Match questions with the answers From Beginning to End Can you match up all the dominoes?

Reflection on book marking What is expanding? What is factorising? Peer assessment – marking and signing off checked by …… (P) OR (S) OR (T) Do questions and comment www. ebi.

3(n + 2) = 3n +6 2(n – 4) = 2n – 8 2n + 6 = 2(n + 3) 4n + 6 = 2(2n + 3) 3(n + 6) + 2(2n + 4) = 3n + 18 + 4n + 8 = 7n + 26

you saw some rectangles (and some squares – which are actually rectangles anyway) what things (aspects) could you count for each? we will look at just three variables: the perimeter, the area and the number of dots inside

for this rectangle what is the perimeter? area? dots inside? how could you write these three variables? you are going to explore connections between these three variables: the perimeter, the area and the number of dots inside

you are going to explore three variables of rectangles: the perimeter, the area and the number of dots inside the purpose of the task is to find rules connecting some of these

what shapes will you look at? what are the three variables? what is your question? how will you go about this? please spend a few minutes thinking about a plan and then we’ll hear some of your ideas Support on following slide

If you are unsure Investigate rectangles with a width of 2. Draw all different sizes. Record your results in a table. Arrange your results systematically. Find rules that link the variables together. (If I know P can I find A?)

Let’s post out questions. Remember, you can contribute to other pupils work. Ask them questions, move on to a different question if you feel you have gone as far as you can with yours.

algebraic extended tasks – broad brush assessment – the strands representing consider useful ways to begin, record work and findings decide to simplify, narrowing the problem down use (introduce) algebra and diagrams, purposefully analysing - reasoning change some variables in a systematic way pose their own questions to explore, test ideas identify and explain any patterns found analysing – maths procedures use shortcuts to add up and check results recognise and use factors and square numbers use algebra, identifying equivalent expressions interpreting and evaluating look for and find patterns, reason with examples develop patterns to form overall rules prove generalisations using diagrams/algebra communicating and reflecting present results clearly use symbolisation to capture a rule arguments provided, with text