Detailed Lesson Plan

Mathematics
Grade 8
Date: September 28, 2019
Grade and Section:

I. OBJECTIVES
At the end of this lesson the students are expected to:
 determine a solution of a linear equation
 demonstrate responsible behavior in solving group discussion to learn the
material in broad segment.
 relate real life situation in solving problems

II. SUBJECT MATTER

A. Topic: Linear Equation Problem Solving
B. Time Frame: 1 hour
C. Materials: Powerpoint presentation, laptop, white board marker, eraser,
improvised materials, speaker, and tape

III. PROCEDURES
TEACHER'S ACTIVITY STUDENT'S ACTIVITY

A. Daily Routine
1. Prayer
“Let us pray.” (Teacher will pick (All students will rise and pray.)
one student to lead the prayer.)
“Our father...”

2. Greetings
“Good morning class.”
“Good morning Ma’am.”

3. Classroom Management
“Before you take your seat, please
arrange your chair properly and (Students will arrange the chair properly
pick up the pieces of paper on the and pick up the pieces of paper on the
floor.” floor.)

“Thank you class. You may take

your seat.” (Students will be sitting down.)
 4. Checking of Attendance
“Let me have your attendance, say
present if you are here.”
(Students will say present as the teacher
“How’s your day?” calls their name.)
“It’s nice Ma’am.”
B. Priming
1. Review

Before we proceed to our new topic

let us first have a quick review of
our previous lesson. So what was
our previous lesson all about.” “Our previous lesson is all about linear
equations.”

“Very good. What do we need to

know in order to solve linear
equations.”

“We need to know the rules in order to

“That's right. So what are those solve linear equations.”
rules that we have discussed? Give
one.”
“Simplify each side of the equation by
removing parenthesis and combining like
“Okay, thank you. Another rule terms.”
please?”

“Use addition/subtraction to isolate the

variable term on one side of the
“Very good! And the last is?” equation.”

“Use multiplication/division to solve for

the variable.”
“Very well said class, before we
tackled our new lesson, any
clarification on our previous
lesson.”
“Nothing Ma'am.”

“Okay, let's start.”

2. Motivation
“Before we start may I have your
presence to listen and analyze the
poetry that I will play.”
(Playing Spoken Word Poetry
about mathematics)
 (Students are listening to the
spoken word poetry about
“Okay, any one on this class who mathematics.)
can tell something about what you
heard.”
“The spoken word poetry help us to
think positive about mathematics.”
“Let us continue.”

C. ACTIVITY
Presenting and Demonstrate
Knowledge or Skills
(Teacher give a picture related to
linear equation, then teacher give a
chance to student to think what is
the possible answer of the picture.)

(Teacher give a chance to student “x+2=4”

to make the picture into a linear
equation.)

(Third student work by himself to

(Teacher give another example in determine the variable x in linear
about linear equation in one equation.)
variable.)
X+2=4 >>> x+2-2=4-2 >>> x=2

2y+4= 10 > 2y+4-4= 10-4

(Teacher divided student into
groups in 4-5 students.) 2y/2 = 6/2 > y=3

(Teacher provide the instruction

that lead students to join to their (One student explain his/her work in front
perspective groups.) of the class)
(Teacher show the problem. )(hard
copy)

Be Alive!
(Students are discussing together.)
1. Three times a number increased
by ten is equal to twenty less than
six times the number. Find the
number.
 2. If twice the difference of a
number and 3 is added to 4, the
result is 22 more than four times
the number. Find the number.

(Teacher give the chance to the

group who finish first to answer a
question and explain it in front of
class.)
(Teacher provide incentive to the
best group.)

D. ANALYSIS
“How do you find your activity?”

“What did you notice in your

activity?”
(Every group have allotted time to
. discuss their answer.)
“Very good.! That equation is
called linear equation.”

“Why do you think linear equation

is important tool in many
everyday application?” “It's fun and easy Ma'am.”

“We can form an equation Ma'am.”

“In solving linear equation word

problem we should use the four
step.”

“Many people use linear equations

everyday, if they do the calculations in
their head without drawing a line graph.
Like if we are deciding how can we
budget 100 pesos as your daily
allowance.”

“For you to clearly understand the

topic I have an example here. (Students will read the steps.)
 (*Understand the problem. )

Solution: (*Devise a plan. (Translate))

Let the number be x (*Carry out the plan. (Solve))

Let other number equal to x+9 (*Look back. (Check and Interpret))

Sum of two number is 25

The equation will be:
x+x+9=25 or 2×+9=25 (Students will read.)

2x+9-9=25-9 >> 2x=16 (*The sum of two number is 25.

2x/2=16/2 >>> x=8 One of the numbers exceeds the
other by 9. Find the number.)

Therefore x+9=8+9=17, the two

number is 8 and 17

“Get it class. Another example eyes

here.”

Solution:
Let Ron's present age be x
The Aaron's present age = x-5
After 4 years Ron's age = x+4.
Aaron's age = x-5+4
According to question; Ron will be
twice as old as Aaron.
Therefore x+4=2(x-5+4)
(Students will read.)
x+4=2(x-1)
x+4=2x-2 >x-2x=-4-2 (*Aaron is 5yrs younger than Ron. Four
year later, Ron will be twice as old as
-x/-=-6/- > x=6 Aaron. Find their present ages.)
Therefore Ron = 6 and Aaron = 1

“Is it clear to all of you?”

E. ABSTRACTION
“Since it is clear to all of you. Now
what are the steps in solving linear
equation word problem?”
 “Any one?”

“Yes, ma'am!”

“That’s correct, very good. Thank

you.”

F. APPLICATION

(*Understand the problem. )

FIND ME!
(*Devise a plan. (Translate))
Solve and determine the value (*Carry out the plan. (Solve))
of a number. (*Look back. (Check and Interpret))
1. 68 less than 5 times a number is
equal to the number. Find the
number.

2. When 142 is added to a number,

the result is 64 more than 3 times
the number. Find the number.

3. If 3 is subtracted from seven

times a number, the result is 53.
Find the number.

G. CLOSURE
“If A is a success in life, then A
equals x plus y plus z. Work is x; y
is play; and z is keeping your
mouth shut”
― Albert Einstein

“That’s all for today. Goodbye

class.”
 “Goodbye Ma’am.”

Prepared by: Checked by:

Claire B. Tanio Marilyn M. Sarmiento

BSEd II-Math Instructor
 SEATWORK NO. 1

NAME: DATE:

GRADE AND SECTION: TEACHER:

FIND ME!

Solve and determine the value of a number.

1. 68 less than 5 times a number is equal to the number. Find the number.
 2. When 142 is added to a number, the result is 64 more than 3 times the number.
Find the number.

3. If 3 is subtracted from seven times a number, the result is 53. Find the number.

SEATWORK NO. 1

NAME: DATE:

GRADE AND SECTION: TEACHER:

FIND ME!

Solve and determine the value of a number.

1. 68 less than 5 times a number is equal to the number. Find the number.

2. When 142 is added to a number, the result is 64 more than 3 times the number.
Find the number.

3. If 3 is subtracted from seven times a number, the result is 53. Find the number.

SEATWORK NO. 1

NAME: DATE:

GRADE AND SECTION: TEACHER:

FIND ME!

Solve and determine the value of a number.

1. 68 less than 5 times a number is equal to the number. Find the number.

2. When 142 is added to a number, the result is 64 more than 3 times the number.
Find the number.

3. If 3 is subtracted from seven times a number, the result is 53. Find the number.

Be Alive!
Three times a number increased by ten is equal to twenty less
than six times the number. Find the number.
 If twice the difference of a number and 3 is added to 4, the
result is 22 more than four times the number. Find the number.

Be Alive!
Three times a number increased by ten is equal to twenty less
than six times the number. Find the number.

If twice the difference of a number and 3 is added to 4, the

result is 22 more than four times the number. Find the number.

Be Alive!
Three times a number increased by ten is equal to twenty less
than six times the number. Find the number.

If twice the difference of a number and 3 is added to 4, the

result is 22 more than four times the number. Find the number.

Be Alive!
Three times a number increased by ten is equal to twenty less
than six times the number. Find the number.

If twice the difference of a number and 3 is added to 4, the

result is 22 more than four times the number. Find the number.

Be Alive!
Three times a number increased by ten is equal to twenty less
than six times the number. Find the number.
 If twice the difference of a number and 3 is added to 4, the
result is 22 more than four times the number. Find the number.