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Lesson Planning Sheet Title: Equations with the unknown on both sides Learning Objectives: By the end of the

lesson: All students should be able to solve equations with the unknown on both sides Most students should be able to solve equations with the unknown on both sides involving brackets. Some students should be able to solve equations with the unknown on both sides involving fractions and brackets. Key words: Equation, Balance Method, Coefficient, Difference, Expand Learning Activities Starter/Introduction Use the first slide to recap solving basic two step equations using the balance method. Students could work through the questions one at a time presenting their solutions and working on mini-whiteboards to the teacher in order to assess prior learning. Feedback to the class at the end of every question since these skills will be needed throughout the remainder of the lesson. Development Using the questions on the second slide ask the students how the equations being presented to them now are different to the previous set. The ideal response will be that the unknown now appears on both sides of the equals sign. Emphasise that the aim of solving the equation is to find the single value out of an infinite amount that will make the mathematical sentence correct. Therefore, we need to get all the unknowns on one side of the equals sign. Use the balance method to demonstrate this. This is the main singular learning point in this lesson. Once all the unknowns are on the same side of the equals the equal will be in the form as the ones on the starter. Work through the first two questions with the students then have them attempt the second two, one at a time, on mini whiteboards so that their working can be presented to the teacher. When ready, the questions on the third slide will allow independent practice. Have the students check their answers by substituting the solution back into the original equation. Plenary The final slide enables the students to apply their learning by setting up an equation in order to solve it. Whilst some students may benefit from extra guidance and support in identifying the need to derive the equation encourage them to persevere without any help from the teacher, by working in pairs or small groups. When completed a pair of students could demonstrate their working at the front of the class to their peers. Differentiation Resources: Mini-whiteboards

More able: Students could derive equations from angle facts, such as those in parallel lines or polygons. The equations could include fractional expressions, brackets or powers. Less Able Solving equations where the coefficient of the unknown on both sides has a difference of one would make the equations simpler so that the emphasis is place on understanding the concept of the balance method rather than arithmetic.

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