Hypothetical Lesson Plan:

Class: 8B Date: 8/04/2014 Time: Start: 9:15 Finish: 10:15

Key Learning Area: Maths Lesson Topic: Algebraic Techniques
Recent Prior Experience: Students have been solving number patterns using words and algebraic symbols in a variety of ways. They
are familiar with number sentences and finding missing values using BODMAS.
Syllabus Outcome(s):
- PAS4.3
Uses the algebraic symbol system to
simplify, expand and factorise simple
algebraic expressions.

- PAS4.4
Uses algebraic techniques to solve linear
equations and simple inequalities.
Indicators of Learning for this lesson:
By the end of this lesson, the students will:
- Recognise like terms and the different
meaning of expressions and solve them
accurately.
e.g: 2a + 1 and 2(a + 1)

- Easily able to simplify and expand
algebraic expressions accordingly

- Solve simple linear equations and
inequalities, being able to distinguish and
recall specific rules and methods to solve
question.
Assessment:
- Ss ability to recall methods that help solve
algebraic equations. This confirms that Ss
are able to recognise and utilize these
steps.

- Ss are able to simplify and expand
accurately through their ability to complete
question in their maths textbook.

- Ss can identify and correct wrong
answers on the worksheet T has given.
This ensures Ss know the procedures
needed to solve linear equations.
Any safety issues to be considered:
- Bags and electrical leads are placed at
the back of the room so that they do not
obstruct any walkways.
Resources:
- Board of Studies NSW (2003). Mathematics Years 7 10: Syllabus. Sydney: BOS
- Ss Maths exercise book and pens.
- Mathscape 8: Macmillan Education AU by Clive Meyers, Lloyd Dawe, Graham Barnsley
- IXL
Lesson Sequence:
Lesson Content / Indicators of Learning
(What is Taught):
Timing:
(mins)
Teaching Strategies / Learning
Experiences: (How it is taught)
Resources and Organisation:
Introduction:
Identifying methods and rules of
simplifying, expanding and factorise
algebraic expressions.
Q/ -3a(1 + 5) + 6(a + 2b)
Expand and Simplify this algebraic
expression where possible.
A/
= (-3a x 1) + (-3a x 5) + (6 x a) + (6 x 2b)
= -3a - 15a + 6a + 12b
= -12a + 12b

Q/ 14 + 13c + 7n
If we were to factorise this algebraic
expression, what steps do we have to do?
A/
Step 1: We have to nd the like terms.
Step 2: Highest Common Factor
Step 3: PEMDAS
(P)arentheses
(E)xponents
(M)ultiplication
(D)ivision
(A)ddition
(S)ubtraction
Q/ What is the simplied expression?
A/ 7n(2 + 1) + 13c
20
minutes
- T asks Ss to move to their
desks, get Math books and
diaries and stand quietly.
- T greets Ss praise settled
behaviour. Use eye-contact and
names if needed.
- T introduces todays lesson.
- T asks Ss about their previous
lesson, questioning Ss to recall
their algebraic rules and patterns.
e.g: addition two negative
numbers make a positive
number. [ACU9]
- T writes on whiteboard telling
Ss to copy what is written onto
their Math workbooks. Teacher
gives denitions, example
questions on how to simplifying,
expand and factorise algebraic
expressions.
- For example questions, T
chooses random S to help
complete the question.

Whiteboard:
Write denitions, methods and example
questions.

When removing brackets (expanding)
multiply the term outside the brackets by
each term inside the brackets.

RULES:
a(b + c) = (a x b) + (a x c) = ab + ac
a(b - c) = (a x b) - (a x c) = ab - ac

Becareful when multiplying negative terms.


Factorising: This is the reverse process to
expansion. The concept here is to nd the
highest common factor (HCF) of both
terms and to place it outside the brackets.

e.g 1: 30x - 15y = 15(2x - y)

e.g 2: 2abd - 8bd" = 2bd(a - 4d)
10
minutes
- T demonstrates what has been
previously learnt to solve simple
equations.

In solving equations there is one golden

rule:
Whatever operation (+, -, ) is done to
one side of the equation. IT MUST BE
ALSO DONE TO THE OTHER SIDE.

e.g 1: x - 5 = 9
x = 24 (adding 5 to both sides)
e.g 2: 8x = 21
(8x 8) = (21 8)
x = 21/8
Development:
Demonstrates condence and
willingness to complete and answer
questions.

Identies when to use specic methods

and rules for answering question
involving algebraic expressions.

20
minutes
- T tells Ss to practice what has
been taught by answering
questions in maths textbook. T
chooses the questions Ss have
to do.
- T goes around and sees if S are
able to explain to her how to
simplify, expand and factorise
algebraic expressions.
Maths textbook:
Mathscape 8: Macmillan Education AU
by Clive Meyers, Lloyd Dawe, Graham
Barnsley

Website work:
- IXL work for the fast learners.

*ASSES*
Q/ I would like you to do question 1, 2, 3
rst column and advanced question 5 and
6.
A/ Students responds by opening up their
textbooks and answer the questions
accordingly.

Closure:
Quickly answer simple linear equations
simple algebraic expressions involving
simplifying, expanding and factorise
algebraic expressions condently.

Demonstrates a clear knowledge of the

work through explaining and recalling
procedures and rules identied to solve
each question.

Q/ What do we have to becareful when

expanding or simplifying algebraic
expressions?
A/ negative terms
Q/ So how would we expand this
expression?
A/ using the bridge method.
Q/ What is factorising?
A/ It is the reverse process to expansion.
Q/ What do we have to nd rst when
factorising?
A/ Highest Common Factor
10
minutes
- T asks Ss to close books.
- T asks Ss asks questions to Ss
on what they have learnt.
(Revision)
- T praises Ss who have paid
attention and answered the
question correctly.
- Ss that have answered one
question are able to pack their
books.
- T gives hints and clues to
students who struggle to answer
questions, encouraging them for
their condence and enthusiasm.
- T asks Ss if they have any
questions or problems to see her
after class.
- T dismisses class when all
students have answered at least
one question and are quiet.
- T thanks Ss for high
performance.

*ASSES*