SHS1 Mathematics · Semester 1, Week 9
Applications of Expressions, Equations and Inequalities
Lesson notes
Learning Objectives
Indicator: 1.2.1.LI.1 - Use numbers, patterns, and variables to formulate mathematical expressions and apply the algebraic order of the four operations to solve problems.
By the end of the lesson, learners can:
- Formulate algebraic expressions from visual patterns by identifying the constant difference and writing the general term.
- Translate real-life statements from familiar Ghanaian situations into algebraic expressions using variables.
- Apply the algebraic order of operations (BODMAS/BIDMAS) to evaluate expressions for given values of variables.
- Simplify algebraic expressions involving addition, subtraction and multiplication of like and unlike terms.
- Create their own pattern-based model from a real-life situation and justify the algebraic expression they write.
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Sign in with phone numberCurriculum details
- Strand
- Algebraic Reasoning (Strand 2)
- Sub-strand
- Applications of Expressions, Equations and Inequalities (2.1)
- Content standard
- 1.2.1.CS.1 - Demonstrate knowledge and understanding of algebraic expressions and solve real-life problems on them. 1.2.1.LO.1 Formulate algebraic expressions using patterns to create models and solve real life problems (e.g., linear and quadratic models).
- Indicator
- 1.2.1.LI.1 - Use numbers, patterns, and variables to formulate mathematical expressions and apply the algebraic order of the four operations to solve problems.
- Suggested placement
-
Semester 1, Week 9
(Week 9 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
- Curriculum reference
- NaCCA curriculum document, p. 55
Exemplars (from the NaCCA curriculum)
Group Work/Collaborative learning, initiating Talk for Learning and Problem-based Learning. Collaborative learning: Using mixed-ability groups, learners formulate mathematical expressions using patterns and variables. Ensure values such as patience, truthfulness, respect for others' views, etc. Example: i. Squares are arranged as shown below. Investigate and write an algebraic expression if the pattern is continuous.
1. 2. 3. ii. Investigate and write an algebraic expression for the patterns and explain your answer.
Using think-pair-share, brainstorm how to translate real-life statements into a mathematical expression. Employ differentiated assessment and ensure values such as tolerance, truth, honesty, respect for others' views, etc., among learners. Example: Discuss and translate statements, including real-life statements, into mathematical expressions. i.e. a) Nine more than a certain number 𝑥 + 9 b) Quantity less than five.
c) There are 25 oranges in a bag. Write the algebraic expression for the number of oranges in x number of bags. Using Talk for Learning approach in a whole class discussion, learners work collaboratively to solve problems on operations on algebraic expressions (addition, subtract, multiply and divide). Examples: i. Simplify the following expressions. a) 𝑥 + 2𝑦 + 5𝑥 − 𝑦 b) 5𝑝 − 𝑐 − 9𝑐 iii. Simplify the following expressions. a) 4𝑥 × 2𝑦 b) 𝑥 2 (𝑥 3 − 3𝑦) c) 10𝑏 ÷ 2𝑏𝑏 Teaching and Learning Resources: - Algebraic tiles - Patterns - calculator - technology tools such as - computer - mobile phone - YouTube videos, etc. - Paper grids - Maths posters - YouTube videos - Whiteboard - Pan balance - Videos - mini whiteboards or laminated white paper - Dry-erase markers and erasers Assessment (1.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.