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Change Lab - XX

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8 views

Change Lab - XX

Uploaded by

maeselasekgaolela
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DATE

29  Defining an  Confusing an
FEBRUA equation: a expression with
RY 2024 statement that the an equation
values of two  The difference
mathematical between an
expressions are unbalanced
equal (indicated by statement and a
the sign =) balanced
 Components of an statement
equation:  The meaning of a
Coefficients are the solution
numbers
multiplying the
variables in the
terms. Exponents
represent the power
to which a term is
raised. Arithmetic
operators like
addition,
subtraction,
multiplication, and
division are used to
connect the terms
 Examples of
equations:
o 3+_=7-2
o _-4=9-2
o 13-9=_×4×2
07  Difference between  Viewing “=” sign
MARCH an expression and as a “do-
2024 an equation: something”
expressions are instead of having
mathematical equivalence view
phrases representing
values, while
equations are
statements of
equality where two
expressions are
equated, requiring a
solution to make
them true.
o 2x+10= 20
o 20+10x+9-
2x
 The meaning of a
solution in an
equation refers to
the values assigned
to the unknown
variables that satisfy
the equality stated
by the equation. In
mathematics, a
solution is a set of
values, which can
be numbers,
functions, or sets,
that make the
equation true when
substituted into the
equation.
 Understanding the
symbol “=”

14  To refrain from  Not Following the


MARCH viewing an “=” sign Correct Order:
2024 as a “do - One common
something”- By error is not
fostering a adhering to the
relational view of correct order of
the equal sign operations
through targeted outlined in the
instruction and BODMAS rule.
engaging tasks, This mistake can
educators can help lead to incorrect
learners develop a solutions as
more sophisticated operations are not
understanding of performed in the
equations and proper sequence.
mathematical  Misapplying the
relationships, FOIL Rule: When
moving beyond a using the FOIL
simplistic method to
operational multiply
interpretation. binomials,
 How to assert students often
simple equations: forget to multiply
When asserting a all combinations
simple equation, of terms, leading
one needs to state to missing terms
that the values on in the final result.
both sides of the This oversight can
equation are equal. result in
 Rules: BODMAS inaccurate
: FOIL solutions.
:  Confusion with
Commutative law Negative
: Inverse law Numbers:
: Students
Simplification sometimes
struggle with
negative numbers,
especially when
combining rules
for adding,
subtracting,
multiplying, and
dividing them.
This confusion
can lead to errors
in calculations
involving negative
values.
21  Variables: The
MARCH lesson should aim to
2024 help students
understand the role
of variables in
representing real-
world situations and
mathematical
relationships. By
defining variables
as symbols or letters
used to denote
unknown quantities,
students can grasp
their importance in
formulating
equations to
describe various
scenarios.
o
26  Application of rules
MARCH of equations:
2024 o Solving
Linear
Equations:
The rules for
solving
linear
equations
include
simplifying
each side of
the equation,
isolating the
variable
term, and
using
multiplicatio
n or division
to find the
variable's
value.
o Interpreting
Simple
Equations:
Simple
equations
and their
various
scenarios,
such as
determining
quantities,
costs, or
relationships
applications
are
fundamental
in

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