Subject: Mathematics

Level: First Form 2. Evaluate algebraic expressions

1. Algebraic expression Duration: 3-6 weeks (Feb 11
 Simplify algebraic expressions
to March 22) 
 What is algebra Addition and Subtraction of
 Interpret algebraic algebraic expressions
expressions  Multiplication and division of
 Use algebraic expressions to algebraic expressions
represent word problems  Substitute numbers for
 Parts of an algebraic algebraic symbols in simple
expression algebraic expressions.
 Expand algebraic expressions

4. Number Sequences using

3. Solving linear Equations Algebra algebraic expressions

 Use algebraic expression

 One step equations to find and solve number
involving addition and
patterns
subtraction
 Use linear equations to
 One-step equations
solve word problems.
involving multiplication and
division.
 Two step linear equations
 Evaluate algebraic
expression and formulae.

Attitudes: Skills:
 Appreciation  Algebraic manipulation
 Collaboration 1  Communication
 Perseverance  Evaluation
Subject: Mathematics

Level: Form 1

Duration: 6 weeks (Feb 11 to March 22)

Unit of Work:

Content Standards:
No. 21 Understand the processes of reasoning with algebraic entities to generalize and represent in symbolic form, and perform arithmetic
operations involving algebraic terms, algebraic expressions, and algebraic fractions.
No. 24 Understand the concept of linear equations, show connections between two or more related quantities in a formula, and use to solve word
problems.
Learning outcome:
21.1 Define algebra and the importance of algebra.
21.2 Use symbols to represent an algebraic statement.
21.3 Identify a term, the coefficient of a term, and an algebraic expression
21.4 Perform basic and combined arithmetic operations with algebraic terms.
21.5 Apply the distributive law to insert and remove brackets.
21.6 Substitute numbers for algebraic symbols in simple algebraic expressions
24.1 Write algebraic equations equal to a numeric value or an algebraic expression.
24.2 Solve linear equations involving arithmetic operations.
24.3 Solve linear equations involving the unknown on both sides, brackets, fractions, and formulae.
24.4 Solve linear equations involving fractions.

2
Goals:
1. Interpret and communicate algebraic expressions and formulae.
2. Manipulate and solve simple algebraic expression to develop fluency in working with linear equations.
3. Value algebraic thinking to use algebra to represent relationships between different quantities and solve problems related to real life scenarios.

Rationale
This unit aims to provide basic algebra concepts and skills that will enable students to become better problem solver through the use of algebraic
thinking. Students begin using letters to represent numbers and quantitative relationships. They generalize number sequence and are able to
manipulate simple algebraic expressions through simplification, expansion and factorization and also to solve equations. They will learn through
cooperative learning strategies, concept attainment models and blending mode of instruction (using technology) to help various types of learners.
Students build on their previous knowledge of whole numbers, fractions, and decimals and even on negative numbers and integers. Even though
students are free to use calculators they gain mastery when they use their mental computational skills.

3
Topic/Sub-topic Concept: Objectives: Teaching Assessment(s):
Strategies:
Topic: Algebra  The use of letters to represent numbers (or With the use of Direct Instruction Traditional
Sub-topic: What is quantities) belongs to a branch of “expenses sheet”, Model Assessment:
algebra? mathematics called algebra. algebra introduction  Students are
Phase 1:
 A variable is a symbol, usually a letter, that video and class given 6
Materials: Introduction and
represents one or more numbers discussion, students algebraic
Projector, Laptop, Review
 Algebraic expressions is a mathematical will be able to: expressions to
notebook, pencils
phrase that can include numbers, variables,  Teacher will remove the
worksheet,  Explain to
and operation symbols. pass out an multiplication
References: peers what
 Multiplication in algebra is shown by “expenses sign and
 Buckwell, algebra is by
parenthesis, or by a dot or by making sheet” printed illustrate the
G., & identifying
Solomon, R. numbers and variables touch. in table three
vocabulary
(2011). methods of
format that
Algebra. In words
multiplication.
Math will allow
mentioned
Matters (pp. students to Authentic
frequently
107-126). investigate Assessment:
Macmillan from the
 Students are
Education. “algebra from three
presented
introduction friends their
 Lam, T. T. with an
video”. weekly
(2017).
expenses
Algebra. In  Demonstrate expenditure
Maths 360 sheet to
how to write of break
(pp. 305- tabulate data
multiplication food, drinks
330). from three of
Marshal in algebra from the

4
 Cavendish using three school their peer’s
Education. forms: dot cafeteria and expenses for
method, lunch food. break food,

Skills: touching  Teacher will drinks and

 Algebraic number and ask students lunch food.

manipulation variable and to explain Students then

 Communicate use of “what the use their

 Evaluate parenthesis. letters a +b algebraic

thinking skills
Attitudes:
 Value the +c means”
 Appreciation to represent
importance for students
the unknown
 Collaboration to deduce the
of using
as a quantity
 Perseverance concept of
algebra to
and orally
represent algebra. In
share with the
relationships addition
class.
between teacher will

different ask “amongst

quantities. the three of

them, who
spends the
most money”
for students
to orally
share with the
class.

5
 Phase 2:
Presentation

 Teacher will
explain to
students that
they will be
entering the
world of
algebra
which is
simply the
use of letter
and math
operations to
solve a math
problem.
 Teacher will
then play a
seven
minutes
video to
explain the
purpose of
algebra and

6
 the
vocabulary
words that
will be
mentioned
when solving
algebraic
problems.
 Students will
watch the
video and
write down
important key
words that
was
mentioned
from the
video.
 Students will
share for 30
seconds with
their partners
the keywords
that was

7
 mentioned
form the
video.

Phase 3: Guided
Practice

 Teacher then
provides
definition of
the keywords
for students
to take down
notes.
 Teacher
explains to
students three
proper ways
to display
multiplication
in algebra.

Phase 4:
Independent
Practice

8
  Students will
practice at
least six
examples of
removing the
multiplication
sign and
properly
displaying
multiplication
in algebra.
 Teacher then
called
randomly on
students to
explain an
answer.

9
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: Algebra With the use of a T-chart Phase 1: Introduction and Review Traditional
Sub-topic: Interpret illustrating algebraic Assessment:
algebraic  Teacher tells students that today
expression and class  Teacher
expressions they are going to do something a
discussion, student will be presents 10
little different than we’ve been
able to: questions
doing. Student’s job is to figure
for
Materials:
 Identify the out what the idea by looking at
students to
Projector, Laptop,
differences between an some examples and non-
answer as a
notebook, pencils
algebraic expression examples presented on a t-chart.
group how
worksheet,
and algebraic equation If they are not sure what we are to write
References:
 Write at least three doing, they will eventually catch algebraic
 Buckwell, G., on once we get started.
examples of algebraic expressions
& Solomon,
R. (2011). phrases and algebraic  Teacher write on the white board and
Algebra. In expressions student’s observation of the phrases.
Math Matters  Recognize the use of examples and non-examples and Authentic
(pp. 107-126).
Macmillan algebraic phrases to ask them “what is similar in the Assessment:
Education. explain an algebraic examples and similar in the non-  Students
expression and to examples?” what is different create and
 Lam, T. T.
(2017). represent relationship between the examples and non- test their
Algebra. In between different examples. hypothesis
Maths 360
quantities and from the
(pp. 305-330). Phase 2: Generating Hypothesis
Marshal variables. examples
versus the

10
 Cavendish  Teacher tells students that a non-
Education. hypothesis can help them examples

determine the idea of the using

Skills: lesson. Teacher ask students everyday

 Algebraic to explain what a hypothesis scenarios.

manipulation is and to create a hypothesis E.g. 5-y ,

 Communicate of their own base on the five dollars

 Evaluate examples and non-examples minus y

Attitudes:
 Appreciation
Phase 3: The analysis Cycle
 Collaboration
 Perseverance
candies.
presented.
 Teacher and students test out
their hypothesis with the class
to isolate and define the
lesson on algebraic
expressions.

Phase 4: Closure

 Teacher explains to students

that algebraic expression can
be written using phrases.
 Teacher present a table
illustrating how to read and
write algebraic phrases.

11
 Phase 5: Application

 Teacher then place students in

groups of five to write an
algebraic phrase and algebraic
examples of five questions.
 Teacher then calls on each groups
to share their answer to write an
algebraic expression and state and
algebraic phrase.

12
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: Algebra With the use manga Blended Learning Model Traditional
Sub-topic: Use high formative Assessment:
algebraic Phase 1: Introduction
assessment website Teacher
expressions to
represent word and class discussion,  Teacher presents “which provides
problems.
student will be able one does not belong game” practice
to: for students to use their problems for
Materials:
math vocabulary and students to
Projector, Laptop,  Interpret
increase their chances of solve in their
notebook, pencils simple
discussion in classroom. notebooks.
worksheet, number and
 Teacher explains that the Authentic
References: word
“which one does not Assessment:
 Buckwell, G., relationships.
& Solomon, belong” requires their Using manga
 Construct an
R. (2011). unique observations skills to high learning
Algebra. In algebraic
state with reasons which website,
Math Matters expression
(pp. 107-126). item does not belong on the students solve
using
Macmillan picture. In other words 10 real world
Education. formulae in
which item is not an scenarios that
words (e.g.
 Lam, T. T. example and for what are link to
(2017). Maggie is 15
reasons. algebraic
Algebra. In years old.
Maths 360  Teacher allow students to expression.
How old will
(pp. 305-330). discuss with their peers for
she be in h
Marshal 60 seconds and teacher will
years’ time?

13
 Cavendish (15 + h) call on volunteer to share
Education. years old. their response.
 Recognize
Phase 2: Presentation
Skills: the use of
 Algebraic algebraic  Teacher presents to students
manipulation phrases to two word problems in
 Communicate represent an which can be converted to
 Evaluate algebraic algebraic expressions.
Attitudes: expression  Teacher explains to students
 Appreciation that they will be converting
 Collaboration word problems to algebraic
 Perseverance expressions.
 Teacher presents two more
examples of word problems
that can be converted to
algebraic expressions.
 Teacher explains that in life
problems are communicate
frequently and it is the task
of the individual to convert
the phrases to algebraic
equations to calculate.

14
 Phase 3: Interactive Guided
Practice

 Students will be grouped in

pairs to complete 10 guided
practice problems in manga
high pertaining to life
scenarios that can be
converted to algebraic
expressions.
 When the groups attain
4,200 points or more they
will get a medal to indicate
a pass.

Phase 4: Review and closure

 Teacher presents to students

on the board an algebraic
expression and ask students
to give an example of a
word problem that would
involve the algebraic
expression. E.g. T-4 = J or
3xp

15
 Conclusion:

Teacher summarizes to students

that word problems can be
interpreted using algebraic phrases
to create a algebraic expression.

16
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: Algebra With the use of video Blended Learning Model Traditional
Sub-topic: Parts of and class discussion, Assessment:
an algebraic Phase 1: Introduction
student will be able to: Teaching
expression
 Teacher presents a provides
 Identify the
Materials: video to the class practice
parts of an
Projector, Laptop, illustrating the parts of problems for
algebraic
notebook, pencils an algebraic students to
expression
worksheet, expression. identify the
 Explain and
References:  Students are to parts of an
write examples
 Buckwell, G., identify the algebraic
& Solomon, of terms,
vocabulary words expression.
R. (2011). coefficients,
being use from the Authentic
Algebra. In variables and
Math Matters video. Assessment:
constants.
(pp. 107-126). Student’s in
Macmillan  Value the Phase 2: Presentation
groups of three
Education. importance of
 Teacher then discuss create a
 Lam, T. T. knowing the
to students with product such as
(2017). parts of an
Algebra. In examples how to a poem, skit,
algebraic
Maths 360 identify the parts of interview
(pp. 305-330). expression to
the algebraic questions or
Marshal attain fluency
expressions. news report to
Cavendish
when solving
Education. demonstrate
the parts of an

17
 algebraic Phase 3: Interactive Guided algebraic
Skills: equations. Practice expression.
 Algebraic
 Teachers presents to
manipulation
the class six options
 Communicate
for students to
 Evaluate
demonstrate their
Attitudes:
understanding of
 Appreciation
algebraic expression.
 Collaboration
 Students are grouped
 Perseverance
by three members and
then assign a
particular product to
display their
understanding.

Phase 4: Review and

closure

 Teacher views the

presentations of the
student’s products.

18
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: Algebra With the use of video Lecture discussion Model Traditional
Sub-topic: Add and and class discussion, Assessment:
Subtract Expressions Phase 1: Introduction
student will be able to: Students work
 Teacher passes out a mystery independently to
Materials:  Identify and
bag to students with a card complete practice
Projector, Laptop, combine like
illustrating examples of a terms problems of adding and
notebook, pencils terms using
 Students are to group together subtracting like terms.
worksheet, addition or
based on like terms. Authentic Assessment:
References: subtraction
Students in groups work
 Buckwell, G.,  Explain the Phase 2: Presentation
& Solomon, R. together to communicate
difference
(2011).  Teacher presents a video to the how to add/subtract
Algebra. In between an
class illustrating how to add algebraic expression as
Math Matters algebraic
(pp. 107-126). and subtract terms. well as explain its
expression and
Macmillan  Students take down notes of relevance to real word
Education. algebraic
examples presented in the examples.
equation.
 Lam, T. T. video illustrating how to add
(2017).  Value the
and subtract terms.
Algebra. In importance of
Maths 360 (pp. knowing the Phase 3: Comprehension
305-330).
Marshal parts of an
1. Teacher ask students why is it
Cavendish algebraic important to know the
Education. expression to difference between a like an
unlike terms? Students will
attain fluency think pair and share their
information. Teacher will ask
19
Skills: when solving students to give examples of
how e collect like terms in real
 Algebraic algebraic
world situation. Example:
manipulation equations. sorting toys and returning them
to the correct box.
 Communicate
2. Teacher ask students “can an
 Evaluate algebraic expression have more
than two like and unlike
Attitudes:
terms?” Students will think
 Appreciation pair and share their information
to the class.
 Collaboration
 Perseverance Phase 4: Integration

 Students are place in groups of

threes to solve at least 5
examples of combining like
terms.
 Groups are randomly called to
share their information with the
class.

Phase 5: Review and Closure

 Teacher summarizes to
students that only like terms
can be combine and if they are
unlike then just leave the terms
as is.

20
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: Algebra With the use Phase 1: Introduction Traditional Assessment:
Sub-topic: Simplify manga high Students completes
algebraic expressions  Teacher presents a
formative kahoot formative
video on the board
assessment assessment to get real
Materials: for students to
website and class time results of student’s
Projector, Laptop, explain the relevance
discussion, student ability to combine like
notebook, pencils of the video to
will be able to: terms.
worksheet, combining like
Teacher provides
References:  Organize terms.
Authentic Assessment:
 Buckwell, G., & and  Students think pair
Solomon, R. Students cooperate in
combine and share their
(2011). Algebra. groups to match the
In Math Matters like terms answers before
pieces of a jigsaw puzzle
(pp. 107-126). to illustrate presenting to the
Macmillan and illustrate
a class.
Education. simplification of algebraic
simplified
Phase 2: Presentation and expressions.
 Lam, T. T. algebraic
(2017). Algebra. Interactive Guided
In Maths 360 expression.
practice
(pp. 305-330).  Explain the
Marshal importance  Teacher indicates to
Cavendish
of students that
Education.
simplifying combining like terms
algebraic is presenting the
Skills:
expression. information in a

21
  Algebraic  Recognize compact and simpler
manipulation the parts of form. Teacher then
 Communicate an tell students that they
 Evaluate algebraic are going to use 12
Attitudes: expression cards as part of a
 Appreciation to attain jigsaw puzzle to
 Collaboration fluency match its simplified
 Perseverance when algebraic expression.
solving  Students will work in
algebraic groups of three’s to
equations. complete the jigsaw
puzzle.
 When students have all
12 cards match correctly
an oval gem stone shape
would be created.

Phase 4: Review and

closure

 Teacher reviews
additional questions
with the students as
the log on to kahoot
formative website to

22
 illustrate their
understanding of
combining like
terms. The website
provides immediate
feedback of the class
ability to combine
like terms. Teacher
then use the inform
results to clarify any
misconceptions the
group is
experiencing.

23
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: With the use class Drill & Practice Model Traditional Assessment:
Sub-topic: discussion to team,  Students uses manga high
Multiplication of Phase 1: Introduction
pair and solo website to complete 10
algebraic expressions
cooperative strategy,  Teacher presents a interactive questions to
Materials: student will be able clip art of a demonstrate mastery

Projector, Laptop, to: wedding couple and when multiplying algebraic

notebook, pencils ask students to terms.

 Use integer
worksheet, explain how Authentic Assessment:
rules of
References: multiplication in  Students communicate in
multiplication
 Buckwell, G., algebra is similar to pairs to explain the
& Solomon, to multiply
a wedding picture. relevance of wedding
R. (2011). algebraic couple to multiplication in
How is
Algebra. In terms.
multiplication sing algebra.
Math Matters
 Explain how
(pp. 107- inferred to that of a
126). to multiply
couple in a
Macmillan terms
Education. wedding?
together
 Students compare
 Lam, T. T.  Recognize
(2017). the image to an
the parts of
Algebra. In algebraic expression
Maths 360 an algebraic
involving
(pp. 305- expression to
330). Marshal multiplication and
attain fluency
Cavendish share with the class.
Education. when solving

24
 algebraic Development
Skills: equations.
 Teacher presents to
 Algebraic
students algebra
manipulation
guide for
 Communicate
multiplication
 Evaluate
indicating to
Attitudes:
students common
 Appreciation
mistakes and
 Collaboration
explaining the steps
 Perseverance
to get multiplication
right in algebra.
 Teacher then pair
students to do three
practice problems
and explain to their
buddy what rule
from the guide they
use to determine the
product.
 Students in their
same pairs then
login to manga high
website to complete
10 questions on the
25
 title “multiplication
of terms” to
reinforce the
algebra
multiplication rules.
Students are to earn
4,200 points or
more to pass the
activity.

Closure:

 Teacher summarize
to students that
multiplication sign
is like a glue to
bring two terms
together. First to
multiply the
numbers and then to
add the letters.

Conclusion

 Teacher presents a
product on the

26
 board and call on
students to write a
suitable question
that matches the
algebra product.

27
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: With the use class Drill & Practice Model Traditional Assessment:
Sub-topic: Division discussion to Phase 1: Introduction  Teacher provides at least
in algebra
team, pair and five practice problems
 Teacher presents
solo cooperative for students to do in
Materials: “You be the
strategy, student pairs and solo to develop
Projector, Laptop, teacher game” in
will be able to: fluency dividing
notebook, pencils which three
algebraic expressions.
worksheet,  Use question on the
Authentic Assessment:
References: integer whiteboard are
 Students be the teacher
 Buckwell, G., rules of presented with
and explain to the class
& Solomon,
division to errors when
R. (2011). the error in the algebraic
Algebra. In divide simplifying expression and how to
Math Matters algebraic algebraic fix the error.
(pp. 107-
terms. expression.
126).
Macmillan  Explain Question such as
Education. how to 3m X m =4m, 6a

 Lam, T. T. divide +4b=10ab, 12q

(2017). terms and 2q=24q are
Algebra. In together presented.
Maths 360
(pp. 305-  Recognize Students are to
330). Marshal the parts make a list of
Cavendish of an things I did wrong
Education.
algebraic followed by

28
 expression discussing the
Skills: to attain correct answer
 Algebraic fluency with a partner
manipulation when near them.
 Communicate solving Teacher then calls
 Evaluate algebraic on three
Attitudes: equations. volunteers to take
 Appreciation turns to go the
 Collaboration board and correct
 Perseverance the algebraic
expression.

Development

 Teacher presents
to students
algebra guide for
division in algebra
indicating to
students common
mistakes and
explaining the
steps to get
division right in
algebra.

29
  Teacher then pair
students to do
three practice
problems and
explain to their
buddy what rule
from the guide
they use to
determine the
product.
 Students in their
notebooks then do
five practice
problems to
develop fluency
and applying the
skill of dividing
algebraic
expressions.

Closure:

 Teacher
summarize to
students that

30
 division sign is
indicated as a
fraction bar and
where possible
reduce the
fractions and it’s
like terms where
possible.

Conclusion

 Teacher passes
out a pink slip for
each students to
write down “one
important think
they learn from
the lesson and
providing at least
two examples”.

31
Topic/Sub-topic Concept: Objectives: Teaching Assessment(s):
Strategies:
Topic: With the use class Phase 1: Traditional
Sub-topic: discussion to team, pair Introduction Assessment:
Expanding
and solo cooperative  Teacher
algebraic  Teacher
expressions strategy, student will be provides at
presents
able to: least five
Materials: math
practice
Projector, Laptop,  Use integer rules jeopardy
problems for
notebook, pencils of multiplication game in
students to
worksheet, to expand which
do in pairs
References: algebraic teacher
and solo to
 Buckwell, expressions. presents a develop
G., &  Explain how to math fluency
Solomon, R. answer on
expand brackets expanding
(2011).
Algebra. In involving an the board. algebraic
Math expression with Students are expressions.
Matters (pp. addition and to come up Authentic
107-126).
subtraction. with the Assessment:
Macmillan
Education.  Recognize the most  Students be
parts of an unusual the teacher
 Lam, T. T.
(2017). algebraic algebraic and explain
Algebra. In expression to expression to the class
Maths 360
attain fluency that will the error in
(pp. 305-

32
 330). when expanding result in the the algebraic
Marshal algebraic answer expression
Cavendish
equations. presented and how to
Education.
on the fix the error.

board.
Skills:
 Students
 Algebraic
will think
manipulation
pair and
 Communicate
their
 Evaluate
question to
Attitudes:
their pairs
 Appreciation
and then
 Collaboration
randomly
 Perseverance
selected to
share their
question to
the class.
The person
who
presents the
most
unusual
question to
the answer

33
 wins the
game.

Development

 Teacher
presents to
students
algebra
guide for
expanding
algebraic
expression
indicating to
student’s
common
mistakes
and
explaining
the steps to
expand and
remove the
bracket in
algebraic
expressions.

34
  Teacher
then pair
students to
do three
practice
problems
and explain
to their
buddy what
rule from
the guide
they use to
determine
the
simplified
expression.
 Students in
their
notebooks
then do five
practice
problems to
develop
fluency and

35
 applying the
skill of
expanding
algebraic
expression
when
addition and
subtractions
are inside
the
brackets.
 Teacher
then
provides
five more
problems on
the
whiteboard
in which
students
will spot the
mistake
from the
questions.

36
 Students are
randomly
called to
share the
mistake and
fix the
problems.

Closure:

 Teacher
summarize
to students
that
expansion
of algebraic
expressions
mean
removing
the brackets
and
multiplying
each terms
inside the
bracket with

37
 the term
directly
outside the
brackets.

Conclusion

 Teacher
then gives
students a
pink slip of
paper for
students to
do a 5
minutes exit
ticket.
Students are
to do as
many
question of
18 questions
within the
time to
develop
mastery in

38
 expansion
of algebraic
terms.

39
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: With the use class Phase 1: Introduction Traditional Assessment:
Sub-topic: discussion to team,  Students in their notebook
Substitute numbers  Teacher projects on
pair and solo complete at least ten
for algebraic symbols the whiteboard food
in simple algebraic cooperative problems involving
menu on the board
expressions. strategy, student expanding and substation
and four algebraic
will be able to: of algebraic expressions.
expressions.
Authentic Assessment:
Materials:  Determine  Students will try to
 Students in groups of three
Projector, Laptop, the value identify the cost of
compare the use of
notebook, pencils of an the bill for each substitution with real world
worksheet, algebraic algebraic expression situations and present to
References: expression by inferring from the class.
 Buckwell, G., by the food menu.
& Solomon, replacing  Students will then
R. (2011).
variables use substitution to
Algebra. In
Math Matters with determine the bill
(pp. 107-126). numerical base on each
Macmillan values. algebraic
Education.
 Recognize expressions.
 Lam, T. T. the parts of
(2017). Development
an
Algebra. In
Maths 360 algebraic  Teacher write the
(pp. 305-330). expression word substitution
Marshal
40
 Cavendish to attain on the board and
Education. fluency ask students to think
when pair and share a
Skills: substituting definition for the
 Algebraic algebraic word substitution.
manipulation equations  Students are then
 Communicate with randomly called to
 Evaluate numerical share from their
Attitudes: values. discussion a
 Appreciation definition for the
 Collaboration word substitution in
 Perseverance algebra.
 Teacher presents
three examples in
which substitution
can be used to
determine the value
of an algebraic
expression.
 Students are
grouped in pairs and
given a worksheet
to complete three
skills levels

41
 indicating their
mastery of
substituting
variables with
numbers.

Closure:

 Teacher calls on
students to explain
their answers to the
class based on the
worksheet activity.

Conclusion

 Teacher calls on
students to explain
the keyword
substitution and
explain what skills
are necessary to
obtain mastery in
substation of
algebraic
expressions.

42
43
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: With the use class Drill & Practice Model Traditional
Sub-topic: One step discussion to team, Assessment:
equations involving
pair and solo  Students on a
Phase 1: Introduction
cooperative folder sheet will
Materials:
strategy, student  Teacher projects complete a mini
Projector, Laptop,
will be able to: on the whiteboard quiz consisting of
notebook, pencils
three images of five questions to
worksheet,  Solve at
equations with add and subtract
References: least five
balance scale linear equations.
 Buckwell, one step
along with three Authentic
G., &
equations.
Solomon, R. guiding Assessment:
(2011).  Use inverse  Students will
questions.
Algebra. In operations
 Students in think, pair and
Math
of addition share the
Matters (pp. groups of three
107-126). and importance of
will work
Macmillan subtraction. using this
Education. together to
 Recognize concept to real
answer the three
 Lam, T. T. the parts of world scenarios.
(2017). guiding questions
an
Algebra. In and one person in
Maths 360 algebraic
the team will
(pp. 305- expression
present the
330). to attain
Marshal groups findings.
fluency

44
 Cavendish when  Teacher then talk
Education. solving one to students that
step they will now be
Skills: equations. isolating
 Algebraic variables to
manipulation determine their
 Communicate value.
 Evaluate
Development
Attitudes:
 Appreciation  Teacher writes
 Collaboration the definition of
 Perseverance inverse
operations.
 Teacher
illustrates to the
students how to
solve one step
equations with
three examples.
 Students in pairs
will work
together solve
two one step
equations.

45
  Teacher discuss
with the class and
clarify any
misconceptions.
 Students are
given a
worksheet with
five additional
problems to do to
attain fluency in
isolating the
variable.

Closure:

 Teacher calls on
students to
explain their
answers to the
class based on the
worksheet
activity.

46
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: With the use class Drill & Practice Model Traditional Assessment:
Sub-topic: Division discussion to team, Phase 1: Introduction  Students will work in
in algebra
pair and solo pairs and solo to solve
 Teacher projects
cooperative strategy, at least four practice
Materials: on the whiteboard
student will be able problems illustrating
Projector, Laptop, two image one step
to: the method to solve
notebook, pencils equations.
one step equations.
worksheet,  Solve at least Students will use
Authentic Assessment:
References: five one step another method
 Teacher project a one-
 Buckwell, G., equations beside the guess-
step equation involving
& Solomon,
involving and-check method
R. (2011). multiplication for
Algebra. In multiplication to solve the students to problem
Math Matters and division. equation. solve in pairs and
(pp. 107-
 Use inverse  Teacher will call develop a method to
126).
Macmillan operations of on a random arrive at the solution.
Education. addition and student to come to

 Lam, T. T. subtraction. the board and

(2017).  Recognize teach the class how
Algebra. In the parts of to solve the one
Maths 360
an algebraic step equation.
(pp. 305-
330). expression to  Teacher then
Marshal attain fluency communicates
when solving with students that

47
 Cavendish one step they will be
Education. equations. isolating variables
of equations that
Skills: have multiplication
 Algebraic and division.
manipulation
Development
 Communicate
 Evaluate  Teacher write on
Attitudes: the board “the
 Appreciation inverse of
 Collaboration multiplication is
 Perseverance division”.
 Teacher illustrates
to the students a
guide to solve
equations
involving
multiplication and
division.
 Students are then
assigned in pairs to
do practice
problems.

48
  Teacher discuss
with the class and
clarify any
misconceptions
while observing
pairs work.
Students are
randomly called to
teach the class how
to solve the
equations.
 Teacher ask the
class to think how
this concept is
useful to the real
world. Students
will discuss with
pair and share with
the class the useful
of this concept.
For example: How
many packages of
diapers can you
buy with $40 if

49
 one package costs
$8?

Closure:

 Students are place

in groups of four
to solve four
questions each
demonstrating
their mastery to
solve one step
equations. Pairs
are to assist and
check each other
working making
sure they are able
to use the right
method to solve an
equation.

Conclusion

 Teacher calls on
students to
summarize how to

50
 solve a one-step
equation and what
important thing
they learned from
the lesson.

51
Skills:
 Algebraic
manipulation
 Communicate
 Evaluate
Attitudes:
 Appreciation
 Collaboration
 Perseverance

53