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Listed under:  Algebraic terms

### Circus towers: triangular towers

Work out how many acrobats are needed to form triangle-shaped human towers. Start by building a triangle with three acrobats: two acrobats in the base layer and one acrobat standing on their shoulders. Examine a table and graph of the total number of acrobats in the towers. Predict the number of acrobats needed to build ...

### Circus towers: square pyramids

Work out how many acrobats are needed to form pyramid-shaped human towers. Start by building a square pyramid with five acrobats: four acrobats in the base layer and one acrobat standing on their shoulders. Examine a table and graph of the total number of acrobats in the towers. Predict the number of acrobats needed to ...

### TIMES Module 23: Number and Algebra: algebraic expressions - teacher guide

This is a 25-page guide for teachers. This module introduces pronumerals and their uses. Algebraic notation is discussed. It includes substitution, adding like terms, the use of brackets, multiplying terms and using algebra to describe number patterns.

### TIMES Module 24: Number and Algebra: negatives and the index laws in algebra - teacher guide

This is a 19-page guide for teachers. It extends the use of pronumerals to include negative numbers. Algebraic notation is discussed. It includes substitution, adding like terms, the use of brackets, multiplying terms and using algebra to describe number patterns.

### TIMES Module 25: Number and Algebra: special expansions and algebraic fractions - teacher guide

This is a 21-page guide for teachers. It introduces pronumerals and their uses. Algebraic notation is discussed. It includes substitution, adding like terms, expanding two or more sets of brackets, the difference of squares, and algebraic fractions.

### TIMES Module 32: Number and Algebra: fractions and the index laws in algebra - teacher guide

This is a 24-page guide for teachers. This module extends the use of pronumerals to include algebraic fractions. It includes substitution, adding like terms, the use of brackets and multiplying terms, the use of algebra to describe number patterns and extending the use of the index laws. Algebraic notation is discussed.

### BBC Bitesize: linear sequences - revision

These illustrated information sheets revise the definition of a sequence and the nth term. The method of finding the rule for the nth term is extended to more complicated sequences. Highest common factors and lowest common multiples of pairs of numbers are found. This resource is one of a series of online resources from ...

### Matching a formula to a given context

This is a five-page HTML resource about solving problems concerning matching formula in a given context. It contains five questions, two of which are interactive, and one video. The resource discusses and explains determining a formula to reinforce students' understanding.

### Expressions

An animated tutorial with a focus on collecting 'like' terms to simplify expressions. An interactive quiz is included.

### Terms

An animated tutorial about terms and 'like' terms, followed by an interactive quiz.

### Patterns, primes and Pascal's Triangle

Are you intrigued by patterns? Check out Vi Hart as she explains how to visualise patterns in prime numbers, using Ulam's Spiral. Watch as Vi creates patterns, using Pascal's Triangle to explore relationships in number. See what happens when she circles the odd numbers. What rule does she use to create the final pattern?

This sequence of lessons explores making algebraic generalisations of sequences. Students use spreadsheets to investigate potential arithmetic relationships and then use algebra to identify and justify which relationships are generally true. The task can be used as a springboard for an in-depth exploration of the Fibonacci ...

### Exploring algebra

Calculate a disc jockey's profit or loss when he sells records. Use algebraic notation to represent variables. For example, T = 56 + 3n (where T is total expenses and n is the number of records produced). Calculate revenue and expenses, then work out the profit or loss.

### TIMES Module 26: Number and Algebra: linear equations - teacher guide

This is a 16-page guide for teachers. It introduces the solution of linear equations and their uses.

### TIMES Module 33: Number and Algebra: factorisation - teacher guide

This is a 17-page guide for teachers. It continues the discussion of factorisation. In particular, the techniques for the factorisation of quadratic expressions are presented.

### TIMES Module 36: Number and Algebra: formulas - teacher guide

This is a 13-page guide for teachers. It introduces the use of formulas, and includes substitution and the solution of the resulting equations.

### Starting Smart: is it the same?

This curriculum resource package is a ten-week middle years teaching plan and set of supporting resources to extend students' understanding of algebraic expressions and equations. Students explore equivalences in arithmetic and algebraic expressions, evaluate algebraic expressions, and construct and learn to solve equations ...

### BBC Bitesize: more on equations - revision

These illustrated information sheets revise the methods of solving linear equations from simple ones with one unknown term to ones with the unknown on both sides. The solution of equations containing brackets or fractions is also considered. Full algebraic working is shown for sample equations. Students solve equations ...

### BBC Bitesize: graphs - revision

These illustrated information sheets revise the rules for vertical and horizontal lines and the meaning of m and c in the rule y = mx + c. Students find the rule for a given linear graph. Tables of values are created so that graphs can be plotted. This resource is one of a series of online resources from the BBC's Bitesize ...

### Order of operations

This is a set of interactive questions relating to the laws of arithmetic, their usefulness in calculations, and their importance and relevance in order of operations calculations. The questions challenge and extend students' thinking about generalisations of the laws and make a link between arithmetic and algebra. The ...