Introduction
This lesson will deal with finding the unknown value of a variable that will make an equation true or false. You will try to prove if the value/s from a replacement set is/are solution/s to an equation or inequality. In addition, this lesson will help you think logically via guess and check even if rules for solving equations are not yet introduced.
Task
In this lesson, you are expected to:
1. Differentiate between mathematical expressions and mathematical equations.
2. Differentiate between equations and inequalities
3. Find the solution of an equation and inequality involving one variable from a given replacement set by geuss and check.
Process
A mathematical expression may contain variables that can take on many values. However, when a variable is known to have a specific value, we can substitute this value in the expression. This process called evaluating a mathematical expression.
We will work with matematical inequalities which, like a mathematical equation, may either be true or false. For example, the equation x-3 = 11 can be expressesd ae, "Three less than a number is eleven." The equation or statement x-3 = 11 is true if x= 14, but not if x= 7. We call x= 14 a solution to the mathematical equation x-3 = 11.
Evaluation
Test I
Evaluate each expression under column A If x=10. Match it to its value under column B and write the corresponding letter on the space before each item.
Column A Column B
1. 1-3x A. 56
2. -4+x+10 B. 4
3. 3x-10+20 C. -11
10
4. 2x-31 D. 58
5. 1x+3+50 E. 29
2 F. 3
G. 16
Match the solutions under column B to each equation on inequality in one variable under column A. remember that inequalities can be more than one solution.
Column A Column B
1. 2x›-10 A. 3
2. x-5=13 B. -9
_ 3. 2x-9≥-7 C. 11
4. 4-5x≤-1 D. O
5. –x+1=-8 E. 18
F. 2
G. -12
Conclusion
We saw that linear equations in one variable may have a unique solution, but linear inequalities in one variable may have many solutions.
Now students we have come to the end of today's lesson. In what ever we do we should always reflect on what we have learned and find ways of making it meaningful and useful to our daily lives.
Remember learning is fun; Together we learn
Credits
| Credits |
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| Would like to thanks google for its reliable source of information and the images that is being used in this web quest. Would like to extend a thank you to my classmates and also my teacher because of him I knew about webquest. |
Teacher Page
This web quest is to introduce other methods of Solving Linear Equations and Inequalities in One Variable Using Guess and Check.
This lesson would take approximately 45 minutes to teach inside the classroom. I would recommend that teacher use this web quest as part of their lesson when teaching equations and inequalities in one variable due how informative and interactive. It caters for a different type of learners.
| Standards |
| Aims of the Curriculum Education Programme Preparation Project (World Bank IV) (1989-92) The study, The Reform of Secondary Education which informs the curriculum development component of this project, defines a common curriculum as follows: A common curriculum is a plan of learning for all children in terms of content, goals and learning experiences; but it must allow for students of different levels of readiness to learn differently and at different rates. In effect, a common curriculum provides all children with the same basic subject matter, but it allows for children with different levels of readiness and ability to proceed at different rates of learning. The New Curriculum The curriculum development component of the World Bank IV Project represents the first step in the development of such a common curriculum for students in the first cycle of secondary education (Grades 7-9). The new curriculum will provide students with opportunities to experience a broad programme as a foundation for life, for further education and for employment. In the short-term it will: · build on the knowledge, skills and attitudes acquired in primary school · include a balance of academic and prevocational studies · include a programme of remediation in literacy and numeracy · lay the foundation for further study and for employment · increase students’ opportunities for enrichment and fulfillment · enhance students’ ability to make choices that affect the quality and direction of their lives. Features of the New Curriculum The new curriculum is designed to be: · Responsive: developed in response to national goals and student needs, by teams of teachers, education officers and specialists (Jamaican and international consultants). · Broad and balanced: centered around five core subjects (Language Arts; Mathematics; Resource and Technology; Science; Social Studies) plus Career Education. (The Curriculum Framework is shown on page xii) · Multi-level: (there are three levels: Foundation 1 and 2; Normative and Enrichment). While the content will be similar for all students, activities will vary to match the stages of development of the students in the class. · Articulated: building on the primary school curriculum for Grades 1-6; preparing students for work or for CXC and other examination courses in Grades 10-11. · Differentiated: certificates will reflect what each student has achieved. · Socially responsible: students will work in collaboration with others and take on responsibility for their own learning. GOALS AND GENERAL OBJECTIVES The Mathematics Curriculum developed for Grades 7-9 has as its goals: 1. The development of the problem-solving approach to learning mathematics and the willingness to accept the challenges of new situations. 2. The development of skills of creativity, enquiry, conjecturing, testing and generalizing. 3. The development of an awareness of number size and meaning, and the skills of estimation and approximation as means of establishing the reasonableness of answers. 4. The development of the meaning of measure as an attribute of an entity. 5. The development of an understanding of basic mathematical concepts and the ability to transfer this understanding to other situations within and outside the subject. 6. The development of an awareness of mathematics across the curriculum. 7. The development of the ability to discuss, interpret and evaluate data. 8. The acquisition of the language of mathematics to enable communication. 9. The development of an appreciation of technology as an aid to the learning experience. 10. The appreciation of mathematics in the environment and its application to real life experiences. 11. The reinforcement of the enjoyment of doing mathematics. Upon completion of this course it is expected that students will be able to: 1. Demonstrate the mathematical competence necessary to function in society. This includes the ability to: a) recall or recognize mathematical facts, definitions and symbols; b) count, measure and handle money c) conceptualize spatial properties. 2. Perform mathematical manipulations. This includes the ability to: a) do straight-forward computations with confidence; b) manipulate mathematical ideas 3. Demonstrate an understanding of mathematical concepts and processes. This includes the ability to: a) communicate ideas effectively; b) transform from one type of representation to another e.g. words to symbols and vice versa; equations to graphs, etc. c) apply (mathematical) knowledge and understanding in new situations, both common and complex. 4. Use mathematics and mathematical reasoning to analyze given situations. This includes the ability to: a) make conjectures; b) gather information or numerical data needed for investigating/exploring an idea; c) arrange and present findings logically. 5. Select knowledge, information and techniques that are needed to solve a particular problem (social, technical or academic) and apply these in the actual solution of the problem. 6. Appreciate the importance and relevance of mathematics as a necessary and valuable tool in everyday life. |
| Other |
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