Class: 7A Unit: Sequences and formulae Topic 2.

3 Collecting like terms

2.4 Expanding brackets

Day/Date Sun 17/9 Mon 18/9 Tues 19/9 Wed 20/9

Period 3 6 5 4
Section 7A 7A 7A 7A
Number Of Aims/Learning
2.3.1 2.3.1 2.4.1 2.4.1
Outcomes (Achieved)

Warm-up /Introduction/ Concepts: - Find the rule of the sequence 3, 6, 9, 12, 15, … ?
Aims/Learning Outcomes Teaching Strategies/Methods
(2.3.1 ) Dialogue and discussion.
At the end of the lesson the
( ) Survey.
student should be able to:
( ) Brainstorming.
 (2.3.1) Collect like ( ) Predict, interpret, observe.
terms of algebraic (2.3.1 ) Collaborative learning.
expressions. ( ) Measurement.
( ) Story.
( ) Mind maps.
 (2.4.1) Understand ( ) Inductive exploration.
how to expand brackets ( ) Learning by doing.
using a constant. ( ) Role-play.
(2.4.1 ) Peer learning.
( 2.4.1 )Problem Solving.
Teaching
Implementation Approach/ Activities Materials/Resources
I will tell learners that a factory makes ) 2.3.1(
apple and blackberry pies. What is three apple and blackberry
pies add five apple and blackberry pies?’ Hopefully, learners give
the answer ‘eight apple and blackberry pies’. Agree, and then - Small white
:write the sum on the board marker boards
3ab + 5ab = 8ab [Ask learners to copy this into their notebooks.]
- Course book
Ask learners ‘What is seven pineapple and mango pies [write
- Practice book
‘7pm’ on the board] subtract [write ‘−’] three mango and
pineapple pies [write ‘3mp = __’]?’ Say ‘When I say “now”, put
up your hand and show, using fingers, if you think it is answer 1,
’.2, 3 or 4
Activity: adding/subtracting like terms that are not in the same
order [e.g. 3ab + 5ba]. However, it does not reinforce that, in
algebra, ab means a × b, that ba means b × a and that a × b and
b × a are the same. This is covered in the discussion as a way of
.dealing with 3ab + 5ba, etc

• Others:
……………………..................... Course book: Exercise (2.3): Activity (1 & 2) page 26

(2.4.1) when attempting to expand 3(b + 5), first draw a loop

from the 3 to the b [3(b + 5)] and write down the answer to that
multiplication [3b], then draw a loop from the 3 to the + 5 [3(b +
5)] and write down the answer to that multiplication [+15]. This
is a reliable way to enable students to use the shorter method but
not miss any of the terms when multiplying.
• There is another method: it is the grid method. To do this, we
set out 3(b + 5) in a grid and multiply. So 3(b + 5) = 3b + 15

Activity •
Ask learners to read through Question 6. Discuss the best
method to use for this question and how to make it as easy
as possible. Ask learners to write the parts of the question
and to expand the brackets, giving their own answer.
Learners then look at the difference between their,
hopefully, correct answers and Bethan’s incorrect answers.
They should then be able to work out what she did wrong.

Course book: Exercise (2.4): Activity (1 & 2) page 30

 Enrichment/remedial Tasks
Formative Assessment Differentiated Education Summative Assessment Homework

I will Let students work in small :Enrichment Task : Practice book (2.3.1) :Course book
groups to solve question 1 to Collect
:Course book (2.3.1), (2.4.1) :Exercise 2.4 )2.3.1(
like terms of algebraic expressions. Exercise 2.4
Activity (7 & 5) page 27 & 29 Activity (4,5 and 7) page 16
I will use Peer learning. Strategy for
Activity (4and 5) page 27
example 2 and Ask learners to :Remedial Task
)2.4.1(
compare the answers. Then discuss as :Course book (2.3.1) ,(2.4.1) : Practice book (2.4.1)
a class, deciding what are the Exercise 2.5
Activity (3 & 3) page 27 & 28 :Exercise 2.5 Activity (4) page 29
important parts of their explanations
that would help others to answer any Activity (4,5 and 6) page
question of this type. 18

Teacher’s Comments:
Trying out how to think out was exciting, and it helped my students develop their thinking skills -
accurate image. - The learning guides used, such as using small blackboards, helped me verify students' understanding of an
-The goal and success criteria of students are adequately achieved.
.
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