JSS1 3RD TERM MATHEMATICS LESSON PLAN

WEEK: 2 DATE: CLASS: JSS 1

SUBJECT: MATHEMATICS

LESSON TITLE: Simple Equation

SUBTITLE (IF ANY):

• Use of balance scale or sea-saw to demonstrate principle of

equality
• Solution of simple equation
• Translation of real world problems into simple equations and
vice versa
• Quantitative reasoning

PERIOD: 1 & 2 DURATION: 80 Minutes

LEARNING OBJECTIVES: At the end of the lesson, the students should be able to;

i. Use balance scale or sea-saw to illustrate the equality principle.

ii. Solve real life problems on simple equations.
iii. Translate word problems into simple equations.

KEY VOCABULARY WORDS: equation, balance scale, etc.

RESOURCES & MATERIALS: New General Mathematics for Junior Secondary Schools
1; First term question paper, chart showing simple equations.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The Students are

familiar with equation.

CONTENT:

SIMPLE EQUATION:

This expression 3 x p= 18 is an algebraic sentence. It means three times an unknown numbers is

equal to eighteen.

To translate the following equations into words;

5x + 7 = 37. It means if 7 is added to five times a number, the result is 37

11 = 3x – 1. It means 11 is equal to 3 times a certain number minus one.

If a number is added to 8 to give a result of 31;

To write this word sentence in the form of a mathematical sentence, we represent the unknown
number by a letter and translate. Hence, we have mathematical sentence:

8 + x = 31

USE OF BALANCE SCALE OR SEA-SAW TO DEMONSTRATE PRINCIPLE OF

EQUALITY:

This will enable Algebraic thinking

The purpose of showing equality using a balance scale is that whenever two quantities are equal,
the two sides of the scale must balance, just as the two sides of any equation must be the same.

Consider the figure below:

The balance can be maintained if one tin of milk is placed in each scale pan

However, if we place two tins of milk in one pan and one tin of milk in the other, the simple
balance may not be obtained as shown below:
TRANSLATING WORD PROBLEMS INTO SIMPLE EQUATIONS

Translate into a mathematical sentence:

Example 1:

Six times a number is increased by 5 equals 47. Again, choose a letter, say b, to represent the
unknown number. Then, six times the number is 6b. This number is increased by 5. Thus, we
have 6b + 5. The required mathematical sentence is 6b + 5 = 47

Example 2:

Ola has 6 sweets more than Tope and there are 18 sweets between them. How many sweets does
Tope have?

Solution:

Let x = sweets

Ola + Tope = 18 sweets

x + x = 18 sweets

6 + x + x = 18 sweets

6 + 2x = 18 sweets

2x = 18 – 6

2x = 12

x = 12/2

Ola has (6 + 6 = 12) sweets, Tope has 6 sweets = 18 sweets

LINEAR EQUAUTION WITH MIXED OPERATION AND COLLECTION OF LIKE

TERMS

When the operation are more than one,

a. Eliminate the unwanted terms by either adding or subtraction

b. Then eliminate the co efficient of the unknown by either multiplying or dividing.

Examples

1. 4y – 5 = 7
Solution

Add 5 to both sides

4y -5 + 5 = 7 + 5

4y = 12

Divide both sides by the coefficient of the unknown

4y/4 = 12/4

Y=3

2. 5x -10 = 15x -60

Solution

5x – 10 = 15x – 60

Collect the like terms

5x -15 x = -60 + 10

-10x = -50

Divide both sides by -10 (Coefficient of the unknown)

-10x/-10 = -50/ -10

X = 5.

QUANTITATIVE REASONING:

8 7

h -3 3f -5

h = 11 f=4
 4 5

5m - 8 3z + 4

12 19

STRATEGIES & ACTIVITIES

Teacher’s Activities:

The teacher presents the lesson through the following activities:

Activity 1: The teacher revises the previous topic.

Activity 2: The teacher introduces the new topic.

Activity 3: The teacher explains the topic and gives relevant examples

Activity 4: The teacher welcomes Students’ examples and contribution.

Students’ Activities:

Activity 1: The Students in a group use a sea-saw to illustrate the principle of equality.

Activity 2: The Students in a group to make simple sentences that can be translated into simple
equations.

Activity 3: The Students ask questions for clarity.

Activity 4: The Students are to demonstrate the activity with a role play to write the simple
equations.

ASSESSMENT (EVALUATION):

Write mathematical expression to represent the following:

• Eight more than a number results in five less than twice the same number
• The result of taking 3 from the product of x and 4 is the same as taking 7 from 5 times x

Translate the following into sentences:

• 3a + 4 = 46
 • 3a + 1
2

WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using web summary method and correct any
mistake observed during the assessment.

ASSIGNMENT:

Solve the following equation

1. 6m + 2 = 20 + 5m
2. 4c – 8 = 10 – 5c
3. 5x +5 = 35+ 2x
4. 56 +7y = 5y + 16

HOD/VP’S COMMENTS & ENDORSEMENT:

 JSS1 3RD TERM MATHEMATICS LESSON PLAN

WEEK: 3 DATE: CLASS: JSS 1

SUBJECT: MATHEMATICS

LESSON TITLE: GEOMETRY (PLANE SHAPES AND THEIR PROPERTIES)

SUBTITLE (IF ANY):

• Types of plane shapes and their properties

• Similarities and differences between plane shapes

PERIOD: 1 DURATION: 80 Minutes

LEARNING OBJECTIVES: At the end of the lesson, the students should be able to;

1. Mention the types of plane shapes

2. Explain some of their properties

KEY VOCABULARY WORDS: square, rectangle, triangle, etc.

RESOURCES & MATERIALS: New General Mathematics for Junior Secondary Schools
1; charts showing different plane shapes.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the Students are

familiar with plane shapes.

CONTENT:

There are two types of plane shapes

Regular and Irregular shapes.

1. TRIANGLES: Triangles is a three sides plane shapes with three angles.

Types and Properties of Triangles

Equilateral Triangles

Triangles with all three sides equal in length and all three angles equal in magnitude, are called
equilateral triangles. Since the angles in a triangle sum to 180° and the size of each angle is the
same in an equilateral triangle, the angles are all 60°.
Isosceles Triangles

Isosceles triangles are triangles with two sides equal in length and two angles equal in
magnitude.

Scalene Triangles

A scalene triangle is one which has no sides equal in length and no angles equal in magnitude.

Right-Angled Triangles

Right-angled triangles are triangles with one of their angles equal to 90° (i.e. a right angle).
 QUADRILATERALS

Quadrilateral just means "four sides" (quad means four, lateral means side).A Quadrilateral
has four-sides, it is 2-dimensional (a flat shape), closed (the lines join up), and has straight
sides.

Types of Quadrilaterals

There are special types of quadrilateral:

Some types are also included in the definition of other types! For example a square, rhombus
and rectangle are also parallelograms.

TYPES AND PROPERTIES OF QUADRILATERALS

Quadrilaterals are any four-sided figure, joined by four straight lines, that is, Quadrilaterals are
four-sided polygons.

Properties of Quadrilaterals:

-Four sides.

-Four vertices (corners).

-Interior angles sum to 360°.

-Exterior angles sum to 360°.

Things to Know:

-Diagonals are line segments that join two opposite vertices (corners).
-Two sides are adjacent, if they share a common vertex.

-Two angles are adjacent, if they share a common side.

RECTANGLE

A closed planar quadrilateral with opposite sides of equal lengths and , and with four right
angles. A square is a degenerate rectangle with . The area of the rectangle is and its
polygon diagonals and are of length A rectangle is a four-sided shape where every angle is a
right angle (90°). Also opposite sides are parallel and of equal length.

means "right angle"

and show equal sides

RECTANGLE
RHOMBUS

A quadrilateral with both pairs of opposite sides parallel and all sides the same length, i.e., an
equilateralparallelogram. The word rhomb is sometimes used instead of rhombus, and a rhombus
is sometimes also called a diamond. A rhombus with is sometimes called a lozenge.

The polygon diagonals and of a rhombus are perpendicular and satisfy

(1)

THE RHOMBUS

A rhombus is a four-sided shape where all sides have equal length. Also opposite sides are
parallel and opposite angles are equal.

Another interesting thing is that the diagonals (dashed lines in second figure) meet in the middle
at a right angle. In other words they "bisect" (cut in half) each other at right angles.
A rhombus is sometimes called a rhomb or a diamond.

Rhombus

SQUARE

The term "square" can be used to mean either a square number (" is the square of ") or a
geometric figure consisting of a convex quadrilateral with sides of equal length that are
positioned at right angles to each other as illustrated above. In other words, a square is a regular
polygon with four sides.

The perimeter of a square with side length is

and the Area is (1)

(2)

Square
THE PARALLELOGRAM

A parallelogram has opposite sides parallel and equal in length. Also opposite angles are equal
(angles "a" are the same, and angles "b" are the same).

NOTE: Squares, Rectangles and Rhombuses are all Parallelograms!

Parallelogram
Trapezium

Isosceles Trapezium

Kite
KITE

A planar convex quadrilateral consisting of two adjacent sides of length and the other two sides
of length . The rhombus is a special case of the kite, and the lozenge is a special case of the
rhombus. The area of a kite is given by

The Kite

It has two pairs of sides. Each pair is made up of adjacent sides (they
meet) that are equal in length. The angles are equal where the pairs meet. Diagonals (dashed
lines) meet at a right angle, and one of the diagonal bisects (cuts equally in half) the other.
 IRREGULAR QUADRILATERALS

The only regular quadrilateral is a square. So all other quadrilaterals are irregular.

The "Family Tree" Chart

Quadrilateral definitions are inclusive.

Example: a square is also a rectangle.

So we include a square in the definition of a rectangle.

(We don't say "Having all 90° angles makes it a rectangle except when all sides are equal then it
is a square.")

This may seem odd, as in daily life we think of a square as not being a rectangle ... but in
mathematics it is.

Using the chart below you can answer such questions as:

• Is a Square a type of Rectangle? (Yes)

• Is a Rectangle a type of Kite? (No)
STRATEGIES & ACTIVITIES

Teacher’s Activities:

The teacher presents the lesson through the following activities:

Activity 1: The teacher revises the previous topic.

Activity 2: The teacher introduces the new topic.

Activity 3: The teacher explains the topic and gives relevant examples

Activity 4: The teacher welcomes Students’ examples and contribution.

Students’ Activities:

Activity 1: Students should be able to mention the types of plane shapes

Activity 2: Students should be able to explain some of their properties

Activity 3: Students should be able to mention and explain the differences and similarities of
some plane shapes itemized.

ASSESSMENT (EVALUATION):
WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using web summary method and correct any
mistake observed during the assessment.
ASSIGNMENT:

Write at least three properties each of the following shapes

HOD/VP’S COMMENTS & ENDORSEMENT:

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