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ADAPTED FAPE LP TEMPLATE

Quarter II:                         Topic:                              Time Frame:
ALGEBRAIC EX...
•   extend, pose, and solve related problems
                                                              in real life
  ...
whenever tedious calculations
                                 are done without using the
                                ...
Mathematical        Equation      Inequality
                                                      Expression
     1. The ...
Properties of Equality

Bring a scale balance and some weights to the classroom. Provide some weighing activities involvin...
misconceptions.

Say, “Taking all of these and putting them in a nutshell, you are expected to work correctly with the
suc...
INSET G7Math
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INSET G7Math

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INSET G7Math

  1. 1. ADAPTED FAPE LP TEMPLATE Quarter II: Topic: Time Frame: ALGEBRAIC EXPRESSIONS, FIRST-DEGREE EQUATIONS 25 Days FIRST-DEGREE EQUATIONS AND INEQUALITIES IN ONE AND INEQUALITIES IN ONE VARIABLE VARIABLE STAGE 1 Content Standard Performance Standard The learner demonstrates understanding of the The learner models situations using oral, written, key concepts of first-degree equations and graphical and algebraic methods to solve inequalities in one variable. problems involving first-degree equations and inequalities in one variable. Essential Understanding(s): Essential Question(s): Real-life problems where certain quantities are How can we use first-degree equations and unknown can be solved using first-degree inequalities in one variable to solve real-life equations and inequalities in one variable problems where certain quantities are unknown? Prior Knowledge: Transfer Goal: • An equation with either no solution or I want my students to learn about first-degree infinitely many solutions is actually not an equations and inequalities in one variable so that, equation in the long run, they will be able, on their own, to • Expanding brackets (e.g. 5(x+3) = 5x + solve real-life problems involving one unknown 3) quantity. • Treatment of inequalities as equations • Essence of inequalities will not change when multiplied or divided by a negative number • Locating the wrong region in sketching graphical representations of inequalities Students will know: Students will be able to: • mathematical expressions • differentiate mathematical expressions • first-degree equations and inequalities in from equations and inequalities one variable • identify and describe first-degree • properties of first-degree equations and equations and inequalities in one variable inequalities in one variable • give examples of first-degree equations • applications of first-degree equations and and inequalities in one variable inequalities in one variable • describe situations of first-degree equations and inequalities in one variable • enumerate and explain the different properties of first-degree equations and inequalities in one variable • give illustrative examples of each property of first-degree equations and inequalities in one variable • apply the properties of equations and inequalities in solving first-degree equations and inequalities in one variable • verify and explain the solutions to problems involving first-degree equations and inequalities in one variable
  2. 2. • extend, pose, and solve related problems in real life STAGE 2 Product or Performance Evidence at the level of Evidence at the level of Task: understanding: performance: Your group will conduct a The learner should be able to Assessment of the documentary analysis on data demonstrate understanding of recommendation or gathered on the monthly first-degree equations and generalization based on the salaries of the school’s inequalities in one variable following criteria: personnel and the tuition fee a using the six (6) facets of • accuracy student pays to the school. understanding: • relevance Using the gross expense of the • completeness school for wages and other Explaining the properties of benefits and the total first-degree equations and Tools: Rubrics for assessment of accumulated tuition fees from inequalities in one variable. the recommendation(s) or the students, you should come Criteria: generalization(s). up with a conclusion on whether Clear the school is actually applying Coherent 70% of the tuition fees on the Justified personnel’s wages. Basing on this, you should come up with a Interpreting mathematical recommendation or conjectures and arguments generalization that best typifies involving first-degree equations your conclusion. and inequalities in one variable. Criteria: Illustrative Meaningful Applying first-degree equations and inequalities in one variable in daily life situations. Criteria: Appropriate Practical Relevant Developing Perspective on the various ways of writing first- degree equations and inequalities in one variable in solving a problem. Criteria: Critical Insightful Credible Showing Empathy by describing difficulties one can experience in daily life
  3. 3. whenever tedious calculations are done without using the concepts of first-degree equations and inequalities in one variable. Criteria: Open Sensitive Responsive Manifesting Self-knowledge by discussing the best and most effective strategies that one has found for solving problems involving first-degree equations and inequalities in one variable. Criteria: Insightful Clear Coherent STAGE 3 INTRODUCTION OF THE ESSENTIAL QUESTION Represent the following verbal sentences into mathematical expressions using x as the unknown quantity, then check whether the expression is either an equation or inequality:
  4. 4. Mathematical Equation Inequality Expression 1. The product of 4 and a number is 20. 2. The difference of the product of 2 and a number and 25 is equal to 15. 3. The sum of a number and 3 is less than 10. 4. The difference of twice a number and 1 is equal to or greater than the number added to 4. 5. Thrice a number is less than or equal to 10. 6. You must be at least 21 years old to enter this club. 7. Alvin is now 10 years older than his son. In 8 years, he will be twice as old as his son’s age. 8. To pass a course, a student must have an average on three examinations of at least 60. If a student scores 48 and 68 on the first two examinations, describe the range of scores that this student needs on a third examination to pass the course. Ask the students: “What are the similarities of your answers for Numbers 1 and 2? For Numbers 3, 4, and 5?” Using their answers to the previous questions, continue by asking “When do we say that a mathematical expression is an equation or inequality?” Give them time to answer this then invite three to five students to share their answers to the class. Ask “How do you use first-degree equations and inequalities in one variable in real-life situations?” Say, “The succeeding activities will lead us to be aware and learn the basic concepts of equations and inequalities and eventually to answer our essential question.” INTERACTION WITH DIFFERENT RESOURCES TO ANSWER EQ Basic Concepts on Equations Provide the students with Worksheet 1 (KWL). Instruct them to accomplish the K and W columns. Then allow them to read the text related to basic concepts on equations found in their textbook. After reading, have them fill up the L column. Follow-up questions: 1. What do you mean by first-degree equations? 2. When is a number a solution to an equation? 3. When do you say that an equation is conditional, identity, or false equation? Allow the student to work on Worksheet 2 to see whether or not they have understood the basic concepts of equations. Invite some students to present their answers on the board and give a discussion.
  5. 5. Properties of Equality Bring a scale balance and some weights to the classroom. Provide some weighing activities involving items which have the same weight. Follow-up questions: 1. What happens when a weight is added to/subtracted from one side? 2. What happens when a similar weight is added to/subtracted from the other side? At this time, introduce and give illustrative examples on the properties of equality. Then, have them answer exercises in the textbook. Solving Equations Have the students work on the Exploration found in the textbook. Then, lead the discussion in solving equations. Group the class and instruct them to work on the exercises on the textbook. Have them present their answers on the board with solutions. Let one member of the group discuss their solution. Commend groups with good performance. Ensure that important concepts not touched by the student are taken up by the teacher. For further understanding of solving equations, instruct the students to log on to http://www.heymath.com/main/samples/us18/teacherstemplate.html. This website will provide them with an opportunity to work with an interactive tool of solving equations using balancing method. Using Equations in Solving Word Problems Group the class and have them solve problems found on Worksheet 3 using any method. Then, allow them to share how they solved their assigned problems. Follow up the students’ learning by identifying the strategies they have used. Introduce the 3Rs and ESP in solving word problems and give some illustrative examples in the use of equations in solving such problems. Using the same grouping, have the students work on Worksheet 4. This time, they are to use equations in solving word problems. Let them present and discuss their solution in front of the class. Provide them with Worksheet 5 (Problem Posing). The students will be asked to work with an interactive activity in solving word problems involving linear equations. Refer to the website: http://www.problemsolving/equations.html Inequalities in One Unknown Provide enabling activities that the learner will have to go through to validate understanding on first degree inequalities in one unknown. These activities would answer misconceptions on first-degree inequalities. Revisit the activity in the introduction to allow students to make some corrections on their
  6. 6. misconceptions. Say, “Taking all of these and putting them in a nutshell, you are expected to work correctly with the succeeding activities.” INTEGRATION OF FINDINGS WITH EU AND APPLICATION OF EU Group the students and have them summarize the lessons learned through a concept map. Then, allow them to present and discuss their maps to the whole class. Ask the class to share their learning insights on the use of first-degree equations and inequalities in one variable in solving real-life problems. Provide them with a worksheet which assesses their understanding of first-degree equations and inequalities in one variable. At this point, you may challenge the students to do the performance task. Tell them to be ready to present their work before the school’s Board of Trustees. Plan with the students how the performance task can be conducted and presented. Ask the students to reflect on what they have come up after doing the performance task. Have them write their reflections on their journal. At this time, do the valuing process using some questions which includes: 1. What do you feel after doing the task? 2. Why do you feel that way? 3. What did you see that made you feel that way? Make it a point to commend on the good performance of the students to make them aware how much you value their work. Closure: Tell the students that the knowledge they have gained and the skills on solving first-degree equations and inequalities in one variable they have developed will help them solve real-life situations they will be facing each day.

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