TMS3726
ASSIGNMENT 3 2025
UNIQUE NO. 743673
DUE DATE: 27 AUGUST 2025
, Teaching Mathematics in the senior Phase
Question 1
COPY-AND-POST: Forum 5 — Post 1 (Classroom practice / Lesson sequencing)
Thread title: Sequencing a Grade 9 lesson on Algebraic Equations — suggestions?
Post (paste exactly):
Hello everyone — I’d like to share a brief lesson-sequencing plan for a Grade 9 lesson
on solving linear equations and ask for constructive critique.
Background: In Lesson 3 we explore ways to develop procedural fluency and
conceptual understanding together. My proposed 50-minute sequence is:
1. Starter (5 min): Quick diagnostic — three short linear equations (one one-step,
one two-step, one with brackets) projected for learners to attempt individually.
Purpose: gauge prior knowledge and activate algebraic thinking.
2. Connect (5 min): Class discussion of common strategies used in the warm-up,
focusing on the idea of “doing the same to both sides” and the concept of inverse
operations (link to grade-appropriate language).
3. Explore (15 min): Pairs work on scaffolded problems — first guided (worked
example with teacher think-aloud), then two problems where pairs explain
reasoning to each other. Emphasis on explaining why each operation preserves
equality.
4. Consolidate (15 min): Short card-sort activity: learners match equations to
solution strategies and justify choices. Teacher circulates, asking probing
questions (e.g., “How did you decide which inverse operation to use?”).
5. Plenary / Exit ticket (10 min): Individual exit question: solve an equation that
includes fractions (or a context word problem). Collect exit tickets as assessment
evidence.
Curriculum links: This targets the Grade 9 content strand on algebraic manipulation and
follows CAPS emphasis on both procedural fluency and conceptual reasoning. The
ASSIGNMENT 3 2025
UNIQUE NO. 743673
DUE DATE: 27 AUGUST 2025
, Teaching Mathematics in the senior Phase
Question 1
COPY-AND-POST: Forum 5 — Post 1 (Classroom practice / Lesson sequencing)
Thread title: Sequencing a Grade 9 lesson on Algebraic Equations — suggestions?
Post (paste exactly):
Hello everyone — I’d like to share a brief lesson-sequencing plan for a Grade 9 lesson
on solving linear equations and ask for constructive critique.
Background: In Lesson 3 we explore ways to develop procedural fluency and
conceptual understanding together. My proposed 50-minute sequence is:
1. Starter (5 min): Quick diagnostic — three short linear equations (one one-step,
one two-step, one with brackets) projected for learners to attempt individually.
Purpose: gauge prior knowledge and activate algebraic thinking.
2. Connect (5 min): Class discussion of common strategies used in the warm-up,
focusing on the idea of “doing the same to both sides” and the concept of inverse
operations (link to grade-appropriate language).
3. Explore (15 min): Pairs work on scaffolded problems — first guided (worked
example with teacher think-aloud), then two problems where pairs explain
reasoning to each other. Emphasis on explaining why each operation preserves
equality.
4. Consolidate (15 min): Short card-sort activity: learners match equations to
solution strategies and justify choices. Teacher circulates, asking probing
questions (e.g., “How did you decide which inverse operation to use?”).
5. Plenary / Exit ticket (10 min): Individual exit question: solve an equation that
includes fractions (or a context word problem). Collect exit tickets as assessment
evidence.
Curriculum links: This targets the Grade 9 content strand on algebraic manipulation and
follows CAPS emphasis on both procedural fluency and conceptual reasoning. The
