trying to simplify an algebraic fraction ie factorising or – multiplying through top and bottom by a number or algebra. Consolidation: Use old Core 3 This starter connects Give examples for students to practise. textbook or MEI integral multiplication and exercise Level 1 factorising with Ask students to write down the four operations and how they division deal with them with numerical fractions. Plenary: Then ask them to discuss what is the same or different with Ask students to discuss Otherwise: algebraic fractions. common errors which they may Give students mini make when dealing with whiteboards: Give examples of adding, subtracting, multiplying and algebraic fractions and Put up dividing. document these as a class. problems This RISP shows how to use Arithmagons to help with doing including numerical and undoing algebra. fractions eg 2/3 * ¾* 4/5*5/6 etc and the Use figures 9 and 10. classic algebra misconceptions, eg (2+x)/(1+x) Plus some examples which will cancel if they factorise Eg (2x + x2)/(x3 – 3x) Also some with fractions in numerator and/or denominator Starter Main teaching Notes Consolidation/Plenary Including key questions, key teaching points, models and Including Support and Including key questions and resources Extension homework 3 Review Algebraic Division and Factor Theorem from AS Extension: Follow up problem areas with (if needed) consolidation exercises from Choose a few of the division problems from the starter and your old Core 2 textbook or MEI This starter looks at ask students to do the division using both the (reverse integral exercise Level 1 remainders when multiplication) grid method and long division. you divide Plenary:
This starter connects multiplication and factorising with division Otherwise: Give students mini whiteboards: Put up problems including numerical fractions eg 2/3 * ¾* 4/5*5/6 etc and the classic algebra misconceptions, eg (2+x)/(1+x) Plus some examples which will cancel if they factorise Eg (2x + x2)/(x3 – 3x) Also some with fractions in numerator and/or denominator trying to simplify an algebraic fraction – ie factorising or multiplying through top and bottom by a number or algebra. Give examples for students to practise. Ask students to write down the four operations and how they deal with them with numerical fractions. Then ask them to discuss what is the same or different with algebraic fractions. Give examples of adding, subtracting, multiplying and dividing. This RISP shows how to use Arithmagons to help with doing and undoing algebra. Use figures 9 and 10. Consolidation: Use old Core 3 textbook or MEI integral exercise Level 1 Plenary: Ask students to discuss common errors which they may make when dealing with algebraic fractions and document these as a class. Starter Main teaching Including key questions, key teaching points, models and resources Notes Including Support and Extension Consolidation/Plenary Including key questions and homework 3 This starter looks at remainders when you divide Review Algebraic Division and Factor Theorem from AS (if needed) Choose a few of the division problems from the starter and ask students to do the division using both the (reverse multiplication) grid method and long division. Extension: Follow up problem areas with consolidation exercises from your old Core 2 textbook or MEI integral exercise Level 1 Plenary:
28_algebra_a2_bom_sow.docx