TEACHER: D.

Francis
GRADE: 8
UNIT (S): Algebra
TOPIC: Equations (Linear)
DATE: JAN 14 – 18, 2019
DURATION: One Week
STANDARDS:
 Employ algebraic reasoning through the use of expressions, equations and formulae to
interpret, model and solve problems involving unknown quantities.

GENERAL OBJECTIVES:
Students should be able to:
 Understand how to solve equations.

SPECIFIC OBJECTIVES:
Students should be able to:
 State in their own words, what an equation is after class discussion
 Identify the parts of an equation after video presentation.
 Identify constants, coefficient, variable, operator, and terms in an equation after research.
 Solve linear equations with at least 95% accuracy after teacher demonstration.

KEY SKILLS:
 Research, problem solving, critical thinking, work in groups

KEY VOCABULARY:
 Equations, linear equation, expression, constants, coefficient, variable, operator, and
terms

RESOURCES:
Textbooks, e-Learning lab (computers, internet, etc.), worksheets, laptop, projector, speakers

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PRIOR LEARNING:
Check that students can:
 Add and subtract like terms
 Identify the opposite of each of the four operations

LEARNING OUTCOME:
Students will be able to:
 Accurately workout equations to find the value of the variables (unknown).
 Participate in group activities

TEACHING/LEARNING ACTIVITY:
Students will be given the following: when I think of a number, double it and subtract 11 I get
17. What number did I think of?
Students in their groups will be asked to write a mathematical statement to explain the situation.
They will be told that they can use any symbol to represent the unknown,
Teacher will move about and observe the students as they work.
Individual students from each group will be asked to go to the board and write what their group
came up with.
A discussion will ensue where students will be guided to discover that the unknown number can
be represented by any symbol:
Let the number I thought of = x
Then x × 2 – 11 = 17
2x – 11 = 17
Students will be asked what name is given to this type of mathematical statement.
Expected response = equation
Responses will be written on the board and discussed to eliminate unwanted responses.
Students should release that an equation is just a mathematical statement that two quantities or
expressions are equal.
From watching a video students will discover the following:

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Students will be asked to work out the question to find the value of x
Students will be asked to view the equation as a balance

2x – 11 = 17
2x – 11 + 11
= 17 + 11
2x ÷ 2
= 28 ÷ 2
x
= 14

Students will release that in order to keep the scale balanced they must do the exact same thing
on each side.
 Add the same quantity to both sides
 Divide both sides by the same quantity.
Students will be given another scenario; when I think of a number triple it and subtract 10 the
result is 11. What is the number?
3m – 10 = 11
3m -10 + 10 = 11 + 10
3m 21
3
= 3
m=7

ASSESSMENT
Find the unknown quantities in the following equations:
i. A – 3 = 12 iii. 5m – 6 = 19
ii. 2y + 4 = 14 iv. 4p + 3 = 15

EXTENDED LEARNING:
Challenge students to:
 Investigate linear programming used in business.

Page 3
LINKS TO OTHER SUBJECTS:
Chemistry:
 Equations used to represent chemicals
Biology:
 Use of equation in the process of photosynthesis

Page 4