The document outlines an algebra lesson plan that includes a starter activity reviewing key terms, an independent practice session where students select challenge problems to assess their understanding, and a plenary where students self-assess their work and the teacher provides feedback and previews the next lesson's starter activity. The challenge problems cover simplifying expressions, substituting values, constructing equations, and other algebra skills at various levels of difficulty.

1. Lesson Plan - APP Algebra
Objectives
To pupils to self assess their understanding of Algebra. For teacher to carry out an APP
assessment using probing questions.
Keywords; Expression, Term, Simplify, Substitute, Value
Mental and Oral Starter
Pupils to complete a ‘Heard the Word’ grid and compare it to grid they completed at the start of
the unit.
Main
Show the pupils the assessment criteria (slide 5) and ask them to reflect on what they have done
over the last few lessons. This will give pupils an idea about which challenge they should try to
complete. Ask pupils to select an appropriate challenge. Explain that if they find their chosen
challenge either too hard or too easy they should swap for a different challenge. Ensure that
pupils are aware that they only have this lesson to complete their chosen challenge so they must
stay on task and work to the best of their ability to be able to accurately assess themselves.
Remind pupils that they should not ask each other for help but they can look back in their book.
Plenary
Tell pupils that they must complete the ‘I am working at’ box by explaining in their own words the
maths they did today. Explain to pupils that you will be marking their work and completing the ‘my
teacher’s’ boxes. Remind students that next lesson for the starter activity they must come in and
look for the question you have set and respond either by answering it or by explaining why the
question is too hard for them to answer.

2. Probing Questions
Level 4
Use letter symbols to represent unknowns and What are the important steps when substituting values
variables. into this expression/formula?
Understand that letter symbols used in algebra What would you do first? Why?
stand for unknown numbers or variables and How would you continue to find the answer?
not labels, e.g. ‘5a’ cannot mean ‘5 apples’.
Level 5 Can you write an expression that would simplify to, e.g.:
6m – 3n, 8(3x + 6)?
Understand the difference between Are there others?
expressions such as: Can you give me an expression that is equivalent to,
2n and n +2 e.g.
3(c + 5) and 3c + 5 4p + 3q - 2?
n² and 2n Are there others?
2n² and (2n)² What do you look for when you have an expression to
simplify? What are the important stages?
When you substitute a = 2 and b = 7 into the formula t =
ab + 2a you get 18. Can you make up some more
formulae that also give t = 18 when a = 2 and b = 7 are
substituted?
Level 6 How do you go about constructing equations from
Construct linear equations. information given in a problem? How do you check
whether the equation works?

3. LO To assess your understanding of Algebra
RAG
Key Words: Expression, Term, Substitute, Value 18 Jul 2012
Starter Activity
Complete the ‘Heard the Word Grid’ and compare it to the
one you completed at the start of the module.
Are there any key words that you have learnt or have a
better understanding of than you did before?

4. Key Words Never Heard of but Know what it means and can explain it in context
heard not sure what Jot down your ideas here...
before? it means?
Expression
Term
Simplify
Substitute
Value

5. Level 3

6. Level 4
Simplify this expression and then write
another 4 expressions equivalent to the
expression above.
Substitute the value a = 2, b = 5 and c = 4 to
work out the value of the expression.

7. Level 5
If a = 3, find the value of
What are the important steps in
this calculation?
What would you do first? Why?
How would you continue to find
the answer?

8. Level 5
Give an expression that is
equivalent to
Are there others?

9. Level 5
Identify and correct the errors

10. Level 5
Explain the difference between

11. Level 6
If a = - 3, find the value of
What are the important steps in
this calculation?
What would you do first? Why?
How would you continue to find
the answer?

12. Level 6
The length of a rectangle is three times its
width. Its perimeter is 24 cm. Find its area.
How do you go about constructing an
equation from the information given in this
problem?
How do you check whether it works?

13. level Algebra
I am working at level ....... I
6 I can set up and solve linear
equations. can ....................................................
...........................................................
...........................................................
5 I can identify equivalent
...........................................................
expressions.
I can explain the difference ...........................................................
between expressions.
.......
I can substitute values into
I needed help to .................................
expressions.
I understand the meaning of ............................................................
brackets in expressions.
............................................................
4 I can find equivalent expressions.
I can simplify expressions with ............................................................
positive terms.
I can substitute positive values into To be a better learner I
simple expressions.
could ..................................................
3 I can work out the missing number
in a box. ............................................................
............................................................

14. My teachers comment ...... My answer is ......
My teachers question is ......