INSET G1Math

Quarter II: Algebraic Expressions, First - Degree Equations and Inequalities in One Variable

Topic: First - Degree Equations and Inequalities in One Variable

Time Frame: 25 days

Stage I

Content Standard: Performance Standard:The learner demonstrates understanding of the key concepts of first-degree equations and inequalities in one variable.

The learner models situations using oral, written, graphical and algebraic methods to solve problems involving first-degree equation and inequalities in one variable.

Essential Understanding(s): Essential Question(s):Real life problems where certain quantities are unknown can be solved using first degree equations and inequalities in one variable

How can we use first - degree equations and inequalities in one variable to solve real life problems where certain quantities are unknown?

Prior Knowledge: Transfer Goals:1. Mathematical expressions are equations.

1. Creating and solving problems involving equations and inequalities in one variable using different strategies.

2. Equations and Inequalities are the same.

3. The only way in solving equations and inequalities is through the properties.

The learner will know: The learner will be able to:

• mathematical expressions, first degree equations and inequalities in one variable

•differentiate mathematical expressions from equations and inequalities

•first degree equations and inequalities in one variable

• identify and describe first-degree equations and inequalities in one variable

•properties of first - degree equations and inequalities in one variable

•give examples of first-degree equations and inequalities in one variable

• applications of first-degree equations and inequalities in one variable

• describe situations where 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

•extend , pose and solve related problems in real life

STAGE IIProduct or Performance Task Evidence at the

level of Understanding

Evidence at the level of performance

As an employee, you are task to make a proposal on the trends of the Diesel prices. Your goal is to monitor the daily prices of Diesel in a weekly basis for the month of April. You are to present your output of the different companies involved in distributing Diesel products like Sea Oil, Total, Caltex, Uni Oil, and Flying –V. What difficulties have you encountered during the gathering of data? How will you ensure accuracy in your data? How will you know that your data are precise?

The learners should be able to demonstrate understanding of the first -degree equations and inequalities in one variable using the six (6) facets of understanding: Explaining the properties of the first - degree equations and inequalities in one variable.

Performance assessment of situations involving first-degree equations and inequalities in one variable based on the following suggested criterion. •Use oral, written, graphical and algebraic methods in modeling situations Tools: Rubrics of situations modeling the use of oral, written, graphical and algebraic methods.

G- to monitor the daily prices of Diesel in the weekly basis for the month of April

R – employees

A – owner of the different companies

S – to come-up with the trend of the diesel prices for the month of April

P - written presentation -Graphical presentation -Recommendation

S – Completeness of the proposal -Systematic organization of data -Accuracy of data

Criteria: Clear Coherent Justified Interpreting mathematical conjectures and arguments involving first-degree equations 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 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

RUBRIC FOR PROJECT PROPOSAL

3(90 – 100%)

2(50 – 89%)

1(below 50%)

0(0%)

Completeness of the proposal

Systematic organization of data

Accuracy of data

Number of problems formulated (max. 3)

…….

Strategies (max. 3)

Stage III

INTRODUCTION OF ESSENTIAL QUESTION1. Give the students the following situations, analyze and answer the following questions.

Situation A

You are the manager of JC Catering Services. A couple asks you to budget the P25 000.00 good for 125 persons. What will you tell your chef to ensure that the budget will cater the 125 persons? What possible menus are fitted to the budget? How will you know that the menus to be served is sufficient to the desired number of persons?

Situation 2You 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? 2. Give the students a few minutes to think about the answers to these questions and invite them to share answers within the group. Then invite one member from group 1 and 1 member from group 2 to share their answers to the class. Lead the discussion.

3. Then ask: How can we translate mathematical phrase into verbal phrase or vice versa? How does one know when a translation is correct?

4. Give the students time to answer the questions. Then ask some to share their answer to the class. Lead the discussion.

5. Group students and allow them to work on Activity 1 - The Snake in the Hole. 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.

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.htmContains different strategies in solving linear equations.

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.

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.htphttp: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

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.

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?

INTEGRATION OF FINDINGS WITH EU

DOING THE PERFORMANCE TASK29. 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!

What I like most about our presentation?

How can I improve my work?

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.

35. CONCEPT MAP

translated to

taken as

VERBAL PHRASE

MATHEMATICAL EXPRESSION

LINEAR EQUATIONS IN ONE VARIABLE

PROPERTIES OF EQUALITY SOLVING LINEAR EQUATIONS IN ONE VARIABLE

36. CLOSUREWe 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 INTEGRATIONIn 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?

Thank you

MEMBERS

1. RHEA M. INFANTE2. JULIE M. PAULE3. LANIE C. BERNARDO4. ELVIE D. GOOD5. GRACE S. PAJARDO6. JOSEPHINE A. DE CASTRO7. AMADA M. MALIWAT8. PLACIDA P. BAMBA9. ROSARIO M. RIVERA10. JOCELYN B. CABALLA