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

2. 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. 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 n + 8
= 7n + 26

5. 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

7. 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

8. 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

9. 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

10. 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?)

11. 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.

12. 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