Republic of the Philippines

PROVINCE OF BUKIDNON
Municipality of Don Carlos

DON CARLOS POLYTECHNIC COLLEGE

Purok 2, Poblacion Norte, Don Carlos, Bukidnon

DETAILED LESSON PLAN IN EDUC 109

School Kitaotao Central Elementary School Grade/Year Level 5
Instructor JAIRA LYN V. MANGGAS Learning Math
Area/Subject
Time and Date Quarter/Semester 3rd Quarter

I. Objectives:

A. Content Standards:
Demonstrates understanding of the concept of sequence and solving simple
equations.

B. Performance Standards:
Is able to use different problem solving strategies.

C. Learning Competency:
Uses different strategies (looking for a pattern, working backwards, etc.) to
solve for the unknown in simple equations involving one or more operations
on whole numbers and fractions. M5AL-IIIf-14

Objectives:
At the end of the lesson, the pupils are expected to:
a. Identify simple equation;
b. Develop the value of determination in acquiring new skills and
c. Use different strategies to solve for the unknown in simple one operation?

II. Learning Content: Simple Equation Involving One Operation

III.Learning Resources:
A.Reference
1.Teacher Guide: Curriculum guide
2.Lesson Material Page: pp 258-265
4.Additonal Material from Learing Resources (LR)portal:
5.Values Integration:English
6.Teacing Strategy: integrity, cooperation, critical thinking, Explicit learning, proble
solving

B.Other Learning Resources:Visual aid, Picture, Flash Cards,Chalk, Powerpoint

presentation
IV. Procedures:

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Activating Prior Knowledge

A. Preliminaries

 Preparatory Activities

Good morning class!

Good morning, Teacher!
1. Prayer

May I request everyone to please

stand up for our prayer.
(A student lead the prayer)

Good morning class!

Good morning, Sir!

Before you may take your seats,

pick up some pieces of paper and
kindly arrange your chair’s (the students pick up some papers
properly. and arrange their chairs)

2. Checking of Attendance

Let me check the attendance first.

Make sure that you are in your
proper seats so that you will not be (Check attendance using a seat
marked absent. plan)

Very Good! Everybody is present. Yes, Sir.

3. Review of Previous lessons

Class, what was our lesson Its all about Solid Figure teacher
yesterday?

Okay very good.

Our topic yesterday was we learn

about the solid figure
 solid figures are three-dimensional
figures. A three-dimentional object
has length, width, and height.
Moreover, they have faces, edges,
Excellent! Let’s clap our hands. and verties..

B. Establishing a purpose for the

lesson

Direction: Fined the right

equivalent number of each picture
to get the answer of each given
problem.

4 16
2 10 70
10=30
Can you identify which of the
mathematical statements
mentioned above are equations?

How about the value of each

variable in each equation? Can you
solve each one?

Acquiring New Knowledge

C.Presenting examples and

instances

Now, let’s proceed to our topic

for today. Let me present to you
our lesson objectives.
Matthew , kindly stand and
read.

As a future teacher, with these

objectives you can use and apply it
in the field
 Here some example of equations:

Equations Not Equations

a–1=9 x+y
2x + 2 = 10 4q – 4p
4d – 8 = - 2d x – 10
1/3 + n = 2/3 3/4 j – k No, teacher!

To really understand what is

equation, please everybody read We don’t know how to solve that,
the definition. teacher!

EQUATION – Is a sentence in
mathematics that contains an “=”
sign. The equals sign tells you that EQUATION – Is a sentence in
the expression on the left is mathematics that contains an “=”
equivalent to the expression on the sign. The equals sign tells you that
right. An equation that contains a the expression on the left is
variable is neither true nor false equivalent to the expression on the
until the variable is replaced with a right. An equation that contains a
number. variable is neither true nor false
until the variable is replaced with a
VARIABLE – An unknown value number.
which is represented by any letter
of the alphabet which may take on VARIABLE – An unknown value
different values. which is represented by any letter
of the alphabet which may take on
CONSTANT – A fixed value different values.
(number) that does not change
CONSTANT – Afixed value
SOLUTION OF AN EQUATION – (number) that does not change
Is a number that makes the
sentence true or equal. SOLUTION OF AN EQUATION –
Is a number that makes the
In solving an equation, we can try sentence true or equal.
the following:
1. Write the equation.
2. Group similar terms in one side.
3. Perform the indicate operation.
4. Simplify the answer.
5. Check.

Note that the truth of an equation

does not change if we do the
following operations. Let us solve
the identified equations in the
explore part.

Example: 4 + 6 = 10
4 + 6 + 3 = 10 + 3
13 = 13 : since each
expression is equal to 13, adding 3
 to each side of the original
equation still results in a true
equation.

But, what if we will only add 3 in

one side, what will happen, class?

Verygood! In the addition property

of equality, if two expressions are
equal to each other, and you add
the same value to both sides of the
equation, the equation will remain
equal.
Example 2: solve x + 2 = 5
x+2–2=5–2
x=3
Check: Substitute x = 3 in the equation.
x+2=5
3+2=5
5 = 5 : since each expression is equal to
5, the value of x = 3 is correct by
subtracting 2 both side.

Understand, class?
.

D. Discussing new concepts and

practicing new skills #1
What is the equation?

EQUATION – Is a sentence in
mathematics that contains an “=”
sign. The equals sign tells you that
the expression on the left is
equivalent to the expression on the
right. An equation that contains a
variable is neither true nor false
until the variable is replaced with a
The variable? number.

VARIABLE – An unknown value

which is represented by any letter
of the alphabet which may take on
different values.
What is contants?
CONSTANT – Afixed value
(number) that does not change
What is solution of equations?
SOLUTION OF AN EQUATION –
 Is a number that makes the
sentence true or equal.
What are those example of
equations and non- equations?

Equations Not Equations

a–1=9 x+y
2x + 2 = 10 4q – 4p
4d – 8 = - 2d x – 10
1/3 + n = 2/3 3/4 j – k

Now I will give some example,

please listen carefully.

N+2=5
N + 2 – 2 = 5-2
N=3

E. Developing mastery (leads to

formative assessment)

Direction: Solve the following

simple equation.

1. n + 2 = 5
1. n + 2 = 5 check: n + 2 = 5
n+2–2=5–2 3+2=5
2. n – 1 = 12 n=3 5=5

2. n – 1 = 12 check: n – 1 = 12
3. A number decreased by 20 equals 46.
Find the number? n – 1 + 1 = 12 + 1 13 – 1 =
12
n = 13 12 = 12

4. x + 2 = 10 3. n – 20 = 46 check: n – 20 = 46

n – 20 + 20 = 46 + 20 66 – 20 =
46
n = 66 46 = 46
5.4a = 16
4. x + 2 = 10 check: x + 2 = 10

x + 2 – 2 = 10 – 2 8+2=
10
x=8 10 =
10
 5. 4a = 16 check: 4a = 16

- 4 + 4 + a = 16 – 4 4 + 12 = 16
F. Finding practical application of a = 12 16 = 16
concepts and skills in real life

LOCALIZATION:

Direction:GROUP ACTIVITY
I will show you a mathematical
number and you need to identify if
the given mathematical statements
are equations. solve the problem if
it is mathematical equation and
write “NME” if not. I will give you 3
minutes to answer.

1. x = y 6. 4d – 8 = - 2d
2. 2x + 2 = 10 7. 1x – 4y
3. 4q – 4p 8. r + 6 + 8
4. x + 4 = 20 9. 3e = 27
5. 6x = 48 10. x + 7 = 14

Assessment

G. Making generalizations and

abstractions about the lesson
Now, did you already understand
about simple equation, class? Yes, teacher!

Ok verygood! Then how can we

identify if the statement is a We can identify if that statement is
mathematical equation? a mathematical equation if the
sentence in mathematics that
contains an “=” sign.

Great! How can we solve and get

the missing numbers in a problem? We can get the missing numbers if
we subtract or add the both side
and if we get the equal answers.

Very good! It seems that you

already understand about our
lesson for today about simple
equations involving one operation.
IV. Evaluating Learnings

Direction: solve for the unknown.

1. r + 6 =8
2. 12 = p + 5
3. 3e = 27
4. 60 = 6b
5. 5 / 8 y = 9
6. x + 3 / 8 = 18
7. x-2 = 3
8. x + 5 = 10
9. x – 10 = 120
10. a – 1 = 9

F. Additional Activity for Application

Assignment

Direction: Solve the following equation.

1. r – 10 = 14
2. n – 11 = 20
3. 4n = 24
5. 20a = 60
6. 18 = n + 11
7. x + 12 = 20
8. 5x = 15
9. 23 = d – 4
10. x + 20 = 10

V. REMARKS
VI.
REFLECTION
A. No. of
learners who
earned 80% in
the
evaluation.
B. No. of
learners who
require
additional
activities for
remediation
who scored
below
C. Did the
remedial
lessons work?
No. of
 learners who
have caught
up with the
lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of
my teaching
strategies
worked well?
Why did these
work?

Prepared by: Checked by:

Bryan E. Renegado Mrs. ARLYN J. MORALDE