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You are on page 1of 11

I. OBJECTIVES:

A. Content Standard

The learner demonstrates understanding of key concepts of algebraic

expressions, the properties of real numbers as applied in linear equation, and

inequalities in one variable.

B. Performance Standard

The learner is able to model situations using oral, written, graphical, and

algebraic expressions, linear equations and inequalities in one variable.

C. Learning Competencies/Objectives

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

a. define linear equation in one variable.

b. find the solution of linear equation in one variable.

c. state the importance of the concept of linear equation in real-life.

II. CONTENT

Solving Linear Equation in one variable algebraically

A. References:

1. Teacher’s Guide pages

2. Learner’s Material pages

Department of Education,(2014).Mathematics Learners’ Material 7. FEP

Printing Corporation.

3. Textbook pages

Oronce A. O and Mendoza O. M,(2007).E-math.Rex Bookstore, Inc.

B. Other Learning Resources

Cartolina, cardboard, marker, chalk, blackboard, laptop, projector

Subject Integrated: Language, Values

Values Integrated: Cooperation, patience

IV. PROCEDURES

Preliminary Activities

1. Prayer

Let us all stand and feel the

presence of our Lord. Mica, kindly

lead the prayer.

(The students will stand and pray.)

Good morning, class!

Good morning, ma’am!

2. Checking of Attendance

Are there any absentees today?

None, ma’am.

3. Checking of Assignment

Last meeting, I gave you an

assignment. Pass them forward. I

will be the one to check it.

(Students will pass their papers.)

A. Reviewing Previous Lesson

Before we proceed to our discussion,

let us have first a short activity. This

activity will recall your knowledge of

properties of equality and how to

evaluate algebraic expression. I will

give you shapes with different colors.

(The teacher will distribute the shapes.)

stay at the right side, those who are

holding pink shapes will stay at the left

side and those who are holding green

shapes will stay at the back.

Bluff”. I will give a question; there will

be three characters who will give their

answers. Only one of them is telling the

truth. Your job is to say who is telling

the truth by raising one of the pictures

of the characters that I will give.

Yes, ma’am!

Let us have another activity. All you

have to do is to find a number that will

make the scale balance.

15 – __ 6

9

__ + 42 58

16

__ – 74 -36

38

35 + __ 63

28

-12 + __ -7

balancing.

lesson

In our previous activity you were able

to find the numbers that will make an

equation true. This will enable you to

easily understand our topic. This will

be discussed after doing this activity. In

this activity you are going to translate

mathematical sentences into

mathematical equation.

Yes, ma’am!

If you want to answer just raise your

hand.

X+5=4

3.

x-2=3

number is 2.

5–x=2

8 + x = 16

X–2=8

practicing new skills #1

In the activity that you have done, you

were able to translate mathematical

sentences into mathematical equations.

What have you noticed with the

mathematical equations that you have

come up with?

(The students will raise their hands.)

Yes, Reynald.

They have a degree of one.

That’s right! Therefore, what are those

equations?

(The students will raise their hands.)

Yes, Erika.

Linear equation Ma’am.

Very good! Now, who can define linear

equation?

(The students will raise their hands.)

Yes, Mica.

Linear equation is a first degree equation.

Very well said!

Linear equation in one variable is

defined by the equation ax + b = 0,

where a and b are real numbers and a is

not equal to zero.

equation.

defined by the equation ax + b = 0,

where a and b are real numbers and a is

not equal to zero.

Based on the definition, who can give

an example of linear equation.

(The students will raise their hands.)

Yes, Evelyn.

x + 6 = 12

Correct!

Another example.

(The students will raise their hands.)

Yes, Lebron.

x + 8 = 13

Very good!

In your previous activity you were able

to find a number that will make a scale

balanced.

Now I will show you a balanced scale.

x + 17 20

you subtract 17 from the expression on

the left pan?

x + 17 - 17 20

Yes, Donato.

It will not be balanced.

What happens to the balance scale if

you subtract 17 from both the left and

the right pans at the same time?

x + 17-17 20 – 17

Yes, Kerzi.

(The students will raise their hands.)

It will be balanced.

simplify the equation?

x 3

Yes, Krizza.

x and 3

Very good!

Then, what is the value of x in the

equation x + 17 = 20?

(The students will raise their hands.)

Yes, Roselle.

x=3

Again to find the value of x, what did

we do in the equation?

equation.

Subtracting 17 from both sides of the

equation is stated by what property?

(The students will raise their hands.)

Yes, Cindy.

It is stated by Subtraction Property of Equality.

Correct!

Now, using substitution property of

equality, kindly check if 3 is the correct

value of x in the equation.

(The students will raise their hands.)

Yes, Marilyn.

x + 17 = 20

3 + 17 =20

20 = 20

Class, observe Marilyn’s work, what

have you noticed?

(The students will raise their hands.)

Yes, Marvelyn.

are equal.

Is 3 the correct value of x in the

equation x + 17 = 20?

Yes, ma’am!

What do we need to remember in

solving linear equations?

Yes, Nicole.

In solving linear equations, we need to balance

both the right side and the left side of the

equation.

Excellent!

practicing new skills #2

equation and state what property of

equality was used to solve the equation.

Example 1. x - 4 = 9

(The students will raise their hands.)

Yes, Sophia.

x-4=9

x - 4 + 4 = 9 + 4 APE

x = 13

Good job!

Now check it using substation property

of equality.

x-4=9

13 - 4 = 9

9=9

Very good!

Example 2. 3x = 27

Yes, Evelyn.

(The students will raise their hands.)

3x = 27

1 1

3x (3) = 27 (3) MPE

x= 9

3x=27

3(9) = 27

27=27

Good Job!

Example 3. 4x – 7 = 21

(The students will raise their hands.)

Yes, Kerzi

4x-7=21

4x-7+7=21+7 APE

1 1

4x (4)=28(4) MPE

X= 7

4x-7=21

4(7)-7=21

28-7=21

21=21

Great job class!

topic?

None, ma’am!

F. Developing Mastery

Now let us have a short activity. This

will be done by group so please go

back to your group mates.

ultimate math survivor will be. All you

need to do is to solve for the value of x

in each equation. I will give each group

a cardboard where you will write your

answer. Your group will receive one

point for every correct answer. The

group who will have the highest score

will be declared as the Ultimate Math

Survivor.

Yes, ma’am!

Okay let us start.

X + 13 = 28

15

2x + 3 = 21

9

x- 20 = 6

26

5x - 4 = 26

6

12x = 48

4

concepts and skills in daily living

group, same position. Clap your hands

if you are done.

linear equation. Write the word on the

blank that matches your answer.

X + 14 = 26; way X + 3 = 29 ; to

X – 8 = 19 ; you X + 7 = 18 ; the

X – 5 = 20 ;want X – 12 = 9; others

4 21 11 12 27 25

22 26 4 27

(The students will start doing the activity.)

(Group one will clap their hands.)

the other group.

Treat others the way you want

4 21 11 12 27 25

22 26 4 27

hands.)

Group one representative kindly

explain you work.

(One representative of the group will explain

their work.)

Great job class! Now can you relate

that quotation to our topic for today?

(The students will raise their hands.)

Yes, Erika.

The quotation means that whatever you do to

others, it will also go back to you. It is just like

solving linear equation, whatever you

add/subtract to the left side you should also

add/subtract to the right side.

Very well said!

Why do you think solving an equation

similar to keeping a scale in balance?

keeping a scale in balance and solving linear

equation both need that the right and the left

sides are equal.

Excellent!

abstraction about the lesson

Let us have another activity. I have here

questions that you need to answer. If

you answer the question correctly, you

will receive plus two points in our quiz.

If you want to answer just raise your

hand.

in the form a x + b = c, where a,

b, and c are any value?

Linear Equation

2. Find the value of x in x - 4 = 12.

x = 16

3. What property was used to solve

the equation?

Addition property of equality

4. Find the value of a in 2a - 12 = 26

a = 19

5. What property was used to solve

the equation?

Addition property of equality and

Multiplication property of equality

Excellent work class!

I. Evaluating Learning

Let us now have a short quiz.

Kindly get a one-half sheet of

paper.

Solve each equation and check your

solution.

1. x + 3 = 16

2. 2a + 6 = 10

3. d – 14 = 5

4. 3b – 30 = 12

5. h – 12 = 5

1. x + 3 – 3 = 16 – 3

x = 13

13 + 3 = 16

16 = 16

2. 2a + 6 – 6 = 10 – 6

a=2

2(2) + 6 = 10

10 = 10

3. d – 14 + 14 = 5 + 14

d = 19

19 – 14 = 5

5=5

4. 3b – 30 + 30 = 12 + 30

3 b = 42

b= 14

3(14) - 30 = 12

12 = 12

5. h -12 + 12 = 5 + 12

h = 17

17 – 12 = 5

J. Additional activities for application 5=5

or remediation

For your assignment.

Answer the following problems.

1. Leorence has P5 500 in her

savings account. This is P2

100 more than Nicole. Write

and solve an equation to

find the amount Nicole has

in his saving account.

2. A book was on sale for

P450. The sale price was

P125 lower than the regular

price. Find the regular price.

Prepared by:

Krisnyl Ianne E. Dimaranan

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