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| * '''Question Corner''' | | * '''Question Corner''' |
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| + | == Concept 1 : Generalization; and stating in algebraic terms == |
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− | ==Concept #== | + | == Concept 3: Combining algebraic terms – commutative and distributive properties == |
| + | |
| + | === Lesson 1 === |
| + | # Give students simple addition (with carry forward). |
| + | # In a group students add in different order and verify |
| + | # They should multiply in different order and verify |
| + | # Also do the distributive property like this |
| + | # Go back to the number of squares and triangles and activities and introduce Expressions. |
| + | # Give Ex-11.2 different problems as homework/ classwork practice problems. |
| + | |
| + | === Lesson 2 === |
| + | http://www.commoncoresheets.com/Math/Patterns%20and%20Function%20Machines/Identifying%20Pattern%20Attributes/English/1.pdf |
| + | # Numbers and generalizations – Use the spreadsheet to work with addition and subtraction and multiplication generalization |
| + | # Students must make word problems in groups to describe a given expression |
| + | # Students can work in groups for this number pyramid also - check file |
| + | # See page 232 of NCERT book used. That verbal/ mathematical expression important to build. |
| + | # Exercise 11.3 for all students (Do 11.3 with the spreadsheet – discuss some problems) |
| + | # In groups have children write out expressions for given situations in Page 234 of the book chapter. |
| + | # Exercise 11.4 based on student level |
| + | # Introduce equation (based on perimeter of an object) – Show Geogebra file |
| + | |
| + | ==Concept 4: Making simple expressions (addition, subtraction of multiple algebraic terms)== |
| ===Learning objectives=== | | ===Learning objectives=== |
| + | # Revisit forming an expression; take the same square example they did above. Extend by making it like this |
| + | [[:File:algebra2.png]] |
| + | # See this link very useful - http://nrich.maths.org/8111 |
| + | ## How may different ways can you draw? |
| + | ## How many down (vertical) lines and how many inverted C? |
| + | ## How many along (horizontal lines) and and how any downs? |
| + | ## How many squares and inverted C? |
| + | ## How many match sticks? |
| + | ## Exercise 11.4 based on student level |
| + | ## Exercise 11.5 based on student level |
| + | |
| ===Notes for teachers=== | | ===Notes for teachers=== |
| ''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'' | | ''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'' |
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| * '''Evaluation (Questions for assessment of the child)''' | | * '''Evaluation (Questions for assessment of the child)''' |
| * '''Question Corner''' | | * '''Question Corner''' |
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| ===Activity No # === | | ===Activity No # === |
| {| style="height:10px; float:right; align:center;" | | {| style="height:10px; float:right; align:center;" |
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| * '''Evaluation (Questions for assessment of the child)''' | | * '''Evaluation (Questions for assessment of the child)''' |
| * '''Question Corner''' | | * '''Question Corner''' |
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| + | == Concept 5 : Introduction to terminology called monomial, binomial, etc. == |
| + | # Expressions involving square |
| + | # The objectives of this lesson is to show the difference between 5x2 and (5x)2 |
| + | # Use the attached Geogebra file and use following questions. |
| + | # What is the side of small square? |
| + | # What is the side of large square? Explain in terms of small square |
| + | # What is the area? Of small square? Of large square? Express in variables |
| + | (x)² and (factor*x)². How is this different from factor*x² |
| + | # For the (5x)2 you should keep drawing squares using polygon tool. |
| + | # Use the following second NCERT textbook |
| + | http://ncert.nic.in/NCERTS/textbook/textbook.htm?gemh1=12-15 - Exercise 12.1 |
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| = Hints for difficult problems = | | = Hints for difficult problems = |