LESSON NOTES

02/07/19
INEQUALITIES
Solving Inequalities

Sometimes we need to solve Inequalities like these:

Symbol Words Example

> greater than x+3>2

< less than 7x < 28
≥ greater than or equal to 5 ≥ x - 1
≤ less than or equal to 2y + 1 ≤ 7

Solving

Our aim is to have x (or whatever the variable is) on its own on the left of the inequality sign:

Something like: x<5

or: y ≥ 11

We call that "solved".

Example: x + 2 > 12

Subtract 2 from both sides:

x + 2 − 2 > 12 − 2

Simplify:

x > 10
Solved!

How to Solve

Solving inequalities is very like solving equations ... we do most of the same things ..

... but we must also pay attention to the direction of the inequality.

Direction: Which way the arrow "points"

Some things can change the direction!

< becomes >
> becomes <
≤ becomes ≥
≥ becomes ≤

Safe Things To Do

These things do not affect the direction of the inequality:

 Add (or subtract) a number from both sides

 Multiply (or divide) both sides by a positive number
 Simplify a side

Example: 3x < 7+3

We can simplify 7+3 without affecting the inequality:

3x < 10

But these things do change the direction of the inequality ("<" becomes ">" for example):

 Multiply (or divide) both sides by a negative number

 Swapping left and right hand sides

Example: 2y+7 < 12

When we swap the left and right hand sides, we must also change the direction of the inequality:

12 > 2y+7

Here are the details:

Adding or Subtracting a Value

We can often solve inequalities by adding (or subtracting) a number from both sides (just as
in Introduction to Algebra ), like this:

Solve: x + 3 < 7

If we subtract 3 from both sides, we get:

x+3-3<7-3

x<4

And that is our solution: x < 4

In other words, x can be any value less than 4.

What did we do?

We went from this: x+3 < 7

To this: x<4
And that works well for adding and subtracting, because if we add (or subtract) the same amount
from both sides, it does not affect the inequality

Example: Alex has more coins than Billy. If both Alex and Billy get three more coins each, Alex will
still have more coins than Billy.

What If I Solve It, But "x" Is On The Right?

No matter, just swap sides, but reverse the sign so it still "points at" the correct value!

Example: 12 < x + 5

If we subtract 5 from both sides, we get:

12 - 5 < x + 5 - 5

7<x

That is a solution!

But it is normal to put "x" on the left hand side ...

... so let us flip sides (and the inequality sign!):

x>7

Do you see how the inequality sign still "points at" the smaller value (7) ?

And that is our solution: x > 7

Note: "x" can be on the right, but people usually like to see it on the left hand side.
LESSON NOTES
03/07/19
INEQUALITIES – SOLUTION OF INEQUALITIES

Multiplying or Dividing by a Value

Another thing we do is multiply or divide both sides by a value (just as in Algebra - Multiplying ).

But we need to be a bit more careful (as you will see).

Positive Values

Everything is fine if we want to multiply or divide by a positive number:

Solve: 3y < 15

If we divide both sides by 3 we get:

3y/3 < 15/3

y<5

And that is our solution: y < 5

Negative Values

When we multiply or divide by a negative number

we must reverse the inequality.

Why?
Well, just look at the number line!
For example, from 3 to 7 is an increase,
but from -3 to -7 is a decrease.
 -7 < -3 7>3

See how the inequality sign reverses (from < to >) ?

Let us try an example:

Solve: -2y < -8

Let us divide both sides by -2 ... and reverse the inequality!

-2y < -8

-2y/-2 > -8/-2

y>4

And that is the correct solution: y > 4

(Note that I reversed the inequality on the same line I divided by the negative number.)

So, just remember:

When multiplying or dividing by a negative number, reverse the inequality.

LESSON NOTES
05/07/19
WORD PROBLEMS INVOLVING INEQUALITIES.

Word Problem Solving Strategies

 Read through the entire problem.

 Highlight the important information and key words that you need to solve the problem.

 Identify your variables.

 Write the equation or inequality.

 Solve.

 Write your answer in a complete sentence.

 Check or justify your answer.

I know it always helps too, if you have key words that help you to write the equation or inequality.
Here are a few key words that we associate with inequalities! Keep these handy as a reference.

Inequality Key Words

 at least - means greater than or equal to

 no more than - means less than or equal to
 more than - means greater than
 less than - means less than
LESSON NOTES

03/07/19.

INEQUALITIES-LINE GRAPHS
LESSON NOTES

INEQUALITIES

Multiplying or Dividing by Variables

Here is another (tricky!) example:

Solve: bx < 3b

It seems easy just to divide both sides by b, which gives us:

x<3

... but wait ... if b is negative we need to reverse the inequality like this:

x>3

But we don't know if b is positive or negative, so we can't answer this one!

To help you understand, imagine replacing b with 1 or -1 in the example of bx < 3b:

 if b is 1, then the answer is x < 3

 but if b is -1, then we are solving -x < -3, and the answer is x > 3

The answer could be x < 3 or x > 3 and we can't choose because we don't know b.

So:

Do not try dividing by a variable to solve an inequality (unless you know the variable is always
positive, or always negative).

A Bigger Example

Solve: (x-3)/2 < -5

First, let us clear out the "/2" by multiplying both sides by 2.

Because we are multiplying by a positive number, the inequalities will not change.

(x-3)/2 ×2 < -5 ×2

(x-3) < -10

Now add 3 to both sides:

x-3 + 3 < -10 + 3

x < -7

And that is our solution: x < -7

Two Inequalities At Once!

How do we solve something with two inequalities at once?

Solve:

-2 < (6-2x)/3 < 4

First, let us clear out the "/3" by multiplying each part by 3:

Because we are multiplying by a positive number, the inequalities will not change.

-6 < 6-2x < 12

Now subtract 6 from each part:

-12 < -2x < 6

Now multiply each part by -(1/2).

Because we are multiplying by a negative number, the inequalities change direction.

6 > x > -3

And that is the solution!

But to be neat it is better to have the smaller number on the left, larger on the right. So let us
swap them over (and make sure the inequalities point correctly):

-3 < x < 6
LESSON NOTES
EQUATIONS
An equation says that two things are equal. It will have an equals sign "=" like this:

7 + 2 = 10 − 1

That equation says: what is on the left (7 + 2) is equal to what is on the right (10 − 1)

So an equation is like a statement "this equals that"

Here is another equation:

The letter in the equation is sometimes called the unknown.

A statement can be true or false depending on the value of the unknown.

SOLVING AN EQUATION
Finding the value of the unknown quantities represented by 𝑥 and 𝑦 in equations like 4𝑥 − 6 =
34 𝑎𝑛𝑑 2𝑦 + 7 = 17 is called solving the equation.
We refer to the value of 𝑥 or 𝑦 as the solution of the equation.

In some equations the value of the unknown is easily visible, for example in the equations𝑥 +
7 𝑎𝑛𝑑 2𝑥 = 6. The solutions are 2 and 3 respectively. In other equations, the values of the
unknowns are not immediately clear and so we need a method to solve them.
 We can use the balance method or change side change sign method.
Change side change sign method.
When a number is transferred from the RHS to the LHS it changes signs. The change side change
sign method is the quick way to solve the equation.

Example1
𝑥 + 13 = 20
Transfer +13 from the LHS
to the RHS and it becomes -13.
𝑥 = 20 − 13
𝑥=7
Example2
6𝑦 + 17 = 20
Transfer +17 from the LHS and it becomes -17.
6𝑦 = 20 − 17
6𝑦 = 3
Divide both sides by 6.

6𝑦 3
=
6 6
1
𝑦=
2
LESSON NOTES.

Balancing method.
As we know the bases of the equation is that the LHS is equal to the RHS.
The two sides will stay balanced if we do the same to both sides.
Just as with real scales, the two sides will balance if we add equal amounts to both sides or we
subtract the same from both sides.
The scales will also balance if we multiply or divide by the same amount on both sides.
To solve an equation using the balancing method first find which side the unknown is on.

Example1
3𝑥 = 18
Divide both sides by 3
3𝑥 18
=
3 3

𝑥=6

Example2
3𝑡 − 5 = 9
Add 5 to both sides.
3𝑡 − 5 + 5 = 19 + 5
3𝑡 = 24
Divide both sides by 3.
3𝑡 24
=
3 3

𝑡=8
To keep both sides of the equation balancing, 5 has been added to both sides of the equations.
Example 3
6𝑦 + 17 = 20
Subtract 17 from both sides.
6𝑦 + 17 − 17 = 20 − 17
6𝑦 = 3
Divide both sides by 6.
6𝑦 3
=6
6
1
𝑦= 2

While 17 has been subtracted from both sides in.

LESSON NOTES

REMOVING BRACKETS AND SIMPLIFYNG

 When one is removing brackets, there is need to be cautious of signs and sign change
especially when working with a negative multiplier.

 When the multiplier is negative, the signs inside the bracket are changed when the
bracket is removed.

 There can be two sets of brackets and the bracket will still have to be removed for the
expression to be simplified.

For example
𝑥(𝑥 − 7) + 4(𝑥 − 7)
= 𝑥 × 𝑥 − 𝑥 × 7 + 4𝑥 − 28
= 𝑥 2 − 7𝑥 + 4𝑥 − 28
= 𝑥 2 − 3𝑥 − 28

N.B Notice that like terms are grouped. And remember the term that multiplies into the bracket
is the term right outside the bracket to be removed.
LESSON NOTES
FACTORS OF ALGEBRAIC EXPRESSIONS.

FACTORS
If a number can be divided by another number without leaving a remainder, the second number
is a factor of the first.
All numbers other than 1 have two or more factors. For example ……….
In the same way algebraic terms have two or more factors.
Each factor must divide exactly into the term
Example
Factors of 𝟏𝟒𝒂𝒃𝟐
Expand as a product of separate terms.
That is:
Numerical terms : 1, 2, 7 𝑎𝑛𝑑 14
Terms in a : 𝑎, 2𝑎, 7𝑎 𝑎𝑛𝑑 14𝑎
Terms in b : 𝑏, 2𝑏, 7𝑏 𝑎𝑛𝑑 14𝑏
Terms in ab : 𝑎𝑏, 2𝑎𝑏, 7𝑎𝑏 𝑎𝑛𝑑 14𝑎𝑏
Terms in b2 : 𝑏 2 , 2𝑏 2 , 7𝑏 2 𝑎𝑛𝑑 14𝑏 2
Terms in ab2 : 𝑎𝑏 2 , 2𝑎𝑏 2 , 7𝑎𝑏 2 𝑎𝑛𝑑 14𝑎𝑏 2
HIGHEST COMMON FACTOR
Algebraic expressions may have common factors.
This is the highest product of factors obtained in all the given expressions.
Example 1

𝟗𝒂𝒃𝟐 𝒂𝒏𝒅 𝟏𝟐𝒂𝟐 𝒃

𝟗𝒂𝒃𝟐 = 𝟑 ×𝟑 ×𝒂 ×𝒃 ×𝒃
12𝒂𝟐 𝒃 = 𝟐 × 𝟐 × 𝟑 × 𝒂 × 𝒂 × 𝒃
𝑷𝒓𝒐𝒅 =𝟑 ×𝒂 ×𝒃
𝑯. 𝑪. 𝑭 = 𝟑𝒂𝒃
LESSON NOTES.
FACTORISATION
Factoring (called "Factorizing" in the UK) is the process of finding the factors: Factoring: Finding
what to multiply together to get an expression. It is like "splitting" an expression into a
multiplication of simpler expressions.
Factoring in Algebra
Factors
Numbers have factors:
And expressions (like x2+4x+3) also have factors:
Factoring
Factoring (called "Factorising" in the UK) is the process of finding the factors:
Factoring: Finding what to multiply together to get an expression.
It is like "splitting" an expression into a multiplication of simpler expressions.
Example:
factor 2y + 6
Both 2y and 6 have a common factor of 2:
 2y is 2 × y
 6 is 2 × 3
So we can factor the whole expression into:
2y+6 = 2(y+3)
So 2y+6 has been "factored into" 2 and y+3
Factoring is also the opposite of Expanding:
Common Factor
In the previous example we saw that 2y and 6 had a common factor of 2
But to do the job properly we need the highest common factor, including any variables
Example: factor 3y2+12y
Firstly, 3 and 12 have a common factor of 3.
So we could have:
3y2+12y = 3(y2+4y)
But we can do better!
3y2 and 12y also share the variable y.
Together that makes 3y:
 3y2 is 3y × y
 12y is 3y × 4

So we can factor the whole expression into:

3y2+12y = 3y(y+4)

Check: 3y(y+4) = 3y × y + 3y × 4 = 3y2+12y

More Complicated Factoring
Factoring Can Be Hard!
The examples have been simple so far, but factoring can be very tricky.
Because we have to figure what got multiplied to produce the expression we are given!

It is like trying to find which ingredients

went into a cake to make it so delicious.
It can be hard to figure out!
Experience Helps
With more experience factoring becomes easier.
Example: Factor 4x2 − 9
Hmmm... There don't seem to be any common factors.
But knowing the Special Binomial Products gives us a clue called the "difference of squares":

Because 4x2 is (2x)2, and 9 is (3)2,

So we have:
4x2 − 9 = (2x )2 − (3)2
And that can be produced by the difference of squares formula:
(a+ b)(a − b) = a2 − b2
Where a is 2x, and b is 3.
So let us try doing that:
(2x+3)(2x−3) = (2x)2 − (3)2 = 4x2 − 9
Yes!
So the factors of 4x2 − 9 are (2x+3) and (2x−3):
Answer: 4x2 − 9 = (2x+3)(2x−3)
LESSON NOTES
DIRECTED ALGEBRAIC TERMS AND SUBSTITUTION
Algebraic terms can be multiplied and also divided. For you to be able to do that one should be
able to break down the given algebra.
Example
3𝑎 Can be written as3 × 𝑎.
Algebra - Substitution

"Substitute" means to put in the place of another.

Substitution

In Algebra "Substitution" means putting numbers where the letters are:

When we have: x − 2

And we know that x=6 ...

... then we can "substitute" 6 for x: 6 − 2 = 4

Example: When x=2, what is 10/x + 4 ?

Put "2" where "x" is:

10/ 2 + 4 = 5 + 4 = 9
 Example:

When x=5, what is x + x/2 ?

Put "5" where "x" is:

5 + 5 /2 = 5 + 2.5 = 7.5

Example:

If x=3 and y=4, then what is x2 + xy ?

Put "3" where "x" is, and "4" where "y" is:

3 2 + 3 × 4 = 3×3 + 12 = 21

Example: If x=3 (but we don't know "y"), then what is x2 + xy ?

Put "3" where "x" is:

3 2 + 3 y = 9 + 3y

(that is as far as we can get)

As that last example showed, we may not always get a number for an answer, sometimes just a
simpler formula. Negative Numbers

When substituting negative numbers, put () around them so you get the calculations right.

Example: If x = −2, then what is 1 − x + x2 ?

Put "(−2)" where "x" is:

1 − (−2) + (−2) 2 = 1 + 2 + 4 = 7
LESSON NOTES.
WORD PROBLEMS INVOLVING EQUATIONS.
Equations are useful in solving word problems, especially when a quantity is unknown.
When solving word problems choose a letter to represent the known quantity, form an
equation using the information given in terms of the unknown. Then solve the equation.
We can use equations to solve many word problems.

Process of solving a word problem using equations.

1. Choose a letter for the unknown
2. Write down the information of the question in algebraic form.
3. Make an equation
4. Solve the equation
5. Give the answer in written form

Example1
I think of a number. I multiply it by 5. I add 15. The result is 100. What is the number l thought
of?

Solution.
Let the number be n.
I multiply n by 5:5n.
I add 15:5n + 15
The result is 100: 5n + 15 = 100
Subtract 15 from both sides.
5n + 15 – 15 = 100 – 15
5n = 85

Divide both sides by 5.

5𝑛 85
=
5 5

The number is 17.

LESSON NOTES
ALGEBRAIC FRACTIONS-EQUIVALENT FRACTIONS.

Fractions which have the same value, even though they may look different.

Example 1/2 and 2/4 are equivalent, because they are both "half"

These fractions are really the same:

12 = 24 = 48

Why are they the same? Because when you multiply or divide both the top and bottom by the
same number, the fraction keeps it's value.

The rule to remember is:

"Change the bottom using multiply or divide,

And the same to the top must be applied"

Here is why those fractions are really the same:

×2 ×2

1 2 4
= =
2 4 8

×2 ×2
And visually it looks like this:

1/ 2/ 4/
2 4 8

= =
 See Fractions on the Number Line ...

... it shows many equivalent fractions.

Also see the Chart of Fractions with many examples of equivalent fractions.

Dividing

Here are some more equivalent fractions, this time by dividing:

÷3 ÷6

18 6 1
= =
36 12 2

÷3 ÷6

Choose the number you divide by carefully, so that the results (both top and bottom)
stay whole numbers .

If we keep dividing until we can't go any further, then we have simplified the fraction (made it
as simple as possible).

Summary:

 You can make equivalent fractions by multiplying or dividing both top and bottom by the same
amount.
 You only multiply or divide, never add or subtract, to get an equivalent fraction.
 Only divide when the top and bottom stay as whole numbers.
LESSON NOTES.
COEFFICIENTS & SIMPLIFICATIONS
In mathematics 3 × 4 is a short way of saying 4 + 4 + 4 = 6. Same way the short way of saying
3 × a is a + a + a.
3 × a is usually shortened as 3a.
3a = 3 × a = a + a + a.
N.B notice the difference between 34 in arithmetic and 3a in algebra. 34 means 3 tents and 4
units or 30 + 4. 34 does not mean 3 × 4. In algebra, 3a always means 3 × a.
EXAMPLE
a + a + a = 3a

EXAMPLE 2
k + k + k + k + k = 5k

COEFFICIENT
A numerical or constant quantity placed before and multiplying the variable in an algebraic
expression (e.g., 4 in 4x).

A number used to multiply a variable.

Example:
6z means 6 times z, and "z" is a variable, so 6 is a coefficient.

Variables with no number have a coefficient of 1.

Example:
x is really 1x.
Coefficients can also be fractional.
1 12
In arithmetic the short way to write 3 × 12 = 3
1 1 𝑥
For 3 𝑥 the coefficient is 3 the short way to write it is 3 and this also is true for x ÷ 3.
𝑥 1
The coefficient of is also 3
3
LESSON NOTES.
MULTIPLICATION & DIVISION OF ALGEBRAIC EXPRESSIONS.
Multiplication with algebra.
Just as 5a is short for 5 × a, so ab is short for a × b.
Just as 3 × 5 is = 5 × 3 = 15,
So a × b = b × a = ab.
It is usual to write the letters in alphabetical order, but ba would just be as correct as ab.
Just as 52 is short for 5 × 5, so a2 is short for a × a and a3 is short for x × x × x.

Example 1
7a × 3b= 7 × a × 3 × b
=7×3×a×b
= 21 × ab
= 21ab

Division with algebra.

Since in algebra letters stand for numbers, and when dealing with fractions numbers are
reduced to their lowest terms by equal division of the numerator and denominator, so a letter
can also be divided by the same letter. For example x ÷ x = 1, just as 3÷ 3 = 1

Example 1
14𝑎 7 ×2𝑎 1 ×2𝑎
= = = 2a
7 7 1

Example 2
24 × 𝑥 2 × 𝑦
24x2y ÷ 3xy = 3×𝑥×𝑦

3×8×𝑥×1
= 3×1×1

=8×x
= 8x
LESSON NOTES
ORDER OF OPERATIONS IN SOLVING ALGEBRAIC EXPRESSION.
The four arithmetic operations can be found in the same problem. The question of which
operation should be carried out first has confused many students studying mathematics.
The rules are sometimes called rules of precedence, where precedence means order.

Examples
1. 3 + 7 – 5
2. 3 – 5 + 7
3. 2 × 6 ÷ 4
4. 2 ÷ 4 × 7
N.B the two problems in 1 and 2 are exactly the same. It is important to notice which sign each
number is carrying that is +, -, ÷ or ×. Both problems are subtracting 5 and both are adding 7.
The rule says, when the first two operations + and – are in the same problem, add first and then
subtract.

Solutions
1. 3 + 7 – 5 = 10 – 5
=5
2. Adding first 3 – 5 + 7 = 3 + 7 – 5
= 10 – 5
= 5.

In 3 and 4 both multiplication and division are in the same problem. Again, take note of
what is happening to each number. (That should not change when a rule is being
applied).

6
3. 2 × 6 ÷ 4 = 2 × 4 or (2 × 6) ÷ 4
=3

2 2×6
4. 2 ÷ 4 × 6 = 4 × 6 or 4

=3
When brackets are involved, the operation inside the bracket is carried out first.

2 2
Of (15-6) = 3 of 9
3

=6

To avoid confusion between several operations in the same problem a mnemonic

BODMAS was established. This is an easy way of remembering the order in which
calculations must be done.

Examples
1. 30 ÷ (8 – 2) bracket 1st
= 30 ÷ 6
=5

2. 3 × 8 – 6 ÷ 2 multiplication and division can be done at the

= 24 – 3 same time.
=21

Rules on algebra

7 × 3a – (3a + 5a) × 2 = 21a – 8a × 2

= 21a – 16a
= 5a
LESSON NOTES
GROUPING UNLIKE AND LIKE TERMS.
Like and unlike terms.
In algebra it is impossible to simplify different terms for example 3p + 7t. 3p can only be
simplified if it has another term in p for example 3p + 5p, 3p and 5p are like terms. Their sum is
8p. 3p and 7t are unlike terms their sum is 3p +7t.
For example 3 potatoes + 8 torches + 6 potatoes + 5 torches
= 9 potatoes + 13 torches
And just like real things can be grouped, so in algebra, like terms can also be grouped.

Example
7h – 4 – 3h + 11 = 7h -3h + 11 – 4
= 4h + 7

Example 2
8x – 6y – 9y – 2x = 8x – 2x – 6y – 9y
= 6x – 15y

Simplifying algebraic expressions from words.

We can also be given algebraic expressions from words and be asked to simplify it further.
Example
A man has x matches in a matchbox. On Monday he uses one quarter of them. On Tuesday he
uses 5 more. How many matches has he used and how many matches has he left?

Solution
1
x - 4x – 5
3
x-5
4
Multiplication with algebra.
Just as 5a is short for 5 × a, so ab is short for a × b.
Just as 3 × 5 is = 5 × 3 = 15,
So a × b = b × a = ab.
It is usual to write the letters in alphabetical order, but ba would just be as correct as ab.
Just as 52 is short for 5 × 5, so a2 is short for a × a and a3 is short for x × x × x.

Example 1
7a × 3b= 7 × a × 3 × b
=7×3×a×b
= 21 × ab
= 21ab
Division with algebra.
Since in algebra letters stand for numbers, and when dealing with fractions numbers are
reduced to their lowest terms by equal division of the numerator and denominator, so a letter
can also be divided by the same letter. For example x ÷ x = 1, just as 3÷ 3 = 1

Example 1
14𝑎 7 ×2𝑎 1 ×2𝑎
= = = 2a
7 7 1

Example 2
24 × 𝑥 2 × 𝑦
24x2y ÷ 3xy = 3×𝑥×𝑦

3×8×𝑥×1
= 3×1×1

=8×
= 8x
SCHEME EVALUATION

GENERAL COMMENTS INDVIDUAL COMMENTS

The teacher was able to deliver the lessons in In Form 1 East, flashes of brilliance emerged

a way that prompted learners to comprehend from Madakadze Munashe whose

the concept in preparation of the mid-year performance during the week was

examinations. remarkable. Majasi Bright was able to find a

suitable scale when solving inequalities using

Further to this, most learners were able to
graphical method. Mahomwa Delvin
perform better during the week.
managed to perform far much better than
However, some planned concepts were not
most of the learners during the week.
covered due to various sporting activities.
However, challenges emerged from Neo
Therefore, the content will be covered in the
Chivasa whose eyesight was a big challenge
week ending 12/0719.
during the lessons.

In Form 1 South, Mufaro Masvodza managed

to master the concept of using balance

method in solving inequalities. Flashes of

brilliance emerged from Nyanga Clinton who

was able to recall the concept of using

inequality signs when presenting information

on a Cartesian plane
EVALUATIONS
Generally, the lesson went well conducted as per the plan. In addition, the teacher’s voice was
very loud and clear so that most learners were able to hear the teacher’s voice. Further to this,
the role played by the media was of great significance during the lesson. This is so due to the fact
that learners were able to share ideas during the lesson. However, the teacher was not time
conscious in breaking down concepts into teachable units.

Strengths
The lesson faced no disturbances and was carried out as planned. The media used was very
effective as the learners were able to observe what was taking place and respond to the demands
of the information written on the learning aid. The teacher was able to explain what was taking
place aided by his chalkboard presentation in explaining how to represent information on a
Cartesian plane. By so doing, this ensured the learners to be able to relate the relevance of the
previous lesson.

Weaknesses.
There was little or no learner to learner interaction the proceedings of the lesson. There was more
learner to teacher interaction which might be a disadvantage to those learners that feel free
asking their colleagues than the teacher. In addition, the teacher was not time conscious during
the lesson. By so doing, the teacher ended up bunching concepts during the lesson. This likely
could have enabled the possibilities of some learners not being able to catch up the concepts
during the lesson.

Suggestions.
The teacher needs to use more media which accommodates learner to learner interaction for the
benefit of every learner. The learners also need to feel free to ask whatever they want to the
teacher without fear. The teacher needs to create this friendly relation between the teacher and
learners. The teacher is of the opinion that he should take heed of his detailed lesson plan so that
he will break down concepts into teachable units. By so doing, this will help learners to understand
the concepts during the lesson as well as their cognitive development.
EVALUATIONS
Generally, the lesson went well as planned by the teacher. In addition, learners’ participation
during the lesson was very active. Most learners were able to present their findings on the
chalkboard. However, learners’ performance during a written exercise was very disturbing. Most
learners obtained marks below average. In addition, most learners failed to interpret given word
problems due to their inability to be conversant in English.

Strengths
Most learners were able to attend the lesson. In addition, learners’ participation during the
lesson was very pleasing. By so doing, this made the lesson to be more enjoyable. Learners were
able to address their problems in a constructive manner that promoted teaching and learning
process. There was good rapport between teacher and learners during the lesson.

Weaknesses.
Having said this, learners’ performance during the written exercise was very unsuccessful. In
addition, most learners failed to interpret word problems involving inequalities due to their
inability to be conversant in good English. Therefore, not all objectives were met.

Suggestions.
The teacher is of the opinion that he must conduct this lesson again in preparation of the mid-
year examinations. By so doing, this will inevitably improve learners’ comprehension of the
concept
DETAILED LESSON PLAN
STUDENT NAME NYAMHUNGA ROBISON T
SCHOOL NAME MUTARE BOYS HIGH SCHOOL
CLASS FORM 1 EAST
DATE 09 JULY 2019
TIME AND LESSON DURATION 11.20am-12.30pm (70 Mins)
SUBJECT MATHEMATICS
LESSON TOPIC SOLUTION OF INEQUALITIES

LESSON OBJECTIVES
Learners should be able to:

 Use balance method in solving inequalities.

 Write down the appropriate outcome inequality symbol after multiplying or dividing by a
negative number.

ASSUMED KNOWLEDGE
Learners are assumed that they can:

 Know when and how to use the inequality symbols correctly.

SOURCE OF MATERIAL

 Step Ahead New General Mathematics Book 1, Page 276

MEDIA

 Chart showing how to calculate inequalities.

 Chalkboard with worked examples.
 STAGE TEACHER ACTIVITIES LEARNERS ACTIVITIES

Introduction Teacher introduce the lesson by Learners respond by defining balance

(5 Mins) asking learners to define balance method.
method.

Lesson
Development Teacher exposition on how to Learners take down notes from
(60 Mins) multiply and divide by a negative teacher’s exposition.
Stage 1 numbers.
(10 Mins)
Teacher demonstrates on how to Learners observe and take down notes
Stage 2 solve inequality using balance from the chalkboard.
(5 Mins) method on the chalkboard.

Teacher leads on class discussion on Learners discuss with the teacher on

Stage 3 how to solve inequalities by how to solve inequalities by multiplying
(5 Mins) multiplying and dividing by a negative and dividing by a negative number.
number.
Learners take down notes from
Stage 4 Teacher comments on learners teacher’s comments.
(10 Mins) findings.
Learners solve given questions in
Stage 5 Teacher gives learners work to do in groups and present their findings on
(5 Mins) groups on solving inequalities and the chalkboard.
present their findings on the
chalkboard.
Stage 6
(10 Mins) Teacher asks learners to comment on Learners comments on their findings
their findings.

Stage 7 Teacher gives learners individual Learners write down assigned work
(15 Mins) work from Step Ahead N.G.M Book 1, individually and submit their books for
Exercise 26.6 and 26.7. marking.
Conclusion Teacher ask learners to list down Learners summaries the lesson by
(5 Mins) main points of the lesson testing their listing down main points of the lesson
comprehension of the lesson. showing their comprehension of the
lesson.
Homework
Step Ahead NGM Book 1. Exercise 26.6 and Page 276.
EVALUATIONS
Generally, the lesson went well as prepared by the teacher. In addition, employed teaching
methods were of great significance during the lesson. By so doing, learners’ mastering of the
concept was evident enough during the written individual exercise. However, some learners found
recalling the concept of using balance method in solving equations and relate it into solving
inequalities. In addition, employed teaching aid was not well written properly to make it to be
easily understood by the learners.

Strengths.
During the lesson, most learners managed to attend the lesson. In addition, employed teaching
methods were of paramount importance in helping learners understand the concept. Further to
this, most learners performed far much better than ever before. This was evident enough to
conclude that effective teaching and learning process has been taking place.

Weaknesses
Having said this, Doneall Mufapairi found recalling how to use balance method when solving
inequalities very difficult during the lesson. In addition, Neo Chivasa failed to acknowledge the
significance of a given inequality symbol when solving inequality. The role played by employed
learning aid was not accommodative enough to help learners comprehend the concept.

Suggestions
The teacher is of the opinion that he must improve on teaching aids and make them
accommodative enough to all learners during the lesson. By so doing, this will help on teacher’s
lesson delivery. The teacher to give remedial work to learners whose performance was below
average.
DETAILED LESSON PLAN
STUDENT NAME NYAMHUNGA ROBISON T
SCHOOL NAME MUTARE BOYS HIGH SCHOOL
CLASS FORM 1 SOUTH
DATE 09 JULY 2019
TIME AND LESSON DURATION 08.05am-08.40am (35Mins)
SUBJECT MATHEMATICS
LESSON TOPIC WORD PROBLEMS INVOLVING INEQUALITIES

LESSON OBJECTIVES
Learners should be able to:

 Interpret linear inequalities in one variable.

 Solve word problems involving inequalities

ASSUMED KNOWLEDGE
Learners are assumed that they can:

 Use inequality symbols <, >, ≥, ≤, ≠ and equal sign correctly

 Know when and how to use the ‘is not equal to’ sign.

SOURCE OF MATERIAL

 Step Ahead New General Mathematics Book 1, Page 270.

MEDIA

 Chart showing how to calculate word problems involving inequalities.

 Chalkboard with worked examples.
 STAGE TEACHER ACTIVITIES LEARNERS ACTIVITIES
Introduction Teacher introduce the lesson Learner respond by listing
(5 Minutes) by asking learners to list down down main points of the
main points of the previous previous lesson.
lesson.

Lesson Development
(25 Minutes) Teacher exposition on how to Learners take down notes
Stage 1 interpret word problems from teacher’s exposition.
involving inequalities.
(5 Mins)
Stage 2 Teacher demonstrates how to Learners observe and take
solve word problems down notes from teacher’s
(5 Mins) involving inequalities on the demonstration on the
chalkboard. chalkboard.

Stage 3 Teacher asks learners to solve Learners solve given

given questions in groups on questions in groups on word
(3 Mins) word problems involving problems involving
Stage 4 inequalities and present their inequalities.
findings on the chalkboard.
(5 Mins) Learners give feedback by
presentation of their findings
on the chalkboard.

Teacher comments on Learners take down notes

Stage 5 learners’ presentations. from teachers’ comments.
(7 Mins)
Individual exercise from Step Learners write down exercise
Ahead NGM Book 1, Page from the chalkboard and
277, Exercise 26.8. submit their books for
marking.

Conclusion Teacher ask learners Learners lay down main

(5 Minutes) summaries the lesson by points of the lesson showing
laying down main points of comprehension of the lesson.
the lesson testing their
comprehension of the lesson.

Homework
Step Ahead NGM Book 1. Exercise 26.6 and Page 276.
EVALUATION
Generally, the lesson was conducted. Most learners were able to attend for the lesson. In addition,
learners’ participation during the lesson was very impressive. Teacher’s voice was loud and clear.
By so doing, most learners were able to hear what he was explaining. Learners’ performance was
very impressive during the written individual exercise. However, some learners came very late for
the lesson. In addition, the time spent much time of the lesson giving learners corrections.

Strengths
Most learners were able to attend the lesson. In addition, learners’ participation during the lesson
was very commendable. By so doing, most learners were given an opportunity to present their
opinions on the chalkboard. Further to this, most learners managed to perform above average
during a written exercise. Most lesson objectives were well achieved during the lesson.

Weaknesses.
However, Harry Murembwe came very late for the lesson. In addition, his performance during the
lesson was very disturbing. Further to this, the teacher spent much time of the lesson giving
learners corrections of the previous exercise with which their performance was very worrisome.

Suggestions.
The teacher to stick to his detailed lesson plan should he face challenges in time management
during the lesson. In addition, the teacher to urge learners to look for corrections before the
lesson.
DETAILED LESSON PLAN
STUDENT NAME NYAMHUNGA ROBISON T
SCHOOL NAME MUTARE BOYS HIGH SCHOOL
CLASS FORM 1 SOUTH
DATE 10 JULY 2019
TIME AND LESSON DURATION 08.40am-09.15am (35Mins)
SUBJECT MATHEMATICS
LESSON TOPIC REVISION (SETS)

LESSON OBJECTIVES
Learners should be able to:

 Define a set by listing its elements

 Use the symbols of given sets
 Show sets on a Venn diagram
ASSUMED KNOWLEDGE
Learners are assumed that they can:

 Count given objects

 List down objects in a mathematical set.

SOURCE OF MATERIAL

 Step Ahead New General Mathematics Book 1, Page 13.

MEDIA

 Work cards with questions on sets

 Chalkboard with worked examples.
STAGE TEACHER ACTIVITIES LEARNERS ACTIVITIES
Introduction Teacher introduce the lesson Learner respond by listing
(5 Minutes) by asking learners to list down down main points of the
main points of the previous previous lesson.
lesson.

Lesson Development
(25 Minutes) Teacher exposition on how to Learners take down notes
Stage 1 define a set by listing down its from teacher’s exposition.
element on the chalkboard.
(5 Mins)
Stage 2 Teacher asks learners to use Learners use set symbols
given set symbols when when solving given set
(5 Mins) solving given set symbols on symbols on the chalkboard.
the chalkboard.

Stage 3 Teacher demonstrates how to Learners demonstrates how

represent given information to represent given
(3 Mins) on the chalkboard. information on the
Stage 4 chalkboard.
Teacher asks learners to solve Learners solve given work in
(5 Mins) given work in groups using groups and give feedback by
work cards. presentation of their findings
on the chalkboard.
Teacher comments on Learners take down notes
learners’ presentations. from teachers’ comments.
Stage 5
Individual exercise from Step Learners write down exercise
(7 Mins)
Ahead NGM Book 1, Page 21. from the chalkboard and
submit their books for
marking.

Conclusion Teacher ask learners Learners lay down main

(5 Minutes) summaries the lesson by points of the lesson showing
laying down main points of comprehension of the lesson.
the lesson testing their
comprehension of the lesson.
DETAILED LESSON PLAN
STUDENT NAME NYAMHUNGA ROBISON T
SCHOOL NAME MUTARE BOYS HIGH SCHOOL
CLASS FORM 1 EAST
DATE 10 JULY 2019
TIME AND LESSON DURATION 09.15am-09.50am (35Mins)
SUBJECT MATHEMATICS
LESSON TOPIC WORD PROBLEMS INVOLVING INEQUALITIES.

LESSON OBJECTIVES
Learners should be able to:

 Use the inequality symbols <, >, ≤, ≥ and ≠ correctly.

 Solve word problems involving inequalities.
ASSUMED KNOWLEDGE
Learners are assumed that they can:

 Read given algebraic statements.

 Group like and unlike terms.

SOURCE OF MATERIAL

 Step Ahead New General Mathematics Book 1, Page 277

MEDIA

 Chart showing how to calculate word problems involving inequalities.

 Chalkboard with worked examples.
STAGE TEACHER ACTIVITIES LEARNERS ACTIVITIES
Introduction Teacher introduce the lesson Learner respond by listing
(5 Minutes) by asking learners to list down down main points of the
main points of the previous previous lesson.
lesson.

Lesson Development
(25 Minutes) Teacher brainstorms learners Learners respond by
Stage 1 on how to interpret a given interpreting a given
algebraic statement testing statement on algebra
(5 Mins) on their assumed knowledge. showing their assumed
Stage 2 knowledge.
Teacher exposition on how to Learners take down notes
(5 Mins) interpret algebraic from teacher’s exposition on
statements on the how to interpret algebraic
chalkboard. statements.
Stage 3
(3 Mins) Teacher demonstrates how to Learners take down notes on
Stage 4 derive an algebraic how to derive word problems
expression from a word from a word problem
(5 Mins) problem on the chalkboard. involving inequality

Teacher asks learners to solve Learners solve given work in

given questions on the on the chalkboard.
chalkboard.
Stage 5
Teacher comments on Learners take down notes
(7 Mins)
learners’ presentations. from teachers’ comments.

Individual exercise from Step Learners write down exercise

Ahead NGM Book 1, Exercise from the chalkboard and
26.8, Page 278. submit their books for
marking.

Conclusion Teacher summaries the Learners responds to posed

(5 Minutes) lesson by asking learners questions by the teacher
main points of the lesson showing their comprehension
testing on their of the lesson.
comprehension of the lesson.