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G7-Math

Ignatian Pedagogical Paradigm Lesson Plan

Student Preparedness

Previously, the lessons about properties of equality and solving linear


equations in one variable was discussed and will be used in this topic,
Context
work word problems.

Learning Preference

Grade 7 students are mostly visual and independent learners.

Content Standards

 Demonstrates understanding of key concepts of algebraic


expressions, the properties of real numbers as applied in linear
equations, and inequalities in one variable
Performance Standards

 Is able to model situations using oral, written, graphical, and


algebraic methods in solving problems involving algebraic
expressions, linear equations, and inequalities in one variable
Topic: Work Word Problems

References/Materials

Experience  Holliday, B., Cuevas, G., Moore-Haris, B., Carter, J., Marks, D.,
Casey, R., Day, R., Hayek, L. (2006). Algebra 1. Columbus, OH:
Glencoe/McGraw-Hill Companies, Inc.
 Nivera, G. (2014). Grade 7 Mathematics (Patterns and
Practicalities). Makati City: Don Bosco Press, Inc.
 LCD
 Chalk and board
Strategies

 Interactive Direct Instruction


Prelection

Difficult tasks are done by groups because the whole duty can be
disseminated to the members. Freeloaders are discouraged in the group
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan

because they can affect the group’s performance.

Nexus

Let the students recall about the properties of equality and solving linear
equations in one variable.

Objectives

At the end of the lesson, learners are expected to:

 Solve rational equations involving work in a drill for 5 minutes


 Assess the problem whether it is about working alone or working
together through classroom discussion for 5 minutes
 Form and solve an equation using algebraic methods in a
seatwork for 10 minutes
Development of the lesson

Teacher: Good morning, class!

Students: Good morning, ma’am!

T: Everybody stand for the prayer. *prayer* You may now take your
seats.

S: Thank you, ma’am!

T: Our objectives for today are the following

At the end of the lesson, learners are expected to:

 Solve rational equations involving work in a drill for 5 minutes


 Assess the problem whether it is about working alone or working
together through classroom discussion for 5 minutes
 Form and solve an equation using algebraic methods in a
seatwork for 10 minutes
T: Let us first have our drill. Please get your Magis notebook and copy
and answer the items.

Drill
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan

Find the LCM of the following items.

1. 4, 2, 3

LCM: 12

2. 𝑥, 𝑥 2 , 𝑥 5

LCM: 𝑥 5

3. 2𝑥, 𝑥, 3

LCM: 6𝑥

4. 2, 4, 6𝑥

LCM: 12𝑥

5. 6𝑥, 2𝑥, 4

LCM: 12𝑥

T: Exchange papers. *checking* Write your scores in a ¼ sheet of paper.


Now, I have here a word problem. Altogether, please read.

Problem

S: Mark can paint a room in 6 hours. Carl helped him to paint. They can
finish the job in 4 hours. How long would it take Carl to paint the room
alone?

T: What is given in the problem?

S: Mark can paint a room in 6 hours and Mark and Carl can finish the job
in 4 hours.

T: Thank you! What is asked in the problem?

S: How long would it take Carl to paint the room alone?

T: Very good! Let’s now solve the problem.

T: We know that Mark can finish painting the room in 6 hours. If Mark
painted the room for an hour already, then he had finished 1/6 of the
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan

whole job. That would then be Mark’s rate. Since we don’t know Carl’s
rate, we simply let x be the number of hours it would take for Carl to do
the job. So, If Carl painted the room for an hour already, so he had
finished 1/x of the whole job. We would then multiply the number of hours
they can finish painting the room – 4 hours – to both Mark and Carl’s
rate. Then we add both of the products and equate to 1 (representing 1
whole job done).

1 1
(4) + (4) = 1
6 𝑥

4 4
+ =1
6 𝑥

4𝑥 24
+ =1
6𝑥 6𝑥

4𝑥 24
6𝑥 ( + ) = (1)6𝑥
6𝑥 6𝑥

4𝑥 + 24 = 6𝑥

24 = 2𝑥

12 = 𝑥

𝑥 = 12

Checking:

1 1
(4) + (4) = 1
6 12

4 4
+ =1
6 12

8 4
+ =1
12 12

12
=1
12

1 = 1, 𝑡𝑟𝑢𝑒
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan

Therefore, it would take 12 hours for Carl to do the job alone.

T: What have you observed in the process?

S: We determined the given in the problem.

T: Very good! What else?

S: We have determined what was asked in the problem.

T: Good observation. Thank you! So in solving a given word problem we


are to follow the following steps:

1. Read and understand the problem.

2. Represent the unknown with a variable.

3. Associate the unknown variable with the values given in the problem.

4. Form an equation using algebraic methods

5. Prove and check answers.

And let us not forget the formula for work, work = rate x time.

Let’s try to solve another problem using these steps.

Problem

John can paint the interior of his house in 15 hours. If he hires Jude to
help him, together they can finish the job in 9 hours. If John lets Jude
work alone, how many hours will it take Jude to paint the interior of
John’s house?

T: Altogether, read the problem.

T: What is given in the problem?

S: John can paint the interior of his house in 15 hours. Together, they can
finish the job in 9 hours.

T: That’s right! Thank you. Now, what is asked in the problem?

S: How many hours will it take Jude to paint the interior of John’s house?
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan

T: Correct! Thank you.

T: Let’s now represent the unknown with a variable. We know that the
unknown is the time for Jude to paint alone. We simply let x be the
number of hours it would take for Jude to pain. So, if Jude painted the
house for an hour already, so he had painted 1/x of the interior of the
house. That would then be Jude’s rate. Next, we will associate the
unknown variable with the values given in the problem. We know that
John can paint the interior of his house in 15 hours. If John painted the
house for an hour already, then he had finished painting 1/15 of the
house. That would be John’s rate. Since we are already done associating
the unknown variable with the given values, we can now form an
equation.

1 1
(9) + (9) = 1
15 𝑥

We multiplied the number of hours they can paint the interior of the house
– 9 hours – to both John and Jude’s rate. We also added both of the
products and equate to 1. (representing 1 whole job done)

Let’s now solve the equation using the properties of equality.

1 1
(9) + (9) = 1
15 𝑥

9 9
+ =1
15 𝑥

9𝑥 135
+ =1
15𝑥 15𝑥

9𝑥 135
15𝑥 ( + ) = (1)15𝑥
15𝑥 15𝑥

9𝑥 + 135 = 15𝑥

135 = 6𝑥

1 1
(135) = (6𝑥)
6 6
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan

45
=𝑥
2

T: After solving, let’s now prove and check our answers. Let’s substitute
the value of x from our solution to the equation:

1 1 45
(9) + (9) = 1;@ x=
15 𝑥 2

9 9
+ =1
15 𝑥

9 9
+ =1
15 45
2

9 2
+ =1
15 5

9 6
+ =1
15 15

1 = 1, 𝑡𝑟𝑢𝑒

Therefore, it would take 22 hours and 30 minutes for Jude to paint the
interior of the house alone.

Closure

 The formula for work, work = rate x time.


 The steps in solving work word problem.

Content-Focused Reflection

 How to represent an unknown variable?


 How will you come up with the equation of the given problem?
Value-Focused Reflection
Reflection
Dissemination of tasks is exemplified in work word problems. “No man is
an island.”, as they say. Everyone needs help from another. Tasks are
less stressful and more enjoyable when done as a team. This is where
friendships come in. Friends make every job lighter and enjoyable.
Friends are there when you need them. Have you found friendships
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan

worth cherishing?

Internal

Students will realize that in finding the work, the formula must be
followed.

It is also hoped that they will realize the importance of mastering the
current lesson for them to use it in other contexts.

External

Tiko and Julio have decided to start a lawn care service in their
neighborhood. In order to schedule their clients in an organized manner,
they compared notes on how long it took each of them to mow the same
yard. Tiko could mow and trim Mr. Harris’ lawn in 3 hours while it took
Julio 2 hours. How long would it take if they work together?

Let x be the time for Tiko and Julio to do the job together.
1 1
Action (𝑥) + (𝑥) = 1
3 2
2 3
(𝑥) + (𝑥) = 1
6 6
5
𝑥=1
6
6 5 6
( ) 𝑥 = 1( )
5 6 5
6
𝑥=
5
Check:
1 6 1 6
( )+ ( )= 1
3 5 2 5
2 3
+ =1
5 5
1 = 1, 𝑡𝑟𝑢𝑒
6 1
Therefore, it would take hours or 1 5 hours or 1 hour and 12 minutes for
5
Tiko and Julio to finish the job.
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan

Homework

Abbey has a lawn care service. One day she asked her friend, Jamal to
work with her. Normally, it takes Abbey 2 hours to mow and trim Mrs.
Harris’ lawn. When Jamal worked with her, the job took only 1 hour and
20 minutes. How long would it have taken Jamal to do the job himself?

Let x be the time for Jamal to complete the job alone.

1 4 1 4
( )+ ( )=1
2 3 𝑥 3

4 4
+ =1
6 3𝑥

4 4
6𝑥 ( + ) = 1(6𝑥)
6 3𝑥

4𝑥 + 8 = 6𝑥

4𝑥 + 8 − 4𝑥 = 6𝑥 − 4𝑥
Evaluation
8 = 2𝑥

1 1
( ) 8 = 2𝑥 ( )
2 2

4=𝑥

𝑥=4

Checking

1 4 1 4
( )+ ( )= 1
2 3 4 3

4 4
+ =1
6 12

8 4
+ =1
12 12

1 = 1, 𝑡𝑟𝑢𝑒
G7-Math
Ignatian Pedagogical Paradigm Lesson Plan

Therefore, it would take 4 hours for Jamal to do the job alone.

Prepared by:

Leona Jean A. de la Rita


Remarks
Shaira M. Langot

Evaniza Ayosep