The document provides a rubric for a project proposal on teaching linear equations. It outlines 37 steps for teachers to guide students in learning about linear equations, including having them work in groups to solve practice problems, share their work, and reflect on applications of linear equations to real-life situations. Key aspects covered are properties of equality, word problems, and using linear equations to analyze real data.

9. RUBRIC FOR PROJECT PROPOSAL

11. Situation 2 You are the owner of a certain school and you are on expansion because of the increase in enrollment. There is a need for two new classrooms. The total price of the chairs is P96 000.00 and you are asked to pay a down payment amounting to P20 000.00. What operations are you going to use in solving this problem? How much is the price of each chair? How much is the remaining balance?

12. INTERACTIONS WITH DIFFERENT RESOURCES TO ANSWER EQ: 6. Group students and allow them to work on Activity 1. Tell them to record their answers to the questions and be prepared to share their answers to the class. Give them 10 – 15 minutes to do the tasks. 7. Group students into three. Ask each group to share their answers to the class. Probe for deeper understanding by asking questions like: “ Why do we need to study linear equations in one variable?” “ In what situation can we use linear equations? “ 8. Give students 3 – 5 minutes to answer the questions and ask them to share their answers with the class. Lead the discussion. 9. Ask students to show and explain their answers to the class. Encourage them to use multimedia resources to show pictures of these devices. Invite other groups to share devices not mentioned by the previous reporters. They may access the following sites: http://www.purplemath.com/modules/solve.htm Contains different strategies in solving linear equations.

13. 10. Ask the students to share their answers to the class. Facilitate the discussion. 11. Group students and allow them to work on Activity ( Tickle your Mind – Reference Book page 212 / Wizard Mathematics). Tell them to record their answers to the questions and be prepared to share their answers to the class. Give them 15 – 20 minutes to do the tasks. 12. Ask each group to present their output to the class and encourage others to ask questions or give constructive comment on the presentation. PROPERTIES OF EQUALITY 13. Give students 3 – 5 minutes to answer the Activity ( Let’s Try It) and ask them to share their answers with a partner. Ask some partners to share their answers with the class. Lead the discussion. 14. Ask each group to post its outputs. Ask them to compare the results. Ask students to explain their answers. Lead the students to realize that using properties of equality is really important.

14. 15. What are the properties of equality? What are the advantages of using the different properties? 16. Give the students 10 – 15 minutes to answer the questions. Then invite them to share with a partner. Ask some partners to share their answers with the class. Encourage the others to ask questions. 17. Ask students to look for a partner to work on the next activity. How are the properties of equality differ from one another? How are these properties of equality useful in solving linear equations? Give 20 – 30 minutes to do the task. Tell them to be ready to share their works to the class. Students can also access websites such as: http:www.slideshare.net/bekeene/properties-of-equality.htp http:www.mathwords.com/equation_rules.htm 18. Ask students to show and to explain their works to the class. Encourage them to use multimedia resources to apply the properties of equality. Invite other pairs to share their chosen activity. They may access the site given below: http://the mathgames.com/our-games/arithmetic-games.htm

15. 19. Did you find the activity interesting? Were you able to differentiate clearly the properties of equality? How can you relate the properties of equality in real life situations? 20. Allow them 5 -10 minutes to answer the questions. Then ask them to share their answers to the class. WORD PROBLEMS INVOLVING EQUATIONS IN ONE VARIABLE 21. Ask: What are the steps in solving word problems involving equations in one variable? Are the properties applicable? Tell the students that in the next activity they will be asked to solve a number word problem? 22. Allow them 10 - 15 minutes to solve the problem. 23. Call some pairs to share and explain their answers. Have the rest of the students agree/disagree with the answers . If they disagree have them explain why. 24. Allow students to perform the activity in groups of three.

16. 25. Have the students find exercises on word problems involving equations in one variable. You may ask them to access:: http://www.free ed.net/sweethaven/Math/algebra/LinearEq?/LinEq01_EE.asp?iN Ask them to choose at least two problems and they must be ready to present and explain the said problems in the class. 26. Give students 20 – 30 minutes to find problems together with their solutions. 27.Ask students to post their results for the whole class to see. Lead the students in discussing their works. 28. Extend by asking : Are the properties of equality applied in the said problems? Are they important? Why?

17. INTEGRATION OF FINDINGS WITH EU DOING THE PERFORMANCE TASK 29. You may now challenge the class to do the performance task. Tell them to be ready to present their group work. 30. Give the students 5 days to gather data on Prices of Diesel from different companies. And ask them to show and explain their work to the class. Lead the discussion. 31. Encourage the other groups to give some comments to the presentations. 32. Ask the students to reflect on their learning experience by monitoring the prices of diesel from different companies. TIME TO REFLECT!

18. 33. Encourage students to share their reflections with their group mates. 34. Ask the students to post their work on the board. Ask some to say something about the output of their classmates. What do these outputs say about the usefulness of linear equations in one variable? Ask some to share their answers to the class.

19. 35. CONCEPT MAP translated to taken as

20. 36. CLOSURE We see from our learning experiences that linear equations play a very important role in our lives. We will see more applications of linear equations in many other areas as we continue to study mathematics.. 37. VALUES INTEGRATION In doing activities, what did you observes to your partner or group members while answering / doing the activity. What are the problems you have been encountered in completing the task? How do you complete the task successfully? How can you apply linear equations in dealing in real life situation?

21. Thank you

22. MEMBERS RHEA M. INFANTE JULIE M. PAULE LANIE C. BERNARDO ELVIE D. GOOD GRACE S. PAJARDO JOSEPHINE A. DE CASTRO AMADA M. MALIWAT PLACIDA P. BAMBA ROSARIO M. RIVERA JOCELYN B. CABALLA