This mathematics lesson focuses on factorizing trinomials and solving simultaneous equations. It includes 5 components: a review of the previous lesson, language practice of key terms, and 3 activities that involve factorizing and expanding trinomials and simplifying expressions. The conclusion asks students to reflect on the key concepts learned, their understanding, strengths/weaknesses, barriers to learning, and how their learning could be further assisted.

1. Mathematics 8
Lesson 9
SIMULTANEOUS
EQUATION
Enhancement and Consolidation Camps

2. .
Key Idea: Solving real life problems using factorizing trinomials
FACTORIZE:
1.10a + 5
2.𝑥2
+ 7𝑥 + 10
3.6𝑚2
+ 13𝑚 − 5
4.12𝑚2
− 16mn
5.𝑦2
− 𝑦 − 20
5(2a + 1)
(x + 5)(x + 2)
3m − 1 (2m + 5)
4𝑚 3m − 4𝑛
y + 4 (𝑦 − 51)

3. .Lesson Component 2
(Lesson Purpose/Intention)
Time: 3 minutes
Goal:
Review of this week’s
lesson.

4. .
Lesson Component 3 (Lesson Language Practice)
Time: 5 minutes
Key words/terms are:
1. Product
2. Factor
3. Square
4. Expand
5. Factorizing

5. Lesson Component 4A (Lesson activity)
.
Time: 5 minutes
Let’s answer this!
FACTORIZE:
1.7a + 21
2.𝑥2
− 7𝑥 + 10
3.4𝑚2
− 12𝑚 + 5
4.15𝑚2
− 20mn
5.𝑦2
− 𝑦 − 20
7(a + 3)
(𝑥 − 2)(𝑥 − 5)
(2𝑚 − 1)(2𝑚 − 5)
𝟓𝐦(𝟑𝒎 − 𝟒𝒏)
y + 4 (𝑦 − 5)

6. Lesson Component 4B (Lesson Activity)
.
Time: 5 minutes
Let’s answer this!
EXPAND:
1.4(3x + 5)
2.(2𝑎 + 5)2
3. (3𝑚 − 5)(3𝑚 + 5)
12𝑥 + 20
4𝑎2
+ 20𝑎 + 25
9𝑚2
− 25

7. Lesson Component 4B (Lesson Activity)
.
Time: 5 minutes
Let’s answer this!
SIMPLIFY:
1.
3𝑎𝑏
18𝑎2𝑏3
2.
25−𝑥2
𝑥+5
3.
25𝑥212𝑦3
15𝑥316𝑦

8. Lesson Component 4C (Lesson Activity)
.
Time: 2 minutes
Let’s answer this!
1. When a number is added to the square
of itself, the answer is 20. what could it
be?
2. Explain why there is more than one
possible answer.
x = 4 or -5
The equation that was formed was a quadratic equation and therefore
there is more than one answer

9. Lesson Component 4C (Lesson Activity)
.
Time: 2 minutes
Let’s answer this!
1. What is the gradient of the line?
2. What is the y-intercept?
3. On the same number plane, graph a line
parallel to y = 3x – 5.
On a number plane, graph the line y = 3x -5

10. Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on
.Student Goals)
Time: 5 minutes
o What do you think were the key mathematical concepts addressed in this
lesson?
o Would you rate your level of understanding of the material covered in
this lesson as high, moderate, or low?
o Has the lesson helped you to gain further insight into aspects of the
material covered that represent strengths or represent weaknesses?
o What would you describe as the main barriers, if any, to your ongoing
progress and achievement in relation to the topic area addressed in this
lesson?
o What do you think would best assist your ongoing progress and
achievement in relation to the topic area?