Project

In
Mathematics

Submitted by:
Eunice Ann Dollete
Adams – IV

(Chapter 4 – Lesson 2)
Lesson 2 Translation of Verbal Statements into Equations
And Inequalities, (p. 126)

I. Specific Objectives

At the end of the lesson, the students should be able to:

1. Use the rules for order of operations when evaluating number

phrases; and

2. Evaluate expressions when values of the unknown are given.

II. Mathematical Concept

The evaluation of mathematical phrases follows the order of operations.

These are:

- Substituting all the given values for each variable.

- Evaluating all powers and expressions inside parentheses.
- Performing all multiplications and divisions from left to right.
- Performing all addition and subtractions.

III. Value Focus

Self-discipline and orderliness

IV. Material

Algebra I (Functional Approach)

V. Teaching Strategies: Exposition and Practice

A. Drill

Translate the number phrases.

a. seven increased by 5
b. two subtracted from 10
c. six multiplied by 5x
d. the ratio of 2x and 3y
e. the difference between a and 2b
f. fifteen decreased b y the product of 4a and 5
g. the product of 3 and 4y
B. Review

1. Define a number phrases, a number sentence, an open phrases and

an open sentence.

2. Check up homework.

C. Introduction / Motivation

“ Twice the number six subtracted from 20” is a number phrase. Who can
translate this to mathematical symbols? Can you find the value? Why?

Do you follow the same procedure for algebraic expressions?

D. Presentation

Look at the following .

Can each of these be evaluated? If so, evaluate.

a. 4(2+3) – 16

b. 1 [6(x+y)² + 2y] if x = 2 and y = 1

4

c. x² + 5 , if x = 4 and y = 5
(y – 2 )²
(For exercises, refer to students’ textbook.)

E. Exploration

1. What are the rules in evaluating number phrases?

2. How are algebraic expressions evaluated when values of the unknown

are given?

F. Generalization

(Have the students state the concept learned.)

G. Activity

Evaluate the following:

Given: x = 2, y = -3, z = 4

a. 3x² d. x² + 2y – z

b. 2xyz e. 4x²yz²
3x + 2z
c. -5xy²

VI. Evaluation

Evaluate the following expressions.

1. 6(6 + 4)² ÷ 50 4. 56 ÷ 14 • 6 – 10
2. 48 • 4 ÷ 12 + 20 5. 10ab – 12a, if a = 6, b = 4
3. 10x + 4y, if x = 6, y = 8

VII. Assignment/ Extension

A. Evaluate.

1. 16 ÷ 4 • 10 + 12 3. 8(20 + 12) – 18

2. 24 • 10 – 32 ÷ 4² 4. 95 – 12(6 ÷ 4) + 20

B. Evaluate, when x = 2; y = -1.

1. 9(x – y)² + 6 3. (15x)³ - y²

2. 19x + 16y 4. 12xy + 6y – x
Further Explanations and Examples
(inputs)

A. Translate the verbal sentences to equations.

a. seven more than twice a number is four less than thrice the number.

b. the sum of three consecutive numbers is 93.

Solution

The linking verb” is “ is translated to equal sign “=”.

a. If x is the number,

seven more than four less than

twice a number is thrice the number

2x + 7 = 3x – 4

b. There are three numbers involved. Since they are consecutive, one
number is one more than the next higher number. If n is the least number, n + 1
and n + 2 are the next two numbers. Therefore,

the sum of three is (93)

consecutive numbers

n + (n + 1) + (n + 2) = 93
Other exercises

a. Give an equation for each sentences. Us n to represent the unknown

number.

1. Six increased by a number is twenty.

2. A number decreased by seven is four.

3. Two more than a number is twelve.

4. One less than a number is eighteen.

5. Twice a number is a hundred.

6. Twice a number is one – half.

7. The square of a number increased by four is twice the number.

8. The cute of a number decreased by seven is four times the number.

9. The sum of twice a number and two is thirteen.

10. The product of a number and its half is eighteen.

Lesson 6 Solving Literal Equations

I. Specific objective

At the end of the lesson, the students should be able to solve literal
equations.

II. Mathematical Concept

Literal Equations are equations that show relationships among variables

like formulas.

III. Value Focus

Harmonious relationships

IV. Materials

Algebra I (Functional Approach), formulas on the flash cards

V. Teaching Strategies: Expository and Discussion

A. Drill / Review

Find the value of x.

a. x + 5 = 12 e. 6x = 18

b. 12 – x = 6 f. 4x = 28

c. x – 7 = 15 g. 5/6x = 5/6

d. 15 – 12 = x h. x/8 = 3

Remediate when necessary.

B. Introduction / Motivation

There are other types of equations besides the usual ones where
only one or two variables have known values. Most formulas have two
or more unknown variables.
 C. Presentation

Consider the equation:

6x – 4y = 24

Solve for x: 6x = 24 + 4y

6x = 24 + 4y
6 4

X = 4 + 2/3y

Solving for y:

¯4y = 24 – 6x

4y

The values for x and y are still unknown unless a value is given to the
second variable. This is true for literal equations. The same properties of
equality and properties of real numbers are used.

Given the equation A = ½ bh.

Solve for h.

A = ½ bh or A = bh/2

2A = bh

h = 2A/b

(Provide and discuss other examples.)

D. Exploration

1. What does a literal equation consists of?

2. How does it differ-from numerical equations?
3. How are literal equations solved? What properties are used?

E. Generalization

(Lead the students in forming the generalization.)

 F. Activity

Solve the literal equation for the underlined variable.

a. 3x – 5y = 15 d. C = 2( pi)

VI. Evaluation

Solve for the underlined variable.

1.

VII. Assignment/Extension

Given the formula for the surface area of rectangular prism:

S = 2B + LA.

Solve for the variables of A, B, and L.