Portfolio Prep

Overview

Students prepare for the portfolio presentation by organising evidence of their algebra learning and practising clear communication of how they solved problems. This builds on earlier work in algebraic techniques by linking solutions to real-life contexts and presenting them in a structured way.

Learning intentions

Students will:

• organise portfolio items into a clear “claim–work–answer” structure
• simplify algebraic fractions with numerical denominators and expand expressions using the distributive law where needed
• explain their steps using consistent mathematical language (what I did and why)
• practise a short, respectful presentation using supports and feedback

Success criteria

Students can:

• place each piece of work into the correct section of the portfolio (task, method, final answer, reflection)
• correctly show at least one valid simplification and/or expansion step in their portfolio
• give a 30–60 second explanation of one solved example using sentence starters
• identify one “next step” goal to improve a future algebra task

Curriculum links

• MA5-ALG-C-01: simplify algebraic fractions with numerical denominators and expand algebraic expressions (including using the distributive law and collecting like terms where appropriate)
• MA4-ALG-C-01: apply arithmetic laws to algebraic terms and use the distributive law to expand expressions
• Mathematical communication: students justify and explain solution steps, connecting algebra to a practical context for everyday life

Lesson structure (45 minutes)

1. 0–5 min · Welcome and goals Teacher reviews today’s purpose with a simple agenda: “Organise + practise explaining.” Students show a portfolio folder and point to where today’s new page will go.

2. 5–15 min · Portfolio organise (scaffolded sorting) Teacher models sorting 3 example pieces into sections: Task, Working out, Answer + reflection. Students match their own items using a checklist and place them into the right order with colour-coded tabs (e.g., green = task, blue = working out, orange = reflection).

• For students needing support, teacher provides partially completed template pages with headings already printed.

3. 15–25 min · Check one algebra skill (quick reteach + correction) Teacher displays one “portfolio-required” example (teacher-chosen from student ability):

• Option A (foundation): simplify an algebraic fraction with a numerical denominator (e.g., terms over a number) and show the simplified result.
• Option B (step-up): expand using the distributive law (e.g., a bracket times a term) and collect like terms. Students work through a “teacher checklist” on a mini task: circle the numerator, circle the denominator, then simplify/expand. Teacher circulates and corrects with minimal-verbal prompts (What’s your next step? What is the distributive law step?).
• Students who are working below: use number-only examples first, then add the variable once they are successful.
• Students who are working above: include an additional step (e.g., include like-term collection explicitly, or add one extra simplified equivalent form).

4. 25–35 min · Practise presentation (sentence starters + rehearsal) Teacher demonstrates a 40-second “script” using sentence starters:

• “The question was about…”
• “I simplified/expanded by…”
• “First I…, then I…, so the answer is…”
• “My reflection: next time I will…” Students rehearse with a partner using a visual speaking card and then swap roles. Teacher uses a short observation checklist (shown to students) for clarity and respectful turn-taking.

5. 35–42 min · Feedback and final adjustments Teacher gives quick, specific feedback to individuals or groups using a “two stars and a wish” approach: one strength and one improvement. Students update their portfolio: add missing working steps, correct one algebra step, or complete the reflection goal.

6. 42–45 min · Exit ticket (goal statement) Students complete one line: “Next time I will improve my algebra presentation by…” They submit to the teacher.

Resources

• Portfolio folder and section dividers (Task / Working out / Answer & reflection)
• Colour-coded tabs or stickers for sections
• Algebra mini-task sheets (foundation and step-up versions)
• Sentence starter cards and visual speaking timer (optional)
• Checklists (simplification/expansion steps)
• Highlighters and scrap paper
• Timer for rehearsal practice
• Teacher observation checklist

Assessment

• Formative: portfolio sorting accuracy using the checklist (Task/Working/Reflection)
• Formative: accuracy of one selected simplification or expansion step during the quick check
• Formative: presentation rehearsal assessed via a short checklist (clarity, order of steps, next-step reflection)
• Exit ticket: clear, specific improvement goal

Differentiation

• Support (autism/behaviour/mental health needs):
• predictable lesson structure with visual agenda and time warnings
• step-by-step “algorithm” checklists for simplifying/expanding
• reduced language load: allow pointing to steps and using sentence starters rather than long free speech
• regulate access: brief movement breaks if dysregulated; offer a quiet corner for rehearsal
• Dyslexia-friendly reading options:
• printed sheets with larger font, short lines, and clear spacing
• use audio read-aloud for instructions and sentence starters (teacher read or recorded audio if available)
• provide colour-highlighted keywords (simplify, expand, distributive law, like terms)
• For learners working well below level:
• start with examples that only require number operations, then introduce a variable only at the end
• allow worked examples as a model, then students replace one number/term
• For advanced learners:
• challenge: show two equivalent forms of the simplified result, or add an extra “like-term collection” line and explain why terms can be combined
• add a brief everyday context sentence (e.g., measurement, money, or time) connected to the algebra chosen