Y7
CORE
SPRING TERM
UNIT: ALGEBRA 4 – Equations and Expressions
TIME ALLOCATION:
PRIOR KNOWLEDGE
Understand that algebraic
operations follow the same
conventions and order as
arithmetic operations.
4 Hours
KEY WORDS
Term, equation,
expression, linear,
solve, variable
LEARNING OBJECTIVES
LEVEL 4
 Use letter symbols to represent
unknown numbers and variables
 Simplify simple expressions by
collecting like terms
STARTER
Addition and subtraction pyramid
(excel)
Use each of the digits 1, 2, 3, 4, 5
and 8 once to make this sum
correct:
+=
Use only the digits 2, 3, 7 and 8 but
as often as you like. Make each sum
correct.
  +   = 54
  +   = 69
  +   = 99
  +   = 155
  +   = 105
  +   = 110
LEARNING OUTCOMES
Understand that the letter stands for an
unknown number or variable number and not a
label, e.g. '5a' cannot mean '5 apples' but
that if a is the cost of an apple then 5a
means the cost of 5 apples.
Simplify expressions like 2x + 3x
LEVEL 5
 to simplify linear expressions by
collecting like terms
 to be able to use letter symbols to
represent unknown variables
 to construct and solve simple linear
equations with unknown on one side
 to begin to multiply a single term over
a bracket (integer coefficients)
 To understand that algebraic
operations follow the same conventions
and orders as arithmetic operations.
Simply expressions such as 3a + 2b + 2a – b
and 3(x + 5)
Construct equations derived from statements
such as 'I think of a number...'
Solve these equations
i) a + 5 = 12
ii) 3m = 18 iii) 7h – 3 = 20
iv) 7 = 5 + 2z
v) 2c + 3 = 20
Recognise algebraic conventions such as:
3 x n can be thought of as ‘3 lots of n’ or n + n
+ n and can be shortened to 3n and 2 + 5a
means the multiplication is performed first.
In the expression 3n, n can take any value but
when the value of an expression is known, an
equation is formed, i.e. if 3n is 18 the
equation is written as 3n = 18
LEVEL 6
 Construct and solve linear equations
with integer coefficients (unknown on
either or both sides, without and with
brackets)
 Know the difference between an
equation, an expression and a formula
ACTIVITIES
NRICH
Diagonal sums using a 100
square to generalise
Mind Reading solving think of
a number type problems
More number pyramids
Maths 4 Life:
Unit 9 Sometimes, always or
never true card sort
Understand the difference between
expressions such as 2n and n + 2, 3(c + 5) and
3c + 5, 2n² and (2n)²
Solve these equations
a. 3x + 2 = 2x + 5
b. 5x – 7 = 13 – 3x
c. 4(n + 3) = 6(n -1)
d. 7(n + 3) = 45 – 3(12 – s)
e. 3(2a -1) = 5(4a – 1) – 4(3a -2)
ICT
Mathematics with ICT
in Key Stage 3
Magic squares: lessons 7A.1:
Using a spreadsheet to
explore magic squares 7A2.2:
Generalising magic squares
7A2.3 More puzzles
www.standards.dfes.gov.uk/
Excel Worksheets
Brackets- incl 2 brackets
Using pyramids to construct
equations
Equation balancer
Useful web links
RESOURCES
Strategy Materials
 TL5 Y8 lessons 8A2.1,
8A4.1
 T5 stinger 10
 T5 Add-ons 5
 T5 Snappers 8
 Booster Y9 lesson 13
(equations)
 Booster Y9 lesson 6
(algebra expressions)
 T5 stingers 9
Solve equations game (ppt)
Equations reveal game (ppt)
General resources
FUNCTIONAL SKILLS and MPA OPPORTUNITIES
NRICH: Number Pyramids investigating the largest possible total using 4 numbers
The 100 square problem
Rich Learning Task: Algebra man
Arithmagons
PLENARIES AND KEY QUESTIONS

Given a list of linear equations as described in the objective, ask: Which of these are
easy to solve? Which are difficult and why?

5a + 12 = 27
Ask pupils to explain why the solution to this equation is a = 3.
Ask pupils to construct a different equation with the same solution.
How did you go about it?


How do you decide where to start when solving a linear equation?
Having given a list of linear equations ask: Which of these are easy to solve? Which are
difficult and why?
What strategies are important with the difficult ones?
6 = 2p – 8. How many solutions does this equation have? Give me other equations with
the same solution. Why? How do you know?
How do you go about constructing equations from information given in a problem?
How do you check whether it works?





Can you write an expression that would simplify to, e.g.
6m – 3n, or 8 (3x + 6)? Are there others?

Give pupils examples of multiplying out a bracket with errors. Ask them to identify and
talk through the errors and how they should be corrected, e.g.
4(b + 2) = 4b + 2
3(p – 4) = 3p – 7