Olad Gifted Minded Academy

Subject: Mathematics Topic: Algebraic Processes (Equations and Formulae) Class: SS 1 Teacher:

Objective(s): Identify components of a linear equation (variables, constants) and attempt solving simple examples.
Resources:
Week 1 Starter/introduction Vocabulary/key words Lesson Methodology Plenary Evaluation

"What does it mean Equation, variable, Objectives: Solve linear equations with unknowns on Discuss common
to balance a scale? constant, balance, one side accurately with teacher guidance. mistakes, such as
Let’s think of equality. incorrect use of
 Starter discussion: 5 mins.
equations as inverse
balancing scales."  Explanation of linear equations: 15 mins. operations, and
Use an interactive clarify.
question to link  Classwork: Solve 3-5 simple linear equations:
balancing scales to 15 mins.
solving equations.  Feedback: 5 mins.

Class Activities:

 Teacher explains linear equations and their

components with examples.

High-ability students attempt more challenging

examples independently.

Middle-ability students work in pairs to solve

teacher-assigned equations.

Low-ability students work with teacher guidance

to solve simple examples.

Wednesday "How do you solve Variable, simplify, Objectives: Identify the steps needed to solve Review errors
conflicts when two inverse operations. equations with variables on both sides and attempt observed during
groups want the simple examples. classwork and
same thing? reinforce inverse
 Starter discussion: 5 mins.
Equations with operation
variables on both  Explanation of solving equations with concepts.
sides work variables on both sides: 15 mins.
similarly."
 Classwork: Solve 5-7 equations: 15 mins.

 Feedback: 5 mins.

Class Activities:

 Teacher demonstrates examples of

equations with variables on both sides.

High-ability students solve more complex

equations independently.

Middle-ability students solve guided examples

 Starter/introduction Vocabulary/key Lesson Methodology Plenary Evaluation
words

Thursday "Imagine you’re Word problems, Objectives: Review strategies

sharing expenses translate, interpret, for translating
i. Translate real-life problems into linear
with friends. How solve. word problems
equations and solve independently.
can we use into equations.
equations to solve ii. Understand word problems and attempt to
this?" identify corresponding linear equations.

 Starter discussion: 5 mins.

 Explanation of translating word problems into

equations: 15 mins.

 Classwork: Solve 3-5 word problems: 15 mins.

 Feedback: 5 mins.

Class Activities:

 Teacher guides students in breaking down

word problems into equations.

High-ability students work on multi-step problems

independently.

Middle-ability students solve simpler problems in

pairs.

Low-ability students work with teacher assistance

to identify equations.

Friday "Let’s put Objectives: Class discussion

everything we’ve on lessons
i. Solve mixed-level linear equations
learned this week learned and
independently.
into practice!" challenges faced
ii. Solve mixed-level linear equations with during the week.
occasional teacher support.

iii. Solve simple linear equations correctly with

teacher guidance.
 Activities:

 Quick recap of the week’s concepts (linear

equations, variables on both sides, word
problems).

 Students work on a set of problems (graded

for difficulty).

High-ability students focus on challenging

problems with real-life applications.

Middle-ability students work in pairs to solve

moderate-level problems.

Low-ability students solve simpler problems with

teacher guidance.

Olad Gifted Minded Academy

Subject: Topic: Simultaneous Equations Class: Teacher:

Objective(s): Resources:
Week 2 Starter/introduction Vocabulary/key words Lesson Methodology Plenary Evaluation

Monday "What if two friends Simultaneous Objectives: Discuss the

owe money, and equations, importance of
i. Solve simultaneous equations using the
you only know part elimination, aligning
elimination method independently.
of the story? Let’s substitution, solve. equations before
use simultaneous ii. Solve simultaneous equations using elimination.
equations to solve elimination with teacher assistance.
it."
iii. Identify the process of elimination and
attempt simple examples.

 Starter discussion: 5 mins.

 Explanation of elimination method: 15 mins.

 Classwork: Solve 3-5 equations using

elimination: 15 mins.

 Feedback: 5 mins.

Class Activities:

 Teacher introduces the elimination method

with examples.

High-ability students practice independently with

challenging problems.

Middle-ability students work on guided examples in

pairs.

Low-ability students work step-by-step with the

teacher.

Tuesday "Imagine you’re Substitution, Substitution Method - 1 Period

solving a puzzle simultaneous, isolate,
Objectives:
where knowing one replace, solve.
clue leads to i. Solve simultaneous equations using the
another. That’s how substitution method quickly and justify their
substitution works steps.
in equations."
ii. Solve simultaneous equations using
substitution with teacher guidance.

iii. Identify the steps of the substitution method

and solve simple equations with teacher
support. Review the importance of accuracy
 Starter/introduction Vocabulary/key Lesson Methodology Plenary Evaluation
words

Thursday "Imagine you’re Translate, real-life Objectives: Discuss strategies

splitting the cost of problems, interpret, for identifying key
i. Translate real-life scenarios into simultaneous
groceries with a simultaneous, solve. details in word
equations and solve independently.
friend. How can we problems and
use simultaneous ii. Solve real-life problems with simultaneous translating them
equations to figure equations with some teacher support. into equations.
out how much each
person pays?" iii. Understand how to translate simple real-life
scenarios into equations and attempt solving
them.

 Starter discussion: 5 mins.

 Explanation of translating word problems into

equations: 15 mins.

 Classwork: Solve 2-4 word problems: 15 mins.

 Feedback: 5 mins.

Class Activities:

 Teacher guides students in breaking down

word problems into equations using practical
examples.

High-ability students work on multi-step problems

independently.

Middle-ability students solve simpler real-life

problems in pairs.

Low-ability students receive teacher assistance in

identifying equations from word problems.

Friday "Let’s solve the Real-life problems, Objectives: Discuss the

mystery of two simultaneous, practical
i. Solve real-life word problems using
different phone interpret, solve, applications of
simultaneous equations efficiently and check
plans. How can solution. simultaneous
solutions.
simultaneous equations in
equations help us ii. Solve word problems with simultaneous everyday
decide which one is equations with moderate teacher support. decision-making.
cheaper?"
iii. Identify variables in word problems and
attempt solving simple equations with teacher
guidance.

 Starter discussion: 5 mins.

 Explanation: Solving word problems with

simultaneous equations: 15 mins.

 Classwork: Solve 3–5-word problems: 15 mins.

 Feedback: 5 mins.

Class Activities:

 Teacher works through a real-life scenario on

the board, explaining each step.

High-ability students tackle more challenging word

problems independently.

Middle-ability students work in pairs to solve

moderately difficult problems.

Low-ability students work closely with the teacher

to interpret simple scenarios into equations.