Friday Algebra Review

Overview

This is lesson 25 of 26 in a Grade 7 unit on Linear Patterns and Algebra. As a Friday review, students retrieve and demonstrate previously taught learning rather than receive new instruction. The focus is on pattern rules, tables and graphs, and evaluating or explaining simple algebraic expressions.

Learning intentions

Students will:

• retrieve and explain key ideas from linear patterns and algebra;
• connect a pattern rule to a table, graph, and written description;
• use mental-math and place-value strategies to check calculations;
• communicate mathematical thinking orally, visually, or in writing.

Success criteria

• I can identify the rule in a familiar linear pattern.
• I can complete or interpret a table and graph.
• I can explain what a variable, coefficient, and constant represent.
• I can show or tell how I know my answer is reasonable.

Curriculum links

• Patterns and Relations — oral and written patterns and their corresponding relations.
• Patterns and Relations — constructing and interpreting tables of values and graphs.
• Variables and Equations — evaluating expressions and explaining algebraic vocabulary.
• Mathematical processes — communication, connections, mental mathematics and estimation, problem solving, reasoning, and visualization.

Lesson structure (50 minutes)

1. 0–7 min · Retrieval warm-up. Open with the retrieval warm-up slides and display three familiar prompts: continue a sequence, identify its rule, and evaluate an expression such as (3n+2) when (n=4). Students first solve independently, then explain one answer using a number line, place-value cards, or a previously used strategy. The EA records which outcomes students recall without prompting.

2. 7–15 min · Concrete and visual review. Use the sequence rule cards for a quick matching activity. Students match familiar sequence descriptions, examples, and symbolic rules, using counters or linking cubes to build the first few terms. Teacher reinforces the language “term,” “rule,” “variable,” “coefficient,” and “constant” through explicit think-alouds, without introducing new content.

3. 15–27 min · Guided representation review. Display the table-and-graph review slides and model one previously taught pattern from rule to table to graph. Students complete the same process on the differentiated linear patterns review sheet. Pause after each step for all four students to show their table or point to the matching graph. Ask: “What changes each time?” and “How does the graph show the pattern?”

4. 27–39 min · Supported practice rotation. Students complete selected review tasks on the differentiated linear patterns review sheet. Provide one problem per line and immediate feedback. The EA works first with students needing reach-back, using place-value cards, counters, number lines, worked examples, and colour-coded operation symbols. Modified-program students use reduced ranges, fewer terms, pre-drawn tables and graphs, matching choices, and oral demonstration. Other students justify equivalent rules, solve for a larger term, or explain a real-world pattern.

5. 39–46 min · Mathletics or Mathology retrieval. Students complete a short, familiar practice set in Mathletics or Mathology, selected from previously taught pattern and algebra outcomes. Students may work independently or with teacher reading directions aloud. Teacher conferences briefly with each student, asking for one explanation rather than marking speed or completion.

6. 46–50 min · Exit demonstration and documentation. Display the exit demonstration slide. Each student demonstrates one task: identify a rule, complete a table, interpret a graph, or evaluate a simple expression. Students may write, point, build, draw, or explain orally. EA dates the review note, attaches or photographs the work sample, and records evidence without assigning a formal assessment grade.

Resources

• the Friday review slide deck
• the differentiated linear patterns review sheet
• the sequence rule cards
• Linking cubes, counters, or algebra tiles
• Place-value cards and number lines
• Pencils, highlighters, and large-print copies
• Mathletics or Mathology access
• EA dated review-note template
• Four clipboards or individual workspaces

Assessment

• Knowledge and Understanding: Record whether each student can identify a familiar pattern rule, use key vocabulary, and connect a rule to a table or graph. Indicators: independent, prompted, or not yet demonstrated.
• Mental Math: Note whether each student recalls basic operations, uses place value or fact supports, and checks reasonableness. Indicators: accurate independently, accurate with support, or requires continued reach-back.
• Problem Solving: Record whether each student selects a representation, completes the task, and communicates a strategy. Indicators: solves and explains, solves with scaffold, or demonstrates partially.
• Use the exit demonstration and dated work sample as Friday review evidence only; do not treat this as new instruction or a formal assessment.

Differentiation

• Provide read-aloud directions, uncluttered large-print pages, clear sans-serif fonts, high contrast, visual vocabulary cards, colour coding, and a step checklist for dyslexic learners.
• For foundational gaps or math disabilities, reduce number ranges and terms, pre-draw tables and graphs, provide manipulatives, worked examples, number lines, fact supports, oral response options, and immediate feedback.
• Give distractible students a visible “first–next–finish” routine, short timed work intervals, a concrete role such as card sorter or checker, and quiet individual workspace options.
• Invite extension learners to compare two rules, justify equivalence, solve for a larger term, or create and critique a realistic linear model. Document all responses according to the student’s program expectations.