Concept: The document discusses teaching algebra concepts to primary school students.
Skill: Students learn algebra through understanding patterns, relationships, and using concrete materials to represent abstract concepts.
Strategy: It is important for students to fully understand underlying concepts before moving to skills and strategies. Teachers should ensure students are confident in concepts through visual and hands-on learning before having them calculate abstract problems.
Algebra Readiness: Equipping K-8 Students for SuccessDreamBox Learning
As the focus on standards-readiness grows, educators need reassurance that they’re not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge. Joe Trahan, former middle school teacher, will discuss the pedagogical approach to preparing students for formal algebra. He'll share opportunities educators have to introduce the exploration of abstract concepts at an early age—at a time when students are more focused on concrete mathematical concepts.
Concrete to Abstract: Preparing Students for Formal AlgebraDreamBox Learning
As the focus on standards-readiness grows, we need reassurance that we’re not just teaching students how to pass a test, but also supporting their exploration, creativity and deep understanding of applied knowledge. In this webinar for the edWeb.net Adaptive Math Learning community, Joe Trahan and Kelly Urlacher, former Middle School teachers and current Curriculum Designers at DreamBox Learning, discussed the pedagogical approach to preparing students for formal algebra. They shared opportunities educators have to introduce abstract concepts at an early age – at a time when students are more focused on concrete mathematical concepts. Kelly and Joe discussed opportunities to foster mathematical exploration at an early age, digital tools to support concrete and abstract mathematical manipulations, and insights around how to engage middle school students and cultivate math confidence. View the webinar to learn how to prepare your students for pre-algebraic concepts.
Teaching Mathematics to English Language Learners admills
This session will present strategies to help teachers teach mathematics to English language learners including hands-on differentiation activities for teachers to do in the session.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
Algebra Readiness: Equipping K-8 Students for SuccessDreamBox Learning
As the focus on standards-readiness grows, educators need reassurance that they’re not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge. Joe Trahan, former middle school teacher, will discuss the pedagogical approach to preparing students for formal algebra. He'll share opportunities educators have to introduce the exploration of abstract concepts at an early age—at a time when students are more focused on concrete mathematical concepts.
Concrete to Abstract: Preparing Students for Formal AlgebraDreamBox Learning
As the focus on standards-readiness grows, we need reassurance that we’re not just teaching students how to pass a test, but also supporting their exploration, creativity and deep understanding of applied knowledge. In this webinar for the edWeb.net Adaptive Math Learning community, Joe Trahan and Kelly Urlacher, former Middle School teachers and current Curriculum Designers at DreamBox Learning, discussed the pedagogical approach to preparing students for formal algebra. They shared opportunities educators have to introduce abstract concepts at an early age – at a time when students are more focused on concrete mathematical concepts. Kelly and Joe discussed opportunities to foster mathematical exploration at an early age, digital tools to support concrete and abstract mathematical manipulations, and insights around how to engage middle school students and cultivate math confidence. View the webinar to learn how to prepare your students for pre-algebraic concepts.
Teaching Mathematics to English Language Learners admills
This session will present strategies to help teachers teach mathematics to English language learners including hands-on differentiation activities for teachers to do in the session.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
Your Math Students: Engaging and Understanding Every DayDreamBox Learning
The most important and challenging aspect of daily planning is to regularly—and yes, that means every day—create, adapt, locate, and consider mathematical tasks that are appropriate to the developmental learning needs of each student. A concern Francis (Skip) Fennell often shares with teachers is that many of us can find or create a lot of “fun” tasks that are, for the most part, worthless in regards to learning mathematics. Mathematical
tasks should provide a level of demand on the part of the student that ensures a focus on understanding and involves them in actually doing mathematics.
Want to Engage Your Students? Engage Them in the Math PracticesDreamBox Learning
It’s one of the most important questions math teachers ask every day: how do we engage students in meaningful, enjoyable mathematics? In this webinar for the Adaptive Math Learning community, presenters Zachary Champagne, Researcher at the Mathematics Formative Assessment Project at the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM), and Tim Hudson, former Math Curriculum Coordinator for Missouri’s Parkway School District, and DreamBox’s Senior Director of Curriculum Design, shared useful insights about the Mathematical Practices that will help deepen students’ understanding, enjoyment, and success in math class. Zachary and Tim discussed how to stop teaching ‘tricks’ and instead engage students in thinking like a mathematician. They also shared insights about the power of formative assessment, the importance of uncovering students’ intuitive thinking, and how technologies such as adaptive learning can support the Mathematical Practices. Topics included: understanding equality and precision, observing students engaged in sense-making, and designing learning experiences that empower students to “look for” important mathematics. Additionally, Julie Benay, Principal of Malletts Bay School in Vermont, shared how her school implemented DreamBox and the outcomes they experienced. View the webinar to learn how to make math more engaging for your students.
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
Your Math Students: Engaging and Understanding Every DayDreamBox Learning
The most important and challenging aspect of daily planning is to regularly—and yes, that means every day—create, adapt, locate, and consider mathematical tasks that are appropriate to the developmental learning needs of each student. A concern Francis (Skip) Fennell often shares with teachers is that many of us can find or create a lot of “fun” tasks that are, for the most part, worthless in regards to learning mathematics. Mathematical
tasks should provide a level of demand on the part of the student that ensures a focus on understanding and involves them in actually doing mathematics.
Want to Engage Your Students? Engage Them in the Math PracticesDreamBox Learning
It’s one of the most important questions math teachers ask every day: how do we engage students in meaningful, enjoyable mathematics? In this webinar for the Adaptive Math Learning community, presenters Zachary Champagne, Researcher at the Mathematics Formative Assessment Project at the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM), and Tim Hudson, former Math Curriculum Coordinator for Missouri’s Parkway School District, and DreamBox’s Senior Director of Curriculum Design, shared useful insights about the Mathematical Practices that will help deepen students’ understanding, enjoyment, and success in math class. Zachary and Tim discussed how to stop teaching ‘tricks’ and instead engage students in thinking like a mathematician. They also shared insights about the power of formative assessment, the importance of uncovering students’ intuitive thinking, and how technologies such as adaptive learning can support the Mathematical Practices. Topics included: understanding equality and precision, observing students engaged in sense-making, and designing learning experiences that empower students to “look for” important mathematics. Additionally, Julie Benay, Principal of Malletts Bay School in Vermont, shared how her school implemented DreamBox and the outcomes they experienced. View the webinar to learn how to make math more engaging for your students.
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
Scientix 8th SPNE Brussels 16 October 2015: Functional thinking in students a...Brussels, Belgium
Presentation of the project "Functional thinking in students at elementary education as an approximation to algebraic thinking"- Spain, held during the 8th Science Projects' Networking Event, Brussels, 16 October 2015
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
Due Midnight Sunday of Unit 4. KEY ASSESSME.docxsagarlesley
Due: Midnight Sunday of Unit 4.
KEY ASSESSMENT
This assignment will require you to plan an Engineering Challenge using the format provided in the
attached “Design Challenge Planning Template”. It must include a state early learning standard, be
developmentally appropriate and intentional in design, and meet the needs of all the students.
Remember to include vocabulary words that will enhance the concepts you are planning. The
requirements for your design challenge are as follows:
1. Choose a children’s book. Typically, a fiction picture book for this assignment will work. A good
fiction picture book contains a beginning, a middle and an end. It will also have a problem which will
lead to a conflict, and then possible resolutions and completion with a satisfying ending. There may
be more than one conflict that needs attention. This is where we can see the impact of an
engineering experience.
2. Create a Design Loop
A. What is the problem?
B. Brainstorm solutions.
C. Create the solution you think is best.
D. Test your solution.
E. Evaluate your solution.
Discuss the problem that the story’s characters are experiencing. Consider this example:
Read the story Goldilocks and the Three Bears. After reading the story, the children decide that
Goldilocks needs a new bed. That is the challenge that needs to be solved!
The class will suggest materials they would need to create a new bed for her.
They will discuss how materials might connect with each other, what materials are made of, and
specific properties.
These are all important concepts that will make this experience fruitful.
Draw a plan, build or create it, and try it out. The children will need to revise it (reiterate),
making the plan better. They will then be able to show the finished project and explain how it will
work.
Evaluate the solution. Which other STEM concepts did you use?
Which materials are going to make the bed as soft as she wants? (Science)
Did you take a picture of the bed with a camera? (Technology)
Did you measure the space you will need for the mattress? (Mathematics)
3. Family and Community Engagement
Your planned experience needs to engage the family and community. How will you help children’s
families recognize the steps in critical thinking while problem solving an authentic dilemma? Can the
children with their families find items in their homes and/or community that are “too something”?
Examples:
a book that is too hard to read
a light that is too bright
a cat that is too sleepy
a store counter that is too tall
CHS250 – STEM in ECE
Engineering Design Challenge Assignment & Rubric
Students: Be sure to read the criteria, by which your paper/project will be evaluated,
before you write, and again after you write.
Evaluation Rubric for Engineering Design Challenge Assignment: 70 points
NAEYC/ECTC Standard 4 3 2 1
Exemplary Proficient Adequat ...
Resource Loom Video for supporting the COE Lesson Plan Template.docxaudeleypearl
Resource: Loom Video for supporting the COE Lesson Plan Template
Greetings, College of Education Faculty-
The College of Education (COE) recently began utilizing a new lesson plan template that follows the standards of the universal design within its courses. Over time, faculty, students, and staff provided feedback on the usability of the template. In response, COE has developed a Loom video to better orient faculty and students to the components of the lesson plan template in support of using the template in the classroom.
This video was created by Dr. Meredith Critchfield and Dr. Brandon Juarez, full time faculty for the College of Education, and can be viewed via the link below. In viewing the video, you’ll hear more about the background and value of universal design for learning as well as the importance of each lesson plan template section. Please view this as a resource to better understand the COE lesson plan template as well as a resource in how to support students using this template with assignments. Please feel free to share this resource with your students. A transcript of the video will soon be available and will be added to the Student Success Center as a resource. The goal is to have this available during the spring semester.
You may view the video here: https://youtu.be/yOq6Kf1o8q8
Video components include and can be located at the following times:
0:17 - Lesson Plan 5 Components
2:24 - Lesson Plan Specifics
2:39 – UDL Terms
6:00 – Lesson Plan Template Breakdown
6:04 – Instructional Plan Title
7:12 – Lesson Summary and Focus
7:45 - Classroom and Student Factors/Grouping
8:34 – National/State Learning Standards
9:24 – Specific Learning Target(s)/Objectives
11:35 – Academic Language
13:05 – Resources, Materials, Equipment and Technology
14:34 – Anticipatory Set
16:00 – Multiple Means of Representation
19:28 – Multiple Means of Engagement
21:45 – Multiple Means of Expression
24:25 – Extension Activity and/or Homework
Please do not hesitate to contact the COE Programs Team at [email protected] if you have any questions about the lesson plan template or how to support student learning. Thank you for your time and effort in making our learning environment as successful as possible.
Faculty Training & Development
On behalf of
Stacy Vaught on behalf of the College of Education
Grand Canyon University
Instructions for Assignment 4
Week 4 Assignment: Planning Instruction for Diverse Students
Please watch my video to help you with this week’s assignment:
https://www.loom.com/share/b74956fc33d242df977c415457aaf3cd
Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.
For this assignment, complete the "Planning Instruction for Divers ...
Resource Loom Video for supporting the COE Lesson Plan Template.docxsjennifer395
Resource: Loom Video for supporting the COE Lesson Plan Template
Greetings, College of Education Faculty-
The College of Education (COE) recently began utilizing a new lesson plan template that follows the standards of the universal design within its courses. Over time, faculty, students, and staff provided feedback on the usability of the template. In response, COE has developed a Loom video to better orient faculty and students to the components of the lesson plan template in support of using the template in the classroom.
This video was created by Dr. Meredith Critchfield and Dr. Brandon Juarez, full time faculty for the College of Education, and can be viewed via the link below. In viewing the video, you’ll hear more about the background and value of universal design for learning as well as the importance of each lesson plan template section. Please view this as a resource to better understand the COE lesson plan template as well as a resource in how to support students using this template with assignments. Please feel free to share this resource with your students. A transcript of the video will soon be available and will be added to the Student Success Center as a resource. The goal is to have this available during the spring semester.
You may view the video here: https://youtu.be/yOq6Kf1o8q8
Video components include and can be located at the following times:
0:17 - Lesson Plan 5 Components
2:24 - Lesson Plan Specifics
2:39 – UDL Terms
6:00 – Lesson Plan Template Breakdown
6:04 – Instructional Plan Title
7:12 – Lesson Summary and Focus
7:45 - Classroom and Student Factors/Grouping
8:34 – National/State Learning Standards
9:24 – Specific Learning Target(s)/Objectives
11:35 – Academic Language
13:05 – Resources, Materials, Equipment and Technology
14:34 – Anticipatory Set
16:00 – Multiple Means of Representation
19:28 – Multiple Means of Engagement
21:45 – Multiple Means of Expression
24:25 – Extension Activity and/or Homework
Please do not hesitate to contact the COE Programs Team at [email protected] if you have any questions about the lesson plan template or how to support student learning. Thank you for your time and effort in making our learning environment as successful as possible.
Faculty Training & Development
On behalf of
Stacy Vaught on behalf of the College of Education
Grand Canyon University
Instructions for Assignment 4
Week 4 Assignment: Planning Instruction for Diverse Students
Please watch my video to help you with this week’s assignment:
https://www.loom.com/share/b74956fc33d242df977c415457aaf3cd
Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.
For this assignment, complete the "Planning Instruction for Divers.
This presentation documents many online math resources as well as how to go about jazzing up the creation of story problems using technology in 3rd Grade Math.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. Weekly Reflection
Throughout this week’s tutorial and lectures I had gained an
understanding upon the underlying concepts and processes of algebra
in a simplified form that I had not been knowledgeable of prior to this
unit. Within the tutorial, as a class, we had used concrete materials to
model our understanding of what we had learnt within the lecture and
had watched a demonstration video whilst modeling our problems, so
that we were able to visually depict what the process within the
problem involved.
Within the future, I aim to ensure that all of my students understand
every underlying concept behind a topic before proceeding to skills
and strategies of the concept being taught. By doing so, students
would become confident in proceeding to calculate problems, in
contrast to my experience where I had no knowledge of the underlying
concept or patterns of the concept and had become stuck when using
skills and strategies to calculate the problems.
3. Concept, Skills and Strategies
Concept of Algebra: A symbolic representation of patterns and relationships.
Skills: Ability to find the missing element.
As well as using skills such as,
- Recognizing
- Describing
- Repeating
- Growing
- Replacing
- Translating
Strategy: Using skills we have already learnt such as that of, (Four basic
functions/concepts)
- Addition
- Subtraction
- Multiplication
- Division
- https://www.youtube.com/watch?v=NybHckSEQBI - This video clip describes the
basic concept, functions, skills and thinking strategies used for algebraic thinking
and algorithms.
4. LanguageModelinapplicationto Algebra
Student Language
Materials Language
Mathematics Language
Symbolic Language
Concrete/Visual
Verbal
Symbolic
Pattern, repeating, growing, missing, replacing,
changing
Relationship, Function, formula, expressions,
equations, variables, equality, inequality,
substituting, unknown, generalization, input,
output
Change, equal, balanced, the same,
equals, problem, question, value,
2 x y = 5
Y x 4 = 20
2y + 5 = 11
Toys, books, pattern games,
shapes, natural materials
(anything that can be
modeled)
MAB blocks, unifix cubes,
blocks, matchsticks, pencils
(any materials that can be
modeled)
- This source contains a range of links to
online resources of patterns and algebra
from the Foundation years to year 6. –
- http://www.resources.det.nsw.edu.au/Res
ource/Access/37f3cd25-eeb2-4be3-87e0-
e83f98c717b7/1
Useful resource for students – demonstration on how to write an
equation for an expression that has an input (x) and an output (y)
& demonstrates how to write equations that contain division as
well as multiplication –
http://splash.abc.net.au/home#!/media/1453524/
Scales (created by
student on paper), A
drawn chart
Concept: Algebra, an understanding of
relationships between numbers.
Skill: Find the missing element/create & grow
patterns and investigate their relationship
Thinking Strategy: Directly related to
investigation of number.
5. Teaching Resources
• This resource may be useful to the higher year levels of primary school, but also my provide some useful
points for teachers that are teaching students within younger year levels. This source provides specific
evidence-based recommendations for teaching the algebra concept to students (American originated
source) – https://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc_algebra_040715.pdf
• In conjunction with the teaching of the concept, this video series may become of use if students are
finding difficulty with a certain part of the concept. These videos can be replayed at any time and provide
a number of visual representations and numerous examples upon the concept.
• The videos are split up into various segments of which contain, depiction of the concept of algebra,
solving basic equations (2 parts), 2 step equation, what are polynomials and simplifying polynomials.
-https://www.youtube.com/watch?v=NybHckSEQBI
-https://www.youtube.com/watch?v=l3XzepN03KQ
-https://www.youtube.com/watch?v=Qyd_v3DGzTM
-https://www.youtube.com/watch?v=LDIiYKYvvdA
-https://www.youtube.com/watch?v=ffLLmV4mZwU
-https://www.youtube.com/watch?v=DKC74YKJpNY
6. Misconceptions
• The equals sign is one of the most misinterpreted aspects to algebra. Many
students commonly use the symbol to simply state their answer.
• This source depicts some examples in which students may incorrectly utilize
the symbol. - http://www-
tc.pbs.org/teacherline/courses/math175/session3/studentmisconceptions.p
df
• To resolve the issue it may be useful to have a class discussion upon the use
of the equals sign and question students upon their current thoughts upon
what the symbol is used for. To implement this, a video clip demonstrating
what the mathematical definition and use for the equal sign is may clarify
confusion and resolve the misconception altogether. -
https://www.youtube.com/watch?v=2cJbQHYTJjM
11. Additional Teaching Strategies
• This source is a 16 page resource for teachers that provides an intro for teaching fractions. This
resource covers ordering, the four basic arithmetic, cancelling, writing in simplest for, the use of
area, model for multiplication and the use of the number line for ordering, adding and
subtracting. – http://www.amsi.org.au/teacher_modules/fractions.html
• This is an interactive resource called, ‘The Function Machine’ it entitles students to drag numbers
to the appropriate section and investigate the number pattern evident. –
http://www.scootle.edu.au/ec/viewing/L3527/index.html
• This resource may be useful for students when planning lessons for students. This source provides
various teaching strategy that may be useful for implementations within the classroom. It
addresses, various learning styles, working with students that need additional support and future
planning. – http://www.regentsprep.org/regents/math/algebra/teachres/Teachres.htm
• This source is an interactive resource aimed at students within the foundational years and entitles
them to extend a coloured button pattern and then to explain the pattern in words. –
http://www.scootle.edu.au/ec/viewing/L3516/index.html
13. Chapter Summary
Concept map for algebra -process and calculation of algebraic
algorithm
•Problems build on ideas are that essential to the curriculum
•Problems, patterns and the relations are each an essential part of primary school mathematics
•Routine Problems – exercises considered for developing algebraic concepts and thinking (+/-/x & Division)
•Non-Routine: ‘look for a pattern’ problems and number puzzles,
‘A family is building a rectangular garden that is always 1 m wide surrounded by a path made of 1m by 1m weed mats.
For a 1m by 2m garden, they need 10 mats. Draw a picture to verify the number of mats needed for these 2 gardens.
How many mats do they need for a 1m by 8m garden?
14. Chapter Summary
• Patterns – help children understand to organize their world and understand mathematics.
• Repeating Pattern – Has a ‘core element’ that is repeated over and over
• Growing patterns differ from repeated patterns
e.g. 1, 2, 4
1, 4, 9, 6, 16, 25
Properties of numbers
• Functions – a way of expressing a relation
• e.g. each number in the first set is related to 1 and only 1 number in the second set
• Language and Symbols – weave terms and symbols into your understandings – children learn about language
and symbols as they are learning about numbers
• Variables: 3 uses
- Placeholder – 3+ = 7/ 3+a= 7
- Generalizations – ‘any no. subtracted by itself is 0 and may be represented as a-a= 0’
- Function = H=2 x 13 / H & B are variables
• Modeling: concrete materials can assist children in understanding the overall and concept that are working on
• Generalizing: Finding a rule that generates the pattern
• Justifying: Having students justify the problems and their generalizations can assist them in understanding the
concept and gain confidence in their knowledge and skills.
• Relations, Functions: May be treated as patterns, alike growing patterns previous mentioned (above)
• Relations: Properties of numbers: investigating properties such as ‘distributivity’ can assist students within their
ability to construct generalizations
15. References
ABC. (2016). Show just how pro numerals you can be. Retrieved from, http://splash.abc.net.au/home#!/media/1453524/
Australian Curriculum Assessment and Reporting Authority. (2016). Curriculum. Retrieved from, http://www.australiancurriculum.edu.au/mathematics/curriculum/f-
10?layout=1
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