Lesson plans:

Chapter 6 Algebra
Overview

Pages 244–295

Recommended teaching time: 6–8 hours (i.e. 8–10 × 50 minute lessons)

Lessons in Chapter 6 Algebra

LESSON CURRICULUM LINK TIME LINK TO LINK TO

LESSON TOPIC
PLAN
6A Variables  Generalises number properties to operate with algebraic 50
expressions including expansion and factorisation (MA4- minutes
Topic 6A Topic 6A
ALG-C-01)
Lesson plan Student Book
pages 246–251
6B Writing formulas  Generalises number properties to operate with algebraic 50
expressions including expansion and factorisation (MA4- minutes
Topic 6B Topic 6B
ALG-C-01)

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 Lesson plan Student Book
pages 252–256
6C Terms, expressions and equations  Generalises number properties to operate with algebraic 50
expressions including expansion and factorisation (MA4- minutes
Topic 6C Topic 6C
ALG-C-01)
Lesson plan Student Book
pages 257–261
6D Order of operations in algebra  Generalises number properties to operate with algebraic 50
expressions including expansion and factorisation (MA4- minutes
Topic 6D Topic 6D
ALG-C-01)
Lesson plan Student Book
pages 262–266
6E Substitution  Generalises number properties to operate with algebraic 50
expressions including expansion and factorisation (MA4- minutes
Topic 6E Topic 6E
ALG-C-01)
Lesson plan Student Book
pages 268–272
6F Simplifying  Generalises number properties to operate with algebraic 50
expressions including expansion and factorisation (MA4- minutes
Topic 6F 6F
ALG-C-01) Topic
Lesson plan
Student Book
pages 273–277
6G Solving equations by inspection  Solves linear equations of up to 2 steps and quadratic 50
minutes
equations of the form a x 2=c (MA4-EQU-C-01) Topic 6G 6G
Lesson plan Topic
Student Book
pages 278–283
6H Solving equations using inverse operations  Solves linear equations of up to 2 steps and quadratic 50
equations of the form a x 2=c (MA4-EQU-C-01) minutes
Topic 6H

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 Lesson plan 6H
Topic
Student Book
pages 284–290
Chapter review  Generalises number properties to operate with algebraic 50
expressions including expansion and factorisation (MA4- minutes
Chapter
ALG-C-01) Chapter review
review
 Solves linear equations of up to 2 steps and quadratic Student Book
Lesson plan
equations of the form a x 2=c (MA4-EQU-C-01) pages 291–295

NSW Curriculum links

Stage 4 Number and algebra

Content in Stage 4 is split between Oxford Maths 7 and Oxford Maths 8 Stage 4 NSW Curriculum. Content descriptions covered in Oxford Maths 8 are labelled by “OM8”
throughout this document. Content descriptions covered in another chapter in Oxford Maths 7 are labelled by “OM7” and the corresponding chapter number.
Algebraic techniques
 Generalises number properties to operate with algebraic expressions including expansion and factorisation (MA4-ALG-C-01)
o Examine the concept of pronumerals as a way of representing numbers
o Create algebraic expressions and evaluate them by substitution
o Extend and apply the laws and properties of arithmetic to algebraic terms and expressions
o Extend and apply the distributive law to the expansion of algebraic expressions (OM 8)
o Factorise algebraic expressions by identifying numerical and algebraic factors (OM 8)
Equations
 solves linear equations of up to 2 steps and quadratic equations of the form a x 2=c (MA4-EQU-C-01)
o Solve linear equations up to 2 steps
o Solve and verify linear equations by substitution
o Solve quadratic equations (OM 8)

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Working mathematically
 Develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to
solve problems, and communicating their thinking and reasoning coherently and clearly (MAO-WM-01)

Supporting resources (available via obook pro)

 Interactive skillsheets:
o The interactive skillsheets both teach and assess a discrete mathematical skill. The ‘learn this skill’ section introduces the skill, with opportunities for students to
fill in gaps in examples and check their comprehension in situ. The ‘practise this skill’ section contains a variety of different questions to truly interrogate student
understanding of the skill.
 Investigations:
o The investigations explore the concepts covered in the exercises in more detail, in a real-life context. Each investigation has a clearly stated focus, with questions
leading to a logical conclusion and extension material supplied in a ‘going further’ section.
 Worksheets:
o The worksheets offer additional practice, with a clearly stated focus and questions in both ‘show your understanding’ and ‘now try this’ sections.
 Online assessments:
o Pre-tests
- The pre-tests assess the listed prerequisite skills (found in each chapter opening spread), with 5 questions assessing each skill. The results of the pre-tests are
reported against each skill at three levels: ‘has this skill’, ‘needs to practise’ and ‘needs to learn’.
o Topic quizzes
- The topic quizzes are multiple-choice quizzes with 9 questions that assess the key concepts from each topic in the series.
o Checkpoint quizzes
- The checkpoint quizzes consist of 15 questions covering content from each chapter up to that point. All the questions in the checkpoint quizzes are distinct
from the questions in the checkpoint section in each chapter.
o Chapter review quizzes
- The chapter review quizzes consist of 20 questions covering content from across each chapter. All the questions in the chapter review quizzes are distinct from
the questions in the chapter review section in each chapter.
 Quizlet:
o The Quizlet resource provides an opportunity for students to practice their mathematical literacy skills, by matching definitions to key terms.
 Class tests:

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 o The class tests are quarantined (teacher-only) resources that cover content from across each chapter, split into multiple choice, short answer and analysis
questions. Two class tests (A and B) are provided for each chapter, with test B being a mirror of test A (e.g. the same questions with numbers, etc. changed where
possible).

Things to know before teaching Chapter 6 Algebra

Background knowledge
The NSW Curriculum includes teaching advice for each topic. The background information for topics in this chapter is given below.
 Algebraic techniques
o Order of operations
o Continuing a number pattern
o Multiplicative relations
 Equations
o Inverse operations
o Simplifying algebraic expressions
o Substituting into algebraic expressions
o Square numbers and square roots

Diagnostic pre-test and interactive skillsheets

A diagnostic pre-test has been developed to determine whether students have the prerequisite skills and background knowledge to complete this chapter. The pre-test
assesses their understanding of the following prerequisite skills:
 Times tables
 Order of operations
 Number sequences
 Reading tables and graphs
For each skill, students receive one of the following results: ‘needs to learn’, ‘needs to practise’ or ‘has this skill’. Students assigned either ‘needs to learn’ or ‘needs to
practise’ a particular skill are deemed to require further support before they begin work on the new content in the chapter. These students are assigned an interactive

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skillsheet which includes relevant theory, sample questions and practice questions. Students may work through these interactive skillsheets as many times as required until
they are confident with the skill.
Following the pre-test, students are also assigned one of three levels of understanding based on their overall result: Above level (A), On level (O) and Below level (B).
These levels are used to assign suggested questions and extra resources to each student as part of a Learning Pathway Report (LPR). You can access these levels, student
skill results and the related LPRs in the Skills Report for this chapter on your Teacher oBook Pro.
It is recommended that students complete the diagnostic pre-test and any assigned interactive skillsheets before starting work on the chapter.

Lesson 6A: Variables

Pages 246–251

Total time: 50 minutes

Success criteria
By the end of this lesson, students will be able to:
 identify variables
 use rules to complete tables of values
 use formulas to complete tables of values.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Algebraic techniques

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 o Generalises number properties to operate with algebraic expressions including expansion and factorisation (MA4-ALG-C-01)
- Examine the concept of pronumerals as a way of representing numbers

Things to know before you start teaching this lesson

Potential difficulties
 When choosing pronumerals, some letters can be confusing. For example, O can be misread as 0 (zero) and I can be misread as 1 (one). Encourage students to avoid
using ambiguous letters or symbols for the variables in a formula. A potential problem also occurs for those students who do not clearly write the pronumeral s as
distinct from the number 5.
 It may be difficult for students to understand y = x × 3 and b = a × 3 are representing the same rule. Emphasise that any pronumeral (letter or symbol) can be used for
a variable as long as they know what it stands for (that is, it is defined). The pronumerals for Q10 are given but you may like students to practise rewriting the
formulas using a different pronumeral for each variable.

Differentiation
Support
 It may be beneficial to review the addition, subtraction, multiplication and division strategies discussed in Chapter 1. Start with questions that involve additions and
subtractions only until students demonstrate competency, before introducing rules that involve multiplications and divisions.
At level
 Ensure students understand that when finding the values of a variable in a table, the rule needs to be applied to each value listed in the first row of the table to generate
the corresponding value in the second row.
 Start off by showing students a formula that consists of a single operation. List the values of the two variables in a table of values, before introducing rules that
involve more than one operation. Remind students that there are a variety of mathematical operations in a formula. It might be helpful to list some of these on the
board.
Extension
 Connect the table of values to coordinates and ask students to plot linear relationships on a Cartesian plane using a given rule.

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Inter-year links
 Support: Number sequences
 Year 8: 5A Expressions

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Guide students to think about variables, rules and formulas with the following context: A pasta N/A
machine flattens and stretches a piece of dough to produce a new piece that is longer. One
piece of dough is 10 cm long when it goes in. It comes out of the machine 30 cm long. Another
20 cm piece goes into the pasta machine and comes out 60 cm long.
 Ask students if they can see a pattern and discuss the patten they found. Ask students if they
can predict what length will come out of the machine if they know what length goes in.
 A third piece of dough goes into the machine 30 cm long and comes out 90 cm long. Show the
information for all three pieces of pasta dough in a table of values. Introduce the length of
pasta in and length of pasta out as variables. Discuss the term variables.

 Introduce the idea of a rule and a formula by writing the pattern as a mathematical statement:
Length of pasta out = Length of pasta in × 3.
 Variables can be represented using pronumerals. So the same rule could be written as
y=x ×3 , or b=a ×3 etc.
 Extend the table and ask students to fill in the value for y given x is 40 cm, 50 cm, and 60 cm
using the rule y=x ×3 .
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.

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 Extension
 Introduce students to the concept of independent and dependent variables by asking students to
consider the 2 variables from the pasta example. Which variable are we selecting the values
for? In this case it is the length of the pasta in so that is the independent variable. The length of
the pasta out is dependent on the length of the pasta in so that is the dependent variable in this
case.
 Ask students to consider the table from the pasta example. Then get them to plot the ordered
pairs on a Cartesian plane with appropriately labelled axes. Note that the independent variable
should be on the horizontal axis and the dependent variable should be on the vertical axis.
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation: Which
Extension internet provider is
best?
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled “Which internet provider is best?”.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Variables
questions.  Worked example
 Revise the topic by doing any of the following: videos: 6A.1, 6A.2,
o Complete the Variables interactive skillsheet 6A.3
o Watch the worked example videos  Key content video:
o Watch the related key content video Variables
 6A topic quiz

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 o Complete the 6A topic quiz
 Create a one-page summary sheet for the chapter by adding relevant notes for each section
after each class. Students could use this summary as their notes for a test or other assessment.
Encourage students to write in their own words and to include examples which help them to
understand key skills in the chapter.
Optional activity: 30 minutes  Investigation ‘Which internet provider is best?’ to allow for greater student understanding of obook pro
Investigation this topic before moving on to 6B Writing formulas.  Investigation: Which
internet provider is
best?
Optional activity: 5–10 minutes  Students can create a physical model of the rule in the opening discussion by using a blank  Paper
Identifying rules sheet of paper and counters. Place the required number of counters on the ‘Length of pasta in’  Counters
with counters box with one counter representing 10 cm and get students to add counters to the ‘Length of
pasta out’ box. Ask them to describe the rule. Initially, they may add or subtract counters to
create the numbers in the second row, before moving to multiplication. This physical model
helps students to visualise what the pasta machine, or rule, had to ‘do’ to create that number of
counters in the second row.
Optional activity: 5–10 minutes  Students can create their own formulas and fill in a corresponding table of values.  Pen and paper
Students creating Alternatively, students can create a formula and a different student can complete the
their own corresponding table of values.
formulas

Lesson 6B: Writing formulas

Pages 252–256

Total time: 50 minutes

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 Success criteria
By the end of this lesson, students will be able to:
 identify patterns
 write formulas from a rule, a table of values and worded problems.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Algebraic techniques
o Generalises number properties to operate with algebraic expressions including expansion and factorisation (MA4-ALG-C-01)
- Create algebraic expressions and evaluate them by substitution

Things to know before you start teaching this lesson

Potential difficulties
 When looking for the rules, remind students they are looking at the relationship between two variables, not the pattern of how one variable changes over time. For a
formula with two variables, the convention is to have one variable on the left of the equal sign and the other on the right of the equal sign. For example, when looking
at the table below, some students may look at how the number in the second row changes and describe the rule as y + 3 (plus 3) instead of y = x × 3.

 Some students confuse pronumerals with the use of numbers to solve a coded message, where A = 1, B = 2, etc.

Differentiation
Support
 Ensure students understand that the rule needs to be applied to each of the x values in a table to get a corresponding y value.

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 Allow students to use empty boxes to represent the number that they do not know yet if the use of pronumerals is too confusing.
At level
 Ensure students understand that a pronumeral can be used to represent a variable in a relationship and how to complete a table of values using a rule or formula. You
may like to draw students’ attention to the fact that pronumerals are shown in italics in the student text.
 The pronumerals x and y are generally used when the rule is later graphed, as the Cartesian plane consists of x- and y-axes.
 Encourage students to solve algebraic problems orally, then in written English, before leading them to writing mathematical sentences.
 Some students may benefit from thinking of finding the missing number. For example, I started with 4 then ended with 8, how many did I add? Or write it as an
equation with an empty box in place of a pronumeral.
 In Q5, students need to find rules from tables. Have pairs of students brainstorm ideas for a rule that works with the first pair of values in the table. For example,
consider the first pair of values in Q5a. Two of many rules are: add 2 to x to obtain y (3 + 2 = 5) and multiply x by 2 and then subtract 1 to obtain y (3 × 2 – 1 = 5).
Students should be shown how to check whether each rule works for all the remaining pairs of values in the table.
Extension
 Challenge students to consider if they can include more than two variables in a formula: consider the price for a pencil is 1 dollar and the price for a ruler is 2 dollars,
what is the total cost c if p and r represents the number of pencils and rulers?

Inter-year links
 Support: Writing formulas
 Year 8: 5A Expressions

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Expand on the pasta machine example from 6A Variables. One piece of dough is 10 cm long N/A
when it goes in, and it comes out of the machine 30 cm long. Group students in pairs to
discuss whether there are alternative rules that could describe this relationship based on the
limited information provided (with only one pair of values). Some students will say the rule is

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 to add 20 cm to the length in to get the length out, while others will say the length out is three
times the length in.
 Ask students to select a second pair of values from the table below and ask them to test each of
their suggested rules to see if they are still suitable to describe the relationship.


Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  To support student conceptual understanding of general rules (as in Q8 with the number of
eggs for a given number of people), have students begin with the understanding of a specific
situation and then guide them to generate a generalised rule. For example, students who find it
difficult to write e = 2p should collect sufficient data to generate the rule. ‘If you had two
people, how many eggs would you need? If you had three people, how many eggs would you
need?’ Ask students to describe the maths they are using to work out the answer. It is not
sufficient for students to say, ‘I just know it’. Encourage students to identify the process.
Direct students to write in words what they are doing, then ask them to substitute numbers and
symbols into the written sentence. The steps taken in the questioning above helps to build
conceptual understanding and the process of writing. ‘I multiply the number of people by 2 to
work out the number of eggs’ is a critical step in being able to write algebraic sentences. This
step should not be omitted in favour of a faster solution. Time spent now is time saved in the
future.
 After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation: Money
Extension rules!
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Money rules!’.

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 Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Writing formulas
questions.  Worked example
 Revise the topic by doing any of the following: videos: 6B.1, 6B.2,
o Complete the Writing formulas interactive skillsheet 6B.3
o Watch the worked example videos  Key content video:
o Watch the related key content video Writing formulas
o Complete the 6B topic quiz  6B topic quiz
 Create a one-page summary sheet for the chapter by adding relevant notes for each section
after each class. Students could use this summary as their notes for a test or other assessment.
Encourage students to write in their own words and to include examples which help them to
understand key skills in the chapter.
Optional activity: 30 minutes  Investigation ‘Money rules!’ to allow for greater student understanding of this topic before obook pro
Investigation moving on to 6C Terms, expressions and equations.  Investigation: Money
rules!
Optional activity: 5–10 minutes  Practice finding rules with a whole class activity. Write the following table on the board,  Whiteboard
Matching the revealing only one pair of values shown at a time. Below are some questions to ask.  Whiteboard markers
rules

o Looking only at the first pair of values, which of these rules describes the relationship?
A To obtain y, add 5 to x. (Yes)
B To obtain y, multiply x by 2. (Yes)

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 C To obtain y, multiply x by 3 and subtract 5. (Yes)
D To obtain y, multiply x by 4 and subtract 8. (No)
E To obtain y, multiply x by 4, divide the result by 2. (Yes)
F To obtain y, multiply x by 5 and add 5. (No)
G To obtain y, multiply x by 2 and add 5. (No)
o Ask students to think of other rules that could be used.
o Write the second pair of values in the table. Ask students to check each rule to see if there
are any that ‘work’. (B, E)
o Complete the table and ask students if there are any rules that work for all pairs. (Both B
and E)
o Ask students to consider why both rules work. (Multiplying by 4, then dividing by 2 is the
same as multiplying by 2.)

Lesson 6C: Terms, expressions and equations

Pages 257–261

Total time: 50 minutes

Success criteria
By the end of this lesson, students will be able to:
 identify and write terms, expressions and equations
 write expressions and equations to represent worded problems.

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 NSW Curriculum links
 Strand: Number and algebra
 Topic: Algebraic techniques
o Generalises number properties to operate with algebraic expressions including expansion and factorisation (MA4-ALG-C-01)
- Create algebraic expressions and evaluate them by substitution

Things to know before you start teaching this lesson

Potential difficulties
 Students may forget that a term containing a pronumeral which is not preceded by a number still has a coefficient. The coefficient is 1, but a coefficient of 1 is
generally not shown. For example, k means 1k. It may be beneficial for some students to initially show a coefficient of 1 when writing expressions. For example,
3 a+ m+2 ncan be written as 3 a+1 m+2 n.
 The initial question many students ask when translating worded scenarios into mathematical notation is ‘What letter will I use?’. It needs to be emphasised that unless
specified, they can use any letter, but they must define the pronumeral.

Differentiation
Support
 Students may benefit from creating an A4 sheet of paper which contains definitions of each term in their own words. Where possible, they should include examples.
Encourage students to use different coloured pens. This sheet could be laminated for future reference.
 Start with expressions that involve one variable only until students demonstrate competency before introducing expressions with more than one variable.
At level
 Ensure students understand the definition for a term, an expression, an equation, a formula, a coefficient and a constant.
 When writing an expression, encourage students to work through each problem in a step-by-step manner. This will help them to identify misconceptions early.
 Remind students that quotients can be represented with fractions, and they need to be careful with ‘which number (or variable or term) is the numerator’ and ‘which is
x 1
the denominator’. For example, = x =x ÷ 7.
7 7

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Extension
 Challenge students to write expressions from worded sentences that require grouping symbols and knowledge of order of operations.
 Challenge students to create a scenario to fit a given expression. They can share their scenarios with each other.
 Challenge the students to choose pronumerals that are unrelated to the variables in the question. For example, in Q15 when students must write an expression for the
cost of apples, bananas and oranges, do not accept expressions that include a, b or o as the pronumerals.

Inter-year links
 Support: Writing formulas
 Year 8: 5A Expressions

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Introduce algebraic definitions with the following context: The cost of hiring a canoe is $15 N/A
per hour plus an extra booking fee of $10. Ask students to write the cost of hiring the canoe for
3 hours, then generalise the question to hiring the canoe for n hours. Write down 15 n+10 and
introduce the idea of terms, variables, pronumerals, expressions, coefficients, constants,
equations and formulas and discuss their differences. If students experience difficulty
remembering the terms used in mathematics, it may be helpful to create a glossary of
mathematical terms which they can refer to at all times.
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  You may need to undertake some explicit teaching so that students understand how to translate
a worded sentence into a mathematical sentence. It may be beneficial to review the different
terms used to represent addition, subtraction, multiplication and division. Encourage students
to write mathematical statements to represent worded sentences and, conversely, write worded
sentences to represent mathematical statements. Students may need to be stepped through
individual questions. Reading the words aloud can be helpful. When reading statements such

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 as ‘8 more’ or ‘5 less’, it gives clues about what is required. Students seem to experience more
difficulty with product and quotient statements such as ‘half as many’ or ‘three times as many’.
 After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation: School
Extension supplies
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘School supplies’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Expressions and
questions. equations
 Revise the topic by doing any of the following:  Worked example
o Complete the Expressions and equations interactive skillsheet videos: 6C.1, 6C.2,
o Watch the worked example videos 6C.3, 6C.4
o Watch the related key content video  Key content video:
o Complete the 6C topic quiz Terms, expressions,
 Create a one-page summary sheet for the chapter by adding relevant notes for each section and equations
after each class. Students could use this summary as their notes for a test or other assessment.  6C topic quiz
Encourage students to write in their own words and to include examples which help them to

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 understand key skills in the chapter.
Optional activity: 30 minutes  Investigation ‘School supplies’ to allow for greater student understanding of this topic before obook pro
Investigation moving on to 6D Order of operations in algebra.  Investigation: School
supplies
Optional activity: 20 minutes  Students could play a game of Memory. Provide each student with a piece of card and have  Card
Game of memory them divide the card into 8 sections (4 × 2) by folding. In the column on the left side, ask  Pen
students to write an expression or an equation in each of four sections. On the right side, ask
students to write one fact about the expression or equation on the left. For example:
3 x+ 5 y – 3 Three terms
4 p +18 – 7 m+b The coefficient of b is 1.
 Students then cut out their cards and join with another student. They shuffle the cards, place
them face down on the table and then turn over pairs of cards, looking for an expression or
equation and a matching fact. When a matching pair is turned over, the pair is removed from
the game. Students take it in turns until all the pairs are matched.

Lesson 6D: Order of operations in algebra

Pages 262–266

Total time: 50 minutes

Success criteria
By the end of this lesson, students will be able to:

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 write expressions and equations using grouping symbols.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Algebraic techniques
o Generalises number properties to operate with algebraic expressions including expansion and factorisation (MA4-ALG-C-01)
- Extend and apply the laws and properties of arithmetic to algebraic terms and expressions

Things to know before you start teaching this lesson

Potential difficulties
 Students may find it difficult to identify the operators between variables and numbers. For example, 3 a2 =3× a2.
 Use an explicit example to show the importance of following the sequence of statements used in creating a number sentence. For example, double of the sum of x and
y is 2(x + y ), not 2 × x + y .

Differentiation
Support
 Students need to demonstrate competency of applying BIDMAS in questions with numbers only before working with algebraic expressions.
 Encourage students to write all mathematical operators to avoid mistakes. For example, 2(4+3)=2 ×(4 +3).

At level
 Remind students that operations inside grouping symbols are always performed first. The fraction line in a quotient and the root sign are both grouping symbols.
Extension
2+(x +2)
 Challenge students to list the order of operations of questions that involve two layers of grouping symbols. For example, .
4

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Inter-year links
 Support: Writing formulas
 Year 8: 5A Expressions
 Year 9: 3A Simplifying

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Review the order of operations with students by stating the mathematical operation associated N/A
with each letter of BIDMAS.
 Ask students to write some number sentences with more than one operation showing the use of
each mathematical operation. For example, 2 × (3 + 5) = 2 × 8 = 16 shows the use of ‘B’ and
‘M’ in the correct order. Students can calculate the value of number sentences developed by
their partner.
 Discuss the importance of calculating from left to right if the number sentence includes only
multiplication and division operations or addition and subtraction operations: remind students
that subtraction and division are not commutative. For example, if not calculated from left to
right, 8 ÷ 4 × 2=8 ÷ 8=1, gives an incorrect answer.

Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  Go through the steps involved in creating an algebraic formula with the correct use of order of
operations and grouping symbols:
 Define the variable: identify the variables used in the question. If not given, represent
the unknowns in the question by variables (x, y, a or b).
 Write the expression: using the correct mathematical operators and order of operations,
create the algebraic expression involving numbers and variables.
 Write the formula by putting the algebraic expression found in the last step on the right
side of the equal sign and add the variable that the question asked for on the left side of
the equal sign (C=10+ 4 t ).

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  Use an explicit example to show how a formula is created. After students have had some time
to work, go through one question related to each worked example, with students talking
through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation: Match
Extension it up!
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Match it up!’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Grouping symbols
questions.  Worked example
 Revise the topic by doing any of the following: videos: 6D.1, 6D.2
o Complete the Grouping symbols interactive skillsheet  Key content video:
o Watch the worked example videos Order of operations in
o Watch the related key content video algebra
o Complete the 6D topic quiz  6D topic quiz
 Create a one-page summary sheet for the chapter by adding relevant notes for each section
after each class. Students could use this summary as their notes for a test or other assessment.
Encourage students to write in their own words and to include examples which help them to

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 understand key skills in the chapter.
Optional activity: 30 minutes  Investigation ‘Match it up!’ to allow for greater student understanding of this topic before obook pro
Investigation moving on to 6E Substitution.  Investigation: Match it
up!
Optional activity: 15 minutes  Group students in pairs. Each student writes some worded questions and corresponding  Card
matching pairs formulas on cards, shuffle the cards, and then swap with their partner to find the matching
pairs.
 Make sure all the worded questions use the same variable(s) and numerical values so that
students are focusing more on the order of operations and operators used rather than using
numbers to identify the correct expression. For example:
m is 3 more than twice g: m=2 g+3
m is twice the sum of 3 and g: m=2(g+ 3)
 Clarify the language used when creating number sentences with algebraic expressions.
o Product means multiplication – product of 2 and a=2 ×a
2
o Quotient means division – quotient of 2 and a =
a
o Power means exponents – a to the power of 2 = a 2
o Square root means exponents – square root of a = √ a
o The word ‘of’ represents multiplication – double of a = 2 ×a

Lesson 6E: Substitution

Pages 268–272

Total time: 50 minutes

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 Success criteria
By the end of this lesson, students will be able to:
 substitute values into and evaluate expressions and equations.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Algebraic techniques
o Generalises number properties to operate with algebraic expressions including expansion and factorisation (MA4-ALG-C-01)
- Create algebraic expressions and evaluate them by substitution

Things to know before you start teaching this lesson

Potential difficulties
 Encourage students to show all working so that errors are not introduced by taking shortcuts. They should include all mathematical operations and substituted values,
and then any steps taken using BIDMAS.
 When substituting into an expression, students may not be aware that 4mp is equivalent to 4 × m × p. Therefore, when students are substituting values, they do not do
the appropriate multiplication. For example, when m = 3 and p = 2, 4 mp may be incorrectly written as 432 instead of 4 ×3 ×2.

Differentiation
Support
 When substituting into an expression or equation, it is beneficial to change the colour of the substituted number (See optional activity: Substituting with colours below
for detail). This allows students to see the substituted number more easily. Students should focus on substituting the right value into the correct position rather than
focusing on the evaluation.
 Students at this level may need more practice with order of operations and calculations that involve negative numbers to correctly evaluate an expression.

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 Start with questions that involve substituting one value only until students demonstrate competency, before introducing questions that involve substituting values for
two variables.
At level
 In Q15 and Q16, students use common formulas for average speed and temperature conversion to perform calculations. In these questions (except for Q15a iii, iv),
values provided for substitution produce whole number answers. In all cases, a calculator is not necessary.
 It is important that students understand that a term such as 5b represents 5 ×b . When students are substituting a value for b, they need to multiply it by 5. Similarly,
p
students may need to be reminded that represents p divided by 5. Encourage students to show all their working in clear and logical steps.
5
Extension
 Have students at this level substitute negative integers into expressions. You may like to remind them to place brackets around the negative number to prevent
confusion. Students are less likely to ‘lose’ a negative sign in their working.

Inter-year links
 Support: Writing formulas
 Year 8: 5B Substitution

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Consider the real-life context in Australian Rules football: A team scores 6 points for a goal N/A
and 1 point for a behind. Ask students to write an expression to represent the total points if the
team kicks g goals and b behinds. Ask students to calculate the total points if the team kicks:
o two goals
o three behinds
o two goals and three behinds
o five goals and eight behinds.

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  Guide students to look at the expression they wrote and the four calculations they used to
calculate the total points, and then introduce the idea of substitution as the process of replacing
the pronumeral with a particular number.
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation: Lego
Extension
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Lego’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Substitution
questions.  Worked example
 Revise the topic by doing any of the following: videos: 6E.1, 6E.2,
o Complete the Substitution interactive skillsheet 6E.3
o Watch the worked example videos  Key content video:
o Watch the related key content video Substitution
o Complete the 6E topic quiz  6E topic quiz

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  Create a one-page summary sheet for the chapter by adding relevant notes for each section
after each class. Students could use this summary as their notes for a test or other assessment.
Encourage students to write in their own words and to include examples which help them to
understand key skills in the chapter.
Optional activity: 30 minutes  Investigation ‘Lego’ to allow for greater student understanding of this topic before moving on obook pro
Investigation to 6F Simplifying.  Investigation: Lego
Optional activity: 5–10 minutes  When substituting values into an equation, students may benefit from initially changing the  Coloured pens
Substituting with colour of the substituted value so they can track the substituted value. For example, to evaluate
colours
3x + 1 for x = 3, write 3 x+ 1=3 ( 3 )2 +1. After substituting the correct value into the
corresponding position, remind students to rewrite the equation with all the operations needed,
2 2
3 ( 3 ) +1=3 ×3 +1 .
 Use different colours if there are two or more variables. For example, to evaluate 3 x+ y – 2
for x = 3 and y = 2, write 3 x+ y – 2=3(3)+2 – 2 .

Optional activity: 5–10 minutes  Use cards to reinforce the concept of substitution. Write numbers 1 to 10 on ten cards. Write  Cards numbered 1–10
Substituting with some expressions on the white board with one pronumeral. To evaluate a given expression
cards when the variable is equal to a value between 1 and 10, place the corresponding card on top of
the variable with sticky tack, so students can see how to substitute the values into the correct
position. This task can be extended by using cards including positive and negative numbers.

Lesson 6F: Simplifying

Pages 273–277

Total time: 50 minutes

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 Success criteria
By the end of this lesson, students will be able to:
 identify like terms
 simplify expressions by collecting like terms.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Algebraic techniques
o Generalises number properties to operate with algebraic expressions including expansion and factorisation (MA4-ALG-C-01)
- Extend and apply the laws and properties of arithmetic to algebraic terms and expressions

Things to know before you start teaching this lesson

Potential difficulties
 Some students may mix the idea of a common factor with like terms. For example, a is a common factor between a 2∧a , but a 2∧a are not like terms.
 It may be hard for students to understand why 3ab and 4ba are like terms. Demonstrate how to rewrite both terms by writing the multiplication sign between each
number and pronumeral: 3 ab=3 ×a × b, 4 ba=4 × b ×a . By using the commutative law, we have 4 ×b × a=4 × a ×b=4 ab.
 Remind students to check the sign in front of each term when using the commutative law to rearrange the expression. When the operation is subtraction, students
could use a pair of brackets to rewrite it as an addition of a negative term. For example, 5 x+ 4 y −3 x =5 x + 4 y + (−3 x ) .

Differentiation
Support
 Start with questions that involve one pronumeral only until students demonstrate competency, before introducing more complicated questions.
 Encourage students to use highlighters, circle or boxes to collect like terms, remind them it is important to include the sign in front of the term.
For example, 2 x+3 y −4 x + y =2 x +3 y−4 x + y .

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 Encourage students to write all operation symbols at each step to avoid mistakes.
At level
 Provide a range of expressions for students to practice collecting like terms. Include similar terms where pronumerals are arranged in different order when multiplied.
Extension
 Give students some expressions and ask students to write different expressions that would simplify to the give expression.
For example, students could write p+2 t+3 p+3 t given 4 p +5 t . Ask students how many expressions they can come up with given the result after the simplification.

Inter-year links
 Support: Writing formulas
 Year 8: 5C Adding and subtracting algebraic terms
 Year 9: 3A Simplifying

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Guide students to think about the Laws of Arithmetic with numeric examples. Ask students to N/A
think about how they can calculate 5+ 4+6 . Ask students to share their strategies. Some
strategies could be ( 5+ 4 ) +6=9+ 6=15∨5+ ( 4 +6 )=5+10=15 . Discuss how the associative
law could be applied to the addition of algebraic terms as well. Ask students to discuss if they
can think of any other mathematical operations that follow the associative law. Students should
come up with multiplication. Use a similar approach to demonstrate how to apply the
commutative law to the addition and multiplication of algebraic terms.
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension

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  More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation: Like
Extension terms snap
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Like terms snap’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Like terms
questions.  Worked example
 Revise the topic by doing any of the following: videos: 6F.1, 6F.2
o Complete the Like terms interactive skillsheet  Key content video:
o Watch the worked example videos Adding and
o Watch the related key content video subtracting algebraic
o Complete the 6F topic quiz terms
 Create a one-page summary sheet for the chapter by adding relevant notes for each section  6F topic quiz
after each class. Students could use this summary as their notes for a test or other assessment.
Encourage students to write in their own words and to include examples which help them to
understand key skills in the chapter.
Optional activity: 30 minutes  Investigation ‘Like terms snap’ to allow for greater student understanding of this topic before obook pro
Investigation moving on to 6G Solving equations by inspection.  Investigation: Like
terms snap

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 Optional activity: 5–10 minutes  Counters in different
Collecting like Use some counters of different colours to show how to collect like terms. For example, consider colours
terms with each blue counter in the following graphs as one x and each red counter as one y. By collecting
counters like terms, students should see x +3 y+ 3 x +3 y=4 x +6 y .

Similarly, 2 x+3 y + 4 y + x=3 x +7 y .

Explain that the counters can represent variables/pronumerals of any type. For example, x and y in
the above examples could be replaced by any pronumeral, or the product of any pronumerals, and
the number of counters represents the coefficient of the term. The model that was used to
demonstrate x +3 y+ 3 x +3 y=4 x +6 y could also be used to model
a+ 3 b+3 a+3 b=4 a+6 b or pq+3 st+3 pq+3 st=4 pq +6 st .

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Lesson 6G: Solving equations by inspection

Pages 278–283

Total time: 50 minutes

Success criteria
By the end of this lesson, students will be able to:
 solve simple equations by inspection
 solve simple equations using the guess, check and improve method.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Equations
o Solves linear equations of up to 2 steps and quadratic equations of the form a x 2=c (MA4-EQU-C-01)
- Solve linear equations up to 2 steps
- Solve and verify linear equations by substitution

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 Things to know before you start teaching this lesson

Potential difficulties
 Some students may struggle to identify a value for x by inspection and/or take too long to adjust the numbers to make the LHS and the RHS equivalent. Students may
use a calculator to check their answers to consolidate the guess–check–improve process.
 When working with questions that involve multi-step calculations, some students may use BIDMAS incorrectly, so ensure students write down all grouping symbols
and pay extra attention to the operation symbols, especially when they need to apply the Laws of Arithmetic.

Differentiation
Support
 Start with questions where the value of the unknown is a whole number so that students can use the guess–check–improve strategy easily.
 Start with one-step calculations before introducing multi-step calculations.
At level
 Provide equations requiring multi-step calculations to identify the value of the pronumeral. Include some examples where all mathematical operations are involved.
 Encourage students to read scenarios, define the pronumeral and create equations in terms of the pronumeral defined in the problem.
 Encourage students to set up the table for the guess–check–improve method in case the inspection method is taking too long for some problems.
 Encourage students to check their answers by substituting the values back into the equation.
Extension
 Students should work on questions with unknowns on both sides of the equation.
 Introduce some simple quadratic equations where the guess–check–improve method works for whole number values.
 Provide a wide range of worded problems that require setting up of a linear equation. Include examples resulting in fractional values of x.

Inter-year links
 Support: Writing formulas
 Year 8: 6B Solving linear equations
 Year 9: 4A Solving linear equations

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 Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Ask students to rewrite the equation 4 +3=7 in different ways. Some responses could be N/A
3+ 4=7, 7 – 4=3 , 7 – 3=4 . Now replace the 4 with x and rewrite the equation as x +3=7 .
Students can discuss in pairs how they could find the value of x in the above equation. Explain
how the aim is to find a value of x which makes the LHS and RHS equivalent.
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation:
Extension Everyday groceries
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Everyday groceries’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Solving equations by

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 questions. inspection
 Revise the topic by doing any of the following:  Worked example
o Complete the Solving equations by inspection interactive skillsheet videos: 6G.1, 6G.2,
o Watch the worked example videos 6G.3, 6G.4
o Watch the related key content video  Key content video:
o Complete the 6G topic quiz Solving equations by
 Create a one-page summary sheet for the chapter by adding relevant notes for each section inspection
after each class. Students could use this summary as their notes for a test or other assessment.  6G topic quiz
Encourage students to write in their own words and to include examples which help them to
understand key skills in the chapter.
Optional activity: 30 minutes  Investigation ‘Everyday groceries’ to allow for greater student understanding of this topic obook pro
Investigation before moving on to 6H Solving equations using inverse operations.  Investigation:
Everyday groceries
Optional activity: 10 minutes  Using an explicit example, show students how to guess (start with any number), check N/A
Guess-check- (substitute into LHS and RHS) and improve (adjust values) to find the value of the unknown in
improve an equation.
For example, to solve x – 8=3, students can fill in the following table row by row.

 Lead a discussion on the choice of ‘the guess’. Should it increase or decrease from the last
guess?
 Show students that you can verify the solution by substituting it back into the equation.
 For example, verify that x=11 is a solution to the equation x – 8=3.

Optional activity: 10 minutes  Divide students into two groups, assign a simple equation to each student in group one and a N/A
Guess and check value of x for each student in group two (some possible combinations are provided below).

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 in pairs Ask students in group one and group two to pair up and use substitution to find the matching
value to solve their equations.

Lesson 6H: Solving equations using inverse operations

Pages 284–290

Total time: 50 minutes

Success criteria
By the end of this lesson, students will be able to:
 solve equations using inverse operations.

NSW Curriculum links

 Strand: Number and algebra

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 Topic: Equations
o Solves linear equations of up to 2 steps and quadratic equations of the form a x 2=c (MA4-EQU-C-01)
- Solve linear equations up to 2 steps
- Solve and verify linear equations by substitution

Things to know before you start teaching this lesson

Potential difficulties
 Some students may get confused with the inverse operation that needs to be conducted when subtraction and division are involved. For example, when solving
1 – 3 x=5, students may read the subtraction sign and end up adding 1 to both sides instead of subtracting 1 from both sides. Students could rewrite all subtractions as
additions of negative terms, and then identify the appropriate inverse operations. For example, 1 – 3 x=5 is the same as 1+(– 3 x)=5, so the inverse operation would
be minus 1 on both sides to get – 3 x=4 .

Differentiation
Support
 Start with equations that only include one-step inverse operations until students demonstrate competency, before introducing questions that involve more than one
operation. Give one example of each (+, −, ×, ÷).
 Encourage students to check their answers by substitution.
 Emphasise on the importance of using a different colour to show the inverse operation used in each step to ensure the same operation is always performed
simultaneously on both sides of the equation.
At level
 Provide a range of equations that require students to perform multi-step inverse operations. Encourage students to check their solution showing the LHS and RHS
equivalence.
 Encourage students to use the following process to solve worded problems: define the variable, use the information to create an equation, use the balance method to
find the value of the variable, and check the final answer for the question asked.
Extension
 Students can attempt to solve questions with squares and square roots.

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 Provide a wide range of worded problems that require setting up of a linear equation. Include examples resulting in fractional values of the unknown.

Inter-year links
 Support: Writing formulas
 Year 8: 6C Solving equations with the unknown on both sides
 Year 9: 4A Solving linear equations

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Establish the idea that the same operation can be performed on both sides of an equation at the N/A
same time to introduce the idea of inverse operations. Use some explicit examples to
demonstrate that addition and subtraction are inverse operations, multiplication and division
are inverse operations, and square and square root are inverse operations.
 Give students an addition or subtraction equation with one unknown and ask them to represent
the information visually – maybe using a bar model, for example:
6 3
9
x 3 x 3

x+3=9 x=6
 Explain the importance of drawing bars of the same size where the bars on top and on bottom
represent the left and right side of an equation.
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write

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 Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation: A
Extension balancing act
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘A balancing act’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Solving equations
questions. using inverse
 Revise the topic by doing any of the following: operations
o Complete the Solving equations using inverse operations interactive skillsheet  Worked example
o Watch the worked example videos videos: 6H.1, 6H.2,
o Watch the related key content video 6H.3
o Complete the 6H topic quiz  Key content video:
 Create a one-page summary sheet for the chapter by adding relevant notes for each section Solving equations
after each class. Students could use this summary as their notes for a test or other assessment. using inverse
Encourage students to write in their own words and to include examples which help them to operations
understand key skills in the chapter.  6H topic quiz

Optional activity: 30 minutes  Investigation ‘A balancing act’ to allow for greater student understanding of this topic before obook pro
Investigation moving on to Chapter review.  Investigation: A
balancing act

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 Optional activity: 5–10 minutes  Show how the balance method works with an explicit example. Use a different colour to show  Coloured pens or
The balance the inverse operation applied in each step. For example: markers
model 2x – 5 = 7
2x – 5 + 5 = 7 + 5 (add 5 to both sides)
2x = 12
2 x 12
= (divide both sides by 2)
2 2
x=6
 Use the example below to show the balance model visually, where each circle is one unit. For
example: 2 x+1=7.

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Revision lesson: Chapter review

Pages 291–295

Total time: 50 minutes

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Chapter review 30 minutes  The auto-marked 20 question chapter review quiz covers key concepts from across the chapter. obook pro
quiz  Chapter 6 review quiz
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Chapter 6 checklist
they have completed a variety of questions from the topic if they are unable to complete all set
questions.
 Complete the chapter checklist. Students can complete the relevant interactive skillsheets if
they need further learning and practise of the skills.
Class test 50 minutes  Set the class test with alternate students receiving class tests A and B. obook pro
 Chapter 6 class test A
 Chapter 6 class test B
Additional 5–10 minutes  Review key terms introduced in this chapter as a whole class using Quizlet flashcards. obook pro
activity: Key Encourage students to define each term in their own language and give an example for each  Chapter 6 Quizlet

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 terms revision term where possible.
Additional 20–30 minutes  Divide students in groups of 2 to 4 to attempt the low-floor, high-ceiling question using skills Student book
activity: covered in this chapter. Encourage students to explore different approaches to solve the  AMT Explorations:
Substitutes question. page 466 Question 1

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