Presented by :

Sunitha Sudarsanan
Mathematics Optional
K.U.C.T.E. , Kayamkulam
Resister Number:13978019

LESSON PLAN

Name of the teacher : Sunitha Sudarsanan Standard : VIII
Name of the subject : Mathematics Expected time : 30
Name of the topic : Equations. Age level :

Name of the subtopic: Solving equations Date: 13-9-2014

CURRICULAR OBJECIVES;
To enable the students to
solve linear equations of the form ax + b = c, where a, b, and c
are constants.
use symbolic methods to solve linear equations.
verify and check the solutions to the equations by using
substitution.
CONTENT ANALYSIS

Terms
Equations, variables, linear equations.
Facts
The value of the variable that we get on solving an
equation is called the root of the equation .
The value of the variable in an equation which
satisfies the equation is called a solution to the equation.
An equation has an equal sign ( = ) between its two
sides.
The equation says that the value of the left hand side
(LHS) is equal to the value of the right hand side
(RHS).
we may use letter n,m,p,x,y,z,etc. to show a variable.
A variable allows as to express relations in any practical
situation.
In an equation, to maintain the balance or equality, any
added to one side must also be added to the other side.
Anything subtracted from one side of the equation must
also be subtracted from the other side.
If one side of an equation is multiplied by a number , the
other side must also be multiplied by the same number.
If one side of an equation is divided by a number, the
other side must also be divided by the same number.
Concept
A linear equation is a condition on the variable and is of the
form ax + b = c, where a, b, and c are constants.
Process
The activity that helps the pupil to solve linear equations of the
form ax + b = c, where a, b, and c are constants.
LEARNING OUTCOMES
1. The pupil remembers about the above mentioned terms, facts,
concepts etc..
Pupil;
retrieves relevant knowledge about equations, variables, linear
equations. etc..
recognizes about equations, variables, linear equations etc..
2. The pupil understands about linear equations of the form ax + b =
c, where a, b, and c are constants.
Pupil;
establishes the relationship between variables in a linear
equations .
explains the method of solving linear equations of the form
ax + b = c, where a, b, and c are constants.
3. The pupil applies their understandings about linear equations in to
new and unfamiliar situations.
Pupil;
uses appropriate method to solve linear equations of the form
ax + b = c, where a, b, and c are constants.
executes the procedure to given problem.
4. The pupil develops positive attitude towards mathematics.
Pupil;
examines all aspects of a problem.

TEACHING LEARNING RESOURCES

Some green beads
Some red beads
Some paper cups
Large sheets of paper

RELATED KNOWLEDGE

Knowledge about equations.
Knowledge about variables.
Knowledge about mathematical operations.



Classroom interaction procedure Response


Introduction
As a warm up, the teacher present the
following:
An equation is a condition on the variable. An
equation has two sides, LHS and RHS
between them is the equal (=) sign. A variable
takes on different values,its value is not
fixed.We may use any letter n, l, m, p, x, y, z,
etc. to show a variable.
The LHS of an equation is equal to its RHS
only for a definite value of the variable in the
equation.We say that this definite value of the
variable satisfies the equation. This value
itself is called the solution of the equation.
Learning Activities:
Activity-1
The teacher distributes some beads, some
paper cups, and a large sheet of paper to each
group of students and explains that students
will be using a cups and beads activity to





















solve the equation 2x + 6 = 12.
The teacher provives the following directions
to students:
If the variable is positive, place the cup(s)
facing up.
If the variable is negative, place the cup(s)
facing down.
The coefficient of the variable indicates the
number of cups to use.
Then, ask students to show you the
representation of 2x using the cups. (place two
cups facing up on top of their paper).
Also the teacher explains the following:
The beads represent the numbers.
If a number is positive, the bead should be
green side up.
If a number is negative, the bead should be
red side up.

















Then, ask students to show you the
representation of +6 using the beads. (use six
green beads to represent +6 and place these
beads next to their two cups).
Then, the teacher tells them to draw an equal
sign to the right of the two cups and six green
beads.
And tells the pupil to show you the
representation of +12 using the beads.
( represent +12 by placing 12 green beads on
the other side of the equal sign)
The teacher asks, what can be done to both
sides of the equation to get rid of the six green
beads (+6) on one side of the equation?
(+6 should be subtracted from each side).

The teacher explains that, -6 should be added
to each side (i.e., add six red beads to both
sides); alternatively, +6 could be subtracted
from each side (i.e., take away six green beads
from each side).
























Then , add six red beads to the side with six
green bead. Also add six red beads to the side
with 12 green beads.
The teacher explains, when you pair each red
beads with a green beads, each pair is equal to
0.( remove the pairs of red and green beads,
leaving just two cups facing up and six green
beads).
Let each cup represent x, and the remaining 6
green beads represent +6.
The teacher asks, What equation do we have
now? (2x = 6)
The equation now left is 2x = 6. Write this
new equation below the original equation.
The teacher asks, "If two cups equal six beads,
what does that tell us about one cup?"
Demonstrate that the final equation is now
x = 3, and write this equation below the
equation 2x = 6.
When you had 2x = 6, what operation did we
have to do?
























It is clear that both sides had to be divided by
2 (or that the beads needed to be split in half),
to yield the answer x = 3.
How can we check this to make sure it is the
correct answer?
(By substituting the value x = 3 into the
original equation 2(3) + 6 = 12).

Activity-2(Understanding how to solve a
problem with a negative coefficient)

Solve the equation -2x + 3 = -5.

The teacher asks, what was the first step in
solving this problem?
{The first step is to subtract 3 from (or add -3
to) both sides of the equation, yielding -2x = -
8.}
"What is the next step to balance the equation
and get x by itself ?( Both sides need to be
divided by -2, yielding x = 4).
























How can we check this to make sure it is the
correct answer?
By substituting the value x = 4 into the
original equation. -2(4) + 3 = -5.

Application
Alexs balloon is 200 feet off the ground
and rising at a rate of 5 feet per second.
Mary's balloon is 100 feet off the ground
and rising at a rate of 9 feet per second. In
how many seconds will the two balloons be
at the same height?

Solution:
The height of Clem's balloon can be
represented as 200 + 5t, and the height of
Mary's balloon can be represented as 100 + 9t,
where t is the number of seconds from now.
The balloons will be at the same height when
200 + 5t = 100 + 9t, or when t = 25 seconds.
(200 + 5t = 100 + 9t
4t = 100
t = 25)






















Solve the following equation for x.
3x - (2x - 3) = 2x - 9
Solution:
3x - (2x - 3) = 2x - 9
3x - 2x + 3 = 2x - 9
x + 3 = 2x - 9
x = 12

REVIEW QUESTIONS
1.What is an equation?
2.Tell me who I am
I shall give a pretty clue!
You will get me back
If you take me out of twenty two!
3.Find the value of m if 5m = 60.
4.Pick out the solution from the bracket given.
n + 12 = 20 (12, 8, 20, 0)
x + 4 = 2 (-2, 0, 2, 4)
FOLLOW-UP ACTIVITY
Solve the equations
3x + 2 = 14
-3m - 1 = -10
-w + 13 = 9