Algebra – Level 2• What I need to know. • What I can do. – continue a simple pattern – generalise the pattern – use the mathematical symbols of =, <, > – partition numbers less than 10 – know and use "teen" facts – solve addition problems by making a ten, or making a decade – solve addition problems involving measurements – continue a sequential pattern – develop bar charts to show relationships – draw the next shape in a pattern sequence – see how the pattern continues from one shape to the next – draw up a table of values – identify patterns in number sequences – systematically “count” to establish rules for sequential patterns – use rules to make predictions
Algebra – Level 3• What I need to know. • What I can do. – consolidate understanding of simple properties of addition, subtraction, multiplication and division – discover and use some more complex properties of addition, subtraction, multiplication and division – predict the next term of a spatial pattern – find a rule to give the number of matchsticks (tiles) in a given member of the pattern – find the member of the pattern that has a given number of matchsticks (tiles) – show number patterns using the hundred’s board and other grid arrangements for whole numbers – find the rule for a pattern of numbers shown on a hundred’s board or for input/output pairs from a calculator; – relate sequential spatial patterns to how they appear as a number sequence on a hundreds board. – continue a pattern – find the recurrence rule of a pattern – look at relations between two patterns – have some idea of what a general rule is – use a "cups and Cubes" model to describe relationships
Algebra – Level 4• What I need to know. • What I can do. – write and calculate arithmetic expressions precisely using the order of operations. – realise the importance of the order of operations on a calculator. – predict further members in patterns of equations using relationships within the equations – develop function rules to describe relationships – find specific values for variables from given relationships – devise a rule for ensuring that sets of numbers can be arranged into 3-by-3 magic squares – represent 3-by-3 magic squares algebraically – devise rules for determining the Magic Number for magic squares – represent magic squares using parametric equations – solve equations that have been formed from magic squares. – use powers of two in problem situations – find number patterns in practical situations – experiment to find patterns – explore the relationship between rows and columns in finding the areas of rectangles – calculate the area of rectangles, parallelograms and triangles – develop, justify and use rules to solve problems that involve number strips – identify and clearly articulate patterns, and make generalisations based on these . – find a rule to describe any member of a number sequence and express it in words . – find the number of crosses in Tukutuku panels by using areas of squares and rectangles – find the number of crosses in repeating Tukutuku panels by using linear formulae. – solve problems using linear relationships shown on tables and graphs.