An Algebra story Math

– what was important and therefore worth spending time on – Concentrate on the language and pedagogy using the SNP teaching model – Lesson structure What we did !... As long as you are

An Algebra story

Background

– what was important and

therefore worth spending time on

– Concentrate on the language and

pedagogy using the SNP

teaching model

– Lesson structure

What we did !

The greatest enemy of understanding is coverage

As long as you are determined to cover everything, you actually ensure that most kids are not going to understand You’ve got to take enough time to get

kids deeply involved in something so they can think about it in lots of different ways and apply it – not just at school but at home and on the street

and so on (Brandt, 1993)

So what did we cover?

The language of Maths

Continually revisit using activities such as:

•Bingo

•Loopies

•Addonagons

•4 in a row (number to algebra)

•Simple questions in context

•Reading out loud

•Unscrambling maths words

•Crosswords

Algebra language Bingo

Draw up a 3 X 3 grid and pick 9 of these and fill in your grid

• Collecting up like terms

• Using Maths language

4 in a row – number to algebra

• Mult/div or add/sub.

• Algebra

Questions in context

• Use simple knowledge questions.

• T/students read qs out loud to the class

• Students write the “maths” problem using correct

notation.

• Eg Tickets to the concert cost $58 If 4 friends want to

go what is it going to cost altogether?

• Eg Joel has $69 less than Marty who has $350 How

much money does Joel have?

Unscrambling Maths words/crosswords etc

• http://puzzlemaker.discoveryeducation.com/Wor

dSearchSetupForm.asp

• www.puzzle-maker.com/CW/

• Spatial patterns – drawing the next 2 shapes

• Matching a spatial pattern to a number

• Finding the next 3 terms in a number pattern

• Finding the missing numbers in a number pattern

• Making up a spatial pattern for a number pattern

• How many objects are added to get the next term

• Design a spatial pattern that adds: 4 matchsticks to get the next term or 1 black dot and 3 yellow dots to get next term

• For the pattern 24, 20, 16, describe what is happening in words.

• Find the next 2 terms - describe the rule in words

• Use the number 5 and the rule to find the first 5 terms

• Using tables:

• “n” match stick design……… no of match sticks needed

Patterning continued

• Complete the table (no design given)

• Now introduce some more context Eg to hire “the

coffee man” it costs $50/hr and an $80 set up fee Construct a table to show the cost for 1 to 6 hours.

• Move to using rules and formulas eg

– Find first 4 terms for this rule

– Find the 6 th term (n=6) of the number pattern 3n + 5

– Complete the table using the rule m = 2n + 6

– Lots of these using lots of different variables.

Move to across and down rules

and context examples

Moving towards expansions and factorising

Revisit Using PV and partitioning to multiply (L4 Stage 5)

Context question:

37 loaves of bread have been ordered for the tangi

There are 24 slices in each loaf How many slices have to be buttered? Read the question

What is the maths question?

Using Number Properties

add 40 to get to 60 add 2 to get to 62

Solving Equations

2X + 1 = X + 7

7 X

Solving Equations

2X + 1 = 7

7

Solving Equations

2(X + 1) = 18 X

18

1

Solving Equations

2(X + 1) = 18

Solving Equations

2(X + 1) = 18 X

18

X

Solving Equations

2X - 1 = 8 - X X

1 8

X

Solving Equations

X + 3 = 2 X

2

3

Key points

• Present new ideas in context

• Read all questions out loud

• Articulate all calculations

• Put calculations in words and pictures

• Keep the glossary going

• Ensure that students can explain their answers.

• Use lots of reinforcement activities