Bureaucrats, oversight, Administrators
1,823
edits
Changes
From Karnataka Open Educational Resources
mLine 20:
Line 20: − <mm>[[Introduction_to_algebra.mm|Flash]]</mm>+ Line 29:
Line 29: + + + + Line 43:
Line 47: − + Line 76:
Line 80: + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
Text replacement - "</mm>" to ""
= Concept Map =
= Concept Map =
[[File:Introduction_to_algebra.mm|Flash]]
__FORCETOC__
__FORCETOC__
=Additional Information=
=Additional Information=
==Useful websites==
==Useful websites==
http://www.math-drills.com/patterning.shtml <br>
http://www.commoncoresheets.com/Patterns.php<br>
http://www.math-aids.com/Algebra/Pre-Algebra/Expressions/Translate.html<br>
==Reference Books==
==Reference Books==
NCERT Book referenced <br>
NCERT Book referenced <br>
Activity and lesson 1
Activity and lesson 1
[[File:1..png|500px]]<br>[[File:2..png|500px]]<br>
[[File:1.0..png|700px]]<br>[[File:2..png|700px]]<br>
The students must complete the table like the following:
The students must complete the table like the following:
Give Ex-11.2 different problems as homework/ classwork practice problems.<br>
Give Ex-11.2 different problems as homework/ classwork practice problems.<br>
'''Lesson 3'''
(this may take 2 periods)<br>
*http://www.commoncoresheets.com/Math/Patterns%20and%20Function%20Machines/Identifying%20Pattern%20Attributes/English/1.pdf<br>
*Numbers and generalizations – Use the spreadsheet to work with addition and subtraction and multiplication generalization<br>
*Students must make word problems in groups to describe a given expression<br>
*Students can work in groups for this number pyramid also - check file<br>
*See page 232 of NCERT book used. That verbal/ mathematical expression important to build.<br>
*Exercise 11.3 for all students (Do 11.3 with the spreadsheet – discuss some problems)<br>
*In groups have children write out expressions for given situations in Page 234 of the book chapter.<br>
*Exercise 11.4 based on student level <br>
*Introduce equation (based on perimeter of an object) – Show Geogebra file<br>
'''Lesson 4'''
Revisit forming an expression; take the same square example they did above. Extend by making it like this
[[File:3..png|400px]]<br>
See this link very useful - http://nrich.maths.org/8111<br>
-How may different ways can you draw?<br>
-How many down (vertical) lines and how many inverted C?<br>
-How many along (horizontal lines) and and how any downs?<br>
-How many squares and inverted C?<br>
-How many match sticks?<br>
*Exercise 11.4 based on student level
*Exercise 11.5 based on student level
'''Lesson 5'''
Expressions involving square<br>
The objectives of this lesson is to show the difference between 5x2 and (5x)2<br>
Use the attached Geogebra<br>
file and use following questions.<br>
What is the side of small square?<br>
What is the side of large square? Explain in terms of small square<br>
What is the area? Of small square? Of large square? Express in variables<br>
(x)² and (factor*x)². How is this different from factor*x²<br>
For the (5x)2 you should keep drawing squares using polygon tool.<br>
Use the following second NCERT textbook<br>
http://ncert.nic.in/NCERTS/textbook/textbook.htm?gemh1=12-15<br>
Exercise 12.1
===Activity No # ===
===Activity No # ===
