Lesson+Plans

=__**Lesson Plans**__=

====Below is the general outline of a lesson plan, both for medium term plans for topics, such as Algebra, as well as more detailed lesson plans for individual lessons themselves. These indiviual lesson plans, and medium term plans of different topics can be used as part of an overall long term lesson plan, discussed on a different page.====

Lesson Plan 2009/10
Below is the general lesson structures for following the linear approach to teaching Algebra to KeyStage 3 (Year 8 middle set). We are assuming that the classes are of average, middle to high ability, with time and resources made available to a TA for the lessons. This again be noted that it contains the list and order of topics, not lessons themselves necessarily.

Linear Structure to teaching Algebra (Key Stage 3)

 * Recap of Year 7 work...
 * Why Algebra is used (Brief history of...), Introduction of Letters & Symbols, Key Vocabulary
 * Looking at Equations & Expressions, Introducing BIDMAS to just number equations.
 * Introducing and solving one-variable equations.
 * Simplifying equations (e.g. collecting like terms, BIDMAS)
 * Indices
 * Solving Linear Equtions (Trial & Error leading to Substitution)
 * Deriving Equations (from worded problems)
 * Proving Equalities and confirming the //meaning// of equations, answers in correct units and why...
 * Using Scientific and GraphicalCalculators
 * Using ICT packages (such as spreadsheets) to support learning
 * Further real-life examples and situations, and introducing Direct Proportion to solve them.
 * Graphs, representing linear equations on graphs, using x¦y tables
 * Finding the x and y intercepts and caluclating Gradients

Completed Medium Term Plan following Linear Structure above.
Below is the headings of a medium term plan, as scanned and shown above (shown in individual boxes on the page), completed following the Algebra topic guideline above.

Unit Title
Algebra

Class To Be Taught
Year 8

Ability
Middle set

Number Of Lessons
12

**About This Unit (a general description rather than specific objectives)**
This maths unit will include concepts varying from the uses of algebra (i.e. real world applications etc...) to the method in which we use letters and symbols to represent numbers, then moving to the derivation of linear equations and how we go about solving such equations. Then moving on to creating the previously formed equations in graphical form and discuss the notion of direct proportion.

Summary Of Cross Curicular And Secondary Strategy Links
Crosses with ICT ability and numbers, graphs and literacy (lots of important vocab).

Ideas From Prior Learning: Progression And Continuity
Greater indepth knowledge and understanding of using letters and symbols instead of numbers, and how numbers can be represented differently, how equations can be applicable to real life and maths is used to solve problems in the real world.

Methods Of Assessment
Tests. Get it right or you get expelled. ALGEBRA IS IMPORTANT!!! Also possibly use a project at the end combining all the elements of algebra in solving a life problem/situation, either taken from real life or made up.

Ideas For Future Learning
More complex equations, using substitution and other methods to sove these more complex equations. Introducing the idea of quadratic equations. Showing these equations, and their differences to linear equations on graphs. Looking at more complex ICT packages and computer software to help show these more complex equations.