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# A Detailed Lesson Plan in Mathematics

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

## III. LEARNING RESOURCES

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

## Teacher’s Activity Students’ Acitivity

Preliminary Activities
1. Prayer
Let us all stand and feel the
presence of our Lord. Mica, kindly
(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.)

## Those who are holding blue shapes will

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.

## This activity is entitled “Call My

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!

## B. Establishing a purpose for the lesson

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.

## C. Presenting examples/instance of new

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

## D. Discussing new concept and

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.

## 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.
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

## What happens to the balance scale if

you subtract 17 from the expression on
the left pan?
x + 17 - 17 20

## (The students will raise their hands.)

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.

## What will be left in each pan after you

simplify the equation?

x 3

## (The students will raise their hands.)

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?

## We subtracted 17 from the both sides of the

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.

## The left side and the right side of the equation

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?

## (The students will raise their hands.)

Yes, Nicole.
In solving linear equations, we need to balance
both the right side and the left side of the
equation.
Excellent!

## E. Discussing new concepts and

practicing new skills #2

## Find the solution of the following

equation and state what property of
equality was used to solve the equation.

Example 1. x - 4 = 9

## Who wants to try to solve our equation?

(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

## Who wants to solve the equation?

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

## Who wants to solve the equation?

(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!

## Are there any question regarding our

topic?
None, ma’am!
F. Developing Mastery
Now let us have a short activity. This
will be done by group so please go

## In this activity we will see who the

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
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

## G. Finding practical applications of

concepts and skills in daily living

## Let us have another activity. Same

group, same position. Clap your hands
if you are done.

## Find the quotation by solving each

linear equation. Write the word on the

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

## X – 6 = 16; them X + 6 = 10; treat

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.)

## Group one is now done let us wait for

the other group.
Treat others the way you want
4 21 11 12 27 25

22 26 4 27

## (Group one and group two will clap their

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
Very well said!
Why do you think solving an equation
similar to keeping a scale in balance?

## They have a common principle, because

keeping a scale in balance and solving linear
equation both need that the right and the left
sides are equal.
Excellent!

## H. Making generalization and

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.

## 1. What do you call an equation that is

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?
4. Find the value of a in 2a - 12 = 26
a = 19
5. What property was used to solve
the equation?
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
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
Applicant