1. ADAPTED FAPE LP TEMPLATE
Quarter II: Topic: Time Frame:
ALGEBRAIC EXPRESSIONS, FIRST-DEGREE EQUATIONS 25 Days
FIRST-DEGREE EQUATIONS AND INEQUALITIES IN ONE
AND INEQUALITIES IN ONE VARIABLE
VARIABLE
STAGE 1
Content Standard Performance Standard
The learner demonstrates understanding of the The learner models situations using oral, written,
key concepts of first-degree equations and graphical and algebraic methods to solve
inequalities in one variable. problems involving first-degree equations and
inequalities in one variable.
Essential Understanding(s): Essential Question(s):
Real-life problems where certain quantities are How can we use first-degree equations and
unknown can be solved using first-degree inequalities in one variable to solve real-life
equations and inequalities in one variable problems where certain quantities are unknown?
Prior Knowledge: Transfer Goal:
• An equation with either no solution or I want my students to learn about first-degree
infinitely many solutions is actually not an equations and inequalities in one variable so that,
equation in the long run, they will be able, on their own, to
• Expanding brackets (e.g. 5(x+3) = 5x + solve real-life problems involving one unknown
3) quantity.
• Treatment of inequalities as equations
• Essence of inequalities will not change
when multiplied or divided by a negative
number
• Locating the wrong region in sketching
graphical representations of inequalities
Students will know: Students will be able to:
• mathematical expressions • differentiate mathematical expressions
• first-degree equations and inequalities in from equations and inequalities
one variable • identify and describe first-degree
• properties of first-degree equations and equations and inequalities in one variable
inequalities in one variable • give examples of first-degree equations
• applications of first-degree equations and and inequalities in one variable
inequalities in one variable • describe situations of first-degree
equations and inequalities in one variable
• enumerate and explain the different
properties of first-degree equations and
inequalities in one variable
• give illustrative examples of each property
of first-degree equations and inequalities
in one variable
• apply the properties of equations and
inequalities in solving first-degree
equations and inequalities in one variable
• verify and explain the solutions to
problems involving first-degree equations
and inequalities in one variable

2. • extend, pose, and solve related problems
in real life
STAGE 2
Product or Performance Evidence at the level of Evidence at the level of
Task: understanding: performance:
Your group will conduct a The learner should be able to Assessment of the
documentary analysis on data demonstrate understanding of recommendation or
gathered on the monthly first-degree equations and generalization based on the
salaries of the school’s inequalities in one variable following criteria:
personnel and the tuition fee a using the six (6) facets of • accuracy
student pays to the school. understanding: • relevance
Using the gross expense of the • completeness
school for wages and other Explaining the properties of
benefits and the total first-degree equations and Tools: Rubrics for assessment of
accumulated tuition fees from inequalities in one variable. the recommendation(s) or
the students, you should come Criteria: generalization(s).
up with a conclusion on whether Clear
the school is actually applying Coherent
70% of the tuition fees on the Justified
personnel’s wages. Basing on
this, you should come up with a Interpreting mathematical
recommendation or conjectures and arguments
generalization that best typifies involving first-degree equations
your conclusion. and inequalities in one variable.
Criteria:
Illustrative
Meaningful
Applying first-degree equations
and inequalities in one variable
in daily life situations.
Criteria:
Appropriate
Practical
Relevant
Developing Perspective on the
various ways of writing first-
degree equations and
inequalities in one variable in
solving a problem.
Criteria:
Critical
Insightful
Credible
Showing Empathy by
describing difficulties one can
experience in daily life

3. whenever tedious calculations
are done without using the
concepts of first-degree
equations and inequalities in
one variable.
Criteria:
Open
Sensitive
Responsive
Manifesting Self-knowledge
by discussing the best and most
effective strategies that one has
found for solving problems
involving first-degree equations
and inequalities in one variable.
Criteria:
Insightful
Clear
Coherent
STAGE 3
INTRODUCTION OF THE ESSENTIAL QUESTION
Represent the following verbal sentences into mathematical expressions using x as the unknown
quantity, then check whether the expression is either an equation or inequality:

4. Mathematical Equation Inequality
Expression
1. The product of 4 and a number is 20.
2. The difference of the product of 2 and
a number and 25 is equal to 15.
3. The sum of a number and 3 is less
than 10.
4. The difference of twice a number and 1
is equal to or greater than the number
added to 4.
5. Thrice a number is less than or equal
to 10.
6. You must be at least 21 years old to
enter this club.
7. Alvin is now 10 years older than his
son. In 8 years, he will be twice as old
as his son’s age.
8. To pass a course, a student must have
an average on three examinations of at
least 60. If a student scores 48 and 68
on the first two examinations, describe
the range of scores that this student
needs on a third examination to pass
the course.
Ask the students: “What are the similarities of your answers for Numbers 1 and 2? For Numbers 3, 4,
and 5?” Using their answers to the previous questions, continue by asking “When do we say that a
mathematical expression is an equation or inequality?” Give them time to answer this then invite
three to five students to share their answers to the class.
Ask “How do you use first-degree equations and inequalities in one variable in real-life situations?”
Say, “The succeeding activities will lead us to be aware and learn the basic concepts of equations and
inequalities and eventually to answer our essential question.”
INTERACTION WITH DIFFERENT RESOURCES TO ANSWER EQ
Basic Concepts on Equations
Provide the students with Worksheet 1 (KWL). Instruct them to accomplish the K and W columns.
Then allow them to read the text related to basic concepts on equations found in their textbook. After
reading, have them fill up the L column.
Follow-up questions:
1. What do you mean by first-degree equations?
2. When is a number a solution to an equation?
3. When do you say that an equation is conditional, identity, or false equation?
Allow the student to work on Worksheet 2 to see whether or not they have understood the basic
concepts of equations. Invite some students to present their answers on the board and give a
discussion.

5. Properties of Equality
Bring a scale balance and some weights to the classroom. Provide some weighing activities involving
items which have the same weight.
Follow-up questions:
1. What happens when a weight is added to/subtracted from one side?
2. What happens when a similar weight is added to/subtracted from the other side?
At this time, introduce and give illustrative examples on the properties of equality. Then, have them
answer exercises in the textbook.
Solving Equations
Have the students work on the Exploration found in the textbook. Then, lead the discussion in solving
equations.
Group the class and instruct them to work on the exercises on the textbook. Have them present their
answers on the board with solutions. Let one member of the group discuss their solution. Commend
groups with good performance. Ensure that important concepts not touched by the student are taken
up by the teacher.
For further understanding of solving equations, instruct the students to log on to
http://www.heymath.com/main/samples/us18/teacherstemplate.html. This website will provide them
with an opportunity to work with an interactive tool of solving equations using balancing method.
Using Equations in Solving Word Problems
Group the class and have them solve problems found on Worksheet 3 using any method. Then, allow
them to share how they solved their assigned problems. Follow up the students’ learning by
identifying the strategies they have used.
Introduce the 3Rs and ESP in solving word problems and give some illustrative examples in the use of
equations in solving such problems.
Using the same grouping, have the students work on Worksheet 4. This time, they are to use
equations in solving word problems. Let them present and discuss their solution in front of the class.
Provide them with Worksheet 5 (Problem Posing).
The students will be asked to work with an interactive activity in solving word problems involving
linear equations. Refer to the website: http://www.problemsolving/equations.html
Inequalities in One Unknown
Provide enabling activities that the learner will have to go through to validate understanding on first
degree inequalities in one unknown. These activities would answer misconceptions on first-degree
inequalities.
Revisit the activity in the introduction to allow students to make some corrections on their

6. misconceptions.
Say, “Taking all of these and putting them in a nutshell, you are expected to work correctly with the
succeeding activities.”
INTEGRATION OF FINDINGS WITH EU AND APPLICATION OF EU
Group the students and have them summarize the lessons learned through a concept map. Then,
allow them to present and discuss their maps to the whole class.
Ask the class to share their learning insights on the use of first-degree equations and inequalities in
one variable in solving real-life problems.
Provide them with a worksheet which assesses their understanding of first-degree equations and
inequalities in one variable.
At this point, you may challenge the students to do the performance task. Tell them to be ready to
present their work before the school’s Board of Trustees.
Plan with the students how the performance task can be conducted and presented.
Ask the students to reflect on what they have come up after doing the performance task.
Have them write their reflections on their journal.
At this time, do the valuing process using some questions which includes:
1. What do you feel after doing the task?
2. Why do you feel that way?
3. What did you see that made you feel that way?
Make it a point to commend on the good performance of the students to make them aware how
much you value their work.
Closure:
Tell the students that the knowledge they have gained and the skills on solving first-degree equations
and inequalities in one variable they have developed will help them solve real-life situations they will
be facing each day.