LANGUAGE ARTS LESSON PLAN

TEACHER:_Kherion Miranda__
DATE : 23rd FEBRUARY 2020
CLASS__Canaan 2nd form Rem. Math
TIME _40 minutes___
UNIT NAME: _Algebra 1 Linear Equation

TOPIC & SUB-TOPIC___ __Worded Problems Linear equations

REFERENCES (exclude class text Include page

numbers). Use APA format
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 266 - 670.
 https://www.google.com/url?sa=t&source=web&rct=j&url=http://
 www.wallace.ccfaculty.org/book/1.8%2520Number%2520Problems.pdf&ved=

PREREQUISITES Before introducing this topic, students should:

 Know the meaning of Algebra
 Be able to use symbol to represent a number
 Solution of linear equation with one unkown

Pre-Knowledge:-
o Student can tell between equation and inequality
o How to transfer from L.H.Sleft hand side. to R.H.S. Right Hand side
o Steps to solve for a variable
Skills:-
1. Analyse word problem
2. Simplify linear equation.
3. Compute basic arthmetic operations of quantities properly.
4. Share a quantity in a details according to question.
1.
1. Cooperate in pair activity.
2. Willingly communicate findings of group activity.
3. Carefully follow instructions
Technology Technology strategies: linear equation. Song will be played
Materials & Resources for Teacher Materials & Resources for each group/student

1. Speakers, music player 1. Text book

2. Board Markers 2. Pen, pencil
3. Printed Class work 3. Folder sheet
4. Token
4. Calculator
LEARNING OUTCOMES 1.At the end of this lesson students will be able to analyze and solve word linear
equation using previous knowledge
2. set up information given in a worded problem in algebric form.

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CONCEPT OR PRINCIPLE

Word problems can be tricky. Often it takes a bit of practice to convert the

english sentence into a mathematical sentence. This is what we will focus on here

with some basic number problems, geometry problems, and parts problems.

EXAMPLES:
1. If 28 less than five times a certain number is 232. What is the number?
OBJECTIVES Students will be able to: Classification
(ensure that 1. Discuss what are worded linear equation COGNITIVE DOMAIN
objectives are (Comprehension)
measurable ) 2. Identify what is the variable to be found In a
COGNITIVE DOMAIN
given problem. (Application)
3. Rightly set up an equation using the
information given, to find the unknown. PSYCHOMOTOR (if applicable)

4. Create their own worded linear equation for AFFECTIVE DOMAIN

peer to solve. (Value)

SKILLS

During this lesson, the student will be engaged in the following skills. Add or delete sub-skills to any of the following
five types of skills.
1. COMPREHENSION SKILLS
 Compare given information
 Identify the unknown variable
2. PRINT SKILLS
 E.g. recognize the important of writing the given information
3. LANGUAGE SKILLS
 Write the found unknown variable in a complete sentencete

DIFFERENTIATION STRATEGIES 1.
2.
3.
4.
ASSESSMENT STRATEGIES 1. Practice examples on the board
Include both formative and/or 2. Given work sheet to be graded
summative assessment as needed. 3. Oral questioning
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 4. Peer Assesment

ACTIVITIES:

Introduction: (10 minutes) (Oral questioning strategies)

1. Equation song will be played.
2. Students will be asked to identify the way to find an unknown variable, using notes from previous class.
3. Students will the be told that today we will learn to read minds.
E.g. I think of a number, double it, then add three. The result is 12. What number did I think of ?
4. Students will be given a 2 minutes to write down there answer
5. Teacher will then tell Class how much students got the answer and solve on board.
Write examples on chart paper.
Development: (25 minutes)

1. Direct instruction: Using examples from chart paper, teacher will explicitly explain modal verbs and
expressions.
2. Whole class discussion: Students will be randomly selected to identify three modal verbs and to explain.
3. The teacher will give feedback and make clarifications using examples from teacher made chart.
4. Students will get into their groups to discuss the modal verbs and expressions.
5. Students will construct sentences using the modal verbs.
6. Roundtable: Each group will be assigned one modal verb.
7. The teacher will provide shop paper and markers for the students to write one sentence for each modal
verb and its negative form. They will write based on the school rules, giving permission and what they
think they can do.
8. The student on the left will start writing one of the types of modal verb. The first shop paper will be
passed on the left-hand side so that everyone gets the opportunity to write a sentence. The last group will
start on their right-hand-side and pass the shop paper until it reaches the first group right side.

Consolidation:
Closure: (REMOVE EXAMPLES GIVEN)
Round-robin: The teacher will briefly review modal verbs introduced today by having few students express orally
their completed the sentences.

Conclusion/ Assessment:
Example: The teacher will provide modal verbs on sentence strips and allow the students to manipulate them as
sentence building blocks. This will help the students to write one sentence for each type modal verbs. When they
are finished, they will be paired (shoulder partners) to compare and discuss their sentences. Students will be
selected randomly to share their sentences.

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Extended Activity:
Example: Students will complete a Modal activity worksheet.

REFLECTION

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