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Topic: Algebra Level: 4.25 – 4.5 Year 8

Term 2 Duration: 10 -12 periods

Essential Learning Focus/Question (Core Concept – ‘At

the heart of it’):
How do we understand patterns that we come across in nature?
How do we organise and summarise our thinking of data that is always changing?

Unit Understandings for Assessment (What understandings

do the students need?):
That a letter or symbol represents an unknown number or a range of numbers.

That a pronumeral with a cooefficient implies multiplication

Student can use 4 operations to simplify an algebraic expression

Student can perform a calculation by substituting a number for a pronumeral

Student can generate an algebraic expression for a given pattern

Unit Focus Questions (What questions will the students

investigate?):
How do I use the language of algebra to explain/describe a situation

How do I reduce the number of times a variable appears in an expression

How do I use an expression to find the result for a given condition

STRANDS DOMAINS
DISCIPLINARY
LEARNING MATHS
STRUCTURE
Standards being 4.25
addressed during • interpretation of a letter as a symbol for any one of a set of numbers and use in
this topic. symbolic description of relationships (4.25)
4.5

• translation from verbal description to algebraic representation, and of the

structure of algebraic expressions; for example, if $500 is shared between n
people, each receives 500/n

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 ASSESSMENT
FOR Pre-test (to determine the standards prior to commencing the unit)

Pre-test (students see the types of problems they will be attempting)

AS
Maths 300 Log
Readability (Rich Task) and Written Test
OF Maths 300 Log
Written Post-Test

TEACHING AND LEARNING SEQUENCE

Lesson NB. Lessons may take more than 1 period

1 Pre-test and introduction activity

2 Algebra as a language

3 Substitution

P Generating Patterns and Predicting Outcomes

4 Like Terms

5 Readability – Rich Task

6 Unit Review

7 Post Test

Notes on this unit:

Exercise 5E (number laws) is not on course
Exercises 5I and J (expanding and factorising) are at level 5.25 and so are not included

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DETAILED LESSON PLANS

LESSON ONE:
Materials Required: Unit written test for each student, decks
of playing cards (no picture cards)
Copy of the Unit Planner for each student

PURPOSE: 1. Gather information about student prior knowledge

2. Engage students in the study of algebra

ACTIVITY: Pre-test
• Students not used to pre-tests will have some concern so explain to
them that the function of the pre-test is to determine what they
already know and so not to waste time on those areas. It will mean
that we avoid doing the same things that they have already done.
• Distribute the test and insist on test conditions. This will probably
only take 5 – 10 minutes as they will not be able to answer many of
the higher order questions.
• Collect the tests
• Give out Unit Planner

ACTIVITY: Mind Reading Game

• Two students come to front
• Each has a numbered card (playing card – not picture cards) that
they place on their forehead so that the class can see but they
cannot.
• The two students then face each other. (so that they can see the
others card)
• The teacher explains that she is going to call out the total of the two
cards and the first player to yell out the number on their card, wins.
• Play as many times as necessary
• The game could then be played in groups of 3 in the class
• Variations; 3rd person gives player the product of the two or the
difference
• Explain to class that what they were doing was in fact algebra as
they had no idea what the number was on their head.

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SKILL & DRILL: none at this stage

HOMEWORK: Play the game with family members

CLOSE: Students write in their books how they determined their card
value when the sum was called out. Also explain how they did it for the
other operations. (Assessment as learning)

ASSESSMENT:

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LESSON TWO: Algebra as a Language
Materials Required: 7 Packs of term cards, 7 packs
of operation cards

PURPOSE: To understand that commonly used words have a very

specific meaning in maths

REVISION:
• Brainstorm any words that they know that have maths meanings.
• Start a list of these on the board

ACTIVITY: Matching operations to terms

• In groups of 3 – 4
• Each group is given 2 sets of cards, one set is of common terms
and the other is a set of simple maths operations
• Groups are to match the cards
• Using a data projector or OHP or white board ask each group for
one answer
• Once completed all students write the table in their note books
• As a group do Question 1 (Ants) on page 200
• Class discuss the answers

SKILL & DRILL:

Selected questions from exercise 5A

HOMEWORK:
Selected questions from exercise 5A
CLOSE: Reiterate how algebra is used to interpret common terms and
phrases.
IT resource: The Meaning of letters in Algebra

ASSESSMENT: self checking of answers, Write a poem or series of

phrases using algebra instead of English.

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LESSON THREE:
Materials Required: IT Room if available
Show-Me Boards kit

PURPOSE: To develop the skill of substituting a number into an

algebraic expression.

REVISION: The idea that 3m implies 3 multiplied by m and that 3/m

implies 3 divided by m.

ACTIVITY: Number machines (see below)

This activity could be done using the Show-Me boards.
2 or 3 students stand in a line and face the class
Each has a particular operation assigned to them.
They then write on their Show-Me board the result of using their
operation on the incoming number from the person to their right
(audience left)

5 15 17

X3 +2

SKILL & DRILL: Student offer input numbers for the number
machine.

HOMEWORK: 5B, C, D

IT resources : Hockey Substitution Game

Number Machines (maths Domain Page)
Alien Substitution Game

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LESSON FOUR:
Materials Required: Like Terms Game Cards

PURPOSE: Simplification of algebraic expressions and recognition

of like-terms

REVISION: BOMDAS

ACTIVITY: Teacher-led examples of recognition and gathering of like

terms.

Like-Terms Card Game

Like Terms is played like rummy, but with a special deck of cards made up of sets of like
terms: a, 2a... through 10a and so on for b, c, a2, b2, ab and the integers 1-10.
The game follows the normal rules of rummy:

• Each player is dealt 7 cards.

• The remaining cards are placed face down--this is the draw pile.
• The top card is flipped over to a new pile--this is the discard pile.
• Each player draws a card, looks for a 3 or 4 card set of like terms, and places that face
up on the table in front of them if they have it (7a, 3a and a or 6c2, 2c2, 4c2, and 10c2
would be two playable hands).
• Whether they have something to play or not, they must then discard one card to end
their turn.
• Play continues until someone discards their last card and has no cards left.
• The winner adds everything they placed on the table together. Everyone else subtracts
what's in their hand from what they had placed on the table.
• As a result the score card would read as an algebraic expression eg.
• The winner determined when all coefficients are added together (not strictly
mathematically relevant but convenient)

PLAYER A PLAYER B
2 2
Game 1 3a + 2b – 5a + 6b -9ab -3 -5a2 + 2b2 – 9a + 15b +12ab 15
Game 2 -a2 + 10b2 – 4a + b -ab 5 3a2 + 2b2 – 5a + 17b -ab 16
2 2 2 2
Running total 2a + 12b – 9a + 7b -10ab 2 -2a + 4b – 14a + 32b +11ab 31

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SKILL & DRILL:

HOMEWORK: 5 F, G, H
IT Resource: Like terms game
http://www.slidermath.com/rpoly/Polya4.shtml

ASSESSMENT:

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LESSON FIVE: Readability (Rich Task)

Materials Required: Photocopy of Rich Task 5.3 Maths Quest Teacher Support
Book

PURPOSE: Assessment

REVISION: Substitution

ACTIVITY: Go through using the readability index with the class.

HOMEWORK: Questions 5, 6, 7 to be done at home using a text of

their choice.

ASSESSMENT: Task to be submitted for assessment

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LESSON SIX: Unit Review

Materials Required: All students should have a copy of the Unit Planner for this
topic as given out lesson 1.

PURPOSE: Review of Unit

REVISION: all concepts and the importance of the Unit Planner

ACTIVITY:
In groups of 3, each group focuses on one area of the unit (could be
one exercise from the text) and they come up with 7 questions in
order of difficulty.
They then pass these onto the next group and this group answers
one of the questions.
The group then passes the questions on until all questions are
completed.
Finally the original group corrects the questions and reports back to
the whole group on any areas of difficulty as picked up by the
activity.

SKILL & DRILL: Chapter Review

HOMEWORK: Study for test.

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Lesson P: Maths 300 Lessons (to be used when
appropriate)

Materials Required: Maths 300 box

PURPOSE: To develop an understanding of patterns and to then be

able to express these patterns in the language of algebra.

REVISION:

ACTIVITIES: (could run over two or more lessons with groups of

students rotating through activities)
There are a range of activities available (not specifically only for
algebra) and so the amount an level to which these are used will
depend on the students and the class.
However, these are the one recommended for this unit.
Year Level
Unseen Triangles 3-8
4 Arm Shapes 3-7
Eric the Sheep 2-12
Garden Beds 5-8
Snail Trail 5-9
Match Traingles 3-8
Crossing the River 4-9
Mushroom Hunt 7-9
Making Monuments 3-7
Painted Rods 5-8
Algebra through Geometry 8-9
Lining up 3-7
Shape Algebra 8-9
Pointy Fences
Sphinx 4-10

NB. There is currently only one pack for each activity, however many
of them can be replicated with simple coloured counters and other
readily available materials.

It is also recommended that students keep a log of the activity and

their findings and learning.

HOMEWORK: Problems Assignment

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 YEAR 8 ALGEBRA UNIT PLANNER

Name ___________________________

Outcome Home work Completed

Interpret an algebraic expression. 5A Q 1 – 6

Write a simple algebraic expression. 5A Q 7 – 11

Substitute a positive integer into an 5B Q 1 – 9

algebraic expression and perform a Readability
simple operation. Assignment

Due:____________
Substitute any rational number into an 5C Q1
algebraic expression that needs more a,e,I,m,d,h,l,p
than one operation. Q2 a,d,g,j,m,p
Q3, 5

5D Q1 a, f, k, p, q,
s
Q2 b,f,j
Q3 a,f,k,p
Generate algebraic expressions Maths 300
Problem Solving
tasks
Identify like terms. 5F Q4
a,d,g,j,m,p,s,v
Q5 a,d,g,j,m,p

Add and subtract like terms 5F

appropriately. Q6 c,f,i,l,o,r
Multiply and divide like terms 5G
appropriately. Q1 a,e,I,m,q,u,y
Q2 a,d,g,p,s
Q3 c,f,I,l
5H
Q1 a,e,I,m,q
Q2 d,h,l,p,t
Q3 d,h,l,p,t
Revision and Review of Algebra

Assessment of your Learning will be based on:

• All questions attempted as listed above
• Readability (Rich task) submitted
• Written Pre-test
• Log of Problem Solving Tasks
• Written Post-test

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ALGEBRA OPERATION CARDS

… more than … +

… less than … -

The difference between… -

The sum of … +

The product of … ×

Doubled ×2

Tripled ×3

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 Halved ÷2 or × ½

Shared between … ÷

Twice the number of … ×2

Increased by a factor of n ×n

Decreased by … -

Increased by … +

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YEAR 8 ALBEBRA PRE/POST TEST

Name __________________________________

Question 1
Match the following terms with the correct algebraic expression

A. the sum of b and p i p+b

B. the product of b and p ii pb
C. the difference between b and p iii b-p
D. p more than b iv p/b

Question 2
Write an expression for the number of basketball left in the store room after 10 are removed.

Question 3
a. If x = 6, find the value of 4x + 9

b. If n=5 and t = 10, find the value of 4n – 2t

c. If y = - 6 and r = -1, find the value of 12/y +3r

d. If t= 6 and s= 2, find 3(2t-s)+8

Question 4
In order to work out how much a mobile phone bill is you need to use the formula

(Charge) C = 20 + 0.2t where t is the amount of time in minutes that you are on the phone.

What will the bill be if you are on the phone for

a. 30 minutes

b. 4 hours

Question 5
Simplify
a. 4m + 9m – m c. 4df + 2f – 3fd +9d

b. 3p – k – p + 10k d. 5x2 + 7x2 – 12x

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Question 6
The surface area of a shoe box is given by SA = 2(lw + lh + hw)
Where l is length, w is width and h is height.
Use the formula to determine the surface area of the box below.

30 cm
20 cm
10 cm

Question 7
Simplify

a. 9 × g ×7

b. 6h×k×-12 15 gk
e.
3k
c. 3r×2r

− 20t 2
f.
12 f 4t
d.
3

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Question 8 (to be used only on the post test)
A farmer wants to keep adding on holding pens for horses that she buys. Each time she gets
another horse she wants to add on a square pen. The diagram below shows one then two
pens.

10 m

a. Complete the table shown below. P = number of pens, T = number of posts, w =

length of wire needed.
P 1 2 3 4
T
W

b. Determine an equation for the relationship between

i. Pens and Posts

ii. Pens and length of wire

c. How many posts would it take to make 20 pens?

d. How much wire would it take to make 20 pens?

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