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
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
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
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
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
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
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
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
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
Explain that in maths we use algebra because we are lazy, it is much easier to write 2c rather than two cups.
Check the understanding of the class (ideal for mini whiteboards), but could be done using Q&A.
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.
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.
Answers to the previous slide
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.
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.
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).
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.
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.
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.
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).
Now students to complete exercise
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.
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.
Get the students to complete the extension task, they should be encouraged to discuss in pairs.
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.
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 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.
