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These are the Transum resources related to the statement: "Pupils should be taught to know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments {and proofs}".

Here are some specific activities, investigations or visual aids we have picked out. Click anywhere in the grey area to access the resource.

- Identity, Equation or Formula? Arrange the given statements in groups to show whether they are identities, equations or formulae.
- Mix and Math Determine the nature of adding, subtracting and multiplying numbers with specific properties.
- True or False? Arrange the given statements in groups to show whether they are always true, sometimes true or false.
- Words and Concepts Fill in the missing words to show an understanding of the vocabulary of equations, inequalities, terms and factors.

Here are some exam-style questions on this statement:

- "
*State whether each of the following statements is true or false. Give reasons for your answers.*" ... more - "
*One is added to the product of two consecutive positive even numbers. Show that the result is a square number.*" ... more - "
*(a) Give a reason why 0 is an even number.*" ... more - "
*Betsy thinks that \((3x)^2\) is always greater than or equal to \(3x\).*" ... more - "
*This expression can be used to generate a sequence of numbers.*" ... more - "
*m and n are positive whole numbers with m > n*" ... more - "
*Express as a single fraction and simplify your answer.*" ... more - "
*(a) Prove that the product of two consecutive whole numbers is always even.*" ... more - "
*Prove that the expression below is always positive.*" ... more - "
*(a) Show that \((2n + 1)^2 + (2n + 3)^2 = 8n^2 +16n + 10\) , where \(n \in \mathbb{Z} \)*" ... more

Click on a topic below for suggested lesson starters, resources and activities from Transum.

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