Download Teachers for a Day Lesson Guide

K-High Session Guide
Episode 8
EPISODE TITLE:
THEME:
CRITICAL ISSUE:
MATH COMPONENT:
I.
OBJECTIVES
At the end of the lesson, the students should be able to:




II.
BISIKLETA
Education
Drop-out Rate
Translating Mathematical Expressions to Verbal Phrases (vice versa)
translate word phrases to algebraic expressions;
formulate equations from given problems or information;
solve problems about unknown numerical quantities;
use mathematical expressions in real life situations.
SUMMARY OF THE EPISODE
This episode demonstrates how verbal phrases are translated to mathematical expressions and vice
versa. It aims to help students solve problems and perform mathematical operations using both
numbers and words. How this skill is used in dealing with the problem of drop-outs in our schools
is included in this episode.
III.
SUGGESTED ACTIVITES
A. Pre-viewing
1.
Start the class by playing “PASS THE MESSAGE.”
a. Choose a message to use. See to it that the message is not too long nor too
short. You can write it on a piece of paper.
b. Divide the class into 3 groups depending on the number of students.
c. Ask for 1 volunteer from each group.
d. Tell the groups to form a line.
e. Have the 3 volunteers memorize the message in 30 seconds.
f. On your signal, the 3 volunteers will whisper the message to the first person in
the line which he/she will pass to the next member of the group. The same will
be done by the succeeding members of the group until it reaches the last
member.
g. The last person who will receive the message will run to the teacher to check if
the message he/she received is correct.
h. The group with the correct message wins.
2.
Invite the students to share their insights about the game. Lead the students to realizing
the importance of interpreting or translating words and phrases correctly.
3.
Connect the game by asking the students to identify the meaning of symbols “+”, “-“,
“/”, “x”
Symbol
Meaning
+
add, plus, sum, more than, increased by
-
subtract, minus, difference, less than, decreased by,
take from
X
multiply, times, product of
K-High Session Guide
Episode 8
/
divide, divided by, quotient of
=
equals, is equal to
<
is less than
>
is greater than

is greater than or equal to

is less than or equal to
≠
not equal to
4.
Review the concepts on algebraic expressions, variables, constants and coefficients.
Then ask the students to translate the phrase: “forty more than the number of students
who signed up for the field trip? Tell the students to use the letter x to represent the
unknown number. answer: x + 40
5.
Inform the students that constants and variables together with the symbols of operations
can be used to translate phrases into algebraic expressions. When multiplying a constant
and a variable, or two or more variables together, do not use the symbol for
multiplication. Thus, 4ab is a product which means 4 times a times b
6.
Give examples:
7.
a.
Translate the following. Use x for the unknown number:
i. the sum of a number and 3
x+3
ii. 9 more than a number
x+9
iii. twice a number diminished by 1
2x – 1
iv. thrice the difference of two numbers
3(x – y)
v. the sum of a number and 2 divided by 4
(x + 2)/4
b.
Give emphasis on this: “Expressions involving subtraction are often translated
in the wrong order. Since subtraction is not commutative, the order is
important. Statements such as “the difference of 5 and n” are translated in the
order in which they are stated: 5 – n. Statements that use the word “than”, such
as “less than” or “fewer than”, are translated in reverse order. The algebraic
expression for “5 less than n” is n – 5.”
Tell the students that the skills they acquire in translating phrases have many useful
applications, one of which is translating word statements into an equation to help solve
the equation.
Example: Write an equation for each word sentences and solve for the unknown value.
a.
The difference between y and 5 is 6
Solution:
y–5=6
y–5+5=6+5
y = 11
y–5=6
additive inverse
therefore 11 is the unknown value.
K-High Session Guide
Episode 8
b.
Nineteen is 7 more than twice z
Solution:
19 = 2z + 7
19 – 7 = 2z + 7 – 7
c.
additive inverse
12 2 z

2
2
divide both sides by 2
6=z
therefore 6 is the unknown value.
The sum of 3 times a and 2 is 4
Solution:
3z + 2 = 4
3z + 2 – 2 = 4 – 2
3z 2

3 3
2
z
3
8.
19 = 2z + 7
3z + 2 = 4
additive inverse
divide both sides by 3
therefore 2/3 is the unknown value.
Tell the students that more examples will be discussed in the episode that they are going
to watch. (Viewing Proper)
B. Viewing Proper
C. Post- viewing
1.
To assess the students’ learning, ask the following questions:
a.
b.
c.
2.
How were mathematical expressions used in the episode?
What important role did it play in this particular episode?
How do we translate English phrases to algebraic expressions correctly?
Give additional exercises:
a.
Translate the following into mathematical expressions.
English phrase
1.
The sum of a and b
2.
The difference between x and y
3.
Twice a number
4.
The ratio of a number to fifteen
5.
Nine less than a number
Mathematical expressions
K-High Session Guide
Episode 8
b.
Write an equation for each sentence and solve for the unknown value.
English phrase
Mathematical
Expressions
Unknown
Value
1. Three less than a number is 18
2. Four more than a number is 27
3. One more than twice a number is
-13
4. The product of 8 times a number
and 7 is 79
5. The quotient of 5 and 3 times a
number is 10.
6.
To summarize, ask the students the following questions:
a.
b.
IV.
Why is it important to translate mathematical expressions correctly?
How can our knowledge in translating mathematical expressions to verbal phrases
be helpful in our day-to-day activities?
SYNTHESIS/VALUING
Translating mathematical expressions to verbal phrases requires patience coupled with inquisitive
and logical thinking. Any minor lapse in translation would give the equation or mathematical
expression a different meaning.
This same skill that students must develop in school is necessary for them to make important
decisions in life. Decisions which can be as minor as to study now or later, which homework to
prioritize, etc. or as major as to continue studying or not.
Sadly, many students nowadays chose to stop schooling for they lack such skill or failed to develop
it resulting in faulty decisions that could affect their future. They may not have been patient
enough to wait for the fruits of their hardwork in school or not so critical with their decisions that
they chose an easier path of quitting.
References:
Lial, Margaret L, E. John Hornsby, Jr., and Charles D. Miller. Intermediate Algebra 7th edition.
New York: HarperCollins College Publishers. 1996. Print.
Fair, Jan and Sadie C. Bragg. Prentice Hall Algebra 1. New Jersey: Prentice Hall. 1991. Print
Orines, Fernando B. and Catalina B. Manalo. Next Century Mathematics Elementary Algebra.
Quezon City: Pheonix Publishing House. 2007. Print
Camacho, Belen C., Ronald G. Santos, Carmen T. Sumo, Irene S. Villanueva, Edna B. Zuela.
First Year Elementary Algebra. Quezon City: Phoenix Publishing House 2010. Print.