ALGEBRA – EQUATIONS IN REVERSE LESSON PLAN
Teacher:
Supported by:
Period:
Date:
Subject:
Year:
Set:
No in group:
CoP:
IEP’s:
SA:
SAP:
ST:
G&T:
Topic: Equations
Context: This lesson would be suited to being the first lesson of the topic, where pupils have had some prior
experience of solving equations. This lesson can be adapted to suit pupils of all abilities and ages.
Concepts:
Processes:
Range and
Content:
Curriculum
Opportunities:
Competence – applying mathematical knowledge to create equations.
Creativity – pupils combine reasoning with imagination to create equations.
Representing – they represent their equations using algebra
Analysing – they explore the effects of varying a value or more values, they work logically towards solving the equation.
Interpreting – They interpret the algebraic format of equations and use the worded descriptions to help.
Communication – they engage in mathematical discussion relating to how they should solve the equations.
Mathematics - Linear Equations
PLTs – Team Workers and Creative Thinkers
Pupils develop confidence in developing their own techniques to solve equations, work on applying mathematics to
increasingly difficult equations.
Lesson Overview
In this lesson pupils create their own and solve each others equations. They work backwards from the answer of an equation to create an
equation. There is an element of competition when pupils construct equations for their peers to solve.
The lesson is aimed at pupils working at Level 5 and above, although can be adapted to lower ability pupils too.
How will we learn this ? - TRIC focus for the lesson
Team
Learner

Reflective
Learner
□
Independent
Learner
Creative
□ Learner
Learning Objectives:
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To build the pupils’ level of confidence with the algebraic notation used in equations
All pupils will be able to create their own and solve each others equations (where the unknown appears once).
To devise their own methods for solving the equations.
To teach each other and learn from each other.
Resources
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Matching Activity Cards
Equation web – enlarged to A3 size. Plain A3 paper
Coloured paper cut to A6 size – enough for 1 sheet per pupil.
Felt Pens
Assessment strategies
Peer Assessment
Teacher Informal assessment – throughout
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Opportunities for ICT; Language; Numeracy
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Numeracy – discouraging the use of a calculator for straight forward calculations
Language – Worded descriptions of the equations, encouraging mathematical vocabulary to be used. Feedback – encourage use of
mathematical vocabulary.
Use of the IWB to show Power Point and Software to show building up of equations.
Links to wider curriculum including PWB/EWB/Citizenship
Team Working building skills
Listening Skills
1

Lesson Outline
 Stage of
TEEP
cycle
10
mins
1.Prepare for
Learning:
V  A  K 
5 mins
2.Share
Learning
Objectives:
10
mins
3.New
information:
V  A  K □
10
mins
4.Construct
the Learning:
15
mins
5.Demonstrate
Ability:
10
mins
6.Review the
learning:
Home Learning:
Teacher activity/ tools
(including TRIC development)
Pupil Activity & Tools
(including TRIC
development)
Show the Magic Maths Movie Clip to hook the pupils.
Discuss what pupils thought about the questions raised.
Hand out the cards and ask the pupils to match the equation with the
correct worded description. Discuss in pairs.
Once they have matched, they need to solve the equations. They should note
the equation, any workings and the solution. Do not insist on a particular
layout, allow the pupils to find their own methods.
As you circulate around the room, note the discussions that are taking place,
which equations are in particular leading to discussion between the pairs.
Make a note of these.
Invite answers to particular equations on mini whiteboards. Assess pupils’
prior knowledge; this will enable you to pitch the main activity at the right
level.
Ask the pupils what they think the lesson will be about today, and hopefully
they will say solving equations!!
Review the starter activity. (Dependant on ability range of pupils)
What was easy / difficult?
What made it easy / difficult?
Go through the objectives noted on the PowerPoint and then the main
activity slide.
Begin with x = 9 in the middle of the board, and ask students how they could
build up an equation. Create an equation web.
See example of stages on the attached file.
Invite contributions from the class.
Then choose one the branches and build up a multi stage equation. Use
squaring, square rooting, cubing, etc. Ask pupils what the number at the end
of the equation will change to after each stage of the equation.
Demonstrate a second equation if necessary.
Ask pupils to complete the prepared web in pairs.
Pupils will use different strategies to find the value at the end.
Once they have completed their sheet, ask them to assess each others
solutions and discuss if there are any differences.
Ask pupils to work in pairs to now construct their own equation web.
Encourage pupils to work without a calculator to build basic skills.
Allow them 5 minutes to get going.
Tell pupils they have 10 mins, after which you will bring round an A6 piece of
paper for each person. Each person will need to write down a really difficult
equation that they have created for someone else in the room to solve.
Some pupils may be having difficulty in using the correct algebraic notation.
Do not discourage this. Eg (5x6+3)2 = 169. Allow them to be creative.
However ensure that the equations have been constructed such that they
can be solved.
Handout the small sheets of paper and give pupils 30 seconds to write down
their equation and their name on the piece of paper. Clarify what they
actually need to write, use the PowerPoint to show what is needed.
Remind them not to write the solution of the equation.
Swop equations with pupils across the room. Ask pupils to solve the
equations and then go back to the pupil who created the equation to get
their answer checked.
As they are solving each others, go around the room noting particularly
difficult or interesting equations on your notepad. You will use these in the
plenary.
Note your particularly interesting or difficult equations on the board. The
pupils will get a real buzz seeing their equation on the board. Ask every one
in the class to solve 3 of the equations shown. Discuss methods to solve the
equations.
Get the pupils to play the role of the teacher, and talk through how they
solved their chosen equation. Review the objectives using the PowerPoint.
Ask pupils to reflect on which objective they have made particular progress
with.
Create an equation with 6 stages!
Pupils watch and then discuss.
2
Pupils read the cards and discuss
which cards match.
Pupils solve the equations in their
books, noting the equations, method
and the solution.
Team Work,
Collaboration.
Pupils think and respond.
Pupils respond having to match the
worded description enabled them to
understand better what they
equation was saying, and this helped
to solve the equations, that they
found difficult.
Pupils contribute different ways of
building the equation up.
Pupils respond to questions involving
substitution.
Pupils discuss methods to answer the
questions in the equations web.
Pupils check solutions with another
pairs of pupils.
Pupils work in pairs to create their
own equations, some pairs will
structure their methods, others may
go straight into a multi stage
equation.
Developing Creative Learning.
Pupils solve each others equations and
then go and have their answers
checked by their peers.
Pupils solve the equations, using the
methods learnt during the lesson.
Pupils reflect on their learning.