26. 26. Stage 3:<br />I. Introduction of Essential Question:<br />Ask students to read and analyze a given situation(sample problem).<br />Give students a few minutes to think about the answer to the questions and call at least 3 students to answers. Lead the discussion.<br />Ask: How will you use linear equation in solving unknown quantity.<br />Give the students time to answer questions, then ask some to share their answer to the class. Lead the discussion . Student should realize that in many instances in life involving linear equation.<br />In the next activity, we shall explore more about the importance of linear activity in our daily life.<br />
  27. 27. Interactions with different resources to answer EQ:<br />6. Group the students into 4. Allow them to work on Activity 1 regarding age problem. Instruct them to fill up the table and be prepared to share their answers to the class. Give them 10 minutes to prepare.<br />7. Call volunteer students to share their answers to the class. Lead the discussion.<br />8. From Activity 1, we have seen the importance of linear equation in solving non-routine problems. How will you use linear equation in solving unknown quantity? In what way is linear equation important in other aspects of our lives? In Activity 2, we shall explore why we need to study linear equation and why we need to develop skills in solving problems involving linear equation.<br />
  28. 28. 9. Divide the class into 10 groups . Assign groups 1-5 to answer work problems then groups 6-10 to answer the distance problem. Ask them to present their output using tables, fish bone map, concept map and other graphical organizer. Allow them to work from 10-15 minutes.<br />10. Ask each group to present their output to the class and encourage others to ask questions/comments on the presentation. We saw that indeed linear equation is very important. Ask the students to cite other situation wherein they can use linear equation.<br />11. Ask : How will you apply linear equation using one variable in the situations you have given? What are the ways in which you can solve problems on linear equation? Give time for students to answer the question. Summarize will help you answer these questions.<br />
  29. 29. 12. Have students work in groups of five. Ask them to work on worksheet on Math Visual Presentation. Refer to the attached activity sheet. Compare the result to lead the class to understand the representation.<br />13. Ask the group to post its output. Ask students to share answers to the questions.<br />14. Provide the students worksheet # 2. Explain to the students that the activity can help them understand linear equation.<br />15. Allow the students to visit the following websites.<br /><br /><br />
  30. 30. 16. Ask the students to show and explain the research they have done in their group. Facilitate the discussion. Prove for deeper understanding by asking: How does your research help you realize that linear equation in part of our daily lives? What is the significance of studying linear equation in one variable?<br />Integration of Finding with EU and Application of EU<br />17. To summarize what you have learned about linear equation, let us do another activity 3. Make a concept map to illustrate the function or use of linear equation. Be guided by the given questions below.<br />What are the uses of linear equation?<br />When do we use linear equation?<br />How can we apply linear equation in solving real-life situations.<br />
  31. 31. 18. Give students 10-15 minutes and ask them to present and explain their work to the class. Lead the discussion. The teacher will also present the concept map to further illustrate the summary of the lesson. <br />19. Say. In the next activity, you are expected to use the knowledge and skills you have learned in linear equation to accomplish the given task. You will be graded using the rubric or project making.<br />20. Ask students by groups to present and explain their output. Encourage other students to rate their peers using the rubric. You may invite a municipal health officer, doctor , science teacher to be part of the panel to judge the work of students.<br />
  32. 32. 21. Process their learning experience. Ask: What knowledge and skills did you learn from this lesson that you can use in real life? How can you use your knowledge in linear equation to help eliminate health problems like malnourishment in the community? country? world?<br />22. Invite students to share their answers to a partner, then ask some students to share their answers to the class.<br />
  33. 33. Time to Reflect !<br /> To initiate values integration, the students will reflect on these:<br /> Do you ever notice how some people expect to receive as much as they give ? Should the love we extend to others always be equal to the love that we receive from them?<br />Closure<br /> Say. We see from our learning experiences that linear equation plays a very important role in our lives. We will see more applications in many other areas as we continue to study Mathematics and other fields of learning.<br />
  34. 34. THANK YOU!<br />GOD BLESS US ALL!!<br />HAVE A NICE DAY!!!<br />
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