THE UNIVERSITY OF TRINIDAD AND TOBAGO

SCHOOL FOR STUDIES IN LEARNING, COGNITION AND EDUCATION

BACHELOR OF EDUCATION PROGRAMME

LESSON PLAN- MATHEMATICS SPECIALIZATION ( SECONDARY)

NAME: Neesha Ramnarine

DATE:

CLASS: Form Four

SUBJECT: Mathematics

AGE RANGE: 14-16 years

ABILITY LEVEL: Low Ability

NO. PRESENT: 22 students

TOPIC: Solving Simultaneous Equations: Elimination Method (Reinforcement Lesson)

DURATION: 30-35minutes

OBJECTIVES:

At the end of the lesson students will be able to:

1. Solve simultaneous equations by the elimination method involving fractions by

manipulating the equations using mathematical operations. (Cognitive/Application)

2. Participate in classroom activities individually and in groups. (Affective / Valuing)

PREVIOUS KNOWLEDGE, SKILLS AND EXPERIENCES:

 Solving algebraic equations

  Subtitution
 Transposing variables in an equation
 Simplifying algebraic expressions

MATHEMATICAL PROCESSES:

 Connections- This mathematical process will be employed to help students to be able to

recognize and apply the concepts of simultaneous equations in context outside of

mathematics. Questioning strategies will also be used to create connections and also the

teacher and students will use other disciplines for contexts for mathematical situations

involving that of simultaneous equations.

 Communication: This mathematical process will be employed when students are

participating in their group work activities, so they will be able to share ideas and provide

feedback for each other.

 Develop and apply mathematical knowledge through problem solving in solving these

problems.

 Develop mathematical reasoning through the problems.

 Develop visualization skills to assist in processing information, making connections and

solving problems.

THE LEARNING ENVIRONMENT:

The teaching/learning space should facilitate flexible movement by the teacher. The teacher’s

desk will be located to the front of the classroom and the students seated in either pairs or trios

with their attention directed to the teacher. During the course of the lesson, the seating

arrangements of the children will be subject to change to accommodate group work for the set
induction and the class discussion which will follow. Resources will be easily accessible for both

teachers and students when required.

CLASSROOM MANAGEMENT STRATEGIES:

To keep students on task with the lesson continuous questioning throughout the lesson will be

employed as well as hands-on activities that will help maintain student involvement and

motivation throughout the lesson in which they will be working in groups. Continuous

movement of the teacher in the classroom will be done throughout the lesson. Students who are

disruptive will be given stern eye-contact to get the message across or will be moved closer to

the front of the classroom so as to be monitored throughout the lesson.

ENERGISERS

When students begin to lose interest during the lesson the teacher will engage them in a

classroom game or an activity or puzzle relating to the concept being taught.

THEORETICAL UNDERPINNINGS

In carrying out this lesson, I will draw upon several theories such as that of Vygotsy’s discovery

learning where the students will discover and explore the idea of points, lines and rays in their

environment for themselves. Vygotsky’s key idea of scaffolding will also be employed to assist

students throughout the lesson. Paiget’s formal operational stage of development will also be

taken into consideration where students will be able to begin to think more abstractly using

simultaneous equations.
RESOURCES:

 Worksheet/Activity Sheets
 Chart/Pictures

SET INDUCTION: To begin the class students will be engaged in a game. Have students’

names in a box. The teacher will choose first; the first name she chooses, that student will stand

and say the first step involved when solving a simultaneous equation by elimination. When this

student answers, allow him/her to choose a name from the box, this student will stand and say

the 2nd step involved and so on….

Transition: Today we will learn how to solve some more challenging problems involving
simultaneous equations.

MAIN IDEAS/ UNDERSTANDINGS/FOCUS

To solve simultaneous equations:

1. Make the numbers in front of x or y (coefficient) the same value for both the equations
2. Are the signs belonging to the paired coefficient the same?

- If YES subtract the two equations (Same signs subtract)

- If NO add the two equations

Then either add the equations or subtract one equation from the other (whichever is appropriate)
to form a new equation that only contains one variable. This is referred to as eliminating the
variable.
3. Solve the remaining equation to find a value
4. Then substitute the value found for the variable in one of the given equations and solve it
for the other variable. Write the solution as an ordered pair.
5. Substitute both x and y values back into both equations to see if these values are
correct.

STEP-BY-STEP PROCEDURES/ACTIVITIES IN THE LESSON

 1. Introduction and rules for classroom management, distribution of name tags.

2. Set Induction: Game

3. Demonstration/Discussion/Questioning of steps involved when solving simultaneous

equations

4. Activity/Sectional Review/Closure:
- Have students work into groups-let each group come up with their own group name.
- Students will be engaged in a game where they will choose from either of 3 boxes; a
box with ‘same coefficient equations’-They will be required to work out their
simultaneous equations. This box will be worth 50 points.
- The other box will contain equations where the coefficients must be either multiplied
or divided to be solved. This box will be worth 100 points.
- The third box will contain simultaneous equations involving fractions. This box will
be worth 200 points
- A volunteer from each group will be called. Call on another
volunteer and continue the process until the class has discussed each problem done.

5. Assessment: Journal

QUESTIONING STRATEGIES
1. Do we have any unknowns in this equation?
2. What are the unknowns, what do we want to find?
3. Can we form 2 equations using this problem, what are they?
4. Does this look familiar?
5. What did we do?
6. What do we have?

CONTENT:

TEACHING POINTS TEACHING STRATEGIES LEARNING ACTIVITIES

To solve worded Demonstration/Guided Practice Students will actively
simultaneous equations: participate in the group
Given : x + y = 45 --------(1) activities to solve the
1. Make the numbers in
x – y = 15 -------(2) simultaneous equations.
front of x or y Therefore (1) + (2) 2x = 60
(coefficient) the same x = 30
Therefore (1) 30 + y = 45
value for both the
y = 15.
equations Therefore the numbers are 30 and 15
2. Are the signs belonging
1/2x+ 2y = 3 (1)
to the paired coefficient
2x + 3y = 7 (2)
the same? It is easiest here to multiply (1) by 4 and
then subtract (2) from it.
- If YES subtract the two In this way we do not have unnecessary
equations (Same signs fractions. We find:
2x + 8y = 12 (3)
subtract)
2x + 3y = 7 (4)
- If NO add the two Subtracting them cancels the x’s and
equations yields
5y = 5
Then either add the y = 1
Substituting this into (3) yields x = 2.
equations or subtract one
The solution, x = 2 , y = 1 ,
equation from the other can be checked by substitution into (2).
(whichever is appropriate)
EX 2: x/2 +y/3 = 13/6
to form a new equation that
2x/7-y/4= 5/14
only contains one variable.
This is referred to
a. Independent Practice
as eliminating the variable. Students will be engaged in group work
3. Solve the remaining to solve the following: (see Activity)
 50 points
equation to find a value - x+5y=34
4. Then substitute the value x-5y=-6

found for the variable in - 2x+5y=4

one of the given 2x-2y=18

equations and solve it - y=x+1

for the other variable. x+y=3

Write the solution as

 an ordered pair. - x+y=4
5. Substitute both x and y 2x-y=5
- y=2x-4
values back into both
3x+y=11
equations to see if these
 100 points
values are correct.
- 2m+n=0
m+2n=3

- y-2x=1
3x-4=1

- 4x=y+7
3x+4y+9=0

- 3x+2y=10
4x-y=6

- a-2b=9
2a+3b=4

 200 points
- 3w-2z = 9
2
6w-z = 9
5
- 5(2w-2)=7w+1
3(3w+2)=5(w-2+12)
- 3(m-n)-8(m+n)=7
2(m+n)+5(m-n)=-65
- x/3-y/2+1+0
6x+y+8=0
- x-2 + y-1 = 13
3 4 12
2-x + 3+y =11
2 3 6

SECTIONAL REVIEW /CLOSURE:Students will be place in groups of 5. Each group will

come up with their own group name and will choose from a bag a worded problem which
requires them to form and solve a simultaneous equation. Each group will choose a person to do
each one of the following:
i. Write and do the problem on the board
ii. Explain the first step-Defining variables and writing equations
iii. Explain the second step-Elimination Process
iv. Explain the third step-Substituting the first value to get the second value.
v. Substitute the values back into the equation to check the answer.
ASSESSMENT:
Students will be required to write a journal where they would describe what was learnt today and

what they had problems with.

TEACHER’S LESSON APPRAISAL:

CONTINUATION/ FOLLOW –UP: Worded Simultaneous Equations using the Elimination

Method

TUTOR’S COMMENTS:

x+5y=34
x-5y=-6 y=x+1
x+y=3
2x+5y=4
2x-2y=18 x+y=4
2x-y=5 3x+y=11

y=2x-4

2m+n=0 3x+4y+9=0
m+2n=3
3x+2y=10
y-2x=1 4x-y=6
3x-4=1
a-2b=9
4x=y+7 2a+3b=4

3w-2z = 9 5(2w-2)=7w+1
2 3(3w+2)=5(w-2+12)
6w-z = 9
5 3(m-n)-8(m+n)=7
2(m+n)+5(m-n)=-65

x – y + 1=0
3 2
6x+y+8=0
 x-2 + y-1 = 13
3 4 12
2-x + 3+y = 11
2 3 6

50 POINTS

100 POINTS

200
POINTS