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Algebra 2
The support worksheet for Chapter 6 may be useful to support lesson 2. The challenge worksheet for Chapter 6 may be useful to support lesson 1.

CH APTE R 6 A LG EBR A 2
Lesson 1 Sequences
Textbook pages 20913 Objectives
1: Generalise sequences to simple algebraic statements.

Starter Ask students to continue some simple sequences to find the next two terms. Answers can be made using mini-whiteboards for speed, if available, or they could write them in their exercise books for checking at the end. Lesson commentary Students should know about linear sequences but may not have done work on generalising (finding the nth term). Using a series of examples, encourage students to think of the common difference as the multiplier for n and then adjust accordingly. For example, 3, 7, 11, . . . will be of the form 4n + . . . , what is the . . .? (In this case, 1.)

Exercise commentary
Exercise 1 starts by using a very structured approach, tabulating n alongside the term number and the term. This approach can be simplied as students become more familiar with nding the n th term. In particular, it could be actively discouraged from question 7 onwards. Exercise 2 is about generalising patterns and students should be encouraged to use a systematic approach. Questions 7 and 8 are not diagrammatic but as an challenge, students could be challenged to create patterns that contain the sequences.

Students can be given further examples and asked to practise generating the nth term formulae for a range of linear sequences. Sequences which arise out of matchstick patterns or other geometrical arrangements can be introduced. Ask students to identify the pattern and continue it before tabulating and working out the nth term formulae. At this point, they could be encouraged to generate their own patterns and deduce the formulae for them. They could challenge a partner to solve a problem that they have made up (ensure the sequence is linear).

Plenary
Give students several sequences and ask students to write down their nth term formulae. This will help to quickly assess understanding.

Algebra 2

53

Lesson 2 Solving simultaneous equations by graphical methods

Textbook pages 2146 Objectives
24: Solve simultaneous linear equations in two unknowns.

Starter Give the students an example of a straight-line equation such as y = 2x + 1 and ask them to write down the y value for given values of x. Include negative values and simple decimal values. Lesson commentary This topic could be introduced using a classic apples and bananas problem (or equivalent). You want to find the cost of one apple and one banana but when you went into the shop, they sold you two apples and three bananas for 64 cents and the next time you went in they sold you four apples and 2 bananas for 80 cents. How much is one apple and one banana? (Apple: 14 cents, banana: 12 cents). The graphical approach requires students to draw the lines represented by the two purchases and solve for the intersection. Students may need practice at plotting the graphs of straight lines when given in the form ax + by = c. Provide examples of this as appropriate. Using x = 0 to work out the y-intercept and y = 0 to work out the x-intercept is the simplest method. Alternatively make a table of values for x = 0, 1 and 2 before working out the corresponding y values. Then relate the intersection back to the solution to the original problem. Further practice using the examples from the textbook can then be given. Using a graphical approach to solving problems involving simultaneous equations is not usual at this level. However relevant problems could be given from exercise 6 if time allows and the students grasp the concepts quickly.

Exercise commentary
The questions in exercise 3 require students to draw the graphs and then solve to nd the intersections. In questions 1 and 7, the lines are already given and students simply select the two correct lines. In questions 2 to 6, students are expected to draw their own graphs from the given equations. Ensure that they are completing this part of the task accurately before attempting to read off the solutions.

Plenary
Give the students a further real-life example (doughnuts and clairs, for example) and ask them to work out the solution using a graphical approach. Alternatively, a further group of pre-drawn lines could be given to the students (on worksheets, for example) and they could be asked to select the correct lines for given pairs of simultaneous equations before reading off the solution.

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Algebra 2

Lesson 3 Solving simultaneous equations by substitution

Textbook pages 2167 Objectives
24: Solve simultaneous linear equations in two unknowns.

Starter Algebraic rearrangement. Give the students an example such as x + 2y = 4 and ask them to make x the subject. Ask them to then make y the subject. Change the example and repeat. This activity will enable students to get some initial practice at rearranging formulae. Lesson commentary The least common method of solving simultaneous equations is the substitution method where one of the equations is given in (or rearranged into) the form y = . . . or x = . . .. Students need to be comfortable with rearranging algebraic formulae to successfully solve simultaneous equations in this way and the starter activity is designed to check this understanding. If students struggle with the starter activity, further practice at rearranging formulae of the type should be given.

Exercise commentary
Exercise 4 contains several examples which should be solved by substitution and these can be used as appropriate for consolidation and further practice. In all cases, initial rearrangement of one of the equations is necessary. Students who nd this difcult may benet from modied examples where one of the equations is already given in the form y = . . .

Model a solution using the method of substitution and make sure that the students can follow the algebraic steps. Ask them to complete an example of their own with guidance (possibly working with classmates) and then they can practise further examples as necessary. This approach could be applied to relevant examples from exercise 6 where simultaneous equations are required to solve a range of problems. Students could be directed to these if they quickly grasp the necessary skills.

Plenary
Give the students a further example of a pair of simultaneous equations to be solved by substitution. Allow them two minutes to generate the solution before writing it down. This can be repeated with different examples as time allows.