# Lesson: Algebraic Modelling

Unit: Mathematics
Lesson: Algebraic Modeling

Time Allocated: 20 minutes
Date: 15th January September

Curriculum:
Content Descriptions:

Curriculum:
7 Mathematics - Number and Algebra
Create algebraic expressions and evaluate them by substituting a given value for
each variable (ACMNA176).
Extend and apply the laws and properties of arithmetic to algebraic terms and
expressions (ACMNA177).
Lesson Objectives (Key Knowledge and Skills students should achieve
in the lesson):
By
the
end of the
lesson
students
The
students
have
knowledge
of: will demonstrate the ability to:
that
arithmetic
laws are numbers
powerful with
waysletters
of describing and simplifying
-- understand
Students are
aware
of representing
-calculations
Students are

confident with linking like terms

Students Prior Knowledge:

LESSON STRUCTURE:
Time

Introduction:

Emma Hutton, Adele Nugara & Kate Victory

5 mins

 Introduce the question “At the end of the day, 36 necklaces were sold

and we had a total of \$290.20, How many of each necklace did we sell
if we sold three times as many smalls than mediums and hold as
many large as medium.

Time
15
mins

 Ask students what variables can be substituted into represent small
medium and large.
Let s = the number of small necklaces
Let m = the number of medium necklaces
Let l = the number of large necklaces
 Students are to highlight the relevant information that is needed in
order to answer the question.
Allow students time to create equations to find the size of the small,
medium and large necklaces. After students appear to have finished,
go through the equation on the board with the whole class.
Small (s) = 3m
Medium (m) = 2l or 2 x 0.5m (l = 0.5m)
Large (l) = 0.5m
 Instruct students to come up with a rule that can be applied to solve
m.
3m +2 x 0.5m + 0.5 = 36
 Ask students whether the equation can be changed so that there is a
common variable.
The common variable is m. Therefore students need to solve m using
the equation above. m must equal 8.

 Once students have worked out that m=8 students must find out how
many of each necklace were sold.
Small = 24 necklaces
Medium = 8 necklaces
Large = 4 necklaces
Teacher can prompt students thinking by asking: “After working out
how many necklaces of each size were solved, ask yourself whether
your answer is correct? Re-read the problem and see if your
calculations fit.”
 Students should then check their answer by ensuring three answers
add up to 36.

Assessment of Learning:
Emma Hutton, Adele Nugara & Kate Victory

Formative Assessment:
Students will be assessed based on the answers they provide during class
discussions, and their ability to answer the questions correctly.
Summative Assessment:
Students will undertake a written piece of assessment that the teacher can use to
judge their knowledge on the topic.

Teacher Evaluation:
Questions teacher should ask after the lesson:
 How did the lesson go?
 Did students’ understand the content being presented?
 What could be changed to make the lesson better?

Extension Activity:
Students who finish early and at a high standard will be given a question to extend
and practice their knowledge. (Please refer to appendix one)

Emma Hutton, Adele Nugara & Kate Victory