Scribd
Upload
9 views10 pages

Grade 9 Week 19 Math 22.1 Setting Up Equations (1) (1)

The document outlines a Grade 9 lesson plan focused on writing equations from word problems, with learning outcomes aimed at understanding and solving real-life mathematical scenarios. It includes various activities such as forming equations from word problems, solving specific mathematical tasks, and discussing examples related to geometry and algebra. Additionally, it emphasizes the importance of interpreting problems to create equations and relates the content to real-life applications.

Uploaded by

21-Nada Abdelrahim
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
9 views10 pages

Grade 9 Week 19 Math 22.1 Setting Up Equations (1) (1)

The document outlines a Grade 9 lesson plan focused on writing equations from word problems, with learning outcomes aimed at understanding and solving real-life mathematical scenarios. It includes various activities such as forming equations from word problems, solving specific mathematical tasks, and discussing examples related to geometry and algebra. Additionally, it emphasizes the importance of interpreting problems to create equations and relates the content to real-life applications.

Uploaded by

21-Nada Abdelrahim
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 10

Click to22edit

MoreMaster title style


Equations, formula and
functions
22.1 Setting up equations to solve problems

L.O: E2.5 write an equation by interpreting a word problem

Grade 9
Ms. Hala omer
/2/2025
Click to edit Master title style
Learning Outcomes:
By the end of this lesson, students will be able to . . .

To understand the statement to form an equation.


To relate the topic to real life.

Majority will be able

To solve word problems.


ClickCurrency
UAE to edit Master
(AED)title style

Exchange rate of AED and US$


US$ 1 = 3. 6525 AED
Click toactivity
Starter edit Master
(5 minutes)
title style
Think-Pair-Share
Form the equations from these word problems.
A number multiply by four gives 32.
The sum of a number and 13 is 25.
If a number subtracted from nine the result is -5.
When 5 is added four times a certain number the result is
57.what is the number.
Click to
Class Discussion
edit Master
(7 minutes)
title style
Course book Page#761 worked example 4
The length of a rectangle is 2 cm greater than its width.
The area of the rectangle is 15 cm. Find its perimeter.
The area is the length × width, so
x(x + 2) = 15
⇒ x2 + 2x = 15
⇒ x2 + 2x − 15 = 0
⇒ (x + 5)(x − 3) = 0
⇒ x = −5 or x = 3
x is the width of the rectangle, so it cannot be a negative number. This
means x must be 3.
The dimensions of the rectangle are 3 cm × 5 cm.
Its perimeter = 3 + 5 + 3 + 5 = 16 cm
Click activity
Main to edit Master
(15 minutes)
title style

Task 1: Course Book page#762 Solve Q# 1,2,5


1. A number is 3 more than another number and the product of these two
numbers is 40. Find the possible pairs of numbers.
2. A ball starts to roll down a slope. If the ball is d metres from its starting
point at time t seconds and d = t2 + 3t, find the time when the ball is 10 m
from its starting point.
5. The base of a triangle is 2 cm longer than its perpendicular height. If the
area of the triangle is 24 cm2, find the height of the triangle.
Click activity
Main to edit Master
(15 minutes)
title style

Task 2: Course Book page#762 Q#6,7

6. A trapezium has area 76 cm2. The parallel sides differ in length by 3 cm,
and the shorter of the two is equal in length to the perpendicular height of
the trapezium. Find the distance between the two parallel sides of the
trapezium.
7. The number of diagonals of a convex polygon with n sides is
1/2n(n−3).
a. How many sides does a polygon with 54 diagonals have?
Clickactivity
Main to edit (15Master
minutes)title style
Extended Task:
The diagram shows a rectangle that has been divided into a square
and a smaller rectangle. The smaller rectangle is similar to the larger
one.
a.
Show that x2 − x − 1 = 0
b.
Solve this equation, giving your answers to 2 decimal places
c.
Explain why one of your solutions does not work in this case
d.
Find the perimeter of the rectangle.
Click to activity
Plenary edit Master
(5 minutes)
title style
IGCSE question (0580) paper 42 Q8 2014
The distance a train travels on a journey is 600km. er
a. Write down an expression, in terms of x, for the average speed of the train when
b. (i) the journey takes x hours.
c. (ii) the journey takes (x+1)hrs.
The difference between the average speeds in part i , ii , is 20km
Show that x² + x – 30 = 0

600/x , 600/x+1 , 600/x – 600/x+1 = 20


Click 13
to Understanding
edit Master title style
Measurements
13.5: Exchange Currencies
L.O: L.O: E2.5 write an equation by interpreting a word problem

To understand the statement to form


an equation.
To relate the topic to real life.
To solve word problems.

You might also like