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SECOND TERM WEEKLY LESSON NOTES

WEEK 9
Date: 8th JULY, 2022 DAY: Subject: Mathematics
Duration: Strand: Algebra
Class: B7 Class Size: Sub Strand: Variables and Equations
Content Standard: Indicator:
B7.2.3.1 Demonstrate an understanding of linear B7.2.3.1.3 Model linear equations,
Lesson:
equations of the form x + a = b (where a and b are then write mathematical
integers) by modelling problems as a linear equation expressions and describe the
1 of 2
and solving the problems concretely, pictorially, and process of solving the equation
symbolically.. using algebraic tiles.
Performance Indicator: Core Competencies:
Learners can solve linear equations in one variable at both sides of Communication and Collaboration (CC)
the equal sign. Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 40-42

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on the previous lesson.
Call volunteer learners to the board to solve sample
questions.

Introduce the lesson by sharing performance indicators.

PHASE 2: NEW Guide learners to solve equations with the letter on both Counters, bundle
LEARNING sides of the equal sign. and loose straws
base ten cut square,
If an equation contains variables on both sides of the Bundle of sticks,
equal sign, group all ‘like terms’ on one side. rectangular cut out,
Example: bottle tops, algebra
i. 5x + 3 = 4x + 17 (we group like terms) tiles
5x – 4x = 17 – 3 (simplify both sides)
x = 14

ii. 6x – 2 = 4x – 1 (grouping like terms)

Sometimes it is easier to group them on the right hand
side.
6x – 4x = -1 + 2 (simplify both sides)
2x = 1 (divide both sides by 2)
1
x=
2
Engage learners to practice with more examples.

Have learners discuss the steps involved in solving

equations containing brackets.

Expand to remove brackets, whenever equations contains

brackets. Let learners be mindful of negative numbers.
 Example:
i. 3(x-2) = x + 8 (expand to remove brackets)
3x – 6 = x + 8 (group like terms)
3x – x = 8 + 6 (simplify both sides)
2x = 14 (divide both sides by 2)
x=7

ii. 2(a+1) = 14 + a (expand to remove brackets)

2a + 2 = 14 + a (group like terms)
2a – a = 14 – 2 (simplify both sides)
a = 12

Engage learners to practice with more examples.

Assessment
1. 5x – 3 = 3x + 7
2. 8x + 1 = 2x + 5
3. y + 18 = -6y – 3
4. 2x + 3 = 7 - 3x
5. 4 – 7x = 3x + 4
6. 2(x-1) = 3(x-6)
7. 3x -5 = -1(x-3)
8. 2(p+9) = 3 – p
9. 4(3m - 7) = 9(m+3)
10. 16 = 12(a+5) + 5 - a
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 8th JULY, 2022 DAY: Subject: Mathematics
Duration: Strand: Algebra
Class: B7 Class Size: Sub Strand: Variables and Equations
Content Standard:
B7.2.3.1 Demonstrate an understanding of linear
Indicator: Lesson:
equations of the form x + a = b (where a and b are
B7.2.3.1.4 Solve linear equations in containing
integers) by modelling problems as a linear equation
fractions 2 of 2
and solving the problems concretely, pictorially, and
symbolically..
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC)
Learners can solve linear equations in containing fractions
Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 40-42

Phase/Duration Learners Activities Resources

PHASE 1: Using questions and answers, review to find out what learners
STARTER already know about Algebraic Expressions.

Share learning indicators and introduce the lesson.

PHASE 2: NEW Guide learners to solve learners to equations containing Counters, bundle
LEARNING fractions. and loose straws
To solve equations containing fractions, we change the base ten cut square,
fractions to whole numbers by first multiplying each term of Bundle of sticks,
the equation by the LCM of the denominators, rectangular cut out,
Example: bottle tops, algebra
i.
2𝑥−1
-
𝑥−2
=1 (multiply through with the LCM of 12) tiles
3 4

2𝑥−1 𝑥−2
12 x 3
– 12 x 4
= 1 x 12

4(2x - 1) – 3(x – 2) = 12 (expand to remove brackets)

8x – 4 – 3x + 6 = 12 (group like terms)
8x – 3x = 12 – 6 + 4 (simplify both sides)
5x = 10 (divide both sides by 5)
x=2

𝑥 3 3𝑥
ii. 4
+5= 2
–2 (multiply through with the LCM of 20)

𝑥 3 3𝑥
20 x 4 + 20 x 5 = 20 x 2
– 20 x 2

5x + 12 = 30x – 40 (group like terms)

12 + 40 = 30x – 5x (simplify both sides)
52 = 25x (divide both sides by 25)
52
x = 25

7 𝑥
iii. 13
= 52 (cross multiply)
 13 x 𝑥 = 7 x 52 (simplify both sides)
13𝑥 = 364 (divide both sides by 13)
x = 28

Engage learners to practice with more examples.

Assessment
2 1
1. 3
(3y - 1) – (y + 2) = 3
4𝑥−3 8𝑥−10 3
2. = +2
2 8 4
3 1
3. (x + 1) + 1 = (x - 2) +5
14 2
1 1
4. + =1
𝑥 3
6
5. 2 = 𝑥−2
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.