Lesson 3 term, expression, equation and substituting
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Here are a few things that went well in today's lesson, and some suggestions for how it could be even better: What went well: - Students practiced generating algebraic terms and expressions, which is an important skill. Generating examples is a good way to build understanding and fluency. - The lesson included clear explanations of key vocabulary like variable, term, expression, etc. Defining important terms helps students follow along. - Different levels of challenge questions allowed students to work at their own pace and be appropriately stretched. Scaffolding helps ensure success. Even better if: - After generating examples, students could explain the patterns they noticed or rules they were following. This helps solidify their thinking. -
Lesson 3 term, expression, equation and substituting
- 1. Entry Activity Convert between fractions decimals and percentages Fraction Decimal Percentage Divide the numerator by the Multiply the Decimal by 100 to denominator to get a decimal get the percentage ½ 0.1 ¼ 20% 0.6 0.1 becomes 1/10 because it’s is 1 Divide the percentage by 100 to in the tenths column. 0.01 is 1/100 make it a decimal
- 2. Entry Activity Convert between fractions decimals and percentages Fraction Decimal Percentage Divide the numerator by the Multiply the Decimal by 100 to denominator to get a decimal get the percentage ½ 0.5 50% 1/10 0.1 10% ¼ 0.25 25% 2/10 = 1/5 0.2 20% 6/10 = 3/5 0.6 60% 0.1 becomes 1/10 because it’s is 1 Divide the percentage by 100 to in the tenths column. 0.01 is 1/100 make it a decimal
- 3. Today I will learn to generate a term or expression Level 4 Challenge Objective: Identify and describe the key words of the lesson Level 5 Key Words Variable, Generate, Term, Expression, Sequence, Describe
- 4. •All will generate a term •Most will generate several terms •Some will be able to explain they key words and understand their meaning
- 5. Have you heard of the Key Words Key Words I know what it Heard it but not Never What it means is... means, which is... sure what it means heard it before Variable Term Expression Generate Sequence Describe
- 6. Have you heard of the Key Words Key Words I know what it Heard it but not Never What it means is... means, which is... sure what it means heard it before Variable A letter used in algebra to show the value can change e.g. n (n can be any number) Term Algebra containing only letters (but could have a number attached) e.g. n or 3n Expression A combination of letter numbers and mathematical signs e.g. 3n – 2, 5 + a, 6p - q Generate Make it e.g. Generate a sequence means make one! Sequence A list of numbers, pictures or letters that have a pattern. Describe You explaining something in detail
- 7. Today I will learn to generate a term or expression Level 4 Challenge Objective: Identify and describe the key words of the lesson Level 5 Key Words Variable, Generate, Term, Expression, Sequence, Describe
- 8. •All will generate a term •Most will generate several terms •Some will be able to explain they key words and understand their meaning
- 9. We are going to generate some algebraic terms and expressions...sounds hard, but it’s not! a) Add 3 to a b) Multiply b by 9 c) Take 14 from c d) Divide 20 by d e) e divided by 2 f) f minus 1 g) Increase g by 4 h) What are the red questions? Term or expression. Why? i) What are the black questions? Term or expression. Why?
- 10. We are going to generate some algebraic terms and expressions...sounds hard, but it’s not! a) Add 3 to a a+3 b) Multiply b by 9 9b c) Take 14 from c c - 14 d) Divide 20 by d 20/d (or 20 ÷ d) e) e divided by 2 e/2 (or e ÷ 2) f) f minus 1 f-1 g) Increase g by 4 g+4 h) What are the red questions? Term Why? Because it’s all attached together i) What are the black questions? Expression Why? Because there is a sign in there
- 11. Show me how confident you are to do the next task on this!
- 12. Today I will learn to generate a term or expression Level 4 Challenge Objective: Identify and describe the key words of the lesson Level 5 Key Words Variable, Generate, Term, Expression, Sequence, Describe
- 13. •All will generate a term •Most will generate several terms •Some will be able to explain they key words and understand their meaning
- 14. Level 4
- 15. Answers 1 a n + 4 b 8n c 9 − n d 3t e f 7−t g 3x h 6x i 5y j 7y
- 16. Using your planners show me how you found this
- 17. Today I will learn to generate a term or expression Level 4 Challenge Objective: Identify and describe the key words of the lesson Level 5 Key Words Variable, Generate, Term, Expression, Sequence, Describe
- 18. •All will generate a term •Most will generate several terms •Some will be able to explain they key words and understand their meaning
- 20. Answers 2 a i 3 ii 6 iii 12 b i 11 ii 19 iii 13 c i 10 ii 13 iii 14 d i 9 ii 7 iii 11 e i 7 ii 2 iii 17 f i 4 ii 3 iii 7 g i 16 ii 46 iii 96 3 a i 9 ii 12 iii 36 b i 40 ii 70 iii 55 c i 8 ii 14 iii 2 d i 20 ii 50 iii 70 e i 12 ii 16 iii 32 f i 6 ii 30 iii 54 g i 36 ii 27 iii 63
- 21. Using your planners show me how you found this
- 22. Today I will learn to generate a term or expression Level 4 Challenge Objective: Identify and describe the key words of the lesson Level 5 Key Words Variable, Generate, Term, Expression, Sequence, Describe
- 23. •All will generate a term •Most will generate several terms •Some will be able to explain they key words and understand their meaning
- 24. Level 4
- 25. Answers 4 a i 5 ii 6 iii 7 b i 13 ii 14 iii 15 c i 2 ii 1 iii 0 d i 15 ii 16 iii 17 e i 11 ii 10 iii 9
- 26. Using your planners show me how you found this
- 27. Today I will learn to generate a term or expression Level 4 Challenge Objective: Identify and describe the key words of the lesson Level 5 Key Words Variable, Generate, Term, Expression, Sequence, Describe
- 28. •All will generate a term •Most will generate several terms •Some will be able to explain they key words and understand their meaning
- 29. Q1 to Q3 Level 4 Q4 to Q6 Level 5
- 30. Answers Level 4 Questions 1 a 7 b 13 c 17 2 a 14 b 19 c 39 3 a 18 b 10 c 2 Level 5 Questions 4 a 3 b 8 c 15 5 a 69 b 86 c 105 6 a 34 b 25 c 18
- 31. Using your planners show me how you found this
- 32. Today I will learn to generate a term or expression Level 4 Challenge Objective: Identify and describe the key words of the lesson Level 5 Key Words Variable, Generate, Term, Expression, Sequence, Describe
- 33. •All will generate a term •Most will generate several terms •Some will be able to explain they key words and understand their meaning
- 34. Plenary www…ebi what went well … even better if
Editor's Notes
- #2: Use the arrows to help the students to complete the table
- #3: Answers to the entry activity
- #6: Print off this slide and get the students to complete it. If the know what it means they need to fill it in, if they are they need to tick the appropriate box, if they are they need to tick that box.
- #7: Talk through the classes meanings and then show them what the key words actually mean. Get them to copy down any that they didn’t know/have correct meaning for. Or better print the end column off and get them to stick it over their corresponding column.
- #10: Go through with the class the how to generate an expression or term. This is a great mini whiteboard activity (then just skip next slide), but could be done as a quick quiz (you’ll need the next slide) or as Q&A (next slide not needed).
- #11: Answers from previous if done as a quiz. Please explain to class why we are better putting 20/d rather than 20÷d (for this exercise it is easier to show it is a term – as well as all the other future benefits).
- #12: Get the class to show you how they feel about doing the next task, crack on, go straight to help first, go to after the (remember if there are a lot of you may need to reexplain the activity).
- #15: Level 4 questions for students to do, either in their books or using the whiteboards.
- #16: Get the students to mark/ peer assess their work. Also get them to write down the level they have been working at and a face to describe how they found it.
- #17: To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
- #20: Level 4 questions for the students to do
- #21: Get the students to mark/ peer assess their work. Also get them to write down the level they have been working at and a face to describe how they found it.
- #22: To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
- #25: Level 4 questions for the students to complete
- #26: Get the students to mark/ peer assess their work. Also get them to write down the level they have been working at and a face to describe how they found it.
- #27: To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
- #30: Students may need a quick reminder as to what n² is e.g. (n x n, so n=5 it is 5 x 5 = 25).
- #31: Get the students to mark/ peer assess their work. Also get them to write down the level they have been working at and a face to describe how they found it.
- #32: To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
- #35: This is a really quick plenary. Get students to write in their book www (what went well) something they found that they were good at and are confident with. They then need to write ebi (even better if) so something that they would like to improve in their work. Get students to share what they have written.