Your Basket 0 items - £0.00

Students learn how to use the balance to form and solve linear equations. Learning progresses from solving one step equations to setting up equations where the unknown appears on both side.

This unit takes place in Term 6 of Year 7 and follows on from writing with algebraic notation.

- use and interpret algebraic notation, including:
- ab in place of a × b
- 3y in place of y + y + y and 3 × y
- a
^{2}in place of a × a, a^{3}in place of a × a × a; a^{2}b in place of a × a × b - a/b in place of a ÷ b
- coefficients written as fractions rather than decimals

- simplify and manipulate algebraic expressions to maintain equivalence by:
- collecting like terms
- taking out common factors

- When solving equations students should use a scale to visualise how it remains balanced.
- A secure understanding of the order of operations and inverse operations is needed to keep an equation balanced.
- By solving the equation you find the value of the unknown number.
- When forming equations students often become confused with using brackets.
- An equation can have a positive or negative solution which could be presented as a simplified fraction rather than a decimal.

Develop fluency

- Move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs]
- Develop algebraic and graphical fluency, including understanding linear and simple quadratic functions

Reason mathematically

- Identify variables and express relations between variables algebraically
- Make and test conjectures about patterns and relationships; look for proofs or counter-examples

Solve problems

- Begin to model situations mathematically and express the results using a range of formal mathematical representations

Algebra

- Understand and use the concepts and vocabulary of expressions, equations, inequalities, terms and factors
- Use algebraic methods to solve linear equations in one variable (including all forms that require rearrangement)

March 10, 2019

When calculating the volume of a pyramid we can substitute the values of the length, width and perpendicular height into the formula V = 1/3 lwh. In my experience this is often provided for the students with little explanation as to why a volume of a pyramid is exactly one third the volume of a […]

March 4, 2019

When teaching solving 3D problems using trigonometry we begin the lesson with a recap of Pythagoras’ Theorem and the three trigonometric ratios. We do this by matching the ratio and equations to the respective right-angled triangle. Students are encouraged to work in pairs and to show the diagrams as part of the working out on […]

January 29, 2019

When I teach rounding to a significant figure, I ask the class to discuss in pairs or small groups a definition for the word significant. It is a word that all the students have heard before but not all are able to define. After 2 or 3 minutes of conversation I ask the students to […]