Brackets,

Equations and
Inequalities
 Can you guess the name of this career?

Air traffic controllers are responsible for maintaining safe

airspace for airplanes and other aircraft. To succeed as an air
traffic controller you need proficient math and problem
solving skills. Air traffic controllers must be able to calculate
aircraft distances, speeds and times. Part of their job is
directing aircraft at what altitude and speed to fly. This
requires an understanding of algebra, trigonometry and
calculus. In this unit you will be learning basic algebraic
techniques.
 Key Vocabulary Words
mean median mode modal
class intervals midpoints
range frequency histograms

bar charts pie charts

Thursday, 12thJanuary
Algebraic Expressions
WALT – form algebraic expressions
Do Now
 
 Answers

 
More Practice
 Activity 1

Write an expression for the total number of counters.

       

Mark your own work with a red pen.

 Think, Pair, Share

Write an expression for the total number of counters.

       

     

 
 Activity 2

Write an expression for the total number of counters.

       

     

Mark your own work with a red pen.

 Think, Pair, Share
 

 
 Think, Pair, Share
   

   

Write an expression for the area of the compound shape.

 
Your Turn:
Example (forming algebraic expressions from worded questions):

Mark your own work with a red pen.

Think, Pair, Share
Think, Pair, Share
 Function Machines Recap

   
8 80 87

   
8 87

Mark your own work with a red pen.

Whiteboards:
Whiteboards:
Whiteboards:
Whiteboards:
Whiteboards:
 Think, Pair, Share

Mark your own work with a red pen.

Your Turn:
Answers
Answers
Example:
 

     

Write an expression for the total cost of two cans of beans

and three bottles of orange juice.
 
 

 
Mark your own work with a red pen.
Have a go (Whiteboards):

     

Write an expression for the total cost of five cans of beans,

a packet of sweets and half a dozen bottles of orange juice.
 

 
Your Turn:
 Think, Pair, Share
 

   

   
Your Turn (Have a go):
Objective 2
Use directed number with algebra
Title: Algebraic Expressions Date:
Warm up:

   
 Answers

      7

 
10

 
3
 Think, Pair, Share

Simplify the expression.

   

 
   
   
   
 

This is called collecting the like terms

 Think, Pair, Share

Simplify the expression.

   

 
   
   
     
 Think, Pair, Share

Simplify the expression.

   

         

   
 Think, Pair, Share

Simplify the expression.

   

         

               
What we have recapped so far:

   

   

   

   

What’s the same? What’s different?

Mark your own work with a red pen.

Think, Pair, Share
Your Turn:

Extention
Example:

     

     

What’s the same? What’s different?

Mark your own work with a red pen.
 Think, Pair, Share

 
 Think, Pair, Share

     

     

What’s the same? What’s different?

Mark your own work with a red pen.
 Think, Pair, Share

 
 Think, Pair, Share

     

     

What’s the same? What’s different?

Mark your own work with a red pen.
Whiteboards (Substitution):
Whiteboards (Substitution):
Whiteboards (Substitution):
Whiteboards (Substitution):
Your Turn (Substitution):
 Examples

Mark your own work with a red pen.

Whiteboards:

a - 7 = 28 b+3=7 c + 26 = 25
a = 35 b=4 c = -1

d=5 e=6⅔ f = 18
Objective 1 - One and two-step equations and inequalities (R)
In Your Books:
 Finding the median from a frequency table.

The formula for finding the median when we are

using frequency tables is:

n+1 where n = total frequency

2

This tells us the position of the median.

 Self Assessment Plenary
Rank yourself out of 5 on your confidence in the following areas.
5 is the highest.
Circle your answer.

Do you know the facts? 1 2 3 4 5

How well do you understand the topic? 1 2 3 4 5
Do you have the skills to answer the questions? 1 2 3 4 5
Could you explain it to the class? 1 2 3 4 5
 Peer Assess
WWW in red pen.

What Went Well

Self Assess
in red pen.
EBI
Even Better If
 Self Assessment

Write 1 question
about today`s topic.

Write 1 thing you

learnt today.

Write 1 thing you knew already.

 Bloom`s Taxonomy in Maths

Creating Can the learner create a new product or point of view?

Can the learner justify a stand or decision?

Evaluating

Analyzing Can the learner distinguish between the different parts?

Applying Can the learner use the information in a new way?

Understanding Can the learner explain ideas or concepts?

Remembering Can the learner recall or remember the information?