Teachers’ Name: Andre Gayle

Subject: Mathematics
Grade Level: 8
Lesson Title: Algebra Subtitle: Transposition, Solving equations
Classes: 2A Date: 8/11/2021 – 11/11/2021

Duration: (50 Min) 3

Materials: Laptops, internet, Google Classroom, Google Meets, video, textbook

General Objective: At the end of the lessons’ students should:

Appreciate that transposition is used to change the subject of a formula.

Specific objective(s): Students be able to:

Students should be able to:
- identify the concept of changing the subject of a simple formula e.g. 𝐶 = 2𝜋𝑟 ,
making r the subject gives 𝑟 =
𝐶
2𝜋
- use the concept of changing of the subject of a simple formula e.g. 𝐶 = 2𝜋𝑟 , making r
the subject gives 𝑟 =
𝐶
2𝜋.
Skills: teamwork, discussion skills, communications skills.

Key Concept/ Vocabulary:

Algebra, , Linear, Formulae, Solution, Equation, Simplification

Differentiated Strategies: Throughout the lesson the teacher will cater for the auditory, logical, and

visual learning styles present in the class to engage students in the lesson.

Content:

A formula is an algebraic relationship between two or more variable quantities.

For example, A = LW is a formula for the area, A, of a rectangle of length l and width w. In

the formula, A is expressed in terms of l and w. We say that A is the subject of the formula.

If we know the values of l and w, the corresponding value of A is determined by substituting l

and w into the formula. However, if we know the values of A and l and are required to find

the value of w, then it is convenient to rearrange the formula in order to express w in terms of

A and l as follows:

A = LW can be transposed by dividing both sides by l and swapping the LHS and RHS to give

W = A / L.

Now w is the subject of the formula.

The process of expressing w in terms of A and l is called transposition or changing the subject

of the formula. Transposition is a skill you need to learn to solve most algebra equations. All

equations have two sides- a Left Hand Side (LHS) and a Right-Hand Side (RHS). For

example in the equation below 2x + 5 is on the Left-Hand Side of the equation and 29 is on the

Right Hand Side of the equation:

2x+ 5 = 29

The methods used to change the subject of the formula are the same as those used for solving

equations.

How do we to change the subject of a simple formula?

The objective of changing the subject of a formula or an equation is to get the variable we

want on one side of the formula or equation (or '=' sign) by itself, and positive.

The subject of the formula should have a coefficient and a power of one (1).

The process is very similar to solving equations.

The 'Golden Rule' - whatever operations are performed, they must operate equally on both

sides of the formula or equation.

Method For Transposition

• remove fractions by multiplying both sides of the equation by a common denominator

• expand any brackets

• take the subject of the formula (variable) to the left

• take other variables and/or numbers to the right

• if the subject of the formula is being multiplied by a number, divide both sides by that

number (this will cancel the number from the ‘subject’) cancel on the right as well if

possible

Methodology:
ENGAGEMENT:
First Class:
Students will be given the following questions to solve.

i) 𝑥 + 3 = 8
ii) 3𝑥 = 15
iii) 2𝑥 + 5 = 35 – 4x

Students will then be asked the following question.

- How can you get an unknown variable on one side of the equation?
- Is the unknown variable the most important when solving an equation?
- If so why is this necessary to have that in mind?
- If we have the same variable on both sides of the equation, how can you move
forward?
- Is the aim of solving to bring like terms together and isolate the variable?
Do we always need to balance both sides of the equation?

Second Class:
The teacher will give the students the following question, and ask them to solve for X

After which, the teacher will ask students to identify the steps taken to arrive at the answer, if they had

gotten it correct and if not the teacher will still enquire of their approach, while outlining the correct

way.

EXPLORATION:
First class:
1. Solve the equation, 2+ x = 5

2. Make x the subject of the formula,

A+x = b
3. Make x the subject of,
k-x+m=0
4. Transpose the formula
 T = u – v to make
“U” the subject.

Second Class:

Students will be shown the above picture to observe, after which they will be asked to solve the;

4(X – 3) = 20

EXPLANATION:
First class:
Questions that the teacher can use to guide the discussions:
- What order of operations should I use?
- What should I do first to transpose the variable?
- Should I always use this first step mentioned above to transpose?
- Are there more than one way to transpose a specific variable

Second class:

The class will work out the question given before, with assistance from the teacher/facilitator, among

with some other questions, while the teacher clears misconceptions and give feedback.

ELABORATION:
First class:
N/A
 Second class:

N/A

EVALUATION:
First class:
Students will be given the following worksheet to complete.

Make the letter in brackets the subject of the formula.

1. s= ut + gx (t)
2. R = PQ V (Q)
3. V = U + 2as (U)
4. A = 2πr (r)
Second class:

Students will be asked to solve the following;

1. 3 − 4(𝑧 + 5) = 31
2. 14 + 2(4𝑔 − 3) = 40
3. 2x + 3 = 7
𝑥
4. 4
+ 16 = 2x

2𝑥−3 3𝑥−5
5. 7
= 10
Teacher evaluation:
Strengths
● The teacher used allot of examples, which helped to reenforce the

_ Weaknesses
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_ Actions to be taken
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