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Y7 Algebra 1

Pupils are presented with three pieces of information and
asked to decide which is the odd one out. Any one of the
options could be correct and the emphasis is on the pupils
explaining why they made that choice.

Other pupils may make the same choice but for different
reasons, these reasons can be added to the debate.

Answers may reveal misconceptions which will prompt further
planning and teaching by the teacher to overcome that
misconception. Equally pupils explanations may support
learning from peers and such contributions are very valuable
in embedding understanding in the ‘explainer’

Opportunities will arise at all levels for ‘rich mathematical
thinking’ as further questions are raised from the initial
prompts. Probing questions from pupils and teacher will
enhance the dialogue and ‘the learning conversation’
Classroom management
 Give the pupils 2 minutes to think ON THEIR OWN which
one they want to choose as the odd one out and a reason
why.

Give the pupils 2 mins to compare with their partner and
talk about their reasons.

Ask the whole class for their results. Ask who has chosen
a) and why etc. What could be other reasons for a) continue
with b) and c)?

Working in pairs ask pupils to come up with their own sets
of 3 where each item could possibly the odd one out

Get the pupils to try out some of their examples to the
whole class.

It is better to work on one set thoroughly and with plenty of
discussion rather than rushing through them all.
1
4
6
2
8
11
10
19
21
2,4,8,16……
0.1,0.2,0.4…..
1, 2, 4, 8....
Try to ensure that triangular numbers, square numbers, odd, even
and prime numbers come out in the discussions
Year 7 Algebra 1
Pupils can discuss and produce a poster showing if the
following are sometimes, always or never true?
Their arguments must be backed up with examples and proofs
if possible. Pupils should be encouraged to present their
findings to the class. The class should assess how clear the
presenters are and what mathematical language has been
used.
An even number + an even number =
an even number
An even number x an even number =
an even number
An odd number + an odd number = an
odd number
An odd number x an odd number = an
odd number
A prime number x a prime number = a
prime number
A prime number + a prime number =
an even number
Year 7 Algebra 1
Pupils asked to discuss in pairs for 2 minutes if they think the
statement is True or False.
After two minutes they are asked to vote (with cards or
thumbs up/down)
Pupils are asked to describe why they have made their
decisions.

2 is the only even prime number

1 is the first prime number

16 is a cube number

10 is a triangular number

2, 6,18, 54…. is a finite sequence

2, 3, 5, 7, 11, 13… is an infinite sequence

5, 8, 11, 14, 17… the nth term is 3n

6, 8, 10,12, 14…. the nth term is 2n+4
In pairs pupils are asked to make up 3 true/false questions of
their own to pose to the rest of the class.