Beruflich Dokumente
Kultur Dokumente
Student Preparedness
Learning Preference
Content Standards
References/Materials
Experience Holliday, B., Cuevas, G., Moore-Haris, B., Carter, J., Marks, D.,
Casey, R., Day, R., Hayek, L. (2006). Algebra 1. Columbus, OH:
Glencoe/McGraw-Hill Companies, Inc.
Nivera, G. (2014). Grade 7 Mathematics (Patterns and
Practicalities). Makati City: Don Bosco Press, Inc.
LCD
Chalk and board
Strategies
Difficult tasks are done by groups because the whole duty can be
disseminated to the members. Freeloaders are discouraged in the group
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan
Nexus
Let the students recall about the properties of equality and solving linear
equations in one variable.
Objectives
T: Everybody stand for the prayer. *prayer* You may now take your
seats.
Drill
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan
1. 4, 2, 3
LCM: 12
2. 𝑥, 𝑥 2 , 𝑥 5
LCM: 𝑥 5
3. 2𝑥, 𝑥, 3
LCM: 6𝑥
4. 2, 4, 6𝑥
LCM: 12𝑥
5. 6𝑥, 2𝑥, 4
LCM: 12𝑥
Problem
S: Mark can paint a room in 6 hours. Carl helped him to paint. They can
finish the job in 4 hours. How long would it take Carl to paint the room
alone?
S: Mark can paint a room in 6 hours and Mark and Carl can finish the job
in 4 hours.
T: We know that Mark can finish painting the room in 6 hours. If Mark
painted the room for an hour already, then he had finished 1/6 of the
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan
whole job. That would then be Mark’s rate. Since we don’t know Carl’s
rate, we simply let x be the number of hours it would take for Carl to do
the job. So, If Carl painted the room for an hour already, so he had
finished 1/x of the whole job. We would then multiply the number of hours
they can finish painting the room – 4 hours – to both Mark and Carl’s
rate. Then we add both of the products and equate to 1 (representing 1
whole job done).
1 1
(4) + (4) = 1
6 𝑥
4 4
+ =1
6 𝑥
4𝑥 24
+ =1
6𝑥 6𝑥
4𝑥 24
6𝑥 ( + ) = (1)6𝑥
6𝑥 6𝑥
4𝑥 + 24 = 6𝑥
24 = 2𝑥
12 = 𝑥
𝑥 = 12
Checking:
1 1
(4) + (4) = 1
6 12
4 4
+ =1
6 12
8 4
+ =1
12 12
12
=1
12
1 = 1, 𝑡𝑟𝑢𝑒
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan
3. Associate the unknown variable with the values given in the problem.
And let us not forget the formula for work, work = rate x time.
Problem
John can paint the interior of his house in 15 hours. If he hires Jude to
help him, together they can finish the job in 9 hours. If John lets Jude
work alone, how many hours will it take Jude to paint the interior of
John’s house?
S: John can paint the interior of his house in 15 hours. Together, they can
finish the job in 9 hours.
S: How many hours will it take Jude to paint the interior of John’s house?
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan
T: Let’s now represent the unknown with a variable. We know that the
unknown is the time for Jude to paint alone. We simply let x be the
number of hours it would take for Jude to pain. So, if Jude painted the
house for an hour already, so he had painted 1/x of the interior of the
house. That would then be Jude’s rate. Next, we will associate the
unknown variable with the values given in the problem. We know that
John can paint the interior of his house in 15 hours. If John painted the
house for an hour already, then he had finished painting 1/15 of the
house. That would be John’s rate. Since we are already done associating
the unknown variable with the given values, we can now form an
equation.
1 1
(9) + (9) = 1
15 𝑥
We multiplied the number of hours they can paint the interior of the house
– 9 hours – to both John and Jude’s rate. We also added both of the
products and equate to 1. (representing 1 whole job done)
1 1
(9) + (9) = 1
15 𝑥
9 9
+ =1
15 𝑥
9𝑥 135
+ =1
15𝑥 15𝑥
9𝑥 135
15𝑥 ( + ) = (1)15𝑥
15𝑥 15𝑥
9𝑥 + 135 = 15𝑥
135 = 6𝑥
1 1
(135) = (6𝑥)
6 6
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan
45
=𝑥
2
T: After solving, let’s now prove and check our answers. Let’s substitute
the value of x from our solution to the equation:
1 1 45
(9) + (9) = 1;@ x=
15 𝑥 2
9 9
+ =1
15 𝑥
9 9
+ =1
15 45
2
9 2
+ =1
15 5
9 6
+ =1
15 15
1 = 1, 𝑡𝑟𝑢𝑒
Therefore, it would take 22 hours and 30 minutes for Jude to paint the
interior of the house alone.
Closure
Content-Focused Reflection
worth cherishing?
Internal
Students will realize that in finding the work, the formula must be
followed.
It is also hoped that they will realize the importance of mastering the
current lesson for them to use it in other contexts.
External
Tiko and Julio have decided to start a lawn care service in their
neighborhood. In order to schedule their clients in an organized manner,
they compared notes on how long it took each of them to mow the same
yard. Tiko could mow and trim Mr. Harris’ lawn in 3 hours while it took
Julio 2 hours. How long would it take if they work together?
Let x be the time for Tiko and Julio to do the job together.
1 1
Action (𝑥) + (𝑥) = 1
3 2
2 3
(𝑥) + (𝑥) = 1
6 6
5
𝑥=1
6
6 5 6
( ) 𝑥 = 1( )
5 6 5
6
𝑥=
5
Check:
1 6 1 6
( )+ ( )= 1
3 5 2 5
2 3
+ =1
5 5
1 = 1, 𝑡𝑟𝑢𝑒
6 1
Therefore, it would take hours or 1 5 hours or 1 hour and 12 minutes for
5
Tiko and Julio to finish the job.
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan
Homework
Abbey has a lawn care service. One day she asked her friend, Jamal to
work with her. Normally, it takes Abbey 2 hours to mow and trim Mrs.
Harris’ lawn. When Jamal worked with her, the job took only 1 hour and
20 minutes. How long would it have taken Jamal to do the job himself?
1 4 1 4
( )+ ( )=1
2 3 𝑥 3
4 4
+ =1
6 3𝑥
4 4
6𝑥 ( + ) = 1(6𝑥)
6 3𝑥
4𝑥 + 8 = 6𝑥
4𝑥 + 8 − 4𝑥 = 6𝑥 − 4𝑥
Evaluation
8 = 2𝑥
1 1
( ) 8 = 2𝑥 ( )
2 2
4=𝑥
𝑥=4
Checking
1 4 1 4
( )+ ( )= 1
2 3 4 3
4 4
+ =1
6 12
8 4
+ =1
12 12
1 = 1, 𝑡𝑟𝑢𝑒
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan
Prepared by:
Evaniza Ayosep