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Departmental Workshops: Simultaneous equations


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 20 June 2008 by ncetm_administrator
Updated on 27 April 2010 by ncetm_administrator

Departmental Workshops - Structured professional development activities  
 

Departmental Workshops- Simultaneous Equations

These workshops are written to provide your mathematics team with structured professional development you can deliver in-house utilizing all members' expertise and knowledge. We believe 3 – 6 modules per year could be an ideal balance.

This unit explores the teaching and learning of simultaneous equations. You will be invited to consider the prior knowledge and skills a learner needs to be successful at developing their own strategies for reaching a solution to a pair of simultaneous equations. You will then explore some strategies and activities which may support you in the planning of a group of lessons to include in your scheme of work focussing on simultaneous equations.

Overview (pdf file)
Resource Sheet HT1.SIM.1 (pdf file)
Resource Sheet HT1.SIM.1a (pdf file)
Resource Sheet HT1.SIM.2 (pdf file)
Resource Sheet HT1.SIM.3 (pdf file)
Resource Sheet HT1.SIM.4 (pdf file)
Resource Sheet HT1.SIM.4a (pdf file)
Resource Sheet HT1.SIM.5 (pdf file)
Resource Sheet HT1.SIM.6 (pdf file)
Resource Sheet HT1.SIM.7 (pdf file)
Resource Sheet HT1.SIM.8 (pdf file)

Download the whole workshop (zip file)

 

 
 

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Comments

 


07 July 2015 14:47
Resources 3 to 6 feel prescriptive in terms of looking for particular approach to solving equations.

However HT1sim7 feels open ended an useful to encourage students to focus on different ways of representing the same situation, interpret a given scenario and make links.
07 July 2015 14:44
Reinforced the prior knowledge that students need to have to be successful at this topic with good support for dealing with misconceptions.

By Graham
By GBrownie
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07 July 2015 14:41
We enjoyed this activity because our students are already familiar with using tactiles and areas to represent algebraic expressions. We had not considered how this could be extended to include simulatneous equations. Visual representation helps aid understanding to allow pupils to move to the concrete then hopefully onto the abstract, through an investigative approach.

Cat, Gill, Karen
07 July 2015 14:40
HT1SIM 1

Although students should reflect on the skills required to solve simultaneous equations graphically, this task can easily be dismissed by the students (it is very easy for students to say yea I can do or not a can and could do with actually demonstrating the skill. Maybe hey could demonstrate each card with an example first).

Marisa, Rachel and Andrea
25 June 2015 16:23
The strength of the resource was the fact that we explored misconceptions and prior knowledge needed to access simultaneous equations. The activities were set out to cover various areas of mathematics to reinforce the alebra section. The sequence of activities was designed to lead students methodically through an investigative approach.
By mathalan
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22 April 2015 16:35
Hello, this is Ferida & Simon. The resource was about exploring concepts for simultaneous equations. We really liked the way in which the starting activity planted the seed for teachers to think about drawing in other algebraic aspects as pre-requisite knowledge. The second activity that about 'odd one out' was good that allows pupils to discuss gradients and also the last one is a red-herring in the sense that there were no odd one out, however, we were able to see why pupils may choose an odd one out because it 'looks different'.
By Si27uk
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30 October 2008 23:19
Great stuff, I definitely plan to use it as part in the next few weeks.
By Sharie
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