Prior Knowledge:

Students have an understanding of: mathematical calculations,

exponents, patterns, and identifying algebraic patterns.
Vocabulary:
Numeral: a number such as 1,2 or 3.
Pro-numeral: a letter or other symbol used to represent a number that
we dont know. Eg. x, y or xy
Like Terms: when there are pro-numerals (and their exponents) that
are the same, they are called like terms. Eg. x and x, y and y, xy
and xy.

Risk Assessment:
Possibility of students
misusing mathematic
equipment, however, risk of
injury is low.

Resources:
White board, pencils, workbook, class set of
2d shapes, blu-tac, worksheet with fluency
tasks.

Adjustment:
Braille writer and/or computer, 2d shapes
of differing colours ( tactile dot or square
stickers on them for easy identification).,
modelling clay.
Braille version of worksheets for fluency
tasks.
Teaching Strategy: Direct Instruction. (Teacher-directed explicit instruction, guided pair share, guided independent practise, review).
Adjustment: Possibility of
tripping hazards if furniture
is moved or items placed in
the safe walking zone.

Class Organisation: Whole class instruction. Seating: set table groups of four (two tables). Pairs for fluency tasks.
Learning
Indicators:

Assessment
& Recording
Strategies:

At the end of this

lesson, students
will be able to:
- identify and
define numerals
and pronumerals,
- understand that
like terms are
pronumerals (and
their exponents)
that are the same
as another,
- understand and
can demonstrate
how like terms
can be added and
subtracted.

Introduction (approx. 10 minutes):

Informal:
* Lesson overview:
- teacher to
- previous learning
roam during
- new vocabulary
fluency book
- Learning intention
work,
- practise in pairs
- teacher
observation of - whole class review and get feedback
feedback from - independent practise
- evaluation
students.
Formal:
bookwork to
be used to
gauge student
understanding
to inform
future lessons.

Content/Learning Experience

* Write learning intention on the board students to copy into workbooks.

Dont let letters in algebra scare you! Think of algebra as being a code... you are
given some clues and you have to solve the code.
* Discuss similarities between previous work on algebraic patterns: students used clues to
work out what number came next and how to write a formula for the pattern.

Adjustments:

Repeat learning
intention so that
Jack can record it
using his Braille
writer or computer
(his choice).
Ensure that Jack is
able to hear and
comprehend your

* Check for understanding and any deficiencies in previous knowledge. Ask students to
indicate on their hand (1 finger- totally lost, 5 fingers- very confident) how much they
understood from previous lesson. Address needs as required.

instructions
(indicated by a
thumbs up).

* Introduce new vocabulary (see above) and give examples as required.

Have students write the new vocabulary in their workbooks using Cornell notes (students
know how to do this).
Body (approx 25 minutes):
As discussed when explaining vocabulary - A like term is what we use to describe
components that are the same in algebra.
You can add like terms just like you can add numbers or objects. Let me explain and
show you:
* Use coloured squares and circles to demonstrate. Blu-tac the following equation on the
board and ask the students use their plastic shapes to form the same equation:

Use brail-writer, or
computer to record
notes in workbook.

As you put the equation on the board, verbalise what you are doing. Eg. Two squares plus
one square equals how many squares.
2

+1

=?

We can add them together, because they are the same, or like terms
*Do another example on board. Again, have all students create the equation with 2d
shapes.
Which are the like terms? .... 5

+2

+3

*Then write on a letter on the shapes to demonstrate how we substitute the shapes for pronumerals or terms (letters).
5

+2

+3

Verbalise what you

have written on the
board. Repeat as
needed.

Explain that you are

placing a c on the
circles and an s on

We add them from left to right, just as we do with number equations.

Therefore:

5c + 2s + 3c= 8c + 2s

the squares.
Jack will use
modelling clay to
create the letters to
place on his shapes
if needed.

*Have students record this example in their workbooks.

Check for understanding- present some verbal examples and ask random students for
answers. Examples:
2a+2a+b= 4a+b
f+2t+f= 2f+2t
cs+cs=2cs

Repeat the example

for Jack and look
for a thumbs up.

* Have students work in pairs to complete the first set of practise exercises from their text
book. Check answers in back of book.

Jack will be
provided with a
Braille version of the
worksheet.

* You can do the same with subtraction: repeat the above examples, changing the numbers
and shapes and the addition symbol to a subtraction symbol.
Eg.
4
-2
=2

Again, ensure that

you verbally repeat
each example for
Jack to follow
along.

4t - 2t = 2t
* Have students work in pairs to complete the second set of practise exercises from their
text book. Check answers in back of book.
* Ask each pair to give feedback regarding correct/incorrect answers. Ascertain and
correct any misunderstandings. Be sure to work with individual students who need more
assistance during individual work time.
* Students to work through the set of exercise in the text book. Self correct answers from
back of book.
Conclusion (approx. 10 mins): Discuss with students any issues that arose whilst
working through the text book. Note any issues to review at the beginning of next lesson.

Jack has a copy of

the text book on his
computer. He will
use this along with
the text-audio
software.

Review - Play like terms bingo (game cards attached- appendix A).

Provide Jack with a

Braille version of the
bingo card.

Transition to next lesson: Explain to students that the next lesson will be expanding on the knowledge that they gained during this lesson to explore
associative and distributive laws.