LESSON NOTE

Mathematics – SSS 1
Topic: Algebraic Expressions
Week 1 | 4 Days

DAY 1 – Use of Letters & Simplification of Algebraic Expressions

Week Week 1
Date ___________________________
Class SSS 1
Subject Mathematics
Topic Algebraic Expressions
Sub-topics Use of Letters; Simplification of Algebraic Expressions
Duration 40 minutes
Teacher ___________________________

1. Learning Objectives
By the end of this lesson, students should be able to:
• Understand and explain the use of letters (variables) in algebra.
• Translate word problems and everyday situations into algebraic expressions.
• Simplify algebraic expressions by collecting like terms.
• Apply the rules of addition and subtraction to simplify expressions.

2. Previous Knowledge
Students have previously studied arithmetic operations (addition, subtraction, multiplication, and
division) with whole numbers and fractions. They have also been introduced to basic number
patterns and relationships, which form the foundation for understanding variables.

3. Instructional Materials
• Whiteboard and markers
• Mathematics textbook (recommended)
• Printed worksheets with expressions to simplify
• Algebraic flash cards (showing variable expressions)
• Chalk or whiteboard illustrations of real-life algebra

4. Reference / Textbooks
 • New General Mathematics for Senior Secondary Schools 1 — Macmillan (relevant chapter on
Algebra)
• Essential Mathematics for Senior Secondary School 1 — AK Tonade
• WAEC/NECO past questions on Algebraic Expressions

5. Introduction / Set Induction (~5 mins)

The teacher writes on the board: 'A trader buys some oranges. He sells 5 of them. How many does
he have left?'
Teacher asks: 'What if we don't know how many he started with?'
Teacher introduces the idea of using a letter, e.g., n, to stand in for the unknown number, giving: n -
5.
Teacher explains: 'This is the basis of algebra — using letters to represent unknown or changing
quantities.'
Students are invited to suggest everyday examples where quantities are unknown.

6. Lesson Development / Presentation

STAGE 1: Use of Letters (15 mins)
• Teacher explains that letters (a, b, x, y, n, etc.) are used in algebra to represent unknown or
variable quantities.
• Teacher gives examples: - Let x = a boy's age. Then his father's age = x + 20 - Let n =
number of books. Cost of books = 500n naira
• Students respond by identifying the variable in given sentences.
• Teacher writes 3–4 word statements on the board; students translate each into algebraic
expressions.

STAGE 2: Simplification — Collecting Like Terms (15 mins)

• Teacher explains 'like terms': terms with the same variable raised to the same power.
• Example: 3x + 5x = 8x; 7y - 2y = 5y
• Teacher shows that unlike terms CANNOT be combined: 3x + 5y remains 3x + 5y
• Worked examples on the board: - Simplify: 4a + 3b - 2a + 7b = 2a + 10b - Simplify: 6x² +
3x - x² + 2x = 5x² + 5x
• Students copy examples and attempt similar ones at their seats.

7. Activities / Exercises
Students work individually to simplify the following:
1. 5m + 3n - 2m + n
2. 7p - 4q + 3p + 6q - p
3. 2x² + 5x - x² + 3 - 2x
4. Write an algebraic expression: A girl is 3 years older than twice her brother's age. (Let her
brother's age = b)

8. Evaluation / Assessment
Teacher asks verbal questions:
5. What is a variable?
6. What are like terms? Give two examples.
 7. Simplify: 8a - 3b + 2a + 5b
8. If Emeka has x mangoes and gives away 4, express the remainder algebraically.

9. Summary / Conclusion (~5 mins)

Teacher recaps:
• Letters in algebra represent unknown or changing quantities.
• Simplification means combining like terms only.
• Unlike terms are left as they are.
Teacher invites 2–3 students to summarise what they learned in their own words.

10. Assignment / Homework

1. Simplify the following expressions:
a) 9x + 4y - 3x - y
b) 5a² - 2a + 3a² + 7a - 1
2. Translate into algebraic expressions:
a) Twice a number added to 7
b) Three times the sum of a number and 5
3. If a bag of rice costs y naira and a bag of beans costs (y + 500) naira, write an expression for the
total cost of 3 bags of rice and 2 bags of beans.

12. Remarks / Self-Evaluation (To be filled after the lesson)

What went well: ____________________________________________________________

What needs improvement: ____________________________________________________

Topics not fully covered: __________________________________________________

Adjustments for next time: _________________________________________________

DAY 2 – Adding & Subtracting Algebraic Fractions + Factorization

Week Week 1
Date ___________________________
Class SSS 1
Subject Mathematics
Topic Algebraic Expressions
Sub-topics Adding & Subtracting Algebraic Fractions; Factorization
Duration 40 minutes
Teacher ___________________________

1. Learning Objectives
By the end of this lesson, students should be able to:
• Add and subtract algebraic fractions using LCM of denominators.
• Simplify results of algebraic fraction operations.
• Understand factorization as the reverse of expansion.
• Factorize algebraic expressions by finding the HCF.

2. Previous Knowledge
Students can add and subtract numerical fractions using LCM. They have also simplified algebraic
expressions from Day 1. They are familiar with multiplication of terms and the concept of common
factors in numbers.

3. Instructional Materials
• Whiteboard and markers
• Printed examples of algebraic fractions
• Numerical fraction revision cards
• Mathematics textbook

4. Reference / Textbooks
• New General Mathematics for Senior Secondary Schools 1 — Macmillan
• Essential Mathematics for Senior Secondary School 1 — AK Tonade

5. Introduction / Set Induction (~5 mins)

Teacher quickly revises adding numerical fractions: 1/3 + 1/4 = 4/12 + 3/12 = 7/12.
Teacher then asks: 'What if the numerators or denominators contain letters instead of numbers?'
Introduces: 1/a + 1/b, and shows students this follows the same LCM principle.
For factorization, teacher writes: 6x + 9 on the board and asks, 'What is common to both terms?' —
leading students to see 3(2x + 3).
6. Lesson Development / Presentation
STAGE 1: Adding & Subtracting Algebraic Fractions (15 mins)
• Teacher explains: Find the LCM of the denominators, convert each fraction, then combine
numerators.
• Example 1: x/3 + x/4 = 4x/12 + 3x/12 = 7x/12
• Example 2: (x+1)/2 - (x-1)/3 = 3(x+1)/6 - 2(x-1)/6 = [3x+3-2x+2]/6 = (x+5)/6
• Example 3: 2/x + 3/y = 2y/xy + 3x/xy = (2y + 3x)/xy
• Students note the key steps: find LCM → build equivalent fractions → combine → simplify.

STAGE 2: Factorization by Common Factor (HCF) (15 mins)

• Teacher explains: Factorization is the reverse of expansion.
• Expansion: 3(2x + 5) = 6x + 15
• Factorization: 6x + 15 = 3(2x + 5) [finding HCF = 3]
• Example 1: 12a + 8b = 4(3a + 2b)
• Example 2: 5x² - 10x = 5x(x - 2)
• Example 3: 6pq + 9p²q = 3pq(2 + 3p)
• Students practice identifying HCF for given expressions.

7. Activities / Exercises
Part A — Algebraic Fractions (simplify):
9. a/5 + a/3
10. (2x-1)/4 - (x+2)/6
11. 3/(2x) + 5/(3x)

Part B — Factorize completely:

12. 15y - 10
13. 8m² + 12mn
14. 14p³ - 21p² + 7p

8. Evaluation / Assessment
15. Simplify: (x+2)/3 + (x-1)/2
16. Factorize: 18ab - 12b²
17. What is the HCF of 6x² and 9xy?
18. Show the steps to factorize 20p²q - 15pq².

9. Summary / Conclusion (~5 mins)

Teacher recaps:
• Algebraic fractions are added/subtracted using the LCM of denominators — just like numerical
fractions.
• Factorization means writing an expression as a product of its factors.
• Always find the Highest Common Factor (HCF) first.
Students volunteer to demonstrate one worked example each on the board.
10. Assignment / Homework
1. Simplify the following:
a) (3x+1)/5 - (x-2)/10
b) 4/(3a) + 2/(a)
2. Factorize completely:
a) 24xy - 16y²
b) 9a³ - 6a² + 3a
3. A rectangle has area = 12x² + 8x. Express the area as a product of its length and width by
factorizing.

12. Remarks / Self-Evaluation (To be filled after the lesson)

What went well: ____________________________________________________________

What needs improvement: ____________________________________________________

Topics not fully covered: __________________________________________________

Adjustments for next time: _________________________________________________

DAY 3 – Difference of Two Squares & Factorization of Perfect Squares

Week Week 1
Date ___________________________
Class SSS 1
Subject Mathematics
Topic Algebraic Expressions
Sub-topics Difference of Two Squares; Factorization of Perfect Squares
Duration 40 minutes
Teacher ___________________________

1. Learning Objectives
By the end of this lesson, students should be able to:
• Identify and apply the difference of two squares identity: a² - b² = (a+b)(a-b).
• Recognize perfect square trinomials.
• Factorize perfect square expressions of the form a² ± 2ab + b² = (a ± b)².
• Use these identities to simplify numerical and algebraic computations.

2. Previous Knowledge
Students know how to expand brackets: (a+b)² and (a-b)². From Day 2, they can factorize using
HCF. They also recall squaring numbers and recognizing perfect squares (1, 4, 9, 16, 25…).

3. Instructional Materials
• Whiteboard and markers
• Square cut-outs (paper models to illustrate difference of squares visually)
• Mathematics textbook
• Printed drill worksheet

4. Reference / Textbooks
• New General Mathematics for Senior Secondary Schools 1 — Macmillan
• Essential Mathematics for Senior Secondary School 1 — AK Tonade

5. Introduction / Set Induction (~5 mins)

Teacher writes on the board: 99 × 101 = ?
Teacher asks students to calculate this directly. Then shows the trick:
99 × 101 = (100 - 1)(100 + 1) = 100² - 1² = 10000 - 1 = 9999
Teacher explains: 'This shortcut is based on a formula called the Difference of Two Squares.'
Students are visibly engaged — the mental maths trick gets their attention.
Similarly, teacher asks: 'Is x² + 6x + 9 a special product?' — hinting at perfect squares.

6. Lesson Development / Presentation

STAGE 1: Difference of Two Squares (15 mins)
• Identity: a² - b² = (a + b)(a - b)
• Proof by expansion: (a + b)(a - b) = a² - ab + ab - b² = a² - b²
• Example 1: x² - 25 = (x + 5)(x - 5)
• Example 2: 4m² - 9n² = (2m + 3n)(2m - 3n)
• Example 3: 49 - y² = (7 + y)(7 - y)
• Example 4 (numerical): 64² - 36² = (64+36)(64-36) = 100 × 28 = 2800
• Students practice identifying whether an expression fits the pattern (both terms must be
perfect squares separated by a minus sign).

STAGE 2: Factorization of Perfect Squares (15 mins)

• Identity 1: a² + 2ab + b² = (a + b)²
• Identity 2: a² - 2ab + b² = (a - b)²
• Teacher shows how to verify: (a + b)² expanded = a² + 2ab + b²
• Example 1: x² + 8x + 16 = (x + 4)² [since 2×x×4 = 8x and √16 = 4]
• Example 2: y² - 10y + 25 = (y - 5)²
• Example 3: 4a² + 12ab + 9b² = (2a + 3b)²
• Students check by expanding their answer to verify.

7. Activities / Exercises
Part A — Factorize using difference of two squares:
19. m² - 64
20. 16x² - 1
21. 9a² - 49b²
22. (x+1)² - 4 [hint: let u = x+1]

Part B — Factorize perfect squares:

23. x² + 10x + 25
24. 4y² - 4y + 1
25. 9m² + 24mn + 16n²

8. Evaluation / Assessment
26. State the difference of two squares identity.
27. Factorize: 25x² - 36y²
28. Is x² + 6x + 9 a perfect square? Show how to factorize it.
29. Use the difference of two squares to evaluate: 47² - 43²

9. Summary / Conclusion (~5 mins)

• a² - b² = (a + b)(a - b): both terms must be perfect squares separated by a minus.
• a² + 2ab + b² = (a + b)² and a² - 2ab + b² = (a - b)²: check middle term = 2ab.
• Always verify your factorization by expanding the brackets.
Teacher selects students randomly to state one identity and give an example.

10. Assignment / Homework

1. Factorize completely:
a) 81 - 16t²
b) x² - 14x + 49
c) 25p² + 20pq + 4q²
2. Without a calculator, use the difference of two squares to evaluate: 83² - 17²
3. Show that (3x - 5)² = 9x² - 30x + 25 and then factorize 9x² - 30x + 25.

12. Remarks / Self-Evaluation (To be filled after the lesson)

What went well: ____________________________________________________________

What needs improvement: ____________________________________________________

Topics not fully covered: __________________________________________________

Adjustments for next time: _________________________________________________

DAY 4 – Substitution in Algebraic Expressions

Week Week 1
Date ___________________________
Class SSS 1
Subject Mathematics
Topic Algebraic Expressions
Sub-topics Substitution
Duration 40 minutes
Teacher ___________________________

1. Learning Objectives
By the end of this lesson, students should be able to:
• Define substitution and explain its purpose in algebra.
• Evaluate algebraic expressions by substituting given values for variables.
• Apply substitution to solve real-life and formulaic problems.
• Substitute values into expressions derived from factorization and simplification.

2. Previous Knowledge
Students can simplify algebraic expressions (Day 1), perform algebraic fraction operations (Day 2),
and factorize using the identities covered in Days 2 and 3. They are also familiar with the order of
operations (BODMAS/BIDMAS) from previous classes.

3. Instructional Materials
• Whiteboard and markers
• Formula reference chart (area, perimeter, simple interest, etc.)
• Mathematics textbook
• Printed substitution exercises
• Calculators (optional, for checking only)

4. Reference / Textbooks
• New General Mathematics for Senior Secondary Schools 1 — Macmillan
• Essential Mathematics for Senior Secondary School 1 — AK Tonade
• WAEC/NECO Past Questions on algebraic evaluation

5. Introduction / Set Induction (~5 mins)

Teacher references a real-life context: 'You earn x naira per hour. If x = 1500, how much do you
earn in 8 hours?'
Students respond: 1500 × 8 = 12,000 naira.
Teacher explains: 'What you just did is substitution — you replaced the letter x with its value.'
Teacher then writes: Find the value of 3x² - 2x + 1 when x = 2, and walks through it step by step
with student input.

6. Lesson Development / Presentation

STAGE 1: Substitution into Simple Expressions (15 mins)
• Teacher defines substitution: replacing a variable with a given numerical value and simplifying.
• Key rule: Always follow BODMAS after substituting.
• Example 1: Find 4a - 3 when a = 5 → 4(5) - 3 = 20 - 3 = 17
• Example 2: Find 2x² + x - 4 when x = 3 → 2(9) + 3 - 4 = 18 + 3 - 4 = 17
• Example 3: Find (p + q)/(p - q) when p = 7, q = 3 → (7+3)/(7-3) = 10/4 = 2.5
• Students attempt substitution in pairs for quick reinforcement.

STAGE 2: Substitution in Formulas & Factorized Expressions (15 mins)

• Teacher shows how formulas are essentially expressions waiting for substitution.
• Example 1 (Area): A = lb. Find A when l = (x+3) and b = 2x, given x = 4.
A = (4+3) × 2(4) = 7 × 8 = 56 square units
• Example 2: If E = ½mv², find E when m = 5kg, v = 6 m/s.
E = ½ × 5 × 36 = 90 Joules
• Example 3 (linking to factorization): Verify that x² - 9 = (x+3)(x-3) when x = 5.
LHS: 25 - 9 = 16; RHS: (8)(2) = 16 ✓
• This shows substitution as a tool to check algebraic identities.

7. Activities / Exercises
Evaluate the following given the values stated:
30. 3m - 2n when m = 4, n = 1
31. x² - 5x + 6 when x = -2
32. (a² - b²) when a = 6, b = 2. Also verify using (a+b)(a-b).
33. The formula for simple interest is I = PRT/100. Find I when P = 50000, R = 8, T = 3.
34. If f(x) = 2x³ - x + 5, find f(2) and f(-1).

8. Evaluation / Assessment
35. What does substitution mean in algebra?
36. Evaluate 5y² - 3y + 1 when y = -2.
37. The perimeter of a rectangle is P = 2(l + b). Find P when l = (3x - 1) cm and b = 2x cm, and x =
5.
38. Verify that a² - 2ab + b² = (a - b)² by substituting a = 7, b = 3.

9. Summary / Conclusion (~5 mins)

Teacher summarises the four days of learning:
• Day 1: Letters represent unknowns; like terms can be collected to simplify expressions.
• Day 2: Algebraic fractions follow LCM rules; factorization reverses expansion.
• Day 3: a² - b² = (a+b)(a-b); perfect squares follow (a ± b)² patterns.
• Day 4: Substitution means replacing variables with numbers and evaluating using BODMAS.
Teacher invites students to state one thing they found most interesting or challenging from the
week's lessons.

10. Assignment / Homework

1. Evaluate the following:
a) 4x² - 2xy + y² when x = 3, y = 2
b) (m³ - n)/(m + n) when m = 4, n = -2
2. Using the formula A = ½bh, find the area of a triangle where b = (2x + 1) and h = 3x, given x = 4.
3. Verify the identity x² - 4 = (x+2)(x-2) using x = 10. Does it hold?
4. The kinetic energy formula is K.E = ½mv². Find the kinetic energy of an object with m = 8 kg and
v = 5 m/s.
5. If P(x) = x² - 3x + 2, find: P(0), P(1), P(2), and P(3). What do you notice?

12. Remarks / Self-Evaluation (To be filled after the lesson)

What went well: ____________________________________________________________

What needs improvement: ____________________________________________________

Topics not fully covered: __________________________________________________

Adjustments for next time: _________________________________________________