5. Today I will learn to use algebraic
functions in real life situations
Level 4
Challenge Objective:
Draw conclusions by using algebra
Level 5
Key Words
Solve, Generate, Conclusion, Common, Describe,
Function
6. •All will use algebra to solve
a real life problem
•Most will use algebra to
show the problem
•Some will draw conclusions
using algebra
7.
8.
9. Show me if you understand the task you
are going to do now.
12. Answers
1 a 140 miles b 350 miles
2 a £5 b £7.50 c £12.50
3 a £12 b £17 c £20
4 a 15 cm2 b 42 cm2
5 a 15 cm b 24 cm c 33 m
6 a 50 mph b 40 mph c 50 mph
7 a 10 minutes b 17 minutes c 24 minutes
8 a £80 b £140
14. Today I will learn to use algebraic
functions in real life situations
Level 4
Challenge Objective:
Draw conclusions by using algebra
Level 5
Key Words
Solve, Generate, Conclusion, Common, Describe,
Function
15. •All will use algebra to solve
a real life problem
•Most will use algebra to
show the problem
•Some will draw conclusions
using algebra
19. Today I will learn to use algebraic
functions in real life situations
Level 4
Challenge Objective:
Draw conclusions by using algebra
Level 5
Key Words
Solve, Generate, Conclusion, Common, Describe,
Function
20. •All will use algebra to solve
a real life problem
•Most will use algebra to
show the problem
•Some will draw conclusions
using algebra
21. Plenary
Pick a box from below to copy and
complete in your book
Today the most One thing I need to
important thing I have remember from today's
learned is... lesson is...
Next time I do a this One thing I have found
topic I will make sure I... hard today is...
Editor's Notes
Ask all the students to draw a picture or series of picture to show what square numbers are. Discuss as a class to ascertain that all students know what square numbers are and how to calculate them.
This slide will move on to a blank slide in 1.5 mins. Then you need to move on and check what answers the students have got.
This gives you chance to stop the students before sharing the square numbers.
See how far all the students have got, it could be a nice activity to peer mark (the answers are coloured in 5’s e.g. 1st 5 answers are 1 to 5 squared).
Get the students to think about writing this in algebra (explain that we are lazy in Maths and we don’t want to spend ages writing words so that is why we use algebra). C = W x £0.40 or C = W x 40p Discuss with the students what will happen to the answer if we do one in £ and one in pence.
Now get the students to substitute into their formula to try and get the answer. This is a great activity for using the mini whiteboards. Then move on to ask for different numbers of windows, e.g. 10 windows, 15 windows, 4 windows.
To check that the class understands the work they are doing next, get them to show you their planners. If many are red – you may need to reexplain the task. If only a few are red, you can go to check with the individual students (or get them sat together and explain it again). If non are red, concentrate your efforts on any ambers. This will show you who needs the most help and who is fine to crack on with the work.
Make sure the students know that they can write the formula in algebra to save time, show them carefully how to set the work out.e.g. 1) D = H x 70 a) D = 2 x 70 so D = 140...
Again make sure the students use algebra if they can and get them to set their work out clearly.
Get the students to mark/peer mark and write down what level they have been working at.
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.
Talk the class through the extension activity and get them to try several combinations themselves. They key is what do you notice?
Check the outcome with the students. See if anyone has come up with an animal other than Elephant.
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.
Students choose 1 box to put in their book and complete. Get the class to share what they have written.
