LESSON PLAN

School Name: G.S BUGARAMA Teacher’s name: ISHIMWE SAMUEL

Term Date Subject Class Unit Lesson Duration Class size

No No
III 11 /04/ 2024 MATHS Y1 No.5 10 of 12 `40min 40
SME
Type of Special Educational Needs to be catered for in One learner with hearing impairment
this lesson and number of learners in each category
Unit title
Linear And Quadratics equations/ Inequalities
Key Unit
Competence Solve algebraically or graphically linear, quadratic equations or inequalities
Title of the lesson
Solving word problems involving linear equation and inequalities
Instructional By the end of this lesson, by using manila paper written on real world problem in
Objective groups of 5 learners, learners will be able to solve word problem involving linear or
quadratic equations accurately

Plan for this Class Inside the classroom

(location: in /
outside)
Learning Materials Manila paper written on real word problems; students teacher Book, scientific
(for all learners) calculator
References Mathematics for Rwandans school, TTC year one student’s book on page 81 and
teachers guides on page 99 New general mathematics.

Timing for Description of teaching and learning activity Generic competences

each step Student are given task related to the pervious lesson (solving and
linear and quadratic equation), then guided by teacher they Cross cutting issues to be
will formulate the key question “How to solve word addressed
problem involving linear equation/inequalities” they will +
be provide real word problem written on manila paper in a short explanation
advance and asked by teacher to formulate groups and solve
 that problem, present their findings, Teacher explain the
important steps and terms involving in solving such problem
group of pairs. They will elaborate their new skills to new
problem. therefore, teacher will evaluate individual learner
by individual activity
Teacher activities Learner activities
Introduction Ask learners questions related Respond to the asked Critical thinking will be
to pervious lesson (linear or question developed through
quadratic inequalities) answering
5min given question.
Example 1: solve: −2x+5≤ 0
A volunteer learner will try Research and problem-
to answer the given question solving skills will be
on chalk board speaking developed through solving
loudly to ensure all learners given question.
get him/her

Possible answer:
−2x+5≤ 0
⇔−2x ≤−5
⇔x ≥ 5/2
⇔s= [5/2, +∞ [

Facilitate the learners to Ask many questions Creativity and innovation

formulate including how to solve word will be developed through
Key question problems involving linear formulating and asking key
equation. question

Development
of the lesson Presents the real word to the Form group of 5 learners, Inclusive education will be
whole class and ask them to discuss on asked question addressed through making
25 min form group of 5 pupils and group of learners with
ask them to discuss on it solve different learning abilities
related question
Example: For every Student participate actively Peace and values education
subscription she sells, Joan by generating different ideas will be addressed through
earns a commission of in the way of answering allowing each individual to
125frw. If she question posed by teacher. provide his/her idea to
earned 1750frw last month in whole group and make
commissions, how many value judgement.
subscriptions did she sell?

Move around to ensure that Answer the question in Researcher and problem
each student participate groups as required by solving skill will be
actively in given task and teacher developed through
provide help where necessary. identifying what key
question must be

Call up on group by group to Organize their work and Critical thinking skills will
present their findings present it to it to the whole be developed through
class confidently presenting the work of
groups accurately

Possible solution to the

question

i)let number of subscriptions

be x
ii) 125Rwf is cost of one
subscription.
iii)The equation is 125x=
1750. This can be solved by
dividing both sides by 125.
X=1750/125
X=14

Facilitates the learners by Follow and analyze careful Lifelong learning will be
explaining key steps and and attentively the meaning developed through getting
terms used in solving real key word maximum understanding
 word problem, such as: sum, from teacher’s explanation
product, difference and
quotient

Give the elaborative exercises Join group, analyze given Standardization culture will
related to new lesson to be problem and generate the be addressed through
done in pairs answer to the given question paying attention to
teachers’ instruction
Ex: one-fourth of number Ex: one-fourth of number
added to one-firth of the same added to one-firth of the
number is less than or equal to same number is less than or Gender education will be
18. find the range of values of equal to 18. find the range addressed through forming
the number. of values of the number. groups of both boys ang
girls
Possible solution:
To request one group to i) Let the number be x Inclusive education will be
present their working to the ii)Write the equation in developed through
whole class and facilitate algebraic form presenting in loud voice to
presentation and assisting 1 1 ensure that all learners get
x+ x ≤ 18
4 5
them to speak loudly maximum understanding
iii) multiply 20 on both
including the learner
sides
having hearing impairment.
1
( ) ( )
1
20 x +20 x ≤ 18(20)
4 5
5x+4x ≤ 360
9x≤ 360
X≤ 40
Therefore, solution set S: [-
∞,40]

ssssConclusion Give the individual activity to Apply what they learned in Critical thinking skills will
be done by each learner new lesson and solve given be develop through solving
10 min individually; activity. the give activity .
Activity:4 is added to three Activity: 4 is added to three
times a certain number, a times a certain number, a
result is not more than twice result is not more than twice
number when added to 10. number when added to 10.
 Find the range of values of Find the range of values of
that that number.
Number.
Learner shares his/her
Ask one learner to share his/ working to the whole class
her working (Infront of whole and helped by teacher and
class) and draw summary of rest learners draw the
the lesson. summary of the lesson
Possible solution:
i)Let the number be y
ii) write the equation in
algebraic form:
4 +3 y ≤2 y +10
iii) take the variables on one
side and constant on other
side.
3 y−2 y ≤10−4
Then y≤ 6
Therefore S:[-∞,6]

Ask them to write this To copy homework in their

homework in their not book not book. Critical thinking skills will
1. The sum of five times a 1. The sum of five times a be developed through
number and twelve is 32. Find number and twelve is 32. answering question in
the number Find the number homework.
Teacher self-
evaluation