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- Sophus Lie_ Joel Merker (ed., transl.) - Theory of Transformation Groups I_ General Properties of Continuous Transformation Groups. A Contemporary Approach and Translation-Springer (2015).pdf
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B. Content Standards: The learner demonstrates understanding of key concepts of algebraic expressions, the

properties of real numbers as applied in linear equations, and inequalities in one variable.

C. Performance Standards: The learner is able to model situations using oral, written, graphical, and algebraic

methods in solving problems involving algebraic expressions, linear equations, and inequalities in one variable.

D. Learning Competency: The learner translates English phrases to mathematical phrases and vice versa.

I.Objectives:

At the end of the session, the students will be able to:

1. understand how each mathematical phrases be translated into mathematical expressions and vice versa

2. translates English phrases to mathematical phrases and vice versa.

3. gained confidence and greater idea on translating verbal phrases to mathematical expressions and vice versa.

B. Materials: LCD Projector, Laptop, Worksheets, Colored cards, marking pen, manila paper,

masking tape

III. Procedures:

a. Routine Activities

• Prayer

• Greetings

• Classroom Management

• Checking of Attendance

•. Reminders

b. Review

• Ask the students about the topics that was discussed last meeting.

What was our lesson yesterday?

Do you have any questions about the topic that was discussed yesterday?

c. Motivation

Introduce Game “ Famous Number”. Let the students form by group and think of “Famous Number”, numbers that

are use in movie titles, books, computer games, etc. The most numbers listed in a group will be declared winner.

d. Lesson Proper

Introduction

A. Introduce to the learners that learning algebra is a little like learning another language. The first step in

learning to “speak algebra” is learning the definitions of commonly used words and then being able to translate

from plain English to the “language” of algebra.

Activity (Provision for Cooperative Learning)

This time,give strips of paper written the commonly used phrase/s for the different fundamental operations and let them fill in the

table on the board.

Ask: 1. What are the words that are used to indicate addition?subtraction?multiplication?division?

C. Show to the learners one at a time each mathematical expression in strips of cartolina for them to state into verbal

phrases.

D. Demonstrate how to translate verbal expressions to algebraic expressions. Discuss the linkage between

some of the vocabulary words and their definition: quotient: quantity. Quotient comes from a word meaning

“how many times.” When you divide you are finding how many times one quantity goes into another. Have

students find correlations between other words. example: triple:triangle (three sides); twice:twin (two people);

decrease:deflate (go down)

Interaction

Activity 2: “Match me up!”

Organize the class into five groups to perform this given activity. Prepare a set of mathematical expressions and another set of

verbal phrases on strips of paper and put each in a separate envelope. Let each group match each mathematical expression into

verbal phrase.There will be remaining phrases that never match to any of the expressions, so ask them to translate them into

mathematical expressions. Let them present their work by group.

Ask: How each mathematical phrases be translated into mathematical expressions and vice versa. ?

What are the common errors in writing algebraic expressions?

In how many ways you can translate mathematical expressions and vice versa?

Integration

A. Round up

Ask: what helped you understand easily the process of translating verbal phrases into mathematical expressions and vice

versa?

B. Application

Let the students make an individual list of algebraic expressions for at least 5 and translate each into verbal phrases.

C. Evaluation:

Paper-pencil test:Translate verbal phrases into mathematical expressions and vice versa.

1. 5x – 4 _________________________________________________________

2. 3 (X + 6) _________________________________________________________

3. x y _________________________________________________________

2

D. Assignment

Prepared by:

Diana R. Calansingin

Adviser

Principal IV

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