Lesson 4 simplifying
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This document outlines a math lesson on simplifying algebraic expressions involving like terms. It includes: 1. Examples of expressions that students will learn to simplify, ranging from addition of like terms to subtraction of like terms. 2. Practice problems for students to simplify terms involving addition and subtraction. 3. The lesson objectives of learning to simplify multiple terms involving subtraction. 4. Additional practice problems and extension tasks for students, as well as a plenary for students to reflect on what they have learned and how they can improve.
Lesson 4 simplifying
- 1. Entry Activity Find simple fractions of quantities 16 95 15 27 8
- 2. Entry Activity Find simple fractions of quantities 16 4 12 13 95 15 3 16 27 9 8 1.6 19
- 3. Today I will learn to simplify like terms Level 4 Challenge Objective: Simplify multiple terms involving subtraction Level 5 Key Words Simplify, Generate, Term, Common, Describe
- 4. • All will simplify terms such as 4a + 2a • Most will simplify terms such as 4a – 3a + 3 - 1 • Some will simplify terms such as 5n – 4a – 10n -3a + 2n
- 5. Simplify like terms Level 4
- 6. Simplify like terms Level 4 How can we write this using algebra?
- 7. Simplify like terms Level 4 Imagine I have 5 cups and 3 plates. • Draw a diagram to show how this would look • Now try and write it using algebra 5c + 2p
- 8. Can combine / Can’t combine! Can combine Can’t combine Put the terms below under the appropriate heading 2a + 5a 7b + 6c 8c – 2c 4d – d 7e + 2 9f – 2f + 2 8g – 2h
- 9. Can combine / Can’t combine! Can combine Can’t combine Put the terms below under the appropriate heading 2a + 5a 7b + 6c 8c – 2c 4d – d 7e + 2 9f – 2f + 2 8g – 2h
- 10. Using your planners show me how you found this
- 11. Simplify multiple terms involving subtraction Level 5 How could we write this using algebra?
- 12. Simplify multiple terms involving subtraction Level 5
- 13. Level 4
- 14. Answers – Level 4 1 a 6c b 10d c 2p d 10x e 5t f 4m g 4q h 4a i 3p j 4w k 2t l 2g 2 a 5x + 5y b 2w + 4t c 7m + 6n d x + 6y e 5 + 6x f 5p + 5 g y + 5x – 3 h 5d + 4c + 7 i f + 3d + 1 j c + 3 k 5p l 2t + 9
- 15. Using your planners show me how you found this
- 16. Today I will learn to simplify like terms Level 4 Challenge Objective: Simplify multiple terms involving subtraction Level 5 Key Words Simplify, Generate, Term, Common, Describe
- 17. • All will simplify terms such as 4a + 2a • Most will simplify terms such as 4a – 3a + 3 - 1 • Some will simplify terms such as 5n – 4a – 10n -3a + 2n
- 18. Simplify multiple terms involving subtraction Level 5 Take 1 minute to think, in silence, about how you can simplify the following expression 4a + 2b – 2a + 3b + 7a – 4b
- 19. Simplify multiple terms involving subtraction Level 5 Take 1 minute to think, in silence, about how you can simplify the following expression 4a + 2b – 2a + 3b + 7a – 4b 4a + 2b – 2a + 3b + 7a – 4b 4a – 2a + 7a + 2b + 3b – 4b 9a + b
- 20. Level 5
- 21. Answers – Level 5 3 a 8n – 1 b 4c + 11d c 8f + 2g d n + 3 + 5m – 6p e 3x – 3y f –3m + 13p g 2t + 5 – 7p – 6s h 4x + 10y i 2r – 2s j 3t – s k 2c + 3d – 3e + 6f l 16x + 7y 4 a 9x b 11m c 8x d 7n e –3b f 2m g t h 0 i –2s 5 a one term cancels out b i 4x ii 13y iii 12x iv 16x v 0 vi 0
- 22. Using your planners show me how you found this
- 23. Today I will learn to simplify like terms Level 4 Challenge Objective: Simplify multiple terms involving subtraction Level 5 Key Words Simplify, Generate, Term, Common, Describe
- 24. • All will simplify terms such as 4a + 2a • Most will simplify terms such as 4a – 3a + 3 - 1 • Some will simplify terms such as 5n – 4a – 10n -3a + 2n
- 25. Extension Task – Level 5
- 26. Answers – Extension Task Level 5 • a 6a + 8b • b 12a + 2 • c 7a + 3b
- 27. Using your planners show me how you found this
- 28. Today I will learn to simplify like terms Level 4 Challenge Objective: Simplify multiple terms involving subtraction Level 5 Key Words Simplify, Generate, Term, Common, Describe
- 29. • All will simplify terms such as 4a + 2a • Most will simplify terms such as 4a – 3a + 3 - 1 • Some will simplify terms such as 5n – 4a – 10n -3a + 2n
- 30. Plenary Write down one thing that has helped you be successful in today's lesson Write down one thing that you need to do to improve
Editor's Notes
- #2: This is an ideal activity to do on the mini whiteboards or to do as a quiz. Go through the 1st one as a class to check understanding
- #3: Answers Explain how to do the last one 1/5 of 8. 1/10 of 8 = 0.8 so 1/5 of 8 is double it so 1.6
- #6: Explain that in maths we use algebra because we are lazy, it is much easier to write 2c rather than two cups.
- #7: Check the understanding of the class (ideal for mini whiteboards), but could be done using Q&A.
- #8: Make it clear that unlike terms can not be merged by adding or subtracting. Get the students to draw a picture of 5 cups and 3 plates, this could be in their book or on the mini-whiteboards. Now get them to write it in algebra. Make it clear that cups and plates can’t be merged by adding or taking away.
- #9: This activity can be done as a card sort (needs printing out and students cut the terms and put them under the correct heading) or as a worksheet. 7e + 2 and 9f – 2f + 2 may cause some problems for some (because of the constant term), so take care explaining why the constant doesn’t combine.
- #10: Answers to the previous slide
- #11: 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.
- #12: Get the class to come up with suggestions as to how this could be written 1st as a sum in algebra and then as the answer. Great for mini-whiteboards, but could be done using Q&A.
- #14: Get students to complete the questions, as differentiation students who are finding the task hard could do Q1 (one term) and students who are finding the task more accessible could do Q2 (mixed terms).
- #15: Get the students to mark what they have done/peer assess and get them to write the level they have been working at and draw a face next to their work to show how they have found the activity.
- #16: 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.
- #19: Explain to the students they need time to think and get them to sit in silence and think about how they could solve this problem. The slide will move on after 1.5 mins.
- #20: Now explain to the class how to do this. I have put solutions step by step on each click (you may choose to explain this differently).
- #21: Now students to complete exercise
- #22: Get the students to mark what they have done/peer assess and get them to write the level they have been working at and draw a face next to their work to show how they have found the activity.
- #23: 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.
- #26: Get the students to complete the extension task, they should be encouraged to discuss in pairs.
- #27: Get the students to mark what they have done/peer assess and get them to write the level they have been working at and draw a face next to their work to show how they have found the activity.
- #28: 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.
- #31: Students to write in their books two sentences, the 1st to explain what they have done well and the 2nd to explain what they need to do to improve. Students to then share what they have written with the class.