Rearrange simple equations; Substitute into a formula, and solve the resulting equation; Find an approximate solution to a linear equation a graph; Solve simple angle problems using algebra. POSSIBLE SUCCESS CRITERIA x Solve: + 5 = 12 x Solve: 6 = 3 – = 5 2x 5 =19 – COMMON MISCONCEPTIONS Rules of adding and subtracting negatives. Inverse operations can be misapplied. NOTES Emphasise good use of notation. Students need to realise that not all linear equations can be solved by observation or and improvement, and hence the use of a formal method is important. Students can their answer in fraction form where appropriate. 7b. Inequalities Teaching time (N1, A7, A22) 4–6 hours OBJECTIVES By the end of the sub-unit, students should be able to: Show inequalities on number lines; Write down whole number values that satisfy an inequality; Solve an inequality such as < 2x + 1 <7 and show the solution set on a number line; –3 x, x Solve two inequalities in find the solution sets and compare them to see which value of satisfies both; Use the correct notation to show inclusive and exclusive inequalities; Construct inequalities to represent a set shown on a number line; Solve simple linear inequalities in one variable, and represent the solution set on a number line. POSSIBLE SUCCESS CRITERIA Solve < 2x + 1 and show the solution set on a number line. –3 State the numbers that satisfy a given inequality. COMMON MISCONCEPTIONS When solving inequalities, students often state their final answer as a number quantity and either exclude the inequality or change it to =.
Rearrange simple equations; Substitute into a formula, and solve the resulting equation; Find an approximate solution to a linear equation a graph; Solve simple angle problems using algebra. POSSIBLE SUCCESS CRITERIA Solve: x + 5 = 12 Solve: x – 6 = 3 = 5 2x – 5 =19 COMMON MISCONCEPTIONS Rules of adding and subtracting negatives. Inverse operations can be misapplied. NOTES Emphasise good use of notation. Students need to realise that not all linear equations can be solved by observation or and improvement, and hence the use of a formal method is important. Students can their answer in fraction form where appropriate. 7b. Inequalities (N1, A7, A22) Teaching time 4–6 hours OBJECTIVES By the end of the sub-unit, students should be able to: Show inequalities on number lines; Write down whole number values that satisfy an inequality; Solve an inequality such as –3 < 2x + 1 <7 and show the solution set on a number line; Solve two inequalities in x, find the solution sets and compare them to see which value of x satisfies both; Use the correct notation to show inclusive and exclusive inequalities; Construct inequalities to represent a set shown on a number line; Solve simple linear inequalities in one variable, and represent the solution set on a number line. POSSIBLE SUCCESS CRITERIA Solve –3 < 2x + 1 and show the solution set on a number line. State the numbers that satisfy a given inequality. COMMON MISCONCEPTIONS When solving inequalities, students often state their final answer as a number quantity and either exclude the inequality or change it to =.
Edexcel-3-year-Scheme-of-Work.docx