A Detailed Lesson Plan

in
Mathematic I
(Elementary Algebra)



I- Objectives
At the end oI the lesson, the student should be able to:
1. translate geometry problems to literal equations
2. solve the given problem using the diIIerent Iormula o I area and perimeter oI the polygon
3. Iormulate equations to solve problems involving geometry
4. apply the concepts oI geometry problems in solving real liIe situation

II- Subject Matter
Topic: Verbal Problems
Subtopic: Solving Geometry Problems
ReIerences:
1. Orlando A. Oronce and Marilyn O. Mendoza Math I. PP 326 332
2. Aurora E. Tan Math Master I (Elementary Algebra) pp 180 182
Subject Integrated: T.L.E, Science
Values: Cooperation, patience and develop understanding in the problem
Materials: PowerPoint Presentation, Written Concepts, Ruler


III Procedure
Teacher`s Activity Student`s Activity

A. Preliminary Activities
a. Prayer
Angel, will you lead a prayer



Good AIternoon class!


b. Checking oI Attendance
Who is absent today?


c. Checking oI Assignment
Bring out your assignment, pass it
to the center aisle and pass it
Iorward, I will be the one who will
check it.
d. Drill
I have prepared here Ilashcards.
Written on each card is an equation
that you`re going to solve. As I
Ilash each card, just raise your hand
iI you know the answer. The Iirst
one who will raise her/his hand will
be the one who will answer the
given equation and will receive a
star coin which will be equivalent
to the number oI recitation he/she is
going to have.
Is that clear?

Let`s start,
1. X-10 40

2. Y6 5

3. X3 9

4. Z-5 10

5. A-4 5


B. Review




Praise be Jesus Christ...
Now and Iorever. Amen.



Good AIternoon Ma`am!




None, Ma`am



















Yes, Ma`am!


X50

Y -1

X 6

Z 35

A 9
BeIore we proceed to our new topic this
aIternoon, let`s recall Iirst your
previous lesson which was all about
Multiplication and Division Properties
oI Equality.


In order Ior me to know whether you
really understood your past lesson, I
have prepared here an activity. I have
here a box, inside oI this box are
equations written on little paper pen
and number written on little paper shirt.

Here are the procedures:
1. Select one number on the leIt side
oI the box.
2. Select an equation on the right side
oI the box.
3. Open the number you pick
4. Start in Iront, count until on the
number you pick and the student
who sits on that number will be the
one 3who can answer the equation
you pick.
5. II he/she cannot answer, pick
another number and let him/her
answer the Iirst equation.
6. Repeat the procedures until all the
equation answered.

Is that clear?

Let us start doing the activity,




4m 24





6r 54



































Yes, Ma`am!


(student pick a number and start counting Irom
her classmates to answer the equation she pick)


4m 24
4m 24
4 4
M 6





2s 4




9y 27





Very Good! You`ve done it correctly;
you really understood your previous
lesson.

C. Motivation
Class, I know you already knew the
diIIerent Iormulas in Iinding the area
and perimeter oI polygons, but now I
will post it on the board as your guide
Ior the activity.

I will group you into Iour groups, row
1 and 2 will be the group 1, row 2 and 3
will be the group 2, on the leIt side,
row 1 and 2 are group 3,row 3 an d 4
are group 4.
Row 3 and row 4 Iace at the back.

I provided each group diIIerent
polygons, ruler and scissor. Your
activity is to Iind the perimeter and area
oI the polygons, use inch as the unit oI
measures. You will apply the Iormula
on the board to Iind the area and
perimeter oI each polygon. I`ll give you
3 minutes to do the activity.
Starts now!

Time`s up!
Is the area oI Iirst polygon same to
other one?

6r 54
6r 54
6 6
r 9

2s 4
2s 4
2 2
s 2


9y 27
9y 27
9 9
Y 3




























(students do the activity)



So, to see iI it is really the same iI we
cut the Iigure on which you can Iorm
another Iigure.
Cut the Iigure you measured a while
ago. Follow the bold line in cutting.


AIter cutting, is the Iigure you Iorm the
same with other group?


How about the area, is it also the same
to the original Iigure?


What have you notice with the activity?
Yes, Camille




Good!
Another idea



Is the measurement exact?


Using ruler, we used the unit oI inch as
its measure. II we measure the given
polygon, we will have now the area and
perimeter oI the polygon.
Right class?

Ho w about class, iI the given measure
is an algebraic measure, do you know
how to solve it?

D. Presentation
The answer Ior the question can be
explain because it is connected to our
topic this aIternoon which is Solving
Geometry Problems`


Yes, Ma`am!






(students cut their polygon)



Yes, Ma`am!



Yes, Ma`am!





Using the ruler Ma`am, we got the measure oI
each polygon


Ma`am using the Iormula, it easy Ior us to
solve the area and perimeter oI the given
polygon

Yes, Ma`am!






Yes, Ma`am!



No, Ma`am!




E. Discussion
Many applications oI Mathematics
involve geometric Iigures. Algebraic
methods can be used to solve problems
about the perimeter and area oI
diIIerent polygons.

Let`s take a look Ior the given Iigure.
Give the Iormula Ior Iinding area and
perimeter

















Using the diIIerent Iormulas, we can no w
Iormulate equations about them and use such




















Area
A s
2

Perimeter
P 4s





Area
A LW
Perimeter
P 2L2W









Area
A 1/2bh
Perimeter
P abc
equations to solve problem involving geometry

For example,
Use the given Iigure below to write an
equation involving x. Iid the width oI the
rectangle iI the perimeter is 60 m.
4x

x



What is the Iormula in Iinding the perimeter oI
the rectangle?

From the given Iigure, what is width?

What is the equivalent oI w and l on the given
Iigure?



Find the equation oI the perimeter oI the
rectangle by substituting the value

What is the perimeter?

Now, substitute it to the equation

Solve Ior the value oI x




What did you to Iind iI your answer is correct?

Who want to check iI the answer is correct?
Yes, Dara




Is the answer correct?

The width oI the rectangle is 6
Do you get it class?
















P 2L2W

X width



X W
4x L


P 2(4x)2(x)

P 60

60 2(4x)2(x)

60 8x2x
60 10x
10 10
6 x

By checking


60 10x
60 10(6)
60 60


Yes, Ma`am!


Another example,
Merly has 390 It. oI chicken wire to build a
pen Ior her chickens. Merly is putting a Ience
around a part oI her 1 hectare to Ience in her
chickens. She wants the length oI the pen is
twice the width. Find the dimensions oI the
pen?

What is asked on the problem?
Camila

How is the length related to the width?

What is the perimeter o I the pen?

We need to plan a solution Ior a given
problem. We should think oI a number that
will give us solution and equal to what Merly
chicken wire has.

Give a number that we consider as width
Yes. Airon

II the width is 65 what is its length?
Joemar

Applying the Iormula oI perimeter, we have
P 2l2w
390 2(130)2(65)
390 260 130
390 390
Is the solution correct?

Is there any question?

II there`s no question, try the Iollowing on the
board, then aIterwards explain your work.

1. The length oI a rectangular Irame is 5
inches more than the width. II the
perimeter oI the Irame is 82 inches.
What are the length and width?




Yes, Ma`am!










Find the dimension oI the pen


The length is twice the width

390 It.






65


130







Yes, Ma`am!

None Ma`am!


























2. The room shown in the Iigure has a
Iloor area oI 325 square It. with a width
oI 13 It. what is the Iloor`s length?













Very Good!
Based on your answer, it seems that
really understood our lesson this
aIternoon.

D. Application

X


X5

X width
X5 length
P 2l2w
82 2(x5)2(x)
82 2x102x
82 4x10
82-10 4x

72 4x
4 4
18 x
The width is 18 inches, so the length is x5
185 23 inches











Solution:
A LW
325 L(13)
325 L13
13 13
25 L
The length oI the Iloor is 25 It.
Check:
The area is A LW
25It.(13It)
325 square It.





I will group you again, on the leIt side
will be the group 1 and on the right side
is group 2.
Try to answer this problem and choose
representative Irom the group to
explain your work. Make a diagram.

The width oI a rectangular
garden is 2 Ieet shorter than its
length. II the perimeter oI the
garden is 32 Ieet. What are the
dimensions oI the garden?


Start analyzing the problem, iI you
are Iinish, go in Iront and write
your answer.


Let see iI their answer is correct.














































(Group 1 write their answer on the board)


Solution:

X width
X2 length
P 2L2W
32 2(x-2)2(x)
32 2x-42x
32 4x-4
324 4x
36 4x
4 4
9 x
The width is 9 It., so the length is 9-2 7


O
O+





Very Good! Give them angel clap

E. Generalization
Do you understand class our
discussion?

Is it important to study some geometry
problems?

How do you say so?





That`s good!

F. Fixing Skills
We have another activity, go to your
respective group

'An English scientist who develop the
theory oI natural selection. He
published the Origin oI Species` in
1859.

You can answer that question iI you answer
this problem.

Two sides oI a triangle are 3 cm longer and 10
cm longer than the shortest side, respectively.
Find the lengths oI the sides oI the triangle
when its perimeter is 58 cm.

Solution:
Let`s Iind the lengths oI the sides oI a triangle




Let x

7It.



9 It.


(students will do the angel clap)



Yes, Ma`am!


Yes, Ma`am!

By studying geometry problems, we can apply
it in our daily liIe.
For example, iI we want to plant a union, it
easy Ior us to know the area and perimeter oI
the garden
























1

length oI the second side

And x10

Use the Iormula Ior the oI a
triangle,
P to write an equation

Ior perimeter oI
P abc

xx3x10 Substitute 58 Ior P,
x Ior a, x3 Ior b, x10 Ior c

58 3X13

45 Subtract 13 Irom both sides oI
the equation
x

Thus, the lengths oI the sides oI the triangle are
15 cm, x5 153 or 18 cm and x10

1510 or cm.

ProoI:

P abc
58 151825
58 58


x3


Length oI the shortest side


58 cm


15


Perimeter















































3
4
S
6
7
8
9
10
11
C
N
n
A
L


Length oI the longest side


abc


Combine like terms


58


25


3x


2 6 10 7 4 8 5 3 10 7 11 9 1




IV Evaluation
Analyze the problem.
1. The length oI a rectangular lot is 7
meters longer than its width. II the
perimeter is 46 meters. What are the
dimensions oI the rectangle?
2. The perimeter oI the rectangle is 42 It.
the length oI the rectangle is 3 It. less
than twice the width. Find the length
and width oI the rectangle?

V Assignments
Analyze the problem. Make a diagram
1. In an isosceles triangle, the measure oI
one angle is three times oI one oI the
congruent angles. Find the measure oI
each angle.
























Charles Darwin


S
L
k
W
I