An example from Chailey School
Assessment Plan
Title of lesson: Expanding and Factorising algebra
Learning Objectives
(We Are Learning Today)
By the end of this work I will be able to:


Square a linear expression, and
expand and simplify the product
of two linear expressions of the
form (x+/-n) and simplify the
corresponding quadratic
expression. (L7)
Factorise quadratic expressions
including the difference of two
squares (L8)
Learning Outcomes
(What I’m Looking For)
Level 6

I can expand and factorise expressions
involving 1 bracket

I can square a linear expression like (x+2)²
and simplify the product of 2 linear
expressions like (x+1)(x-2)

I can factorise quadratic expressions like
x²+7x+12, including the difference of 2
square like x²-4
Level 7
Level 8
Key Vocabulary
Expand, factorise, linear, quadratic, difference,
Learning/Assessment Episodes
Starter (8 mins)
Use the domino card match attached or similar to allow students to recall the skills required to expand
brackets that produce quadratic expressions.
Learning/assessment episodes (32 mins)
Plenary (15 mins)
1. The purpose of this episode is to create a situation that is stimulating
for the pupils, keeps the students thinking and judging themselves
against the outcomes and enables the teacher to have a rich dialogue
with every student.
2. The lesson is based around 8 tables with up to 4 pupils at each table.
Each table is numbered 1-8. On tables 1-7 there are packs of
questions (enough for each pupil) with that number on it found in the
appendix to this document. There are also solutions on (say) yellow
paper on each table. Table 8 is left blank and is where the teacher is
based.
3. Each table has an activity that will last 4 minutes. If you can have a
countdown timer that will ring every 4 minutes and repeat for the full
32 minutes that is ideal. Pupils begin answering questions on the
table they are on. They help out their partner (in 2’s) and agree a
solution. They mark their solution their partners solution from from the
mark scheme on that table . They work out how many marks they
should be awarded for their solution making a note of any
misconceptions or points to remember for the future all on the
attached sheet.
4. When the time runs out each table moves on to the next table taking
with them their solutions and assessment sheet.
5. As each group arrives at table 8 (your table) you ask probing
questions to help students reach a judgement on their progress (see
questions to ask later in plan). You may explain any misconceptions
that have come up on questions they have already attempted.
1. The purpose of the
plenary for this lesson
is to enable pupils to
assess where they
think they are and write
an “I can…..” and “To
improve……….”
Statement.
2. To enable this to be
done easily Q1&2 are
assessing Level 6 ,
Q3&4&5 are assessing
Level 7 and Q6&7 are
assessing Level 8.
3. Guide pupils to writing
the “I can” and “To
improve” statements by
first circling the
outcome on their
assessment sheet that
best matches their
current position and
also identifying what
they need to do next to
improve further.
An example from Chailey School
Focused Assessment Materials (FAM) - draft
Level 7
Multiply out these
brackets and simplify
the result: (g+4)(g-3)
Show me an expression in the form (x + a)(x + b) which when expanded
(i) the x coefficient is equal to the constant term
(ii) the x coefficient is greater than the constant term
True/Never/Sometimes: x² +2x + 4 = (x+1)(x+a)
Convince me that x² +2ax + a² = (x+a)(x+a)
Level 8
x2 – 9 = (x + 3) (x – 3)
Show me an example of a number which is can be written as the difference
of two squares
Show me an example of a two-term expression with a common factor of 2, 3, x etc….
True/Never/Sometimes: (x + a)(x – a) = x² – a²
When will (x + a)(x + b) have no
 x term
 positive x term
 negative x term
 positive constant?
Resources
Copy of the objective and learning outcomes for display.
Worksheets as provided – one each of the 7 questions per pupil and 2 per table of the solutions. Each
student will need an assessment sheet (provided below)
The starter cards provided.

Progression Maps
Further support for this objective can be found within the Secondary National Strategy ‘Progression
Maps’ at www.standards.dfes.gov.uk/progressionmaps/maths/sec_ma_prgrsn_index.htm:
Homework
N/A
Follow up
Review pupils’ self-assessments, entering them onto the class tracking sheet, moderating any
assessments where necessary. These teacher assessments are made using a holistic approach; i.e.
all the information the teacher has, whether it is formal or informal.
An example from Chailey School
Today we are learning to assess what grade we are working at
on the topic of expanding and factorising algebraic brackets
Question Marker Comments
Write here any questions
you got wrong
How can I improve
this answer?
1
2
3
4
5
6
7
8
Grade D : I can expand and factorise expressions involving 1
bracket
(Q1&2)
Grade C: I can square a linear expression like (x+2)² and simplify
the product of 2 linear expressions like (x+1)(x-2)
(Q3,4&5)
Grade B: I can factorise quadratic expressions like x²+7x+12,
including difference of 2 squares like x²-4
(Q6&7)
To improve further I need to……….