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I'm
thinking of a number, & when I double it &
add 3, I get 6.
Q1: What no. was I thinking
of?
Q2: Number machine?
Review no. machines with further egs |
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- use
letters to represent unknown numbers or variables;
know the meanings of the words term, expression
and equation
- understand that algebraic
operations follow the same conventions as arithmetic
operations
- construct & solve simple linear equations
with integer coefficients ( unknown on 1 side only)
using an appropriate method (eg: inverse operations) |
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Use Lesson 1 Starter to demonstrate how to produce
equations from expressions.
Eg: P = 3 x c or 3c
Repeat for other shapes.
Link to number machines.
(Link to position-to-term in A3) |
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Focus: accurate
use of equations in context, eg: P = 3c
Activities involving construction (& solution)
of equations from:
- shape contexts, eg; Introduction & other shapes
- number puzzle contexts, eg: WS
A4/1: Building Pyramids
- real-life situations (word problems), where pupil
has to chose to allocate letter to unknown number
or variable,
eg: There are 30 pupils
in class 7B. There are 6 fewer girls than boys.
How many boys and girls are in 7B? |
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There are 27 pupils
in class 7B. There are two times as many girls as
boys. How many boys and girls are in 7B?
(Link to ratio) |
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Use Number machines
to introduce equation construction, eg:
X x2 +3 6
& eqn: 2x + 3 = 6
What if +3 step is 1st
and x2 step is 2nd ?
(> BODMAS) |
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Focus:
solving given equations in context, eg: P
= 3c. If c = 9 cm, what is P?
- Activities involving construction & solution
of equations from a range of abstract and real-life
situations, where pupil has to chose to allocate
letter to unknown number or variable
- Checking by substituting into original equation
Eg:
Q: t + 22 = 50
A: t = 28
Check: 28 + 22 = 50 ? correct |
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Solve these equations:
A + 6 = 15
B - 5 = 2
5 - B = 2
9D - 3 = 33
E/10 = 50
4C + 8 = 40
4(C + 8) = 40
4+ 4C(C + 8) = 40 |
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