SENIOR PHASE MATHEMATICS DAILY LESSON PLAN

Teacher Date
School Grade
Duration No of learners
Content ALGEBRAIC EXPRESSION
AREA

Prior knowledge / Learners should be knowing:

requisite knowledge
 How to add like terms in algebraic expressions

 How to subtract like terms in algebraic expressions

Lesson Objectives At the end of the lesson the learners will be able to:

 Set up equations to describe problem situations

 Analyse and interpret equations that describe a given situation

Teaching and learning  Problem solving

strategy(ies)  Cooperative learning strategies
Teaching and learning  Learner centred method
method(s)
Assessment strategy/  Small group work
method
Assessment tools  White board and marker
 Textbook

Lesson Introduction
Questions to
determine the Evaluate each of the following expressions for x=10 , y=5
learners’ prior ¿ z=2
knowledge. .
xy + z
x + y−z

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 Lesson Presentation/Development
Teacher’s Activitie Learners’ activities
Activity 1: Activity 1:
If we know the equation. It is sometimes
helpful to read or write the equation in words Learners are grouped in small group and write in
using “a number” in place of the letter symbol their books. While they are listening to the teacher.
x , and then work out what you think “the
number” is in each case. Write the following equation in words
2 x=8
For example,: 4+ x=20 3−x=8
Four plus “a number” equals twenty. Solution
Two multiply by a number give us eight
The number is 16, because 4 +16=20 Three minus a number give us eight
This means x=16 is a solution of the equation
4 + x=20

Activity 2: Activity 2:
An equation in mathematics can be compared  Learners are discussing with others about
to a balance scale. The fulcrum in a balance how they can make the scale balanced.
scale is at the exact centre of the bar. In  Also writing down their working while the
mathematics, this can be compared to the teacher is moving around to check whether
equal sign. Everything on the left side of the they are working or not.
equation must be equal to everything on the
right side of the equation, just like a balance
scale.

The equation for this balance scale is

t+ 9=22
and to balance it we need t=13

Activity 3: Activity 3:
Just remember that in an equation the right-
hand side is equal to the left-hand side. So, Learners are listening to the teacher and write
something = something else. For example, down the example and the notes that are
the equation looks like this:q +69=9 is explained by the teacher.
balanced. You should not worry that there is a
bigger number on the left side and a smaller
number is on the right side. The letter q
will balance the equation, once you work out
what value must replace it.

To keep the balanced equation balanced

without tipping it to the left or right, we must
make sure that the letter q is replaced by the
correct number.

69−60=9
This is the same as

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 −60+69=9
Can you see that q must be equal to −60?

Conclusion
Summary of the lesson  An equation is a mathematical sentence that is true for
some numbers, but false for other numbers. For
example,2 x+10=20will be true for x=5
 When a certain number is the solution of an equation,
we say that the number satisfies the equation.
 Everything on the left-hand side of the equal sign must
be equal to everything on the right-hand side of the
equal sign, just like a balance scale.

Homework  Is x=7 a solution to the following equation7 x=63

 The balance scale below is balanced. That means it
has the same weight on both sides. Find the value of t

 What number added to 15 gives you 35?

 Is h=6 a solution to the following equation? 7 h=42

Expanded opportunities
Mind action series mathematics textbook page 110 excicise1
from 1.1 to 1.5

Teacher reflection of the lesson

Teacher’s Signature

HOD’s Signature

Page | 3
 SENIOR PHASE MATHEMATICS DAILY LESSON PLAN
Teacher Date
School Grade
Duration No of learners
Content ALGEBRAIC EQUATIONS
AREA
Prior knowledge /
requisite knowledge

• Set up equations to describe problem situations

• Analyse and interpret equations that describe a given situation

Lesson Objectives At the end of the lesson the learners will be able to:

 Solve equations with fractions by inspection

 Solve problem using inspection

Teaching and learning  Problem solving

strategy(ies)  Cooperative learning strategies
Teaching and learning  Learner centred method
method(s)
Assessment strategy/  Individual work
method
Assessment tools  White board and marker
 Textbook

Lesson Introduction
Questions to
determine the  What number added to 15 gives you 35?
learners’ prior
knowledge.  Is h=6 a solution to the following equation? 7 h=42

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 Lesson Presentation/Development
Teacher’s Activities Learners’ activities
Activity 1: Activity 1:
When you are solving equations Learners are listening to teacher and are taking notes down.
by inspection, you look for the
value of the variable that will 3+ x=5
make the equation true. Once the 2 x=14
value of unknown has been
found; you can always check your This equation have same solution
answer by substituting the value 3+ x=5 the solution is 8
into the original equation. You can 2 x=14 the solution is8
solve these equations without
having to write them down.
Two equations can have the
same solution.
For example, 5𝑥 = 10
and 𝑥 + 2 = 4 have the same
solution; 𝑥 = 2 is the solution for
both
equations. These two equations
are equivalent

Activity 2: Activity 2:
What makes the following
equation true?12 x+14=50  use inspection to find
values of the variables.
Inspect both sides of the
equation.
Left-hand side:12 x+14
A variable x
is multiplied by12  express the equations in
A constant number 14 their own words.
is added.
Right-hand side:50
We know that 50=36+14
Balance the equation.  explain their thinking to
their partners.
We can write the equation like
this:12 x+14=36+ 14 So, 12 x
must be equal to 36

For the equation to stay balanced,

x must be equal to3
12 ×3=36
In other words, x=3
makes the equation true:

12(3)+14=36+14

Activity3: Activity 3:
Solve the equations below by
inspection:  use inspection to find
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a) 𝑥 − 6 = 3 values of the variables.
𝑥=9  express the equations in
their own words.
3x  explain their thinking to
b) =6
2 their partners.
x=4

Conclusion
Summary of the  Searching for the solution of an equation by using tables or by
lesson narrowing down to the possible solution is called solution by
inspection.
 When a certain number is the solution of an equation, we say that
the number satisfies the equation. For example, x=4 satisfies the
equation 3 x=12because3 × 4=12
 An equation is like a scale, but coefficients and variables are
balanced instead of balancing weights or numbers.
 A variable is an unknown number represented by the letters of the
alphabet. In the example above, x is a variable.
 Constants are numbers because they constantly have the same
value. In the example 3 x=12, the constants are 3 and12

Homework 1. x +5=7
2. 3 x=9
3. −1+ x=4
x
4. =3
2
3x
5. =3
4

Expanded
opportunities Mind action series mathematics textbook page 114 excicise2 from 2.1 to
2.5

Teacher reflection of
the lesson

Teacher’s Signature

HOD’s Signature

Page | 6
 SENIOR PHASE MATHEMATICS DAILY LESSON PLAN
Teacher Date
School Grade
Duration No of learners
Content Algebraic equation
AREA

Prior knowledge / Learners should be knowing:

requisite knowledge
 Solving equation by inspection
 Solving equations with fractions

Lesson Objectives At the end of the lesson the learners will be able to:

 Use additive to solve problem

 Use multiplicative inverses
 use laws of exponents

Teaching and learning  Problem solving

strategy(ies)  Cooperative leaning
Teaching and learning  Learner centred
method(s)
Assessment strategy/  Small group
method
Assessment tools  White board and maker
 textbook

Lesson Introduction
Questions to
determine the Solve the following:
learners’ prior 1. 2 x−6=−2
knowledge. 2x
2. + x=6
3

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 Lesson Presentation/Development
Teacher’s Activities Learners’ activities
Activity 1: Activity 1:
Some equations cannot easily be
solved by inspection. To solve  figure out which of the values of x will satisfy the
more complicated equations, we equation
use additive and multiplicative
inverses. This is sometimes called 3 x+ 3=9
the balancing method i.e. what is
on the RHS of  share their strategies with their partners
the equation must be equal to as to solve the problem as like
what is on the LHS. 3 x+ 3−3=9−3
Example: 3 x=6
3x 6
=
8𝑥 + 3 = 27 3 3
Subtract 3 from both sides x=2
Divide both sides by 8

8𝑥 + 3 − 3 = 27 − 3
8𝑥 = 24
8 x 24
=
8 8

x=3

Activity 2: Activity 2:
Learners are writing
Look this case and solve 2 ( x+ 4 )=x+ 10
3x
+ x+ 2=17
2 Simplify the LHS
Subtract 2 both sides Subtract 8 from both sides
Multiply both sides of the Subtract 𝑥 from both sides
equation by 2 as it is the
lowest common multiple of 2 2 x+ 8=x +10
and 1. 2 x+ 8 – 8=x+10 – 8
Subtract 2 from both sides 2 x=x+ 2
Divide both sides by 5. 2 x – x=x+ 2 – x
x=2
3x
+ x+ 2−2=17
2
3 x+ 2 x=30
5 x=30
5 x=30
5 x 30
=
5 5
x=3

Activity 3: Activity 3:
When we need to find the Learners are writing as given that 3 x + 9=36
unknown value, we are asking the Are expected to this like
question: “To what power must x
3 + 9=36
the base be raised for the x
3 + 9−9=36−9
statement to be true?” Learners sharing their thought for how they should do
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 x
3 =27
x x 3
2 =16 3 =3
Make sure that the terms with x x=3
are on their own on one side.
x 4
2 =2
Write the known term in the same
base as the term with the
exponent.

x=4
Equate the exponents.

Conclusion
Summary of the
lesson  when we solve equations, numbers do not “jump” from one side of
the equation to the other side, but you add the additive inverses.
 If you add a number and then subtract the same number, you are
back where you started. Therefore, addition and subtraction are
called inverse operations.
 If you multiply by a number and then divide by the same number,
you are back where you started. Therefore, multiplication and
division are called inverse operations
 When we need to find the unknown value, we are asking the
question: “To what power must the base be raised for the statement
to be true

Homework  5𝑥 + 3 = 9 – 𝑥
 2𝑥 + 3 = 𝑥 + 4
 x−2
3 + 9=27
 x
2 −36=9

Teacher reflection of
the lesson

Teacher’s Signature

HOD’s Signature

Page | 9
 SENIOR PHASE MATHEMATICS DAILY LESSON PLAN
Teacher Date
School Grade
Duration No of learners
Content Algebraic equation
AREA

Prior knowledge / Learners should be knowing:

requisite knowledge
 Using additive and multiplicative inverses to solve x
 using laws of exponents

Lesson Objectives At the end of the lesson the learners will be able to:

 Solve equations by substitution

 Use substitution in equations to generate Tables of ordered pairs

Teaching and learning  Problem solving

strategy(ies)  Cooperative leaning
Teaching and learning  Learner centred
method(s)
Assessment strategy/  Small group
method Classwork:
(Group, pair, individual
etc.)
Assessment tools  White board and maker
 textbook

Lesson Introduction
Questions to
determine the Solve for x
learners’ prior 1. 2(x +4 )=x +10
knowledge. 2. 3 x+2−4=5

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 Lesson Presentation/Development
Teacher’s Activities Learners’ activities
Activity 1: Activity 1:
Use the simplest of the two given
equations to express one of the The learners are expected to solve for x
variables in terms of the other. 2 x+ 4=8
Example 2 x+ 4=8 2 x+ 4−4=8−4
And y=2 x +3 then what is the 2 x=4
value of y 2x 4
=
Substitute into the second 2 2
equation. Then first solve for x ?
x=2
We now have one equation with Then learners as they know the value of x can substitution To
one unknown variable which can y=2 x +3
be solved. Then y=2(2)+3
y=7

Activity 2: Activity 2:
Look at this:
2 x−3
2 −4=4 Learners are writing as
2 x−3
Solve for x 2 −4=4
2 x−3
2 −4+ 4=4 +4
After that use the your answer to 2
2 x−3
=2
3

find y=3 x +2 2 x−3=3

2 x−3+3=3+3
2 x=6
2x 6
=
2 2
x=3

therefore, learners has to substitute to y=3 x +2

y=3 (3)+ 2
y=8

Activity 3: Activity 3:
Learners are writing and try to fill the table
To compile a table of values for a Fill in the table of values below for the given equation. Your
given equation, we follow these answers should be exact (no rounding). y=3 x−1
steps:
x -4 -2 0 2 4 6
Choose an x value from the first y -13 -7 -1 5 11 17
row in the table. Replace the x
in the equation with this value. x
y=2
Calculate the corresponding y x 0 1 2 3 4
value. y 1 2 4 8 16
Fill in this y value in the second
row of the table.
Repeat for all the x values.

Conclusion
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Summary of the If you have x value you can use the x value to calculate the value of y
lesson To compile a table of values for the given equation we follow these steps:
Use the x-values from the first row in the table.
Replace the x in the equation with each of the values.
Calculate the corresponding y-values.

Homework 1. Solve for and find y: 3 x + 27=81 if y=2x −9

2. If y=5 x−3 complete the table below

x -3 -2 -1 0 1
y

3. If y=2x+3x-6 complete the table below

x -2 -1 0 1 2 3
y

Teacher reflection of
the lesson

Teacher’s Signature

HOD’s Signature

Page | 12