MONDEJAR, JOSHUA Z.

2015-09801|BS Mathematics & Science Teaching Major in Mathematics|CAS-UPLB

LESSON PLAN IN MATHEMATICS 7
Date: January 21, 2018
Grade Level & Section: 7 – Maalalahanin; 7 – Masayahin; 7 – Malikhain
Time allotment: 6:15 – 7:05; 7:05 – 7:55; 8:55 – 9:45

I. SUBJECT MATTER: Solving Absolute Value Equations

II. INTENDED LEARNING OUTCOMES
At the end of the session, the students must be able to:
a. recall the process of obtaining the absolute value of a given real number;
b. enumerate the steps in solving absolute value equations; and
c. apply these steps to find the solution for a given absolute value equation.
III. SUPPORTING MATTERIALS
For the discussion proper:
Visual aids (Cartolina, Manila Paper, Marker, etc.)
Chalk
Tape
Recitation stickers
IV. REFERENCE
Aseron, E.R., Armas, A.D., Canonigo, A.M., et al. (2013). Mathematics learner’s material (Quarter 3).
Department of Education: Pasig, pp. 23 – 27.
V. PROCEDURES
A. PREPARATION
1. The teacher will greet the students and will tell them to be back on their proper
places.
2. One student will be asked to lead the Mathematics Prayer.
3. After the prayer, the teacher will tell the students to pick up trashes around their
area and put it on their bags. If they are done, they will be allowed to sit.
4. The attendance will be checked.
B. RECALL
1. Since the topic of the day will be about solving absolute value equations, it is
important for the class to be well acquainted on the absolute value of a real number.
2. One student will be called to tell what he/she remembers about the absolute value
of a real number. Five recitation points will be given to the one who will state the
definition.
Absolute value of a real number
The absolute value of a real number is the distance of a given real number
from zero.
3. After recalling the definition, three students will be called to work on the following
items. They will state their answers orally.
Items for the recall
|-4| = 4 |8| = 8 |-19 – 9| = 28
C. ACTIVITY
1. After recalling the concept of absolute value of a number, students will be asked to
work on the following items, which will be posted on the board, on their notebooks
for four minutes.
Items for activity:
Identify the value for the variables that will make each equation true.
1) |a| = 15
2) |b| + 3 = 7
3) 3|c| = 15
2. After the time allotment, student will be told to stop writing for checking of the
answers.
D. ANALYSIS
1. Three students will be called to write their answer on the board. Each of them will
receive 5 recitation points.
Answers for the items for activity:
Identify the value for the variables that will make each equation true.
1) |a| = 15 Ans: a = 15, -15
2) |b| + 3 = 7 Ans: b = 4, -4
3) 3|c| = 15 Ans: c = 5,-5
2. The total score for this activity is 6 points. Each solution is weighed as one point.
3. Two students will be asked to explain how they get the solution for every equation.
The expected answer is by observing and guessing a number that may satisfy the
equation.
4. After getting the ideas of the students, the teacher will tell the class that there is a
process that could be used in finding the solutions of an absolute value equation.
E. ABSTRACTION
1. The title of the day’s lesson will be posted on the board.
2. The teacher will also post the steps on finding the solution of an absolute value
equation.
Solving absolute value equations
1) Isolate the absolute value expression on one side of the equation.
2) Check if the number on the other side is positive or negative. If it is negative,
then the equation has no solution; otherwise, proceed to (3).
3) Equate the expression inside the absolute value sign to a and –a and solve both
equations.
3. For more clarity, this process will be used on these examples.
Example 1:
|3a – 4| – 9 = 15
Step 1: |3a – 4| – 9 = 15
|3a – 4| = 15 + 9
|3a – 4| = 26
Step 2: 26 is positive, hence proceed to (3)
 Step 3: 3a – 4 = 26 3a – 4 = -26
3a = 26 + 4 3a = -26 + 4
3a = 30 3a = -22
a = 10 a = -22/3
Example 2:
|2b – 2| + 3 = 7
Step 1: |2b – 2| + 3 = 7
|2b – 2| = 7 – 3
|2b – 2| = 4
Step 2: 4 is positive, hence proceed to (3)
Step 3: 2b – 2 = 4 2b – 2 = -4
2b = 4 + 2 2b = -4 + 2
2b = 6 2b = -2
b=3 b = -1
4. The solutions will be checked by plugging the obtained solutions to the original
equations.
5. An example parallel to previous ones will be given as a seatwork. Students will
answer it on their notebooks for 4 minutes.
Example 3:
|4x + 2| - 3 = 7
Step 1: |4x + 2| - 3 = 7
|4x + 2| = 7 + 3
|4x + 2| = 10
Step 2: 10 is positive, hence proceed to (3)
Step 3: 4x + 2 = 10 4x + 2 = -10
4x = 10 – 2 4x = -10 – 2
4x = 8 4x = -12
x=2 x = -3
6. After the time allotment, one student will be called to show his/her solution on the
board while another two students will be called to use the values of x they obtained
on the original equation.
7. Before concluding the discussion, all of the visual aids regarding the steps in solving
absolute value equations will be dismantled.
8. When the board is already clear, three students will be called to state each one step
without looking on their notes. Afterwards, another student will be called to state all
the steps. Each volunteer will receive 5 recitation points.
F. APPLICATION
1. Students will be told to get one half crosswise sheet of paper for the quiz.
2. Eight minutes will be allotted in answering the three-item quiz.
Quiz items:
Direction: Solve the following absolute value equations. Check if your solutions
are correct by using the obtained values on the original equation. Show all your
process.
 1) |5z + 1| = 21
Step 1: |5z + 1| = 21
Step 2: 21 is positive, hence proceed to (3)
Step 3: 5z + 1 = 21 5z + 1 = -21
5z = 21 – 1 5z = -21 – 1
5z = 20 5z = -22
z=4 z = -22/5
Checking:
|5(4) + 1| = |5(-22/5) + 1| = 21
2) |3a – 8|+ 4 = 11
Step 1: |3a – 8|+ 4 = 11
|3a – 8|= 11 – 4
|3a – 8|= 7
Step 2: 7 is positive, hence proceed to (3)
Step 3: 3a – 8 = 7 3a – 8 = -7
3a = 7 + 8 3a = -7 + 8
3a = 15 3a = 1
a=5 a = 1/3
Checking:
|3(5) – 8|+ 4 = |3(1/3) – 8|+ 4 = 11
3) |5y + 14| - 3 = -24
Step 1: |5y + 14| - 3 = -24
|5y + 14| = -24 + 3
|5y + 14| = -21
Step 2: -21 is negative, hence the given equation has no solution.
3. If there is still enough time, the class will check their works; otherwise, the papers
will be collected by the teacher.
G. ENDING THE LESSON
1. When all the papers are collected, students will be told to pick the trashes around
them and return their seats on their proper places.
2. The class will be dismissed afterwards.

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