Difference between revisions of "Introduction to algebra"
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| − | *Estimated Time | + | *Estimated Time 20 minutes |
| − | *Materials/ Resources needed | + | *Materials/ Resources needed |
| + | Match sticks/sticks and black board | ||
*Prerequisites/Instructions, if any | *Prerequisites/Instructions, if any | ||
| + | Children have understood the variation of data and are able to generalise the pattern | ||
| + | |||
*Multimedia resources | *Multimedia resources | ||
*Website interactives/ links/ / Geogebra Applets | *Website interactives/ links/ / Geogebra Applets | ||
*Process/ Developmental Questions | *Process/ Developmental Questions | ||
| + | Divide children into convenient groups. Provide them match sticks, 50 each. Ask them to form the letter "Z" using sticks and keep 2 sticks below "z" as stem. In the next step let them form 2 "z"s and keep 2 sticks below them as stem. Further let them form 3 "Z"s and keep 2 sticks below them as stem. Now initiate the discussion. | ||
| + | Discussion Questions: Can you find any pattern between the number of sticks used to form the number of "Z"s and the number of sticks used to make mounting stems. Facilatate children to discover the pattern 3n+2. It is the right time to introduce the term "constant" In this case it is 2. It is also time to introduce the term "coefficient". In this case coefficient of n is 3. | ||
*Evaluation | *Evaluation | ||
*Question Corner | *Question Corner | ||
Revision as of 12:40, 2 September 2013
| Philosophy of Mathematics |
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Concept Map
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Textbook
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Additional Information
Useful websites
Reference Books
Teaching Outlines
Concept #1 Algebraic thinking - Abstraction
Learning objectives
- To make meaning from patterns
- Able to extend patterns
- Able to state observed pattern in generalized terms
Notes for teachers
Abstraction is generalizing the thinking. So here will focus on activities to build skills of generalization.
Activity No #
- Estimated Time - 15 minutes
- Materials/ Resources needed
Open space, match sticks, blackboard
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
Ask children to make the letter "Z" from sticks. Each group to make as many Z as possible within 5 minutes. Discussion questions
- How many sticks were needed for 1 "Z"?
- How many sticks were needed for 2 "Z"?
- ....
- How many sticks were needed for n "Z"?
- Children have you noticed any relationship between the number of "Z"s formed and the number of sticks used to form the letter "Z"?
Outcome: 3n sticks are required to form "Z" n-times. Children observe the variation in number of sticks when number of "z"s is increased /decreased. The discussion has ended up with children generalizing the pattern they observed.
- The number of matchstick depended on what?
Outcome: The number of matchstick is a variable and will depend on number of "Z"
- Evaluation
- Ask children to make matchstick patterns for other letters, like "F", "A", "W"
- Make patterns of 1Z, 2Z, 3Z, 4Z and ask children to generalize patterns
- Question Corner
Activity No #
- Estimated Time 20 minutes
- Materials/ Resources needed
Match sticks/sticks and black board
- Prerequisites/Instructions, if any
Children have understood the variation of data and are able to generalise the pattern
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
Divide children into convenient groups. Provide them match sticks, 50 each. Ask them to form the letter "Z" using sticks and keep 2 sticks below "z" as stem. In the next step let them form 2 "z"s and keep 2 sticks below them as stem. Further let them form 3 "Z"s and keep 2 sticks below them as stem. Now initiate the discussion. Discussion Questions: Can you find any pattern between the number of sticks used to form the number of "Z"s and the number of sticks used to make mounting stems. Facilatate children to discover the pattern 3n+2. It is the right time to introduce the term "constant" In this case it is 2. It is also time to introduce the term "coefficient". In this case coefficient of n is 3.
- Evaluation
- Question Corner
Concept #2 Algebraic thinking - Analysis
Learning objectives
Notes for teachers
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Concept #3 Algebraic thinking - Forming expression
Learning objectives
Notes for teachers
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Concept #4 Algebraic thinking - Manipulating algebraic expressions
Learning objectives
Notes for teachers
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Hints for difficult problems
Project Ideas
Math Fun
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