Difference between revisions of "Introduction to algebra"
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==Concept #1 Algebraic thinking - Abstraction== | ==Concept #1 Algebraic thinking - Abstraction== | ||
===Learning objectives=== | ===Learning objectives=== | ||
| + | #To make meaning from patterns | ||
| + | #Able to extend patterns | ||
| + | #Able to state observed pattern in generalized terms | ||
===Notes for teachers=== | ===Notes for teachers=== | ||
| + | Abstraction is generalizing the thinking. So here will focus on activities to build skills of generalization. | ||
===Activity No # === | ===Activity No # === | ||
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div> | ''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div> | ||
|} | |} | ||
| − | *Estimated Time | + | *Estimated Time - 15 minutes |
*Materials/ Resources needed | *Materials/ Resources needed | ||
| + | Open space, match sticks, blackboard | ||
*Prerequisites/Instructions, if any | *Prerequisites/Instructions, if any | ||
*Multimedia resources | *Multimedia resources | ||
*Website interactives/ links/ / Geogebra Applets | *Website interactives/ links/ / Geogebra Applets | ||
*Process/ Developmental Questions | *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 | *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 | *Question Corner | ||
Revision as of 14:17, 2 September 2013
| Philosophy of Mathematics |
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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
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- 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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