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SHS 1 Additional Mathematics 1st Semester Week 13 Lesson Plan

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Weekly Learning Plan
Subject	Additional Mathematics	Week	13
Duration	60 minutes	Form	SHS 1
Strand	Modelling with Algebra	Sub-Strand	Applications of Algebra
Learning Outcome(s)	1.1.2.LO.1 - Examine, analyse, determine and Commu predict other terms in a • Pro pattern/sequence. par tol and pre • All 1.1.2.LO.2 - Distinguish among various types of Com relations, find the domain and range • P of, and evaluate functions. m t v • A e 1.1.2.LO.3 - Show that a function is injective (into) and/or surjective (onto). Find the inverse, describe the relationship between two variables and establish composite functions. 1.1.2.LO.4 - Graph linear and quadratic functions Com and determine the intercepts. par to app ide 1.1.2.LO.5 - Find graphical and algebraic solutions to a system of three linear equations in three variables and apply them to solve real life problems. 1.1.2.LO.6 - Perform algebraic manipulations on Commu polynomial functions and graph parti polynomial functions. to li appro ideas 1.1.2.LO.7 - Find the domain, range, and zero of a rational function and state when it is undefined. 1.1.2.LO.8 - Identify and describe the order of a C matrix, the identity matrix and the p
Content Standard	1.1.2.CS.1
Learning Indicator(s)	1.1.2.LI.13 - ing the square to transform any quadratic equation that has plain how the quadratic formula is derived from this form. 1.1.2.LI.14 - Use the remainder and factor theorems to find the factors and remainders o polynomial of degree not greater than 4.
Lesson Focus	ing the square to transform any quadratic equation that has plain how the quadratic formula is derived from this form.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: ing the square to transform any quadratic equation that has plain how the quadratic formula is derived from this form. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance.
Essential Question(s)	What prior mathematical ideas are needed for ing the square to transform any quadratic equation that has plain how the quadratic formula is derived from this form; Use the remainder and factor theorems to find the factors and remainders o polynomial of degree not greater than 4? How can ing the square to transform any quadratic equation that has plain how the quadratic formula is derived from this form; Use the remainder and factor theorems to find the factors and remainders o polynomial of degree not greater than 4 be represented, explained and checked? When is the method used in ing the square to transform any quadratic equation that has plain how the quadratic formula is derived from this form; Use the remainder and factor theorems to find the factors and remainders o polynomial of degree not greater than 4 useful, and why?
Pedagogical Strategies	Diagnostic questioning Worked-example modelling Worked-example fading Think-pair-share Guided problem solving Error analysis
Teaching & Learning Resources	Whiteboard and markers Exercise books Pens/pencils
Key Notes on Differentiation
Content	Use a scaffolded version of the core ing the square to transform any quadratic equation that has plain how the quadratic formula is derived from this form; Use the remainder and factor theorems to find the factors and remainders o polynomial of degree not greater than 4 task with intermediate prompts where support is needed. Use an extension requiring generalisation, proof, a less familiar representation or application of ing the square to transform any quadratic equation that has plain how the quadratic formula is derived from this form; Use the remainder and factor theorems to find the factors and remainders o polynomial of degree not greater than 4 for learners ready to advance.
Process	Use worked-example fading: complete example → partially completed example → independent problem. Pair learners for mathematical explanation; the listener must restate the reasoning before agreeing or correcting.
Product	Require a complete solution with correct notation, justified steps and a check of the result. For extension work, require comparison of two methods or a statement of when the method applies.
Success Criteria	Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation.
Homework	Complete mixed practice questions with full working and one short explanation of method.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Write a short problem on applications of algebra and ask learners to suggest the first step before solving.	Share prior knowledge, listen to peers and record the lesson question in their notebooks.	Not provided.
Activity 115 minutes	Model one worked example on applications of algebra, explaining the rule, notation and reason for each step.	Follow the worked example, ask questions and record the method clearly.	Ask learners to name the rule used and explain why it applies.
Activity 220 minutes	Guide pairs to solve two graded questions on applications of algebra and compare their methods.	Solve the paired questions, compare answers and correct errors with reasons.	Check working steps, notation, accuracy and correction of errors.
Activity 310 minutes	Give an unfamiliar problem on applications of algebra for independent solution and justification.	Solve independently and write a short justification for the method used.	Mark the independent task for correct method, final answer and explanation.

Lesson Closure

Summarise applications of algebra and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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