Beruflich Dokumente
Kultur Dokumente
+
, then
) 4 ( 3
3
5
3 x
x
,
`
.
| +
f. If 7x + 12 = 17, then 7x + 12 10 = 17 10
g. If 12x = 48, then
12
48
12
12
x
h. If 7 + 3x = 4x 5, then 7 + 3x 2x = 4x 5 2x
i. If , 5
7
3 2
4
6
3 2
+
+ x x
then 4 5
7
3 2
4 4
6
3 2
+ +
+
+ x x
j. If 3(5x 4) = 18, then
3
18
3
) 4 5 ( 3
x
2. What must be the numbers in the boxes below to make the equation true?
One possible set of numbers are the solutions to the equations below. Solve the equations by applying the different
properties of equality and write your answers in the boxes provided.
a. x + 15 = 22
b. 5x = -15
c. 3x + 8 = 32
d. x 11 = -9
e. 2
2
x
f. 7 3x = -2
49
x + - + x + - = -
13
a b c d e f g h i j
g. 10
3
5
x
h. 6x 11 = -23
i.
6
2
3
+ x
j. 4(x 17) = -28
3. Solve each of the following equations and write the properties of equality used.
a. x + 5 = 27
b. m 8 = 45
c. 5p = 65
4
7
.
m
d
e. 2n 7 = 39
f. 3a 7 = 14
g. 4(x 5) = 20
16
5
2
.
+ m
h
8 9
2
3
.
a
i
j. 9 3(x + 5) = 27
Other suggested activities:
1. PowerPoint with Hyperlinks presentation illustrating the different properties of equality and how they are applied in solving
first degree equations.
2. Practice exercises in solving first-degree equations applying the different properties of equality. Use worksheets.
3. Journal writing on situations or experiences involving equations and inequalities that need to be valued by every learner.
Sample Activity: Journal writing
50
Write a journal of the history of your savings account for the month of December, 2009. Include the tabular record, the
formula for each week savings, and the formula for the total deposit for December.
Solution: Note. The rubric distribution of points is indicated.
A. My initial deposit for the month of December was Php200.00. On the second week of the month, I deposited 50 more
than twice my initial deposit. Thus, I deposited Php450.00 on the second week. On the 3
rd
week, I deposited half of
1 point the amount I deposited on the second week, which is Php225.00. My last deposit for the month of December is equal
to the sum of my initial deposit and my first deposit, which is Php650.00.
Below is the table showing my deposits for the month of December and then formulas.
B. 1. Let first week be x, C.
2. Second week: 2x + 50
2 points 3. Third week: x/2 1 point
4. Fourth week: x + (2x + 50)
D. Hence, my deposit is:
A = x + (2x +50) + x/2 + [x + (2x+50)]. 1 point
So, the total score is 5 points.
(See Transfer)
Creating/posing and solving problems
1. Santino is running for class president. By 11:00 AM on election day he has 35 votes and his opponent has 45 votes.
Thirty-five more students will be voting. Let x represent the number of students (of the 35) who vote for Santino.
a. Write an inequality that shows the value of x that will allow Santino to win the election.
b. What is the smallest value of x that is a solution of the inequality?
2. Kudzu is a type of Japanese vine that grows at a rate of 26.4 cm per day during summer. On August 1, the length of 1
vine was 1,320 cm. What was the length on July 1? Use verbal and algebraic models to solve the problem.
Dates Amount Cumulative Sum
First Week Php200.00
Second Week Php450.00 Php650.00
Third Week Php225.00 Php875.00
Last Week Php650.00 Php1 525.00
51
Attachment to Quarter III
Rational Algebraic Expressions
(See Explore)
Show the following figures on the board and ask students to observe them. (Physical models could also be used.)
Ask the following questions:
1. What can you say about the 3 figures?
2. What does each shaded part represent?
3. If the 3 figures have the same sizes, how are the three shaded parts related?
4. How would you show that the three shaded parts are equal or the fractions representing them are equivalent?
5. How would you simplify the following fractions?
52
a.
36
24
d.
54
45
b.
56
35
e.
18
12
c.
48
32
6. When do you say that a fraction is in its simplest form?
(See Firm Up)
Group Activity 1:
Mr. Gabriel has a farmland which he subdivided equally among his 6 children and 22 grandchildren.
1. How would you represent the area of Mr. Gabriels farmland?
2. If one-third of Mr. Gabriels farmland is given to his children, what expression represents the part of the land they would
receive? How about the part of the land each child would receive?
3. If the remaining part will be shared by the grandchildren, what expression represents the part of the land they would receive?
How about the part of the land each grandchild would receive?
4. How would you describe the expressions you got in (c) and (d)?
5. How would you compare these expressions with the fractions which you already studied before?
6. How would you differentiate rational numbers from rational expressions?
7. Which of the following are rational algebraic expressions? Explain your answer.
a.
2
4
x
x
f.
5
5
+
x
x
; x = 5
b.
4 4
4
2
2
+ +
x x
x
g.
( )( ) 3 2
6 5
2
+
x x
x x
53
c.
7
3
h.
x
x x x
3
6 12 3
2 4
+
d.
x 2
5
i. 4
4
+
x
e.
3 2
27 8
3
x
x
j.
3
3
3
x
x
Class Discussion: (Results of the activity)
(See Deepen)
a. The following are rational algebraic expressions.
a.
2
4
x
x
b.
2
4 2 + x
c.
9 6
9
2
2
+ +
x x
x
d.
x x
x x
8 2
12 7
2
2
+
+ +
1. Which of the above expressions are expressed in simplest form? Why?
2. Why do you say that the others are not written in their simplest form?
3. How would you simplify these expressions? Give the steps.
4. What mathematics concepts or ideas would you apply to simplify the expressions?
5. How would you apply these mathematics concepts or ideas in simplifying rational algebraic expressions?
6. Express the given rational algebraic expressions in their simplest form.
b. Is 1
2
+
3.
3
2
7.
3
1
11. 4
4. 6 8. -1
59
Start here
Attachment to Quarter IV
System of Linear Equations and Inequalities
(See Explore)
1. Pose a Problem:
Andrea who lives in a condominium in Makati plans to avail herself of one of the parking packages being offered by the
condominiums management
Package A: Space Rental: P3000 per year
Monthly Dues: P200 per month
Package B: Space Rental: P4000 per year
Monthly Dues: P100 per month
2. Ask the Questions:
Which parking package should she avail? Why? When is one package cheaper?
3. Introduce the system of linear equations in two variables and discuss related lessons.
(See Firm Up)
Divide the class into three groups. Each group will be assigned to graph a system of linear equations using any method of
their choice and to answer the following guide questions. Two representatives from each group will then be asked to present their
work to the class.
Sketch the graph of the given system of equations. Identify the slopes and y-intercepts of the two lines in the system and
then answer the questions that follow.
60
Group 1:
'
+
6
1 0
y x
y x
Group 2:
'
3
1
y x
y x
Group 3:
'
+
+
9 3 3
3
y x
y x
Guide Questions:
1. What is the slope of the first line in your system? second line?
2. What is the y-intercept of the first line in your system? second line?
3. What do you notice about the slopes and y-intercepts of the linear equations in your system?
4. Describe the graph that you sketched. What kind of lines is formed?
After each group presentation, discuss the different kinds of systems of linear equations. Let the students identify the
characteristics of each system based on their previous activity.
Use the following questions as guide.
What can you say about the slopes and the y-intercepts of:
1. consistent system of linear equations in two variables?
2. inconsistent system of linear equations in two variables?
3. dependent system of linear equations in two variables?
(See Deepen)
Technology Integration:
Teach the students how to use the graphics calculator to investigate the graph of a given system of linear equations.
1. Identify the slopes and y-intercepts of the lines in each of the following systems and then identify what kind of system
it is.
61
-3
-2
-1
0
1
2
3
4
5
y
-4 -2 2 4
x
-4
-2
0
2
4
y
-4 -2 2 4 6 8 10
x
-4
-2
0
2
4
y
-6 -4 -2 2 4
x
-4
-2
0
2
4
y
-4 -2 2 4
x
a.
'
+
+
1 2 3 3
4
y x
y x
b.
'
+
+
1
3 2
x y
y x
c.
( )
'
2
5
3
1
1 0 5 3
x y
y x
d.
'
+
1 2
3 2
x y
x y
2. Analyze the graphs. What kind of system of linear equations is represented by each graph?
a. b.
c. d.
62
y
x
y
x
y
y
x
x
(See Transfer)
Allow students to design competitions, puzzles, games, etc.
63
Rubrics:
1. Scoring Guide (Rubric) for Problem Solving 2. Rubric Scoring Guide for Graphing
3. Rubrics Scoring Guide for Journal Writing
Points Description
5
Writes a clearly stated main idea, topic and presents supporting details in a logical order. The
journal is written with correct use of conventions (grammar, punctuation, capitalization, and spelling)
4
Writes clearly stated main idea, topic and presents supporting details in a logical order. The details
may not be as complete as it could be. The journal is written with generally correct use of
conventions.
3
Writes a clearly stated main idea, topic but presents some unrelated details. There are few errors in
the use of conventions.
2
Writes a main idea, topic but not clearly stated. Details may not be presented in a logical order, or
some of the information may be inaccurate. The journal may include some errors in the use of
conventions.
1 No accurate understanding of topic/subject.
Points Criteria
3 Understood the problem, performed the correct
operation/s, and got the correct answer.
2 Understood the problem, performed the correct
operation/s, and got an incorrect answer
1 Attempted to solve the problem, performed an
incorrect operation/s and got an incorrect
answer.
Got the correct answer, but no solutions/wrong
solution.
0 No attempt
Points Criteria
3
The graph is correct.
Properly labeled
2
Graph is correct, but not labeled
properly
1 Graph is incorrect
0 No attempt
64