Class: Junior Secondary School 2 (JSS2, JSS 2)
Term: 1st Term
Week: 7
Age: 13 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Mathematics
Previous Lesson: Additive and Multiplicative Inverse and Use of Inverse Operations
Topic: Simple Equations in One Variable
Subject Matter: Solving equations of the form (i) 2x = 8 (ii) 3n – 4 = 5 (iii) 3x – 4 = 2x + 1 (iv) 2y + 4 = 2

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:
(a) Identify equations with one variable.
(b) Solve simple equations in one variable using inverse operations.
Affective Domain:
(a) Develop interest and confidence in solving equations.
(b) Show persistence in finding accurate solutions to mathematical problems.
Psychomotor Domain:
(a) Apply algebraic methods to solve given equations on the board.
Social Domain:
(a) Work collaboratively in pairs or groups to solve simple equations correctly.

Reference Materials

The following resources was used in planning this lesson:

9 Years Basic Education Curriculum
Lagos State Unified Scheme of work for Junior Secondary Schools
Math Is Fun – “Solving Simple Equations” (https://www.mathsisfun.com/algebra/equations-solving.html)
Relevant Textbooks

Instructional Materials

The teacher will teach this lesson with the aid of:

Charts showing examples of equations
Whiteboard and markers
Flash cards with equation exercises
Algebra tiles (if available)
Mathematical set

Rationale for the Lesson

This lesson enables students to understand how to balance and solve simple algebraic equations, which is essential for solving real-life mathematical problems involving unknown quantities.

Prerequisite/Previous Knowledge

Pupils have already learned how to simplify algebraic expressions and understand the concept of variables and constants.

Lesson Content/Board Summary

Solving Simple Equations in One Variable

An equation is a mathematical statement showing that two expressions are equal. A simple equation in one variable has only one unknown represented by a letter such as x, n, or y. To solve an equation means to find the value of the variable that makes the equation true.

Solving Equations by Balancing Method

The balancing method means performing the same operation on both sides of an equation to keep it equal. The goal is to make the variable stand alone on one side.

The following are the steps for solving simple equations:

Identify the variable and constants in the equation.
Remove constants by performing the same operation on both sides.
Simplify the equation after each step.
Divide or multiply both sides to make the variable subject.
Check the solution by substituting it back into the original equation.

Worked Examples

Example 1: Solve 2x = 8
Divide both sides by 2:
x = 8 ÷ 2
x = 4

Example 2: Solve 3n – 4 = 5
Add 4 to both sides:
3n – 4 + 4 = 5 + 4
3n = 9
Divide both sides by 3:
n = 9 ÷ 3
n = 3

Example 3: Solve 3x – 4 = 2x + 1
Subtract 2x from both sides:
3x – 2x – 4 = 1
x – 4 = 1
Add 4 to both sides:
x = 1 + 4
x = 5

Example 4: Solve 2y + 4 = 2
Subtract 4 from both sides:
2y = 2 – 4
2y = -2
Divide both sides by 2:
y = -1

Teaching Methods/Instructional Techniques:

Lecture, Discussion, Explanation, Demonstration, Guided Practice, Group Work, Question and Answer

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: Teacher reviews the previous lesson on algebraic expressions and asks pupils what they know about equations and the equal sign.
Pupils’ Activity: Pupils respond by sharing their understanding of equations and equality.
Learning Point: Pupils recall previous knowledge and are ready to learn how to solve equations.

Step 2: Meaning of Simple Equations

Time: 7 minutes
Teaching Skill: Explanation
Teacher’s Activity: Teacher explains the meaning of simple equations in one variable using examples and definitions.
Pupils’ Activity: Pupils listen and note the explanation.
Learning Point: Pupils understand what a simple equation in one variable means.

Step 3: Solving Equations by Balancing Method

Time: 10 minutes
Teaching Skill: Demonstration
Teacher’s Activity: Teacher demonstrates step-by-step how to solve equations such as 2x = 8 and 3n – 4 = 5 on the board.
Pupils’ Activity: Pupils observe and follow the process.
Learning Point: Pupils learn the procedure for solving equations through balancing.

Step 4: Practice Examples

Time: 10 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: Teacher presents more examples (3x – 4 = 2x + 1 and 2y + 4 = 2) and guides pupils to solve them in groups.
Pupils’ Activity: Pupils work in groups to find solutions and present answers.
Learning Point: Pupils apply the balancing method to solve new equations.

Step 5: Note-Taking

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: Teacher dictates or writes the board summary for pupils to copy.
Pupils’ Activity: Pupils copy the notes into their exercise books.
Learning Point: Pupils have written reference materials for further study.

Step 6: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is a simple equation?
List the steps in solving simple equations.
Solve for x in 2x = 10.
Solve for n in 4n – 6 = 2.
Pupils’ Activity: Pupils answer orally and write responses where necessary.
Learning Point: Pupils demonstrate mastery of solving equations.

Step 7: Conclusion

Time: 3 minutes
Teaching Skill: Reinforcement
Teacher’s Activity: Teacher summarizes the key points and gives pupils short exercises for home practice.
Pupils’ Activity: Pupils listen and take home exercises.
Learning Point: Pupils consolidate their understanding of solving equations.

Lesson Keywords

Equation – a statement showing equality between two expressions.
Variable – a letter that represents an unknown number.
Constant – a fixed value in an equation.
Balancing – performing the same operation on both sides of an equation.
Solution – the value that satisfies an equation.

Differentiation

Provide simplified examples for slower learners, use peer tutoring for support, and give advanced learners more challenging equations to solve.

Note for teachers using this lesson plan

Ensure pupils understand each balancing step before moving forward. Encourage active participation and verify each pupil’s solution to build confidence.