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Lesson Planning Sheet Title: Simplifying like terms Learning Objectives: By the end of the lesson: All students should be able to simplify like terms involving one unknown. Most students should be able to simplify like terms involving multiple unknowns and constants. Some students should be able to simplify like terms using addition and subtractions involving multiple unknowns and constants. Key words: Unknown, Simplify, Collect like terms, Expression, Learning Activities Starter/Introduction Students match the equivalent expressions on the first slide to recap prior understanding of using short multiplication to simplify long addition. Emphasise that each term is a mathematical expression as way to introduce the key vocabulary. Have the students articulate their reasoning for matching the terms either to the teacher or to the rest of the class. Development Emphasise that algebraic expressions are similar to numerical ones by having an unknown variable in place of a constant value. The main difference with using letters is that we no longer use the multiplication symbol so not to confuse it with a multiplication. Therefore, a + a + a = 3a as opposed to 3 x a. Model how different letters (unknowns) must be collected separately since they are not like each other. Work through the examples on the second slide with the students. When their understanding is secure work through the questions behind the green rectangle one at a time with the students presenting their solutions on mini-whiteboards. Pose the problems on the third and fourth slides for the students to work through independently. Have pairs of students come to the board to give the solutions as the lesson moves on to ensure pace and challenge are maintained. Plenary The problems on the final slide present a different approach to the topic since students have to eliminate incorrect expressions based on their understanding of the mathematics involved. Pose each question one at a time with the students presenting their solutions on miniwhiteboards. Have the students explain their solutions at the front of the class in order to develop their mathematical reasoning. Differentiation More able: The problems involving number pyramids allow the students a greater opportunity to work a problem backwards and introduce variables of their own. Expressions involving brackets can be introduced for the most able, as well as products and quotients. Less Able Students may not be ready to move on to linking the skill to other areas of mathematics such as perimeters or number pyramids. Problems such as 3a + ___ + 2a = 9a could be a way to introduce subtractions. Resources: Mini-whiteboards