MINISTRY OF EDUCATION

MKUSHI BOARDING SECONDARY SCHOOL.

MATHEMATICS DEPARTMENT
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158502. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: Mathematics 1 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.5 ALGEBRA

Sub-Topic: 1.5.1 Algebraic Expressions
General Competences: Analytical Thinking, Problem Solving
Specific Competences: 1.5.1.1 Apply algebraic expressions in real life
Lesson Goal: By the end of the lesson, learners should be able to identify like and unlike terms and
simplify algebraic expressions using addition and subtraction.
Rationale: This lesson introduces the foundational skill of simplifying expressions, which is crucial for
solving equations and understanding more complex algebra. Learners will use the knowledge that only
like terms (terms with the exact same variable component) can be combined. The method will involve
identifying terms and adding/subtracting their coefficients. The strategy will be teacher demonstration
followed by guided and independent practice. This is the 3rd lesson in a series of 6 on algebraic
manipulation.
Prior Knowledge: Learners should know the four basic operations on integers, understand what a
variable is (e.g., using a letter to represent a number), and be able to identify numerical coefficients.
References: (2024). Mathematics I Syllabus. Ordinary Level Secondary Education Form 1-4 Pp. 25.
Learning Environment:
I. Natural: Well-lit and ventilated classroom.
II. Artificial: Whiteboard, markers, posters showing algebraic rules.
III. Technological: A projector could be used to display examples and interactive quizzes (optional).
Teaching and Learning Resources / Materials: Whiteboard, markers, worksheets with practice
problems, flashcards with terms, real-life scenario cards (e.g., shopping lists with items and costs).
Expected Standards: Algebraic expressions applied in a variety of real-life situations.

LESSON PROGRESSION

STAGES TEACHER'S ROLE LEARNERS' ASSESSMENT

ROLE CRITERIA
INTRODUCTION - Poses a problem: "If one pencil - Think about the Learners show
(5 mins) costs k Kwacha and one pen problem. curiosity and attempt to
costs k Kwacha, how much do 2 pencils - Suggest that 2k + solve the simple
and 3 pens cost?" 3k is 5k. problem.
- Writes 2k + 3k on the board. - Engage in
- Asks if this can be written in a simpler discussion about
way. why we can add
them together.
DEVELOPMENT Explanation: - Listen and take Learners correctly
(15 mins) - Defines a term as a number, variable, or notes. define like terms and
product of both (e.g., 4, y, -5x). - Ask questions for identify them in
- Defines like terms as terms with the clarity. expressions.
same variable(s) raised to the same power - Identify like and
(e.g., 3x and -2x are like unlike terms in
terms; 3x and 3y are not). given examples on
 - Explains the coefficient is the numerical the board.
part of a term. - Participate in
- Synthesis: solving the
- States the rule: To simplify examples with the
expressions, add or subtract the teacher.
coefficients of like terms.
- Demonstrates examples:
- 3x + 5x - 2x = (3+5-2)x = 6x
- 4y + 6 + 2y - 3 = (4y+2y) + (6-3) = 6y + 3
- Provides a real-life example:
"Simplifying a shopping list: 2 apples + 3
apples + 1 orange = 5 apples + 1 orange."
EXERCISE/ASSES - Distributes a worksheet with 4 - Work Learners accurately
SMENT (10 mins) problems. individually on the simplify expressions
- Circulates the room to provide worksheet. involving addition and
individual support. - Seek help from subtraction of like
- Questions: the teacher if terms.
1. Simplify 5a + 2b - 3a + b (Buying stuck. Expected Answers:
fruits: a=apple price, b=banana price) 1. 2a + 3b
2. Simplify 7p - 2q + 7 + p + 5q - 2. 8p + 3q + 4
3 (Combining lengths of different ropes) 3. 2n
3. Simplify -4m + 2n + 4m (Net change in 4. 11x + 5y - 1
money after earning and
spending m Kwacha)
4. 10x - 2y + x + 7y - 1
HOMEWORK (5 - Assigns 3 real-life problems: - Copy the Learners apply the
mins) 1. Your friend has 3x + 2 books. You homework simplification skill to
have x - 5 books. Write a simplified questions. word problems.
expression for the total number of books. Solutions:
2. A rope is 4y + 7 meters long. You cut 1. 4x - 3
off y - 2 meters. Simplify the expression 2. 3y + 9
for the remaining length. 3. 10d - 3
3. Simplify the expression for the
perimeter of a triangle with sides 2d, 5d +
1, and 3d - 4.
CONCLUSION (5 - Summarizes the key point: "We can - Volunteer to Learners can verbally
mins) only add or subtract like terms. We state the rule. state the rule for
combine their coefficients and keep the - Ask any final simplifying
variable part unchanged." clarifying expressions.
- Calls on a learner to state the rule in questions.
their own words.

LESSON EVALUATION
............................................................................................................................
..................................................................................................................................................
 MINISTRY OF EDUCATION
MKUSHI BOARDING SECONDARY SCHOOL.
MATHEMATICS DEPARTMENT
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158502. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: Mathematics 1 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.5 ALGEBRA

Sub-Topic: 1.5.1 Algebraic Expressions
General Competences: Analytical Thinking, Problem Solving
Specific Competences: 1.5.1.1 Apply algebraic expressions in real life
Lesson Goal: By the end of the lesson, learners should be able to apply the distributive property and
the laws of indices to multiply algebraic terms and expressions.
Rationale: This lesson builds on the previous one by introducing multiplication, a core operation in
algebra. Learners will understand that unlike addition, multiplication does not require like terms. The
content will cover multiplying a constant by a term, a term by a term, and a term by a binomial. The
knowledge of index notation for multiplication (x * x = x²) will be emphasized. The strategy involves clear
demonstration and hands-on practice. This is the 4th lesson in the series of 6.
Prior Knowledge: Understanding of like and unlike terms, knowledge of basic multiplication facts, and
an understanding that x represents a number.
References: (2024). Mathematics I Syllabus. Ordinary Level Secondary Education Form 1-4. Pp. 25.
Learning Environment:
I. Natural: Well-lit and ventilated classroom.
II. Artificial: Chalkboard, markers.
III. Technological: Optional use of animations to show the distributive property.
Teaching and Learning Resources / Materials: Blackboard, markers, worksheets, algebra tiles (or
paper cutouts to represent x and units) for demonstration.
Expected Standards: Algebraic expressions applied in a variety of real-life situations.
LESSON PROGRESSION

STAGES TEACHER'S ROLE LEARNERS' ROLE ASSESSMENT

CRITERIA
INTRODUCTION Reviews previous lesson on adding Answer the question. Learners recall prior
(5 mins) like terms. knowledge and
Poses a new problem: Understand engage with the new
1 "If one bag contains x oranges, how that 3x and 2y are unlike scenario.
many oranges are in 3 bags?" terms and cannot be 1 (Answer: 3 *
2 "What if you buy 3 bags of oranges added, but both are x or 3x).
(3x) and 2 bags of apples (2y)? results of
3 Can we combine them? Why not?" multiplication.
Leads to today's topic.
DEVELOPMENT Explanation: Listen, take notes, and Learners can state the
(15 mins) Rule 1: Multiplying a constant by a ask questions. rules for
term: a * b = ab (e.g., 3 * x = 3x, -2 * 4y Practice the rules with multiplication and
= -8y). the teacher. apply the distributive
Rule 2: Multiplying a term by a Use algebra tiles to property correctly.
term: Multiply the coefficients and visually represent 2(x +
multiply the variables using indices 3) if available.
 { }
( )
Example: (3x) * (2y) = 6xy
Example: (4a) * (-5a) = -20a²
Rule 3: Distributive Property
(Multiplying a term by an
expression): a(b + c) = ab + ac.
Example: 2(x + 3) = 2*x + 2*3 = 2x + 6
Real-life link: "If one person gets (x
+ 2) sweets, how many sweets do 5
people get?" -> 5(x + 2) = 5x + 10.
EXERCISE/ASSES Distributes a worksheet. Work individually on Learners accurately
SMENT (10 mins) Questions: the worksheet. multiply algebraic
1. 4 * 3p (Cost of 4 items each terms and expressions.
costing 3p Kwacha) Expected Answers:
2. -2x * 5y 1. 12p
3. 3a(2a - 4) (Area of a rectangle with 2. -10xy
width 3a and length (2a-4)) 3. 6a² - 12a
4. -2(3x - y + 7) (Distributing a debt of 4. -6x + 2y - 14
2 across expenses)
HOMEWORK (5 Assigns 3 problems: - Copy the homework Learners apply
mins) 1. Simplify 7 * 6k questions. multiplication rules to
2. Simplify (3b)(-2b) solve problems.
3. A garden's length is (x + 5)m and its Solutions:
width is 3m. Write a simplified 1. 42k
expression for its area. 2. -6b²
3. 3x + 15
CONCLUSION (5 Summarizes the three key rules of Answer the questions. Learners can
mins) multiplication taught. State the rules they differentiate between
Highlights the difference between learned. the operations of
adding ( like terms) and multiplying ( addition and
like terms). multiplication in
- Asks a quick fire question: "What algebra.
is 2 * 3x? What is 2 + 3x?"

LESSON EVALUATION
............................................................................................................................
..................................................................................................................................................
 MINISTRY OF EDUCATION
MKUSHI BOARDING SECONDARY SCHOOL.
MATHEMATICS DEPARTMENT
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158502. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: Mathematics 1 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.5 ALGEBRA

Sub-Topic: 1.5.1 Algebraic Expressions
General Competences: Analytical Thinking, Problem Solving
Specific Competences: 1.5.1.1 Apply algebraic expressions in real life
Lesson Goal: By the end of the lesson, learners should be able to divide algebraic terms by expressing
the division as a fraction and simplifying by cancelling common factors.
Rationale: This lesson extends the operations on algebraic expressions to division. It reinforces the
concept of factors and the laws of indices in reverse ( { }
) Learners will apply this to simplify
expressions and solve real-world problems involving sharing or grouping. The method will be teacher-
led explanation followed by guided practice. This is the 5th lesson in the series of 6.
Prior Knowledge: Simplifying expressions via multiplication, understanding of factors, and basic
fraction simplification.
Learning Environment: Technological (for showing interactive fraction simplification).
Teaching and Learning Resources / Materials: Blackboard, markers, worksheets.

LESSON PROGRESSION
STAGES TEACHER'S ROLE LEARNERS' ASSESSMENT
ROLE CRITERIA
INTRODUCTION Poses a problem: Solve the simple Learners make the
(5 mins) 1 "You have 12 apples to share equally numerical connection between
among 4 friends. How many does each problem. numerical and algebraic
get?" Suggest that 12x ÷ division.
2 "What if you have 12x apples to share 4 would be 3x. 1 (Answer: 3).
among 4 friends?" Leads to the topic. 2 (Writes 12x ÷ 4).
DEVELOPMENT Explanation: Explains that division can Listen and take Learners correctly apply
(15 mins) be written as a fraction: a ÷ b = a/b. notes. the rule of indices to
- Rule: To divide algebraic terms, divide - Practice the simplify divisions.
the numerical coefficients and use the examples with the
laws of indices for the variables: x^m / teacher.
x^n = x^{m-n}. Ask questions
Demonstrates examples: about the index
law application.

{ }
( ) ( )

{ }

Real-life link: "If the total cost

of 4 identical books is 20b Kwacha, the
cost of one book is 20b / 4 = 5b Kwacha."
EXERCISE/ASSES Distributes a worksheet. Work individually Learners accurately
SMENT (10 mins) Questions: on the worksheet. divide algebraic terms.
 1. 24p ÷ 8 (Dividing total profit p among Expected Answers:
8 people) 1. 3p
2. -30m⁵ / 6m² 2. -5m³
3. 50x³y² / 10xy (Simplifying a rate) 3. 5x²y
4. (14a² - 21a) / 7 (Sharing two different 4. 2a² - 3a
costs equally among 7 people)
HOMEWORK (5 Assigns 3 problems: Copy the Learners apply division
mins) 1. Simplify 36k ÷ 12 homework to solve geometric
2. Simplify 15b⁴ / -3b questions. problems.
3. The area of a rectangle is 24d² cm². If Solutions:
its length is 8d cm, find an expression for 1. 3k
its width. (Area ÷ Length = Width) 2. -5b³
3. 3d cm
CONCLUSION (5 Summarizes the rule: "Divide - Solve the quick Learners can perform a
mins) coefficients, subtract indices for the problem. simple division of
same variables." - Volunteer their algebraic terms quickly
Asks learners to simplify on a piece answers. and accurately.
of scrap paper and show the answer.

LESSON EVALUATION
............................................................................................................................
..................................................................................................................................................
 MINISTRY OF EDUCATION
MKUSHI BOARDING SECONDARY SCHOOL.
MATHEMATICS DEPARTMENT
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158502. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: Mathematics 1 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.5 ALGEBRA

Sub-Topic: 1.5.1 Algebraic Expressions
General Competences: Analytical Thinking, Problem Solving
Specific Competences: 1.5.1.1 Apply algebraic expressions in real life

Lesson Goal: By the end of the lesson, learners should be able to evaluate algebraic expressions by
substituting given numerical values for the variables and correctly applying the order of operations
(BODMAS).
Rationale: This is a crucial lesson that connects abstract algebra to concrete arithmetic. It answers the
"why" of algebra by showing how formulas work. Learners will practice the skill of substitution, which is
fundamental for using formulas in science, economics, and daily life. The method will involve heavy
practice with clear steps. This is the 5th lesson in this series, synthesizing all previous skills.
Prior Knowledge: Simplifying expressions (all operations), strong arithmetic skills, and understanding
of the order of operations (BODMAS/BIDMAS).
Learning Environment: Natural, Artificial, Technological (Using calculators to check work after manual
calculation is encouraged).
Teaching and Learning Resources / Materials: Whiteboard, markers, worksheets, calculators (for
verification).
LESSON PROGRESSION
STAGES TEACHER'S ROLE LEARNERS' ASSESSMENT
ROLE CRITERIA
INTRODUCTIO Poses a problem: "If I know that x = 5, what Follow the Learners grasp the
N (5 mins) number does the expression 2x + 3 represent?" teacher's steps core concept of
Guides learners to see that they to find the replacing a
replace x with 5: 2*5 + 3 = 10 + 3 = 13. answer. variable with a
Explains that this process is Understand that number.
called substitution or evaluation. letters can be
replaced with
known
numbers.
DEVELOPMENT Explanation: Listen and take Learners can
(15 mins) Steps for Evaluation: detailed notes recite the steps for
1. Rewrite the expression. on the steps. evaluating an
2. Substitute the given number(s) for the Practice the expression.
variable(s). examples with
3. Evaluate using the order of operations the teacher,
(BODMAS). emphasizing
Demonstrates examples with one variable: BODMAS.
Find 3x - 7 if x = 4 -> 3*4 - 7 = 12 - 7 = 5. Suggest other
Demonstrates with two variables: real-life
 Find 2a + bc if a=1, b=2, c=3 -> 2*1 + 2*3 = 2 + 6 = 8. formulas they
Real-life link: "Using the formula P = 2(l + w) to know (e.g.,
find the perimeter of a phone (l = 15cm, w = 7cm)." area, speed).
EXERCISE/ASSE Distributes a worksheet. Work Learners
SSMENT (10 Questions: individually on accurately
mins) 1. If p = 10, find 5p - 8 (Calculating total cost after a the worksheet. substitute values
discount) Use calculators and apply
2. If m = 2 and n = 5, find mn + 3m to verify their BODMAS to find
3. If a = 4, b = 1, c = 6, find a² + b(c - a) (A more answers after correct numerical
complex formula) solving answers.
4. The formula for the area of a trapezoid is A = manually. Expected
½(a+b)h. Evaluate A if a=5cm, b=7cm, h=4cm. Answers:
1. 42
2. 16
3. 4² + 1*(6-4) = 16 +
2 = 18
4. ½(5+7)*4 =
½*12*4 = 24cm²
HOMEWORK (5 Assigns 3 problems: - Copy the Learners apply
mins) 1. If y = 8, find the value of (y + 10) / 3. homework evaluation to a
2. If d = 3 and e = 4, find the value of 2d² - e. questions. well-known
3. Use the formula Distance = Speed × Time. Find the physics formula.
distance if Speed = 80 km/h and Time = 2.5 hours. Solutions:
1. 6
2. 18 - 4 = 14
3. 200 km
CONCLUSION (5 Summarizes the three key steps for evaluation: State the steps Learners can
mins) Rewrite, Substitute, Evaluate (BODMAS). back to the articulate the
Emphasizes the power of algebra: "Once we have teacher. purpose and
a formula, we can use it to find answers for any Share one thing usefulness of
value, which is why it's so useful in engineering they found evaluating
and science!" interesting expressions.
about
connecting
algebra to real
numbers.

LESSON EVALUATION
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