ALGEBRA THROUGH THE

LENS OF FUNCTIONS

JUNIOR CERTIFICATE HIGHER LEVEL

PART 1 OF 2

1
Introduction
To Teachers
Algebra Through the Lens of Functions Part 1 and 2 have been designed by the Maths Development
Team for use by teachers of mathematics. Algebra Through the Lens of Functions Part 1 of 2 should
be used prior to engaging with Part 2. Both part 1 and part 2 treat the art of teaching algebra
through the lens of functions through a series of units. The material contained in the document is
suitable for all levels and abilities but is particularly suited to Junior Certificate Higher Level. It
includes a discussion of activities, tasks and the formation of connections suitable for classroom use.
When necessary, required subject matter content is covered as well. Both Part 1 and 2 were written
in response to the many teachers who attended continuing professional development courses given
by the authors and were unable to find material in a single convenient source. The authors
collaborated with the Maths Inspectorate of the Department of Education & Skills to provide a
collection of activities and strategies for Junior Certificate mathematics classes.
Activity Book
Visualising Patterns for Linear Relationships and Visualising Patterns for Quadratic Relationships are
activity workbooks which can be used to supplement the text in Part 1 and Part 2 respectively.
Visualising Patterns for Linear Relationships is an activity workbook which can be used to
supplement this text. It contains ten patterns that may be used for each unit of the text.
Visualising Patterns for Linear Relationships can be downloaded from here. Larger versions of the
images are available in PDF form here and as an interactive PowerPoint here.
Organisation, Format & Special Features of the Units
Units 1 to 10 deal with linear relationships. Unit 1 introduces linear relationships through the visual
stimulus of the “Dots Activity”. The need for the skills of representing variables using letters and
substitution into linear expressions should become evident to students during this Unit. At this
stage, students will recognise that substitution into an expression is a more efficient strategy than
continuing a table when finding outputs for a given input. The use of visual patterns as a stimulus is
continued in Unit 2 when solving linear equations is introduced. During Unit 2 students will
recognise that solving an equation is a more efficient strategy than continuing a table when the
output is known and the corresponding input is required. Different students may see the same
visual pattern slightly differently and the skills of visualising, simplifying and factorising expressions
are thus required. These are explored in Units 3 and 4 and it will become evident that as visual
patterns become more complex, the range and variety of expressions that can be used to represent
them increases. Unit 5 focuses on the Money Box Activity and examines the equation 𝑦 = 𝑚𝑥 + 𝑐 in
a variety of ways. This is an extremely important Unit as all other functions can subsequently be
compared to linear functions. Unit 6 begins the process of rearranging formulae. Again, students
should understand the benefits of the skill before learning it. For example, it may be more efficient
to rearrange an equation initially and then use substitution into the rearranged equation rather than
solving the equation repeatedly to find outputs for given inputs. Rearranging formulae for non-
linear relationships will be addressed later in the document. The efficiency of adding functions to
solve problems is looked at in Unit 7, which also motivates the skill of simplifying the sum of like
terms. Comparing linear functions and solving simultaneous equations and inequalities is introduced
using the growing patterns of four sunflowers in Unit 8. The students will solve their first
simultaneous equation problem using a table and graph and then engage with the problem using
algebra. The need for the algebraic method is that the use of tables and graphs becomes inefficient
and inaccurate if the solution has large or non-integer values. Unit 9 introduces the elimination
method for solving simultaneous equations through a problem that can also be solved using trial and
improvement. A similar problem with much larger numbers could be shown to students to illustrate
the need for the greater efficiency of the elimination method. Unit 10 looks at algebraic expressions
and algebraic equations that contain fractions.

2
Contents
General Overview ................................................................................................................................... 4
Unit 1: A Linear Relationship – “Dots Activity” ....................................................................................... 6
Unit 2: Solving Linear Equations ............................................................................................................. 9
Unit 3: Linear Expressions in Multiple Representations ....................................................................... 12
Unit 4: Algebraic Expression Skills ........................................................................................................ 16
Unit 5: 𝒚 = 𝒎𝒙 + 𝒄 in many representations (The Money Box Activity) ............................................ 18
Unit 6: Rearranging Linear Formulae .................................................................................................... 20
Unit 7: Simplifying the Sum of Like Terms through Adding Functions ................................................. 21
Unit 8: Comparing Linear Functions, Solving Simultaneous Equations and Inequalities ..................... 22
Unit 9: Elimination Method for Solving Simultaneous Equations ........................................................ 26
Unit 10: Algebraic Expressions and Equations that have Fractions in them ........................................ 28
Appendix 1: Relations Without Formulae ............................................................................................. 29
Appendix 2: Repeating Patterns ........................................................................................................... 30
Appendix 3: Key Questions ................................................................................................................... 31

3
General Overview
The central idea in this document is that it might be better for students to understand why a skill is
required before learning it. In addition to endeavouring to make functions the focus of the
document, multiple representations are used throughout and some links back to what can be done
when students are studying Number to help students understand algebraic concepts are made.
Therefore, the learning outcomes of both Strands 4 and 5 are included in this document. The
intention is that by the time students are “finished” their work on Algebra that they are also
“finished” their work on Functions. The remainder of this overview looks at (a) the flow of some
Units in this document, (b) the rationale for the positioning of some algebraic skills and (c) key
features of functions.

(a) The Flow of Some Units in this Document

Broadly speaking the flow below is used in many Units in this document to show students the need
for the algebraic skills they are about to learn prior to learning the skill. Throughout the document
multiple solution strategies are used. In many cases students can find the answer to various
questions by analysing a table or by interpreting a graph before engaging with the problem using an
algebraic method. This means that the algebraic method should make sense to the students as they
already know what the answer should be. In many cases too the need for an algebraic method is
obvious as other methods become be too tedious when the numbers are large or prove inaccurate
when the answer is not a whole number. Students can bring their own thinking to many of the
problems before they are introduced to the formal algebraic approach. By doing so, the students get
a greater sense of what they are doing and why they are doing it, can recognise the value of
thoughtful engagement with problem solving and appreciate that algebraic techniques offer them
incredibly powerful ways of tackling problems. Students should then have a greater appreciation of
where algebra fits into mathematics as a whole and how understanding algebraic relationships and
techniques is worthwhile.

1. Students engage with a problem

Students engage with a problem through (i) whole class discussion led by teacher questioning, (ii)
working in groups, (iii) individual work or (iv) a combination of some or all of the above. Following
this, the students implement strategies such as drawing diagrams, analysing a table, trial and
improvement or interpreting a graph. The effectiveness of these strategies are then compared by
the students through discussion.

2. Students see the need for a new strategy

The students engage with a follow-on problem where the limitations of earlier strategies become
apparent and the need for a new strategy is obvious.

3. Students are guided by the teacher to learn the new strategy

Students are guided by the teacher to learn the new strategy. In this document the new strategy
will always incorporate algebraic solutions.

4. Students compare the new strategy with the previous strategies

Students compare the new strategy with the previous ones to see the advantages of the algebraic
approach and to recognise that algebraic solutions can be checked by using other methods.

4
(b) Rationale for the position of some algebraic skills
It is acknowledged that students may have prior knowledge (of using the laws of indices when
multiplying numbers with a common base or using the distributive law when working in number, for
example), but it is envisaged that moving from expanding expressions of the type 3(𝑥 + 2) to more
complex examples like 𝑥(𝑥 + 2), (𝑥 + 2)(𝑥 + 3) or (𝑥 + 2)(𝑥 2 + 3𝑥 + 4) is delayed until the need
for such expansions is obvious. For this reason, work on linear relationships is treated separately
from that on quadratics and cubics. This also brings the additional benefit that when a student looks
at (𝑥 + 2)(𝑥 + 3) for the first time they will see it from a number of perspectives and not just as an
algebraic skill.

Once a skill is learned in one Unit it can then be used in all subsequent Units. For example,
substitution is learned in the “Dots Activity” in Unit 1 and while it might not be explicit in the Units
that follow it should be seen as a key skill in developing understanding in those Units too.

(c) Key Features of Functions

Throughout the document the key features of functions are referred to. These features can be used
when analysing functions so students can use the same criteria for analysing the various functions
they encounter as they progress from first year through to sixth year.
The key features of functions are:
1. The domain and range
2. Where the graph of the function meets the axes.
3. What is constant and what varies in the function?
4. The behaviour of the graph of the function
5. The rate of change of the function
Note: Average rates of change can be used to begin the discussion about how rates of change can be
positive, negative or zero and how this can be used to decide if the function is increasing, decreasing
or neither. This work can be continued at senior cycle when the slope of the tangent to the function
can be dealt with.

How to use this document

Throughout the document there are hyperlinks to useful resources, for example, booklets of visual
patterns, matching activities, Teacher Resource Booklets from the various workshops and Teaching
and Learning Plans. Clicking on a hyperlink will bring you to the resource.
The document also contains boxes entitled “Number Work” which provide ideas that should be used
when students are studying number, per se, but that can also help students see properties of
number that are important for algebra. They are included in this document so that they can be
revisited when students encounter the related concept in algebra.
Each Unit contains a number of Sample Problems that can be used with students.

5
Unit 1: A Linear Relationship – “Dots Activity”
In this Unit students will:
 express a relationship in words
 develop and use their own generalising strategies and ideas and consider those of others
 use letters to represent variables
This Unit uses one question that has a visual pattern as its stimulus. It will be referred to in this
document as the “Dots Activity”. It is not envisaged that everything in this Unit will be done by
exploring just one question. Indeed a number of questions could be used to introduce and explore
the concepts that are outlined in this Unit. To facilitate the integration of this approach in lessons
for this Unit and other Units, a booklet of linear patterns is available here.

Sample Problem
Find a relationship between the stage number and the number of dots.

It might be best to introduce this activity to first-year students as a “patterns puzzle” rather than
saying “linear relationships”. The phrase “linear relationships” could be used by the end of this task
or other similar tasks if the graph representing the relationship and utilising a dotted line to illustrate
the linear pattern is drawn.
Students should be encouraged to express the relationship in words.
Prompting students to draw the first four stages (with the option of using more than one colour)
themselves and to draw the next stage in the pattern might help students understand the pattern.
Questions like “Where can you see four dots in stage four” can also be helpful.
Enabling students to use a range of expressions to explain their reasoning is important. The
expressions they may use could include: double, twice, two times, less, minus, subtract, reduce, up,
across, vertical, horizontal, bottom, side, shared, double-counted, etc.
Students might say that say “there are an odd number of dots in each stage”. This will require
further exploration as, while the outputs are certainly odd numbers, the pattern is a particular
sequence of odd numbers.
Students might say “you add two dots each time” or “start at one and add two dots each time” or
have spotted a pattern i.e. they have generalised. These examples focus on the number of dots but
they have not related the number of dots to the stage number. These expressions are not the most
useful for working out (i) how many dots are in the 100th stage or (ii) which stage has 83 dots.
“Twice the stage number less one” and “the stage number + the stage number less one” are more
useful for this purpose.

Once students have expressed the relationships in words they can be encouraged to use letters as
an efficient way of communicating the relationship. The skill of being able to express a relationship
in symbols should not replace verbalising the relationship as both are useful.
Expressions like “twice 𝑠–1”, “𝑠+𝑠–1” and “1+𝑠–1+𝑠–1” are more useful than “start at one and add
two dots each time” for working out how many dots are in the 100th stage. Students can benefit
from explaining their reasoning and understanding other students’ different ways of expressing the
relationship. It is also worth pointing out that the expressions “twice 𝑠–1”, “𝑠+𝑠–1” and “1+𝑠–1+𝑠–
1” are all equivalent.

6
𝑠 2 − (𝑠 − 1)2 is possible but might not be the most important thing at this
stage with a first-year class.

Next, Near, Far, Any

The phrase “next, near, far, any” is a useful one to keep in mind when working with visual patterns.
Progressing through “next”, “near”, “far”, “any” should enable students to see the advantages of
generalising.
In this context “next” is the next (or 5th ) stage. There are 9 dots in the 5th stage. This answer can be
found using many strategies, for example, drawing the stage or continuing a table.
In this context “near” is the something like the 10th stage. There are 19 dots in the 10th stage. This
answer can be found using many strategies, for example, drawing it or continuing a table. However,
drawing all the intervening stages is time consuming.
In this context “far” is something like the 100th stage. There are 199 dots in the 100th stage. Drawing
the intervening stages or continuing the table to the 100th stage will be too time consuming. Asking
how many dots there are in a far stage encourages students to choose to generalise themselves.
Asking students how many dots there are in “any” stage is explicitly asking them to generalise. It is
hoped that they would have chosen to generalise when asked how many dots are there in a “far”
stage.

Notes:
1. In addressing questions of the type “Find a relationship between the stage number and the
number of dots”. It is important to emphasise that a relationship should contain; =, <, >, ,
or  (or a verbalised version of these). For example, students might say the relationship is
𝑠 + 𝑠 − 1, where 𝑠 is the stage number. Strictly speaking, the relationship in the “Dots
Activity” should resemble 𝑡 = 𝑠 + 𝑠 − 1, where 𝑠 is the stage number and 𝑡 is the total
number of dots in each stage.
2. While the students will come up with an expression it should take the form of an equation,
for example, Number of Dots in each stage = Twice(𝑠)–1
3. If the students do not organise their thoughts with a table then they should be shown a
table of inputs and outputs. Plotting points is part of the Common Introductory Course (CIC)
and should be addressed before introducing the students to algebra. This will enable
students to plot each input and corresponding output as a set of points and to see the
relationship in another representation. Information and communication technology (ICT)
can be used to create many sets of inputs and outputs and plot the sets of points.
4. Variables: 𝑠, which represents the stage number in the relationship is a variable, as the stage
number varies. 𝑡, which represents the total number of dots in each stage is also a variable.
This topic opens up the possibility of in-depth collaboration with the science department at
some stage as the concepts of independent and dependent variables will be met by those
students studying junior certificate science.
5. Constants: The “–1” in the expressions or relationships is constant.

7
 A Challenge for Homework
The following problem could be posed to students: “Which stage contains 47 dots?”
Formally solving problems like this will be the focus of the next Unit but it is useful for students to
engage with this type of problem in an informal way before engaging with it more formally.
Trial and Improvement: Some students in the class should be able solve the problem by using trial
and improvement. For example, stage 20 has 20+20–1 dots which is too few, stage 30 has way too
many dots, stage 25 is getting very close and stage 24 has 24+24–1 dots which is just right.
Using a Table: Some students could make out a table and continue the table to stage 24.
Interpreting a Graph: Some students could make out a graph of points and see that the output is 47
when the input is 24.
“Undoing the Relationship”: Some students might try to "undo the relationship”. They might do this
incorrectly by reducing the 47 by one and dividing by two to get stage 23 or they might do it
correctly by increasing the 47 by one and dividing by two to get stage 24. Both approaches should
form the focus of subsequent whole-class discussion.
Note: The description above focuses on one part of the relationship, the 47. It would be beneficial
to share with students a solution that encapsulates the whole relationship.
Twice the unknown stage number minus one is 47.
This means twice the unknown stage number is 48.
Therefore the unknown stage number is 24.

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Unit 2: Solving Linear Equations
In this Unit students will:
 use the terminology input and output
 solve a linear equation of the form 𝑎𝑥 + 𝑏 = 𝑐 algebraically
 understand the difference between a variable and an unknown
 develop and use their own generalising strategies and ideas and consider those of others
 use letters to represent numbers

Sample Problem

Figure 1

(i) Find a relationship between the stage number and the number of squares.
(ii) Which stage has 26 squares?

When students are ready to solve linear equations, a question similar to the “Challenge for
Homework” from the previous Unit should be presented to them. The visual pattern could be one
where the expression representing the pattern is 3𝑛 + 2 (see Figure 1 above) and the stage
containing 26 squares is required? Students should be asked to explain their solution(s). If a student
says "take away 2 and divide by 3" write "take away 2 and divide by 3" and “3𝑛 + 2 = 26” on the
board and implement the student's strategy using the concept of inverse operations and doing the
same thing to both sides. Stabilisers should now be introduced to formalise the process.
Three possible teaching approaches are illustrated below. The first approach is based on the
stabilisers’ method from the Teaching and Learning Plan that can be found here. The second and
third approaches visualise the process through preserving balance.

3𝑛 + 2 = 26 3𝑛 + 2 = 26
–2 3𝑛 + 2 − 2 = 26 − 2 –2 –2 –2
3𝑛 = 24 3𝑛 = 24
3 3𝑛 24
= 3 3 3 3
3
𝑛=8 𝑛=8

The process above could be described using the following three sentences:
Three times the unknown stage number plus 2 is 26.
This means three times the unknown stage number is 24.
Therefore the unknown stage number is 8.
This logical progression may also be thought of in terms of isolating the unknown.

9
Notes
1. A more difficult equation might also be introduced to justify the need for the procedure.
2. Unknown: There is an opportunity here to talk about the difference between 𝑛 as a variable
in the expression 3𝑛 + 2 compared to the relationship 𝑡 = 3𝑛 + 2 where 𝑛 is an unknown
and 𝑡 is a variable. A table or a graph can also be used to show that 𝑛 can take on many
values but when we are solving we are only interested in the value(s) that satisfy the
equation in question.
3. It is a good idea to use a table and/or a graph the first time students formally solve an
equation so that they can see the solution in these representations and can understand
what they have just done.
The “Challenge for Homework” from the previous Unit could be returned to now with the new
knowledge and thus solving the equation 2𝑛 − 1 = 47 formally.

10
 Inputs and Outputs and Informally Looking at Some Concepts of Functions
The phrases input and output can be used by both the teacher and students from quite an early
stage for activities similar to those in Units 1 and 2.
Substitution is used to find the output for any given input.
Solving equations provides an input from a given output.
Independent and dependent variables can also be discussed. It is worth noting that the concepts of
independent and dependent variables will be met by those students studying junior certificate
science.

Questioning can be used in laying the foundation for the concepts of domain, co-domain and range.
Three examples of the type of questioning that could be considered are given below. This type of
questioning could also be used to revise the different number systems and make a link to discrete
and continuous data. The questions are designed to lay the foundation for the concepts of domain,
co-domain and range. Once the concept is understood the terminology can be introduced at the
appropriate time. This could be at any stage from first to third year.

Question 1. How could the inputs be described?

Possible student answers might include:
1. The inputs are positive whole numbers.
2. The natural numbers
3. {1, 2, 3, 4 …}
The concept of the domain is introduced here in a meaningful way as there is a context to which to
the concept can be linked. Students should be able to see that neither stage –32 nor stage 2¾ make
any sense.
Over time it might seem unwieldy to keep saying the set of inputs so there becomes a need for the
term domain. When students are ready, they can be told that the set of inputs in a relationship is
called the domain and this should be then used interchangeably with the phrase “set of inputs”.
Question 2. How might the outputs be described?
The students might respond that the outputs are all positive whole numbers.
While this answer is broadly correct it lacks rigour and opens the possibility of discussing the idea of
the co-domain.
The outputs are indeed all positive numbers, but all the positive whole numbers are not included in
the set.

Question 3. Can you define the outputs more specifically?

The students may describe the output as the set {5, 8, 11…} or the whole numbers starting with five
and increasing constantly by three thereafter, etc.
The discussion that ensues allows for the definition of the range, as the set of outputs, to be
introduced and explored

Thinking ahead
Examples 1 and 2, below, indicate that this type of approach can be revisited for continuous linear
and quadratic relationships:
Example 1: A sunflower with a starting height of 2 cm and a growth rate of 3 cm per day could be
modelled by a function that has a domain of 𝑥ℝ, 𝑥0, a co-domain of 𝑦ℝ, 𝑦0 and a range of
𝑦ℝ, 𝑦2.
Example 2: A quadratic like 𝑥 2 − 9 could have a domain of ℝ, a co-domain of ℝ and a range of 𝑦ℝ,
𝑦 –9

11
Unit 3: Linear Expressions in Multiple Representations
In this Unit students will:
 match representations of linear algebraic expressions
 draw an area representation when given a linear expression expressed in words or symbols
 visualise like and unlike terms
 visualise the distributive law
 use letters to represent variables
 visualise some transformational activities, for example collecting like terms and expanding
 recognise when two algebraic expressions are equivalent

There are two central activities to this Unit: A. Matching and B. Drawing. The activities aim to help
students visualise the distributive law for algebraic expressions, like and unlike terms, and
equivalent expressions.

A. Matching Activity
The aim of this activity is to provide students with the opportunity to visualise algebraic expressions
in multiple representations and visualise the distributive law for algebraic expressions. Some
students make errors when expanding 2(𝑛 + 3) and think it is equivalent to 2𝑛 + 3 or 2𝑛 + 5. The
activity below helps students see the equivalence of 2(𝑛 + 3) and 2𝑛 + 6. Following this activity
(and the drawing one immediately following it) students should practice expanding expressions of
the form 𝑎(𝑥 + 𝑏).
This activity uses three representations (Words, Symbols and Area). It is possible to include further
representations, for example, a table or a graph. In order to make this activity challenging for more
able students, solutions that include fractions are also included. The activity focuses on linear
expressions for now. A similar activity focusing on quadratic expressions will be used in a later Unit.
The matching activity for linear expressions can be found here.

A1 A4

A2 A5

A3 A6

E7 E4
3𝑛 + 4 𝑛
+6
2
E8 E5
2𝑛 + 6 2𝑛 + 12

12
 E1 E3
2(𝑛 + 3) 3𝑛 + 12
E2 E6
𝑛+6 3(𝑛 + 4)
2

W3 W8
Multiply 𝑛 by three, then add 4. Divide 𝑛 by two, then add 6.
W4 W2
Multiply 𝑛 by two, then add 6. Multiply 𝑛 by two, then add 12.
W1 W6
Add three to 𝑛, then multiply by two. Multiply 𝑛 by three, then add 12.
W7 W5
Add six to 𝑛, then divide by two. Add four to 𝑛, then multiply by three.

The solutions to the above activity are:

A1 E7 W3
A2 E1, E8 W4, W1
A3 E2 W7
A4 E4 W8
A5 E5 W2
A6 E3, E6 W6, W5

An extension to this activity would be to ask students to create their own expressions and represent
them using words, area etc.

Note: Matching 2(𝑛 + 3) and 2𝑛 + 6 with the diagram below

could be the first time students will have seen the distributive law
containing variables.

13
 Number Work
Understanding factors incorporating prime, composite and square numbers would all help with the
previous and later activities, including, for example, simple factorising, factorising by grouping and
factorising quadratics.
By building all the possible rectangles from whole numbers of unit squares (for example 2, 3, 4, 5, 6,
7, etc.) students will see that some numbers only have a very limited choice in how a rectangle can
be built, for example, 2, 3, 5, 7 etc. (prime numbers).

Some numbers have more choice in how a rectangle can be built, for example, 4, 6, 8, 9, 10, 12, 14,
15, 16, 18, 20 etc. (composite numbers).
Some of this second set of numbers can be arranged into a square, for example, 4, 9, 16, 25 etc.
(square numbers).

A discussion can be had about how the number 6 can be represented as 3 groups of 2 and also as 2
groups of 3 to illustrate the commutative law.

B. Drawing
The aim of this activity is to visualise like and unlike terms,
the distributive law and equivalent expressions.
A similar activity to this focussing on the quadratic, was
used in the Workshop 5 Teacher Resource Booklet. This
document, however, focuses on linear expressions for
now.
Students are asked to draw the arrays to represent: 𝒙, 𝒚, 𝟐𝒙, 𝟐𝒚, 𝟐𝒙 + 𝟐𝒚, 𝟐(𝒙 + 𝒚), 𝟑𝒙 +
𝟑𝒚, 𝟑(𝒙 + 𝒚) where 𝒙 ≠ 𝒚.
Students should be encouraged to use squared paper for this activity.
Prompting students to see 𝑥 as 1𝑥 or +1𝑥 and 𝑦 as 1𝑦 or +1𝑦 may also prove
useful.

14
 Number Work
Using simple factoring and the distributive law when writing numerical expressions in many
equivalent forms will help students with their understanding of writing algebraic expressions in
equivalent forms.
8+8+8+8 can be written as 4(8), 32, 4(3+5), 4(3)+4(5) and as 12+20 and ideally students should be
able to move freely between many of these representations. Area representations of all for these
can also be drawn.
Seeing that 3(35)=3(30+5)=3(30)+3(5) will make it easier to understand that 3(𝑥 + 𝑦) = 3𝑥 + 3𝑦
Seeing like numbers being grouped together using factorisation and drawn as rectangles could also
help students understand some of the above, for example, 2+2+2+2=4(2) which could help students
see that 3𝑥 can be drawn as a rectangle with dimensions 3 and 𝑥, but it can also be drawn as 1 by 3𝑥
or as 1 by (𝑥 + 𝑥 + 𝑥).

Additional Idea 1
Students might be asked to multirepresent the following situation:
“A room has dimensions 6 m by 4m. If the longer side is extended by 𝑥 metres what will the area of
the room now be?”
Expression: 4(𝑥 + 6) m2 Diagram:
2 2
Words: 24 m plus four times 𝑥 m

Additional Idea 2
In order to improve their understanding of equivalent expressions, the students might be asked to
express the areas of L-shapes that have numeric/variable sides in three different ways.
Top+Bottom Top+Bottom
3(4)+2(5) 5𝑥 + 2(𝑥 + 𝑦)
Left+Right Left+Right
3(6)+2(2) 7𝑥 + 2𝑦
Total–Corner Total–Corner
5(6)–4(2) 7(𝑥 + 𝑦) − 5𝑦

Note: units Note: units

squared should squared should
be used be used
throughout. throughout.
Note: The special case of an L-shape which represents the difference of two squares will be
examined later.

15
Unit 4: Algebraic Expression Skills
In this Unit students will:
 factorise
 rearrange areas into rectangular shapes so the area can be expressed as a product of factors
 draw an area representation when given a linear expression expressed in words or symbols
 visualise some transformational activities e.g. collecting like terms, simplifying expression,
expanding and factoring.
 add and subtract simple algebraic expressions of the form (𝑎𝑥 + 𝑏𝑦 + 𝑐) ± (𝑑𝑥 + 𝑒𝑦 + 𝑓)

Some informal work on simplifying the sum and difference of like terms took place in previous units,
for example, in the “Dots Activity” students may have come up with expressions such as “twice 𝑠–1”,
“𝑠+𝑠–1” and “1+𝑠–1+𝑠–1” are all equivalent. This Unit focusses on formally simplifying the sum and
difference of like terms and simple factorising using areas of rectangular shapes. Students will
sketch and understand expressions of the form 𝑎(𝑏𝑥 + 𝑐).

Sample Problem 1

(i) Describe the relationship between the stage number and the total number of tiles.
(ii) Describe the relationship between the stage number and the number of red tiles.

Prompting students to draw the first three stages themselves and to draw the next stage in the
pattern might help students understand the pattern.
Questions like “Where can you see three tiles in stage three” can also help students.

Colour is used so students can see the relationships in a variety of ways:

Blue
Some students will see two blue tiles in each row and add up three twos i.e. 2+2+2 = 6.
Other students will see two blue tiles in each row and see three rows and multiply three by two i.e.
3(2) = 6.
Other students will see a total of six blue tiles in each stage.
Red
Some students will see three red tiles in the first stage, six in the second stage and nine in the thirds
stage meaning the total number of reds in each stage is three times the stage number i.e. 3𝑥.
Some students will see a stage number of red tiles in each of the three rows of the pattern i.e. 𝑥 +
𝑥 + 𝑥.
Total
The relationship between the total number of tiles, 𝑡 and the stage number, 𝑥, can be written as 𝑡 =
𝑥 + 2 + 𝑥 + 2 + 𝑥 + 2 or as 𝑡 = 3(𝑥 + 2) or as 𝑡 = 3𝑥 + 6.

Notes:
1. A table and a graph could be used to represent the inputs and outputs at this stage.
Alternatively, this could be deferred until the next Unit where these representations will be
looked at in detail.
2. Many students, from their work with the order of operations in number, might want to “do”
the brackets first if they were asked to expand 3(𝑥 + 2) i.e. they might want to combine the

16
 𝑥 + 2 into something like 2𝑥 and then triple the result to get 6𝑥. Work with area
representations should show that 𝑥 + 2 and 2𝑥 are not equivalent and that 3(𝑥 + 2) is
different from 6𝑥.

Factorising
Sample Problem 2
The green rectangles below have dimensions 𝑥 and 1 and have an area of 𝑥 units squared.
The yellow squares have side lengths of 1 unit and thus an area of 1 unit squared.
How can all the individual areas in 6𝑥 + 3 be arranged into the form of a rectangle?
What are the dimensions of this rectangle?
Rearranging the objects reveals that the dimensions are 3 and 2𝑥 + 1 and ultimately to the
realisation that the factors of 6𝑥 + 3 are 3 and 2𝑥 + 1 giving the factorised expression as 3(2𝑥 +
1).

Notes:
1. Acknowledge 1(6𝑥 + 3) is a legitimate way of factoring the expression, but as 6𝑥 and 3 are
not mutually prime, further factorisation is possible. In fact it is always the highest common
factor of both terms that is used in factoring such expressions.
2. This would be an opportune time for students to practice a range of questions involving
expanding and factorising expressions, for example 4𝑥 + 8 = 4(𝑥 + 2) or 2(2𝑥 + 4) =
1(4𝑥 + 8) etc.
3. To solidify the concept of factorising it could be beneficial when, students multiply two
expressions, that they are then asked to state the factors of the expression formed.
4. The context of area can be used throughout for many application questions.
5. Questions like simplifying 3(2𝑥 + 1) − 2(𝑥 + 2) and 𝑎(𝑏𝑥 + 𝑐𝑦 + 𝑑) + 𝑒(𝑓𝑥 + 𝑔𝑦 + ℎ) in a
purely mathematical context can also be done.

17
Unit 5: 𝒚 = 𝒎𝒙 + 𝒄 in many representations (The Money Box Activity)
In this Unit students will:
 represent a linear relationship in many ways
 explore the concepts of variables, constants, y-intercept, slope and constant rate of change
 identify the 𝑦-intercept and the constant rate of change in many representations
 express relationships in words
 relate rate of change to slope

This Unit is based on the Teaching and Learning Plan: Introduction to Patterns and Workshop 4 has a
huge amount of information about the example below.

Some of the previous Units mentioned using a table or a graph to represent linear relationships. The
majority of work on these types of representation is dealt with in this Unit.

Sample Problem 1
John receives a gift of a money box containing €3 for his birthday. John decides he will save €2 every
day, beginning the day immediately following his birthday. Represent this pattern by drawing a
table, or diagram.

Amount Amount of
of Amount money in
Time
money of the box
Elapsed Time
in the money (Euros)
(Days) Elapsed
box in the (Rewriting
(Days)
(Euros) box to reveal
0 3 (Euros) the
+2 pattern)
1 5
+2 0 3 3+0(2)
2 7
+2 1 5 3+1(2)
3 9
+2
4 11 2 7 3+2(2)
+2
5 13 3 9 3+3(2)
4 11 3+4(2)
5 13 3+5(2)

𝑑 3+𝑑(2)

The story or situation given can be represented in table form. The €3 in the story can be seen in the
table. The constant increase of €2 per day can be seen in the changes between outputs for
consecutive days.
The information in the table can be graphed. Questions like “Where can the starting amount be
seen on the graph?” and “How is the constant rate of change evident from the graph?” can be
asked.
Students can then be asked to express the relationship (with words) between the numbers of days
elapsed and the amount of money in the box i.e. The amount of money in the money box is the
initial €3 plus €2 per day.
Students can then be asked to express the relationship (with symbols) between the numbers of days
elapsed and the amount of money in the box. 𝐴 = 3 + 2𝑑 where 𝐴 is the amount of money in the
money box in euro and 𝑑 is the time elapsed in days.
Showing students how the output of 5 can be written as 3+2 and as 3+1(2) and how 7 can be written
as 3+2+2 and as 3+2(2) (see table above) can also help students to see how 3 + 2𝑑 arises.

18
Attention should be drawn to the €3, in all representations above. The €3 occurs in the story. The
€3 is the amount of money when the time elapsed is zero in the table. The €3 is the 𝑦-intercept of
the graph. €3 is the amount before a number of €2 is added on in the other table. The €3 can also
be seen in the relationship expressed in words and the relationship express in symbols.
The constant rate of change, the €2 per day, should be made obvious in all of the representations
above. The €2 occurs in the story. The €2 is the change in the outputs between each day in the
table. The €2 is the slope of the dotted line in the graph. €2 is the amount added on each day in the
other table. The €2 can also be seen in the relationship expressed in words and the relationship
express in symbols.

Notes:
1. It is important to note that in this instance the time elapsed is measured in increments of
one day. Students will encounter linear relationships with other increments as they progress
through their studies.
2. This function in this question does not map the reals to the reals. It maps an arithmetic
progression to an arithmetic progression with the ratio of the common difference of the
outputs to that of the input being the rate of change.

Work can continue on substitution and solving equations using problems similar to the ones below.
Sample Problem 2 (Substitution)
How much money does John have in his money box 4 days after he got the box?
The answer can be found by (i) analysing the table, (ii) identifying what the output is when the input
is the 4th day on the graph, (iii) substituting the 4 into the word expression or (iv) substituting the 4
into the algebraic expression 3 + 2𝑑 and/or the function 𝑓(𝑑) = 3 + 2𝑑.
“How much money does John have in his money box 100 days after he got the box?” While the
answer can be found by using any of the four methods outlined immediately above, it is unlikely that
the table or graphical methods merit consideration as they are inefficient given the size of the
numbers involved.

Sample Problem 3 (Solving an Equation)

John wants to buy a new book. The book costs €13. What is the minimum number of days John will
have to save so that he has enough money to buy the book?
The answer can be found by (i) analysing the table, (ii) identifying what day has an output of €13 on
the graph or (iii) solving 3 + 2𝑑 = 13.

Sample Problem 4 (Solving an Equation)

John wants to buy a new computer game. The game costs €69. What is the minimum number of
days John will have to save so that he has enough money to buy the computer game?
Again the answer can be found by using any of the three methods immediately above however it is
unlikely that analysing the table should be considered as it is inefficient given the size of the
numbers involved.

The Key Features of Functions including the Domain, Range, etc. should be explored and discussed
as an integral part this work. Therefore for the function in Sample Problem 1 above for example, the
students will be guided to recognise that:
1. The domain is the set of non-negative integers and the range is the set of multiples of two that
are greater than or equal four.
2. The function has a 𝑦-intercept of 3 and the function does not have an 𝑥-intercept.
3. The starting value of three and rate of change of two are constant while the number of days
elapsed, 𝑑, and the amount of money in the money box, 𝐴, are varying.
4. The outputs of the function are always positive and the function is ever-increasing.

19
5. The average rate of change between outputs when the input is increased by one is constant and
is €2 per day.

Notes:
1. It is not feasible to look at the instantaneous rate of change of the function as it does not
map the reals to the reals (and also the slope of the tangent to the function is reserved for
the senior cycle).
2. Activities from Modular Course 3 that utilised different stimuli could also be used. Some of
these activities start with a story, others start with a graph while others start with a table.
If students can see the 𝑦-intercept (𝑐) and (𝑚) in many representations it should mean we
can assess their understanding by seeing if they are able to sketch equations/functions of
the form 𝑦 = 𝑚𝑥 + 𝑐 and move from a sketch to 𝑦 = 𝑚𝑥 + 𝑐.
Questions with negative slopes and fractional slopes should be done too.
3. If it has not occurred naturally already in the questions you use after the “Dots Activity”
students should be shown how to go from (1, 5) (2, 8) (3, 11) to (1, 5), (2, 5+3), (3, 5+3+3)
and to (1, 5),(2, 5+1(3)),(3, 5+2(3)) and finally to (𝑛, 5+(𝑛–1)(3)).
Inputs Outputs
1 5 5 5+0(3)
2 8 5+3 5+1(3)
3 11 5+3+3 5+2(3)
4 14 5+3+3+3 5+3(3)
5 17 5+3+3+3+3 5+4(3)

𝑛 5+(𝑛–1)(3)

Unit 6: Rearranging Linear Formulae

In this Unit students will:
 understand why it is useful to be able to rearrange formulae
 rearrange linear formulae

Repeatedly solving for 𝑥 when you have an equation in the form 𝑦 = 𝑚𝑥 + 𝑐 is inefficient. The
purpose of the Sample Problem below is to show students that there is a need to find a more
efficient way of finding inputs when we are given outputs.

Sample Problem
John receives a gift of a money box containing €3 for his birthday. John decides he will save €2 every
day, beginning the day immediately following his birthday. After how many days will John have (i)
€23 (ii) €45 and (iii) €125 in his money box?

Rearranging the formula 𝑦 = 2𝑥 + 3 provides a more efficient approach here.

For 𝑦 = 2𝑥 + 3 if we could isolate 𝑥 then we would have something really useful.

Students should be able to verbalise the steps required to do this i.e. taking 3 from both sides and
dividing both sides by 2.

𝑦 = 2𝑥 + 3
2𝑥 + 3 = 𝑦
–3 –3
2𝑥 = 𝑦 − 3
2 2
𝑦−3
𝑥=
2

20
 𝑦−𝑐
Rearranging equations of the form 𝑦 = 𝑚𝑥 + 𝑐 to get them in the form 𝑥 = 𝑚 and then
substituting is more efficient if we have to solve for many different values of 𝑥.
Note: Each time a problem with a linear relationship is given to students from now on the students
can be asked to rearrange the equation.

Unit 7: Simplifying the Sum of Like Terms through Adding Functions

In this Unit students will:
 add two functions together to form a new function
 see another reason for finding the sum of expressions 𝑎𝑥 + 𝑏 and 𝑐𝑥 + 𝑑

The rationale for this Unit is to use functions to see another need for the skill of being able to
simplify the sum of like terms. It is sometimes useful to add two functions together to create a new
function.

Sample Problem
Mark has a money box; he starts with €6 and adds €2 each day.
Kathy has a money box; she starts with €4 and adds €3 each day.
(i) After how many days will Mark have €40 in his money box? 17 days
(ii) After how many days will Kathy have €40 in her money box? 12 days
(iii) If they combine their money boxes after how many days will they have €40 in their money
boxes? 6 days.

The three questions above can be approached in a variety of ways. Tables can be analysed, graphs
can be interpreted and equations can be formed and solved. The most efficient way of solving
problems like that in question (iii) is to form an equation and use skills of simplifying the sum of like
terms (that students know from some engagement with some linear patterns similar to the “Dots
Activity”

Time Elapsed Money

2𝑥 + 6 + 3𝑥 + 4 = 40
(Days) (€)
2𝑥 + 3𝑥 + 6 + 4 = 40
0 10
5𝑥 + 10 = 40
1 15
−10 −10
2 20
5𝑥 = 30
3 25 5𝑥 30
4 30 ÷5 = ÷5
5 5
5 35 𝑥=6
6 40

The information given in the question can be viewed as two functions 𝑓(𝑥) = 2𝑥 + 6 and 𝑔(𝑥) =
3𝑥 + 4 and see the steps of the solution as forming a new function ℎ(𝑥) = 𝑓(𝑥) + 𝑔(𝑥) = 5𝑥 + 10
and then solving an equation to see what input will give an output of 40.

21
Unit 8: Comparing Linear Functions, Solving Simultaneous Equations and
Inequalities
In this Unit students will:
 compare pairs of linear functions
 decide if two linear relations have a common value
 solve simultaneous equations using a table or a graph
 solve simultaneous equations algebraically (using substitution)
 solve equations of the form 𝑎𝑥 + 𝑏 = 𝑐𝑥 + 𝑑 for 𝑥
 solve inequalities of the form 𝑎𝑥 + 𝑏 < 𝑐𝑥 + 𝑑 for 𝑥
Students will also appreciate the need for an algebraic approach to solving simultaneous equations.

This Unit is based on the sunflowers activity from the Workshop 4 Teacher Resource Booklet.
The activity described the growth pattern of four sunflowers (A, B, C and D) as follows:
Sunflower A: Starting height 3 cm and grows 2 cm per day each day thereafter.
Sunflower B: Starting height 6 cm and grows 2 cm per day each day thereafter.
Sunflower C: Starting height 6 cm and grows 3 cm per day each day thereafter.
Sunflower D: Starting height 8 cm and grows 2 cm per day each day thereafter.
During the workshop some groups compared the growth pattern of A with that of B, others
compared B with C while others compared C with D. Their analysis included the use of tables and
graphs as shown below

Sunflower A Sunflower B Sunflower C Sunflower D

Time Height Time Height Time Height Time Height
(Days) (cm) (Days) (cm) (Days) (cm) (Days) (cm)
0 3 0 6 0 6 0 8
1 5 1 8 1 9 1 10
2 7 2 10 2 12 2 12
3 9 3 12 3 15 3 14
4 11 4 14 4 18 4 16
5 13 5 16 5 21 5 18

Sunflowers A and B Sunflowers B and C Sunflowers C and D

22
This activity provides opportunities to investigate a myriad of concepts and skills, including same and
different starting values, same and different slopes, parallel lines and intersecting lines. Any
concepts and skills from Topics 4.2, 4.3 and 4.4 (below) that can be explored with sunflower type
questions should be done here.
Topic Description of topic Learning outcomes
Students learn about Students should be able to
4.2 Relations derived from some kind − use tables, diagrams and graphs as tools for representing and
Representing of context – familiar, everyday analysing linear, quadratic and exponential patterns and relations
situations situations, imaginary contexts or (exponential relations limited to doubling and tripling)
with tables, arrangements of tiles or blocks. − develop and use their own generalising strategies and ideas and
diagrams and Students look at various patterns consider those of others
graphs and make predictions about what − present and interpret solutions, explaining and justifying methods,
comes next. inferences and reasoning
4.3 Finding Ways to express a general − find the underlying formula written in words from which the data
formulae relationship arising from a are derived (linear relations)
pattern or context. − find the underlying formula algebraically from which the data are
derived (linear, quadratic relations)
4.4 Examining Features of a relationship and − show that relations have features that can be represented in a
algebraic how these features appear in the variety of ways
relationships different representations. − distinguish those features that are especially useful to identify and
Constant rate of change: linear point out how those features appear in different representations: in
relationships. Non-constant rate tables, graphs, physical models, and formulas expressed in words,
of change: quadratic and algebraically
relationships. Proportional − use the representations to reason about the situation from which
relationships. the relationship is derived and communicate their thinking to others
− recognise that a distinguishing feature of quadratic relations is the
way change varies
− discuss rate of change and the y-intercept; consider how these
relate to the context from which the relationship is derived, and
identify how they can appear in a table, in a graph and in a formula
− decide if two linear relations have a common value
− investigate relations of the form y=mx and y=mx +c
− recognise problems involving direct proportion and identify the
necessary information to solve them

Notes:
1. If students have not done so already they should be become adept at moving easily between
the graph of a function of the form 𝑦 = 𝑚𝑥 + 𝑐 and its algebraic form.
2. If students are sketching the graphs of various functions a useful one for later would be the
sketch of an artificial sunflower. This would have the form 𝑓(𝑥) = 𝑎, where 𝑎, 𝑥 ∈ 𝑅 + ∪
{0}. It will be important to understand how to draw functions of type 𝑓(𝑥) = 𝑎 for
understanding solving quadratics of the form 𝑥 2 + 5𝑥 + 6 = 42, which will be looked at
from the point of view of comparing 𝑓(𝑥) = 𝑥 2 + 5𝑥 + 6 with 𝑔(𝑥) = 42.

Solving Simultaneous Equations Graphically and from a Table

Sample Problem
When will sunflowers C and D have the same height?
The third diagram above, which compared sunflowers C and D, should be discussed in detail as an
introduction to solving simultaneous equations. Students should be asked to identify when
sunflowers C and D have the same height i.e. the same height at the same time. They should be able
to see the answer that both sunflowers have the same height, 12 cm, 2 days after the start by
analysing the graph and/or the table. Topic 5.2 has the learning outcome “use graphical methods to
find approximate solutions where 𝑓(𝑥) = 𝑔(𝑥).”

Solving Simultaneous Equations using Substitution

C: 𝑦 = 3𝑥 + 6
D: 𝑦 = 2𝑥 + 8

23
Substitution can be used here to solve this system of equations i.e. if 𝑦 = 3𝑥 + 6, then 3𝑥 + 6 can
be substituted for 𝑦 in 𝑦 = 2𝑥 + 8 to get 3𝑥 + 6 = 2𝑥 + 8.
3𝑥 + 6 = 2𝑥 + 8
𝑥+6=8
𝑥=2
𝑦 = 2𝑥 + 8
𝑦 = 2(2) + 8
𝑦 = 12 The sunflowers have the same height, 12 cm, after 2 days.
Notes:
1. Substitution is easy to use here because both equations are in the form 𝑦 = 𝑚𝑥 + 𝑐 and 𝑚
is a whole number in both equations.
2. The method will be used later to solve, for example at Leaving Certificate Ordinary Level
“one linear equation and one equation of order 2 with two unknowns (restricted to the case
where either the coefficient of 𝑥 or the coefficient of 𝑦 is ± 1 in the linear equation) and
interpret the results”.
3. It could be difficult for a student to rearrange equations C and D into the form 𝑎𝑥 + 𝑏𝑦 = 𝑐
to make them suitable for the elimination method. The equations would look like: 3𝑥 − 𝑦 =
−6 and 2𝑥 − 𝑦 = −8.
4. It would be useful to show students that the problem could be represented by 𝑓(𝑥) = 3𝑥 +
6 and 𝑔(𝑥) = 2𝑥 + 8 and the method above can be used to find when 𝑓(𝑥) = 𝑔(𝑥).
5. Comparing 𝑓(𝑥) = 𝑎𝑥 + 𝑏 with 𝑔(𝑥) = 𝑐; 𝑎, 𝑏, 𝑐 ∈ 𝑍; 𝑥 ∈ 𝑅 and 𝑎 ≠ 0, 𝑏 ≠ 0, 𝑐 ≠ 0 could
also be useful for understanding that the 27 in 4𝑥 + 7 = 27 can be seen as not just a
constant or just the 𝑦-value of the point (5, 27). The 27 can also be interpreted as the
function 𝑔(𝑥) = 27 which has an output of 27 irrespective of the input and so is
represented in graphical form by the horizontal line 𝑦 = 27. Viewing questions like this
could be beneficial to students.
6. Students have solved equations of the form 𝑎𝑥 + 𝑏 = 𝑐 earlier. They would have the ability
at that stage to solve equations of the form 𝑎𝑥 + 𝑏 = 𝑐𝑥 + 𝑑 but it might be best to wait
until now to practice the skill of solving equations of the form 𝑎𝑥 + 𝑏 = 𝑐𝑥 + 𝑑. This is
because students can now see a need for the skill.

At this stage, students have seen three ways of solving simultaneous equations; using a table, a
graph or algebraic methods. It is important that students understand the advantages of the
algebraic method. The table takes time to create if the 𝑥-values required are very large.
Additionally, it is hard to estimate the solution precisely when the one or both of the co-ordinates of
the point of intersection are not whole numbers. To see an example of this type of material click
here.

Inequalities
Having determined when two sunflowers have the same height it is inevitable that when one is taller
or shorter than the other should also be considered. This, is turn, facilitates introducing the use of
the symbols relating to equations and inequalities. Many of the questions thus encountered can be
solved graphically before an algebraic method is introduced.

Sample Problem
When will sunflower C be taller than sunflower D?

3𝑥 + 6 is an expression for the height of sunflower C at any time, 𝑥.

2𝑥 + 8 is an expression for the height of sunflower D at any time, 𝑥.
To work out when sunflowers C and D had the same height the equation 3𝑥 + 6 = 2𝑥 + 8 was used.
To work out when sunflower C will be taller than sunflower D the inequality 3𝑥 + 6 > 2𝑥 + 8 can be
used.

24
Notes:
1. This problem is related to topic 5.2 of the syllabus which has the learning outcome
“interpret inequalities of the form 𝑓(𝑥) ≤ 𝑔(𝑥) as a comparison of functions of the above
form; use graphical methods to find approximate solution sets of these inequalities and
interpret the results”.
2. When answering this type of question it is useful to keep this other learning outcome from
Topic 5.2 in mind “graph solution sets on the number line for linear inequalities in one
variable” as this is an opportune time to practice the skill of graphing solution sets on
number lines because students can see a need for the skill.
3. The two wallets
question from
Workshop 8 is a
good question to
use in addition to
or instead of the
sunflowers to
introduce
algebraic
inequalities.

Optional Work
Topic 4.7 has the learning outcome solve linear inequalities in one variable of the form
𝑔(𝑥) ≤ 𝑘 where 𝑔(𝑥) = 𝑎𝑥 + 𝑏, 𝑎 ∈ ℕ and 𝑏, 𝑘 ∈ ℤ;
𝑘 ≤ 𝑔(𝑥) ≤ ℎ where 𝑔(𝑥) = 𝑎𝑥 + 𝑏, and 𝑘, 𝑎, 𝑏, ℎ ∈ ℤ and 𝑥 ∈ ℝ.
Inequalities of the form 𝑘 ≤ 𝑔(𝑥) ≤ ℎ where 𝑔(𝑥) = 𝑎𝑥 + 𝑏, and 𝑘, 𝑎, 𝑏, ℎ ∈ ℤ and 𝑥 ∈ ℝ could be
dealt with now or later.
Sample Problem
When will Sunflower A have a height between 17 cm and 29 cm inclusive?
The problem can be solved by analysing a table, or interpreting a graph.
Using algebraic skills the problem becomes find the solution set of 17 ≤ 2𝑥 + 3 ≤ 29.
Three methods are shown below:
17 ≤ 2𝑥 + 3 ≤ 29 17 ≤ 2𝑥 + 3 ≤ 29 17 ≤ 2𝑥 + 3 ≤ 29
17 − 3 ≤ 2𝑥 + 3 − 3 ≤ 29 − 3 −3 −3 −3 17 ≤ 2𝑥 + 3 2𝑥 + 3 ≤ 29
14 ≤ 2𝑥 ≤ 26 14 2𝑥 26 17 − 3 ≤ 2𝑥 + 3 − 3 2𝑥 + 3 − 3 ≤ 29 − 3
2
≤ ≤
2 2
14 2𝑥 26 7 ≤ 𝑥 ≤ 13 14 ≤ 2𝑥 2𝑥 ≤ 26
2
≤ 2 ≤ 2
7 ≤ 𝑥 ≤ 13 14 2𝑥 2𝑥 26
2
≤ 2 2
≤ 2
7≤𝑥 𝑥 ≤ 13
7 ≤ 𝑥 ≤ 13
Sunflower A will have height between 17 cm and 29 cm inclusive from the
start of the 7th day up to and including the beginning of the 13th day.

25
Unit 9: Elimination Method for Solving Simultaneous Equations
In this Unit students will:
 solve simultaneous equations using the elimination method
Students will also see the need for an algebraic approach to solving simultaneous equations.

This topic could be introduced by giving students a problem to solve a couple of days before they are
introduced to the elimination method in class.
Sample Problem
There are 25 toys in a playground. The toys are either bicycles (2 wheels) or tricycles (3 wheels). In
total in the playground there are 61 wheels. How many bicycles are in the playground?

The expected approach here is that students would use trial and improvement.
10(2)+15(3) 15(2)+10(3) 14(2)+11(3)
= 20+45 = 30+30 = 28+33
=65 = 60 =61
A more sophisticated solution would use the fact that an odd number of tricycles are needed. This
would reduce the work slightly for those that spot it.
A similar puzzle can be given with much larger numbers could be shown to students to show why it
would be a good idea to have a more efficient method than trial and improvement.

To build towards the elimination method the equations can be formed using words:
The number of bicycles + the number of tricycles = The number of toys
Two times the number of bicycles + Three times the number of tricycles = The number of wheels
Then letters can be used, with each letter defined clearly
𝑏 + 𝑡 = 25 𝑏 = The number of bicycles (i.e. not 𝑏 = bicycles)
2𝑏 + 3𝑡 = 61 𝑡 = The number of tricycles (i.e. not 𝑡 = tricycles)
This could be solved algebraically now or some work could be done on the mechanics of
simultaneous equations and return to solve the equations when they are able to do the method.

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 Two More Ideas for the Elimination Method
Idea 1
It might be a good idea to show students some equations that have the same coefficient for 𝑥 (or 𝑦)
so students see what they would like to have.
Sample Problem
Can you work out what value 𝑥 or 𝑦 has in the following sets of equations?
5𝑥 + 2𝑦 = 35 𝑥 + 3𝑦 = 24
5𝑥 + 8𝑦 = 95 6𝑥 + 3𝑦 = 39

In the first set of equations the coefficient of 𝑥 is the same in both equations and as the coefficient
of 𝑦 is increased on the left hand side of the equation by 6 the total on the right is increased by 60.
So 𝑦 = 10. From there it is easy to work out the value of 𝑥, which is 3. A similar strategy can be used
for the second set of equations.
If students can understand how to solve the systems of equations above then the strategy for future
questions can be “What do I need to do to the system of equations I have to make them look like the
systems of equations I am able to solve?”. Students can then implement this strategy for
𝑏 + 𝑡 = 25
2𝑏 + 3𝑡 = 61
which is the question at the start of the Unit.

Idea 2
A visual approach could be used. The following question could be used.
Sample Problem
“Lisa is putting up flags for a party. The flags are all the same size and are spaced equally along the
string. What is the width of the base of each flag? What is the length of the space between each
flag?”

The width of the base of three flags + the width of two gaps = 94 cm 3𝑥 + 2𝑦 = 94
The width of the base of six flags + the width of five gaps = 199 cm 6𝑥 + 5𝑦 = 199

If the first pattern is repeated we get

The width of the base of six flags + the width of four gaps = 188 cm 6𝑥 + 4𝑦 = 188
The difference between 199 cm and 188 cm is 11 cm. The width of a gap is 11 cm. 𝑦 = 11
From there we can work out that the width of the base of a flag is 24 cm 𝑥 = 24

The width of the base of a flag is 24 cm.

The length of the space between each flag is 11 cm

This question should show that it is useful that the coefficient of 𝑥 (or 𝑦) is the same in both
equations. Another alternative would be that the coefficients of 𝑥 (or 𝑦) would have the same
magnitude but one coefficient would have a positive value and the other would be negative.

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Unit 10: Algebraic Expressions and Equations that have Fractions in them
In this Unit students will:
 form algebraic expressions that have fractions in them
 form algebraic equations having fractional coefficients
 solve algebraic equations having fractional coefficients

Sample Problem
Mary starts with €3 in her money box and puts €2 in each week.
John starts with €2 in his money box and puts €2 in each week.
They both want to save to buy a computer game that costs €37.
Mary says she will give half of the money in her money box.
John says he will give a quarter of the money in his money box.
After how many weeks will they have enough money for the game?

𝑥 is the number of weeks elapsed.

The amount of money in Mary’s Money Box after 𝑥 weeks is 2𝑥+3 euro.
The amount of money in John’s money box after 𝑥 weeks is 3𝑥+2 euro.
2𝑥+3
The amount of money Mary is willing to invest is euro
2
3𝑥+2
The amount of money John is willing to invest is euro
4
2𝑥+3 3𝑥+2
The combined amount they are willing to invest is +
2 4
2𝑥+3 3𝑥+2
The equation to solve is 2 + 4 = 37
They will have the €37 they need for the game 20 weeks after they start saving.
7𝑥+8
The same problem can be used to simplify the sum of the algebraic expressions to get 4 .
Additional questions include how long it would take Mary on her own and John on his own.

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Appendix 1: Relations Without Formulae
Relations without formula is topic 4.5 of the Junior Certificate Syllabus. It has not been placed in the
sequence of topics in this document. This topic can be addressed at any stage and/or throughout.
When students engage with this Unit they will:
 use graphs to represent phenomena quantitatively
 explore graphs of motion
 make sense of quantitative graphs and draw conclusions from them
 make connections between the shape of a graph and the story of a phenomenon
 describe both quantity and change of quantity on a graph

Given that every function is a relation, in teaching this Unit the Key Features of Functions should
always be kept in mind.
The key features of functions are:
1. The domain and range
2. Where the graph of the function meets the axes.
3. What is constant and what varies in the function?
4. The behaviour of the graph of the function
5. The rate of change of the function
The language of comparison of functions from Unit 8 can also be used for these relations, for
example, less than, greater than.
Motion sensors are a very good way of helping students understand relations without formula
and/or functions.
The Workshop 4 Teacher Resource Booklet and this resource contain some ideas for teaching
relations without formula.
The concept of rate of change, that was dealt with in the Money Box Activity in Unit 5, could be
further explored with questions similar to the one below.

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Appendix 2: Repeating Patterns
Generating arithmetic expressions from repeating patterns is topic 4.1 of the Junior Certificate
Syllabus. It has not been placed into this sequence of topics. This document places the “Dots
Activity” from the Seminar 2014–2015 as a key task for formally introducing the concept of a
variable to students.
When students engage with this Unit they will:
 use tables to represent a repeating-pattern situation
 generalise and explain patterns and relationships in words and numbers
 write arithmetic expressions for particular terms in a sequence

Student Activities 1A and 1B of Teaching and Learning Plan: Introduction to Patterns

are similar to the “Dots Activity” in that the students have part of a pattern, for example unifix cubes
with the pattern Red-Black-Red-Black etc. and they are asked questions similar to the ones from the
“Dots Activity”.
Multiplies of two are important in Red-Black-Red-Black unifix cubes activity. Expressions such as 2𝑛,
2𝑛 − 1 can be formed.
Multiplies of three are important in Yellow-Black-Green unifix cubes activity. Expressions such as
3𝑛, 3𝑛 − 1, 3𝑛 − 2 can be formed.
Repeating patterns could be explored when studying Natural Numbers to better understand
multiples.

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Appendix 3: Key Questions
Each Unit contains a number of questions. Some of these are key questions that should be returned
to in order that new knowledge, skills and concepts can be applied in contexts with which they are
familiar. Key questions include the “Dots Activity” in Unit 1, the Money Box Activity in Unit 5 and the
Sunflowers Activity in Unit 8. To illustrate this, examples of how the “Dots Activity” can be revisited
are illustrated below.

Generalising, Substitution and Multiple Representations – Unit 1

In Unit 1 students use the “Dots Activity” to (i) express a relationship in words, (ii) develop and use
their own generalising strategies and ideas and consider those developed by others and (iii) make
use of letters to represent variables. There are also opportunities to practice the concept and skill of
substitution; for example, if students recognise that the number of dots in each stage is “Twice(𝑠)–
1”, where 𝑠 is the stage number and need to determine the number of dots in stage 100.

Stage Number Number of Dots

1 1
2 3
3 5
4 7
5 9
6 11

Solving Equations – Unit 2

At the end of Unit 1 students can be challenged with the following problem: “Which stage has 47
dots?”. The problem can be solved in many ways. The skill of solving an equation using formal
algebraic methods is addressed in Unit 2. Once the skill is learned, students can return to the
problem and find the stage number by solving the linear equation 2𝑠 − 1 = 47.

𝒚 = 𝒎𝒙 + 𝒄 in many representations (The Money Box Activity) – Unit 5

Once the “Money Box” activity is addressed the constant rate of change and the 𝑦-intercept can be
analysed in greater depth.

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Rearranging Linear Formulae – Unit 6
𝑡+1
𝑡 = 2𝑠 − 1 can be rearranged to become 𝑠 = 2
which is useful for working out the stage number
when the number of dots is known.

Comparing Linear Functions, Simultaneous Equations and Inequalities – Unit 8

Solving the equation 2𝑠 − 1 = 47 can be viewed as comparing the functions 𝑓(𝑠) = 2𝑠 − 1 and
𝑔(𝑠) = 47.

Two dot patterns could be explored to see when both have the same number of dots in each stage.

2𝑠 − 1 > 47 can be viewed as the comparison of the functions 𝑓(𝑠) = 2𝑠 − 1 and 𝑔(𝑠) = 47.

Two dot patterns could be explored to see for what stages one pattern has a greater number of dots
than the other pattern.

Key Features of Functions

The key features of functions are:

1. The domain and range
2. Where the graph of the function meets the axes.
3. What is constant and what varies in the function?
4. The behaviour of the graph of the function
5. The rate of change of the function

For the “Dots Activity”:

1. The domain is the set of natural numbers and the range is the set of odd numbers greater
than or equal to one.
2. The function 𝑓(𝑠) = 2𝑠 − 1, 𝑠 ∈ ℕ does not have a 𝑦-intercept or an 𝑥-intercept.
3. If the function is expressed as 𝑓(𝑠) = 1 + (𝑠 − 1)2, 𝑠 ∈ ℕ the starting value of one and rate
of change of two are constant while the stage number, 𝑠, and number of dots in each stage,
𝑓(𝑠), are varying.
4. The outputs of the function are always positive and the function is ever increasing.
5. The average rate of change between outputs when the input is increased by one is constant
and is 2 dots per stage.

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