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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This page has been archived. The content was correct at the time of original publication, but is no longer updated.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- 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)

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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
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