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Year 8 Autumn 2 Lesson 3: Factorising linear expressionsObjectiveFactorise linear expressionsAimStudents use the diagrams from lesson 2 to work backwards. Students factorise in as many ways as possible before looking at the idea of being ‘fully factorised’.Resources HYPERLINK "" Expanding brackets recap starterPowerpointActivity 1: Give out the expanding brackets recap starter for students to work on quietly and independently in their books. Take the opportunity to help those who found it difficult last lesson.Little progressThe students are not sure what to doQuestions for progressionCan you remember last lesson?Look back in your book - what diagrams did we use to help us?Some progressThey are able to draw the diagrams and place the number in the correct places but don’t find the areas correctly.Questions for progressionWhat are the conventions when multiplying numbers and letter together?What happens when you multiply a by a?Substantial progressMultiply the brackets correctlyQuestions for progressionWhat do you notice about the answers?Can you write two sets of brackets that have the same answers?Can you write a set of four that have the same answer?And another?Activity 2: Show the first slide. What are possible values for the height of the rectangles?Questions for progressionAre there any other possible answers?How did you choose your number?If they have answered 2 and 4 alreadyWhat else could the height be?What if it isn’t an integer?Mini-plenary:Students copy down slide 3 and fill in the gaps (or give out copy for those who find it difficult to copy down)Repeat activity for slides 4 and 5.Activity 3: Following explanation about factorising, students answer questions on their whiteboards. Questions for progressionChoose incorrect whiteboard from a student. What has this student done correctly?What mistake have they made?What should they have done?Activity 4: In pairs, students answer the True or False questions. If they are false, they must explain what mistake has been made and write the correction.You may want to print this slide (13) off for students to mark in green pen.Little progressNot sure how to start.Questions for progressionCan you draw a diagram to represent this expression?Can you find the lengths of each rectangle?What is this written using brackets?Does it match the answer shown here?Some progressWrites True or False for each one.Questions for progressionWhy is this one false?What should the answer be?Why?What mistake do you think they have made?Can you convince me that this one is correct?Can you draw me a diagram that shows me why this is true/false?Substantial progressAnswers all of the questions correctly with good explanations.Questions for progressionCan you explain to the class why you think the last one is false?Can you explain what mistake has been made?Can you show the class what the correct answer should be?Activity 5: Students answer the questions from slide 14 in their books. They should draw a diagram for each one.Little progressNot sure how to start.Questions for progressionCan you draw a diagram to represent this expression?Can you find the lengths of each rectangle?What is this written using brackets?Some progressJust writes answers without diagramsQuestions for progressionCan you convince me that this one is correct?Can you draw me a diagram that shows me why this is correct?How do the areas and lengths relate to the questions?Substantial progressAnswers all of the questions correctly with good explanations.Questions for progressionGive challenge from slide 15Acknowledgements:M Warden ................
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