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Algebra: The Early Years

Algebra: The Early Years. Elijah R. Swift, Jr. Chandler-Gilbert Community College Maricopa County Community College District, AZ Aline Wilson Lenora Braynon Smith Elementary School Miami-Dade County Public Schools FL John Roberts Leflore County P.S., MS.

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Algebra: The Early Years

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  1. Algebra: The Early Years Elijah R. Swift, Jr. Chandler-Gilbert Community College Maricopa County Community College District, AZ Aline Wilson Lenora Braynon Smith Elementary School Miami-Dade County Public Schools FL John Roberts Leflore County P.S., MS

  2. What do you do when a student asks, “When am I ever going to use this?”

  3. What do you do when a student says, “I’m just not a math person”?

  4. What do you do to help struggling students succeed?

  5. Motivate Them!

  6. Motivate them? This is easier said than done.

  7. HOW????

  8. Creed Introductions Giving/ Following Directions Activity What is Algebra? How does it look at the elementary school level? What’s My Rule? Pattern Play Puzzling Patterns Patterns of Penny Placement Just the Facts Song Find the Missing Number How Fast Are We Going? Find Perimeter and Area Using Straws and Fishing Line Creed Agenda

  9. Creed I AM LARGER THAN LIFE I WILL LEAD NOT FOLLOW I WILL BELIEVE NOT DOUBT I WILL CREATE NOT DESTROY I AM A FORCE FOR GOOD I WILL DEFY THE ODDS I WILL SET A NEW STANDARD I WILL STEP UP I AM WHAT I CHOOSE TO BE AND EVERY DAY, IN EVERY WAY, I GET BETTER AND BETTER

  10. Introductions: Who are you? • Think of an adjective that describes you. • Stand. Tell us your adjective, why you chose it, and briefly tell us about yourself.

  11. Do you give clear instructions? Are you able to follow directions? In this activity, you will work with a partner (groups of 2). Person 1 will give instructions. Person 2 will follow the given directives. Giving/ Following Directions

  12. What is Algebra?

  13. Algebraic Thinking The NCTM has constantly emphasized that beginning with the earliest grades, the curriculum should stress patterns (Bassarear, 2005). More specifically, students should be afforded opportunities to focus on recognizing, describing, and extending patterns.

  14. Algebraic Thinking The NCTM also states that elementary teachers should have sufficient familiarity with the ideas of algebra so that their students will explore and develop, before they enter high school, the concepts and skills that are essential prerequisites to formal algebraic thinking.

  15. Patterns

  16. What’s My Rule? Activity

  17. What’s My Rule? • Cut out shapes. • Create a pattern using the shapes. • Pair up with a partner. See can you figure out the rule for the pattern that your partner created.

  18. What’s My Rule? Discussion • Which patterns presented the least amount of challenge to figure out? Why? • Which patterns presented the greatest amount of challenge to figure out? Why? • Use/ Adapt for Use

  19. Pattern Play Activity Noodlin’ With Numbers

  20. Pattern Play – Noodlin’ With Numbers Pattern detectives everywhere, we need your help! A dreadful number villain is vandalizing our town. No number is safe from his evil clutches.

  21. Pattern Play – Noodlin’ With Numbers This mysterious phantom is noodlin’ with our numbers and causing chaos in our town. You can imagine the confusion when highway 3 suddenly became highway 7 and the speed limit changed from 20 to 41 miles per hour within minutes. Addresses are being changed. The ice cream shop isn’t 127 Cedar Avenue anymore. It is now 255 Cedar Avenue.

  22. Pattern Play – Noodlin’ With Numbers We’re stumped. Please help us solve this mystery. Do you see a pattern? Maybe if you can discover the pattern, we can save the next town.

  23. Pattern Play – School’s In There are 20 fish in the “school.” There are three different colors of fish – blue, green, and red. The school was lined up so that the pattern of fish was blue, blue, green, green, red, blue, blue, green, green, red… • What color is the last fish in the line? • How many blue fish are in the school?

  24. Pattern Play – Pyramid of Pennies Chin built a pyramid of pennies. He had one penny on top. He had three pennies in the second row. He had five pennies in the third row and seven pennies in the fourth row. • How many pennies did he have in the 10th row? • Which row had 27 pennies?

  25. Pattern Play? Discussion • Which patterns presented the least amount of challenge to figure out? Why? • Which patterns presented the greatest amount of challenge to figure out? Why? • Use/ Adapt for Use

  26. Puzzling Patterns

  27. Puzzling Patterns • Look at the Hundred’s Chart. • What patterns do you see? • Record results on flip chart paper.

  28. Puzzling Patterns Let’s break the chart apart.

  29. Puzzling Patterns? Discussion • Which patterns presented the least amount of challenge to figure out? Why? • Which patterns presented the greatest amount of challenge to figure out? Why? • Use/ Adapt for Use

  30. Patterns of Penny Placement

  31. Just the Facts Song

  32. Find the Missing Number Activity

  33. Find the Missing Number Discussion Use/ Adapt for Use

  34. How Fast Are We Going Activity

  35. How Fast Are We Going Discussion Use/ Adapt for Use

  36. Find Perimeter and Area Activity

  37. Find Perimeter and Area Activity Discussion Use/ Adapt for Use

  38. Wrap it Up

  39. IF A CHILD DOES NOT LEARN THE WAY YOU TEACH, TEACH THE WAY THE CHILD LEARNS.

  40. Creed I AM LARGER THAN LIFE I WILL LEAD NOT FOLLOW I WILL BELIEVE NOT DOUBT I WILL CREATE NOT DESTROY I AM A FORCE FOR GOOD I WILL DEFY THE ODDS I WILL SET A NEW STANDARD I WILL STEP UP I AM WHAT I CHOOSE TO BE AND EVERY DAY, IN EVERY WAY, I GET BETTER AND BETTER

  41. Contact Info: elijah.swift@cgcmail.maricopa.edu awilson@dadeschools.net tony51156@aol.com This presentation can be found online at: http://eport2.cgc.maricopa.edu/published/s/wi/swift/collection/11/

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