Difference between revisions of "Introduction to algebra"

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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_History The Story of Mathematics]
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_History The Story of Mathematics]
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|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]
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| style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; " |[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Pedagogy Teaching of Mathematics]
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Maths:_Curriculum_and_Syllabus Curriculum and Syllabus]
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[http://karnatakaeducation.org.in/KOER/en/index.php/Maths:_Curriculum_and_Syllabus Curriculum and Syllabus]
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]
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[http://karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Mathematics_-_Textbooks Textbooks]
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Maths:_Question_Papers Question Bank]
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[http://karnatakaeducation.org.in/KOER/en/index.php/Maths:_Question_Papers Question Bank]
 
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While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].
 
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].
  
 
= Concept Map =
 
= Concept Map =
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<mm>[[Introduction to algebra.mm|Flash]]</mm>
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[[File:Introduction to algebra.mm|Flash]]
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__FORCETOC__
 
__FORCETOC__
  
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==Useful websites==
 
==Useful websites==
 
==Reference Books==
 
==Reference Books==
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http://ncert.nic.in/NCERTS/textbook/textbook.htm?femh1=11-14 <br>
  
 
= Teaching Outlines =
 
= Teaching Outlines =
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#Able to extend patterns  
 
#Able to extend patterns  
 
#Able to state observed pattern in generalized terms
 
#Able to state observed pattern in generalized terms
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#Generalization; and stating in algebraic terms
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#Algebraic variables can be “x” or “y” or “a” of “b”
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#Combining algebraic terms – commutative and distributive properties
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#Making simple expressions (addition, subtraction of multiple algebraic terms)
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#Introduction to terminology called monomial, binomial, etc.
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===Notes for teachers===
 
===Notes for teachers===
 
Abstraction is generalizing the thinking.  So here will focus on activities to build skills of generalization.   
 
Abstraction is generalizing the thinking.  So here will focus on activities to build skills of generalization.   
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===Activity No # ===
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===Activities===
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#Activity 1 - [[Introduction_to_algebra_abstraction_activity_1|Match stick abstraction]]
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#Activity 2 - [[Introduction_to_algebra_abstraction_activity_2|More Match sticks!!]]
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*Estimated Time - 15 minutes
 
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*Materials/ Resources needed
 
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Open space, match sticks, blackboard
 
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*Prerequisites/Instructions, if any
 
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*Multimedia resources
 
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*Website interactives/ links/ / Geogebra Applets
 
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*Process/ Developmental Questions
 
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Ask children to make the letter "Z" from sticks.  Each group to make as many Z as possible within 5 minutes. 
 
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'''Discussion questions'''
 
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#How many sticks were needed for 1 "Z"?
 
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#How many sticks were needed for 2 "Z"?
 
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#....
 
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#How many sticks were needed for n "Z"?
 
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#Children have you noticed any relationship between the number of "Z"s formed and the number of sticks used to form the letter "Z"?
 
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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.
 
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The discussion has ended up with children generalizing the pattern they observed.
 
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#The number of matchstick depended on what?
 
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Outcome: The number of matchstick is a variable and will depend on number of "Z"
 
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*Evaluation
 
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#Ask children to make matchstick patterns for other letters, like "F", "A", "W"
 
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#Make patterns of 1Z, 2Z, 3Z, 4Z and ask children to generalize patterns
 
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*Question Corner
 
  
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===Activity No # ===
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==Concept #2 Algebraic thinking - Arithmetic Abstraction==
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
 
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*Estimated Time 20 minutes
 
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*Materials/ Resources needed
 
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Match sticks/sticks and black board
 
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*Prerequisites/Instructions, if any
 
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Children have understood the variation of data and are able to generalise the pattern
 
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*Multimedia resources
 
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*Website interactives/ links/ / Geogebra Applets
 
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*Process/ Developmental Questions
 
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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.
 
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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.
 
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*Evaluation
 
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*Question Corner
 
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==Concept #2 Algebraic thinking - Analysis==
 
 
===Learning objectives===
 
===Learning objectives===
 
===Notes for teachers===
 
===Notes for teachers===
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===Activity No # ===
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#Activity 2 -  
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*Estimated Time
 
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*Materials/ Resources needed
 
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*Prerequisites/Instructions, if any
 
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*Estimated Time
 
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*Prerequisites/Instructions, if any
 
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==Concept #3 Algebraic thinking - Forming expression==
 
==Concept #3 Algebraic thinking - Forming expression==
 
===Learning objectives===
 
===Learning objectives===
 
===Notes for teachers===
 
===Notes for teachers===
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===Activities===
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===Activity No # ===
 
===Activity No # ===
 
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*Estimated Time
 
*Estimated Time
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*Estimated Time
 
*Estimated Time

Latest revision as of 04:20, 6 February 2020

ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ'

The Story of Mathematics

Philosophy of Mathematics

Teaching of Mathematics

Curriculum and Syllabus

Topics in School Mathematics

Textbooks

Question Bank

While creating a resource page, please click here for a resource creation checklist.

Concept Map

[maximize]


Textbook

To add textbook links, please follow these instructions to: (Click to create the subpage)

Additional Information

Useful websites

Reference Books

http://ncert.nic.in/NCERTS/textbook/textbook.htm?femh1=11-14

Teaching Outlines

Concept #1 Algebraic thinking - Abstraction

Learning objectives

  1. To make meaning from patterns
  2. Able to extend patterns
  3. Able to state observed pattern in generalized terms
  4. Generalization; and stating in algebraic terms
  5. Algebraic variables can be “x” or “y” or “a” of “b”
  6. Combining algebraic terms – commutative and distributive properties
  7. Making simple expressions (addition, subtraction of multiple algebraic terms)
  8. Introduction to terminology called monomial, binomial, etc.

Notes for teachers

Abstraction is generalizing the thinking. So here will focus on activities to build skills of generalization.

Activities

  1. Activity 1 - Match stick abstraction
  2. Activity 2 - More Match sticks!!

Concept #2 Algebraic thinking - Arithmetic Abstraction

Learning objectives

Notes for teachers

Activities

  1. Activity 1 -
  2. Activity 2 -

Concept #3 Algebraic thinking - Forming expression

Learning objectives

Notes for teachers

Activities

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

Usage

Create a new page and type {{subst:Math-Content}} to use this template

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