Lesson 1: Introduction to Cartesian Coordinate System and Gentrification

Objective: Students will understand the basics of the Cartesian coordinate system and its relevance to urban planning and gentrification in the Philippines.

Materials: - Whiteboard or blackboard - Markers or chalk - Manila paper - Rulers - Pencils - Manila map or satellite image of a city in the Philippines

Procedure: 1. Begin the lesson by asking students if they have ever heard of the terms “Cartesian coordinate system” and “gentrification.” Discuss their prior knowledge and experiences related to these topics. 2. Introduce the Cartesian coordinate system, explaining that it is a way to locate points on a plane using two perpendicular number lines called the x-axis and y-axis. 3. Draw the Cartesian coordinate system on the board and label the x-axis and y-axis. 4. Provide examples of points on the coordinate plane and ask students to identify their coordinates. 5. Explain that the Cartesian coordinate system is not only used in mathematics but also in urban planning. It helps city planners locate and map out different areas in a city. 6. Show a map or satellite image of a city in the Philippines and discuss how the Cartesian coordinate system can be used to identify specific locations and plan urban development. 7. Introduce the concept of gentrification, explaining that it refers to the process of wealthier individuals moving into a lower-income neighborhood, often resulting in the displacement of the original residents. 8. Discuss the impact of gentrification on urban planning and the social justice issues it raises. 9. Divide the students into small groups and provide each group with a large sheet of Manila paper, rulers, and markers. 10. Instruct each group to create their own map of a neighborhood in the Philippines, using the Cartesian coordinate system to locate different landmarks, such as schools, hospitals, parks, and residential areas. 11. Encourage students to think about the potential effects of gentrification on the neighborhood they are mapping and discuss these implications within their groups. 12. After completing their maps, have each group present their work to the class, explaining their choices and discussing the social justice issues related to gentrification.

Assessment: - Observe students’ participation and engagement during class discussions and group work. - Evaluate the accuracy and understanding of students’ maps and their ability to explain the social justice implications of gentrification.

Extension Activity: - Ask students to research real-life examples of gentrification in the Philippines and write a short reflection on the social justice issues involved.

Note: The following lessons will build upon the concepts introduced in Lesson 1 and incorporate additional mathematical topics.

Lesson 2: Linear Equations in One Variable and Urban Planning

Objective: Students will learn to solve linear equations in one variable and apply this knowledge to analyze urban planning decisions in the context of gentrification.

Materials: - Whiteboard or blackboard - Markers or chalk - Manila paper - Pencils - Manila map or satellite image of a city in the Philippines

Procedure: 1. Begin the lesson by reviewing the concept of linear equations in one variable. Provide examples and guide students through the process of solving these equations. 2. Discuss how linear equations can be used in urban planning to determine the relationship between different variables, such as population growth and housing availability. 3. Show a map or satellite image of a city in the Philippines and identify a specific neighborhood that has undergone gentrification. 4. Divide the students into pairs and provide each pair with a large sheet of Manila paper, rulers, and markers. 5. Instruct each pair to create a graph representing the relationship between two variables related to gentrification in the chosen neighborhood. For example, they could explore the relationship between average income and housing prices or the relationship between population density and the number of affordable housing units. 6. Ask students to write a linear equation that represents the relationship they graphed and solve it to find the intersection point. 7. Discuss the implications of the intersection point in terms of urban planning decisions and social justice. 8. Have each pair present their graphs, equations, and analysis to the class, encouraging a discussion on the social justice implications of the urban planning decisions represented.

Assessment: - Evaluate students’ ability to create accurate graphs and write appropriate linear equations. - Assess their understanding of the social justice implications of the intersection point and their ability to articulate these implications during the presentation.

Extension Activity: - Ask students to research and analyze real-life data related to gentrification in the Philippines, such as income disparities, housing prices, or population growth, and create their own linear equations to represent the relationships they find.

Note: The following lessons will continue to build upon the concepts introduced in previous lessons and incorporate additional mathematical topics.

Lesson 3: Distance Formula, Midpoint Formula, and Urban Planning

Objective: Students will learn and apply the distance formula and midpoint formula to analyze urban planning decisions in the context of gentrification.

Materials: - Whiteboard or blackboard - Markers or chalk - Manila paper - Pencils - Manila map or satellite image of a city in the Philippines

Procedure: 1. Begin the lesson by reviewing the distance formula and midpoint formula. Provide examples and guide students through the process of using these formulas. 2. Discuss how the distance formula can be used in urban planning to measure the distance between different locations, such as schools, parks, and residential areas. 3. Show a map or satellite image of a city in the Philippines and identify a specific neighborhood that has undergone gentrification. 4. Divide the students into pairs and provide each pair with a large sheet of Manila paper, rulers, and markers. 5. Instruct each pair to choose two locations in the neighborhood and calculate the distance between them using the distance formula. 6. Ask students to find the midpoint between the two locations using the midpoint formula. 7. Discuss the implications of the distance and midpoint calculations in terms of urban planning decisions and social justice. 8. Have each pair present their calculations and analysis to the class, encouraging a discussion on the social justice implications of the urban planning decisions represented.

Assessment: - Evaluate students’ ability to accurately calculate distances and midpoints using the formulas. - Assess their understanding of the social justice implications of the distance and midpoint calculations and their ability to articulate these implications during the presentation.

Extension Activity: - Ask students to research and analyze real-life data related to gentrification in the Philippines, such as the distance between affordable housing units and amenities, and calculate the distances and midpoints using the formulas.

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