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INSET G1Math
INSET G1Math
INSET G1Math
INSET G1Math
INSET G1Math
INSET G1Math
INSET G1Math
INSET G1Math
RUBRIC FOR PROJECT PROPOSAL,[object Object]
INSET G1Math
Situation 2,[object Object],	You are the owner of a certain school and you are on expansion because of the increase in enrollment. There is a need for  two new classrooms. The total price of the chairs is P96 000.00 and you are asked to pay a down payment amounting to P20 000.00.,[object Object],What operations are you going to use in solving this problem? How much is the price of each chair? How much is the remaining balance? ,[object Object]
INTERACTIONS WITH DIFFERENT RESOURCES TO ANSWER EQ:,[object Object],6. Group students and allow them to work on Activity 1. Tell them to record their answers to the questions and be prepared to share their answers to the class. Give them 10 – 15 minutes to do the tasks.,[object Object],7. Group students into three. Ask each group to share their answers to the class. Probe for deeper understanding by asking questions like:,[object Object],	“ Why do we need to study linear equations in one variable?”,[object Object],	“ In what situation can we use linear equations? “,[object Object],8. Give students 3 – 5 minutes to answer the questions and ask them to share their answers with the class. Lead the discussion.,[object Object],9. Ask students to show and explain their answers to the class. Encourage them to use multimedia resources to show pictures of these devices. Invite other groups to share devices not mentioned by the previous reporters. They may access the following sites:,[object Object],http://www.purplemath.com/modules/solve.htm,[object Object],Contains different strategies in solving linear equations.,[object Object]
10. Ask the students to share their answers to the class. Facilitate the discussion.,[object Object],11. Group students and allow them to work on Activity ( Tickle your Mind – Reference Book page 212 / Wizard Mathematics). Tell them to record their answers to the questions and be prepared to share their answers to the class. Give them 15 – 20 minutes to do the tasks.,[object Object],12. Ask each group to present their output to the class and encourage others to ask questions or give constructive comment on the presentation. ,[object Object],PROPERTIES OF EQUALITY,[object Object],13. Give students 3 – 5 minutes to  answer the Activity ( Let’s Try It) and ask them to share their answers with a partner. Ask some partners to share their answers with the class. Lead  the discussion.,[object Object],14. Ask each group to post its outputs. Ask them to compare the results. Ask students to explain their answers. Lead the students to realize that using properties of equality is really important.,[object Object]
15. What are the properties of equality?  What are the advantages of using the different properties?,[object Object],16. Give the students 10 – 15 minutes to answer the questions. Then invite them to share with a partner. Ask some partners to share their answers with the class. Encourage the others to ask questions.,[object Object],17. Ask students to look for a partner to work on the next activity. How are the properties of equality differ from one another? How are these properties of equality useful in solving linear equations? Give 20 – 30 minutes to do the task. Tell them to be ready to share their works to the class.,[object Object],Students can also access websites such as:,[object Object],http:www.slideshare.net/bekeene/properties-of-equality.htp,[object Object],http:www.mathwords.com/equation_rules.htm,[object Object],18. Ask students to show and to explain their works to the class. Encourage them to use multimedia resources to apply the properties of equality. Invite other pairs to share their chosen activity. They may access the site given below:,[object Object],http://the mathgames.com/our-games/arithmetic-games.htm,[object Object]
19. Did you find the activity interesting? Were you able to differentiate clearly the properties of equality? How can you relate the properties of equality in real life situations?,[object Object],20. Allow them 5 -10 minutes to answer the questions. Then ask them to share their answers to the class.,[object Object],WORD PROBLEMS INVOLVING EQUATIONS IN ONE VARIABLE,[object Object],21. Ask: What are the steps in solving  word problems involving equations in one variable? Are the properties applicable? Tell the students that in the next activity they will be asked to solve a number word problem?,[object Object],22. Allow them 10 - 15 minutes to solve the problem.,[object Object],23. Call some pairs to share and explain their answers. Have the rest of the students agree/disagree with the answers . If they disagree have them explain why.,[object Object],24. Allow students to perform the activity in groups of three.,[object Object]
25. Have the students find exercises on word problems involving equations in one variable. You may ask them to access::,[object Object],http://www.free ed.net/sweethaven/Math/algebra/LinearEq?/LinEq01_EE.asp?iN,[object Object],Ask them to choose at least two problems and they must be ready to present and explain the said problems in the class.,[object Object],26. Give students 20 – 30  minutes  to find problems together with their solutions.,[object Object],27.Ask students to post their results for the whole class to see. Lead the students in discussing their works.,[object Object],28. Extend by asking : Are the properties of equality applied in the said problems? Are they important? Why?,[object Object]
INTEGRATION OF FINDINGS WITH EU,[object Object],DOING THE PERFORMANCE TASK,[object Object],29. You may now challenge the class to do the performance task. Tell them to be ready to present their group work.,[object Object],30. Give the students 5 days to gather data on Prices of Diesel from different companies. And ask them to show and explain their work to the class. Lead the discussion.,[object Object],31. Encourage the other groups to give some comments to the presentations.,[object Object],32. Ask the students to reflect on their learning  experience by monitoring the prices of diesel from different companies.,[object Object],TIME TO REFLECT!,[object Object]
33. Encourage students to share their reflections with their group mates.,[object Object],34. Ask the students to post their work on the board. Ask some to say something about the output of their classmates. What do these outputs say about the usefulness of linear equations in one variable? Ask some to share their answers to the class.,[object Object]
35. CONCEPT MAP,[object Object],translated to,[object Object],taken as,[object Object]
36. CLOSURE,[object Object],	We see from our learning experiences that linear equations play a very important role in our lives. We will see more applications of linear equations in many other areas as we continue to study mathematics..,[object Object],37. VALUES INTEGRATION,[object Object],In doing activities, what did you observes to your partner or group members while answering / doing the activity. What are the problems you have been encountered in completing the task? How do you complete the task successfully? How can you  apply linear equations in dealing in real life situation?,[object Object]
Thank you,[object Object]
MEMBERS,[object Object],RHEA  M. INFANTE,[object Object],JULIE M. PAULE,[object Object],LANIE C. BERNARDO,[object Object],ELVIE D. GOOD,[object Object],GRACE S. PAJARDO,[object Object],JOSEPHINE A. DE CASTRO,[object Object],AMADA M. MALIWAT,[object Object],PLACIDA P. BAMBA,[object Object],ROSARIO M. RIVERA,[object Object],JOCELYN B. CABALLA,[object Object]

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INSET G1Math

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