ANITHA.

M
MATHEMATICS
REG.NO:13978001
K.U.C.T.E KYM
LESSON PLAN


Name of the teacher: Anitha. M S. t. d: 8
Name of the school : S. t. r:
Name of the Subject: Mathematics Expected time: 40 min.
Name of the Unit : Equations Age level: 13
+

Name of the Subunit: Equations Date: 13/09/2014
Curricular statement
Through observations, discussion, activity and inference the pupil
understands the concept of Equations.
Content analysis
Terms:
Equations, numbers, variables, symbols
Facts:
A number is a mathematical object used to count, label, and
measure.
Counting numbers are also known as natural numbers.
Variables are letters that can be used to represent numbers.
Concept:
A statement that the values of two mathematical expressions are
equal indicated by sign =
Process:
The activity provided to understand the concept of Equations.


Learning outcomes

1. The pupil remembers about the above mentioned terms, facts,
concepts, process etc.

The pupil;
i. Retrives relevant knowledge about the concept of numbers.
ii. Identifies the process to finding an equations.
2. The pupil understands about the properties of equations.

The pupil;
i. Explains the process of finding the equations.
ii. Categorizing the values of in the situations of calculations.
3. The pupil applies his\her understanding about concept equations.

The pupil;
i. Executes the steps for solving a given problem.
ii. Implements similar method to solve another problem.





Related knowledge

Knowledge about numbers.
Knowledge about variables.
Knowledge about symbols.
Knowledge about letters.
Knowledge about all mathematical operations.

Teaching learning resources

Charts
Projector
Classroom instruments


Classroom interaction procedure


Expected response

The teacher enters the classroom and makes
a friendly interaction with students.
The teacher asks the pupil what does this
symbol (=) means?

The teacher asks can someone give me an
example of when you would use an equal
sign.

The teacher tells the pupils the meaning of
equations, introduce the idea of a variable.
The idea that a symbol such as a letter can be
part of an equation or expression may take
some getting used to.

Teacher draw a pan balance on board.

The teacher asks the pupil can anyone tell me
what equation this picture show?



Lead them to see that the balance
represents the equation 5+7=12. Remind




Place an equal sign on the board


7+3=10


















It is balanced.






them that an equation must balance: both
sides must be equal.
Look at this equation.
2+4 =
This equation is an open mathematical
sentence.
The box represents an unknown value.
Can you find the value for the box?
In an equation, the equal sign indicates that
the quantities on each side must be equal.
You can think of an equation as a pan balance
with the equal sign as the balance point.


The teacher asks the pupil can anyone tell me
what equation this picture shows?





Now look at the next picture.






2+4=6















Each pan has 7 on it. So it is
balanced.










It is balanced too.
Is the statement is true? Give reason.

If we add two to the left pan above the side
would go down. While the right side would go
up since 6+1+2 is greater than or heavier than
seven.

If the figure shows the pan is balanced

Is the statement is true?
But if we add two to both pans, the scales
would remain balanced since both sides
would yield a sum 9.









Yes, Because the total on each side
is 7.















No.







The goal is to balance both sides of the
equation. Think of the center bar as the equal
sign. A key rule for working with equations is
that you can add the same number to each
side or multiply each side by the same
number and the sides will stay equal. You
must do exactly the same operation to each
side, though, or the equation will become
unbalanced.
When introducing equations it is important
for students to understand the idea that the
left side of the equation should be equivalent
to right side.
The teacher write an equation 3=3 on the
board.
Then the teacher asks the pupils;
Is the equation 3=3 a true statement?




Then teacher write another equation on the
board.

























Yes, because the right and left side
of the equation is equal.









Write the equation x-3=8 on the board.
Then teacher asks questions based on the
equation.
What is the value of the right side of this
equation?
What is on the left side?
What is the x?
What does it stand for?
The teacher write the x-3+3=8+3 on the
board.
Is this still a true equation?



What is the value of the right side of the
equation now?

The same number is added to the both sides
of the equation then remains same.
Write x=11 on the board.

Is the statement is true?

How can you check to see if thats the right
value for x?





8

x-3

a variable

an unknown number

if dont remember that they can add
the same number to each side of an
equation and keep it true, remind
them.

8+3=11





Yes.

If no one suggests putting the value
back in the original equation. Then
the equation is true when x=11.


Review
o What does this symbol (=) means?
[R-remember]
o Is the equation 9=9 a true statement?
[Understands]
o What do you mean by equations?
[R-remember]
Follow up
If x-5=9, find the value of x?