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Lesson 1 solving problems using algebra
The document outlines an algebra lesson that teaches solving problems with unknown variables. It includes levels for challenges that involve finding unknowns in triangle diagrams with two or three layers, including with negative numbers or multiples of unknowns. Keywords are provided such as unknown, generate, term, and inverse. Example problems and answers are given for different levels.
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Lesson 1 solving problems using algebra
- 1. Entry Activity –Level 4
- 2. Entry Activity -Answers
- 3. Using your plannersshow me how you found this
- 4. Today I willlearn to solve simple problems using algebra Level ¾ Challenge Objective: Calculate unknowns when there is either negative numbers or multiples of unknowns Level 5 Key Words Unknown, Generate, Term, Inverse, Describe
- 5. • All willfind unknowns in a two layer triangle • Most will find unknowns in a 3 layer triangle • Some will find unknowns in a 3 layer triangle when there are negatives or multiple unknowns
- 6. Key Words orphrases inverse
- 9. Using your plannersshow me how you found this
- 10. Today I willlearn to solve simple problems using algebra Level ¾ Challenge Objective: Calculate unknowns when there is either negative numbers or multiples of unknowns Level 5 Key Words Unknown, Generate, Term, Inverse, Describe
- 11. • All willfind unknowns in a two layer triangle • Most will find unknowns in a 3 layer triangle • Some will find unknowns in a 3 layer triangle when there are negatives or multiple unknowns
- 12. Level 3 Level 4
- 13. Level 4 Level 5
- 14. Answers Level 3 6x=6 13 x = 3 1x=9 7 x = 24 Level 5 2x=5 8 x = 12 14 x = 5 3x=2 9 x = –4 15 x = 2 Level 4 10 x = 27 16 x = 12 4x=5 11 x = 31 17 x = 6 5x=5 12 x = –2 18 x = 3
- 15. Using your plannersshow me how you found this
- 16. Extension Activity –Level 5+
- 17. Today I willlearn to solve simple problems using algebra Level ¾ Challenge Objective: Calculate unknowns when there is either negative numbers or multiples of unknowns Level 5 Key Words Unknown, Generate, Term, Inverse, Describe
- 18. • All willfind unknowns in a two layer triangle • Most will find unknowns in a 3 layer triangle • Some will find unknowns in a 3 layer triangle when there are negatives or multiple unknowns
- 19. Extension Activity -Answers • 1 a 11 b 7 c 4 d 3
- 20. Using your plannersshow me how you found this
- 21. Today I willlearn to solve simple problems using algebra Level ¾ Challenge Objective: Calculate unknowns when there is either negative numbers or multiples of unknowns Level 5 Key Words Unknown, Generate, Term, Inverse, Describe
- 22. • All willfind unknowns in a two layer triangle • Most will find unknowns in a 3 layer triangle • Some will find unknowns in a 3 layer triangle when there are negatives or multiple unknowns
- 23. Plenary One thingI One thing I need to have learned remember for today is... next time is...
Editor's Notes
- #4 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.
- #7 This is a great way to get the students to really think about the way they use the key words and will help them to remember them/ understand what they mean.
- #8 This is a great activity to give the class to think about, get them to try and come up with the answer. Once the class have had a few minutes, ask them if they want to see the easy way of solving the problem.Explain that any unknown can be replaced with any letter, then show them x + 8 + 3 for the 1st line and then x +8 and 11 for the 2nd line. Get them to work out what x would be and why? This is a great activity for differentiated questionning.
- #9 Show the class this slide to show them how it should be set out.
- #10 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.
- #15 Get the students to peer/self assess their work and get them to draw the face to describe their understanding of the topic , or
- #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.
- #20 Get the students to peer/self assess their work and get them to draw the face to describe their understanding of the topic , or
- #21 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.
- #24 Get the students to draw two big bubbles in their book and copy and complete the statements. Get them to share what they have written with the class.