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Week 11

Week 11. Group One Deb Whiteley Courtney Nayda. Objective two : Connect algebra concepts to the Australian Curriculum: Mathematics. Expressing generality. Function. Equation. Students can sort, classify, order objects by different properties (Booker, Bond, Sparrow, & Swan, 2010).

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Week 11

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  1. Week 11 Group One Deb Whiteley Courtney Nayda

  2. Objective two : Connect algebra concepts to the Australian Curriculum: Mathematics. Expressing generality Function Equation Students can sort, classify, order objects by different properties (Booker, Bond, Sparrow, & Swan, 2010). Students recognise the similarities and equivalence between different items, patterns and problems. Students can describe, extend, and make generalisations about number and also geometric patterns (Booker et al. 2010). Year 4 Number & Algebra strand: ACMNA082: Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACARA, 2010). ACMNA083: Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACARA, 2010). Foundation Year Number & Algebra strand: ACMNA005: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (Australian Curriculum Assessment and Reporting Authority, 2010). Year 2 Number & Algebra strand: ACMNA035: Describe patterns with numbers and identify missing elements (ACARA, 2010). ACMNA036: Solve problems by using number sentences for addition or subtraction (ACARA, 2010).

  3. Objective Three: Identify a range of suitable activities to support children’s learning in algebra. Generalising – find the rule that generates the pattern: AFGAFG so the child learns G is in every third place, so this means (3 X G) - 1 = the place of the F within the pattern. Have students recognise simple patterns when starting. Teachers can ask them to think about the patterns, for instance, does the A repeat after the G every time? Predictions - have students use predictions for extend the pattern or solve the problem. For instance, Sam spent $2.00 on Monday, $3.50 on Tuesday, $5.00 on Wednesday. How much money did Sam spend on Saturday? As students progress they problems can become more complex. Representations – Students need lots of experiences with representations. For instance, 2 X 3 = 8 – 2 or 9 + 9 = 9 X 2 = (5 X 2) + 9 = 7 + (2 X 8) - 4 When using activities explore a variety of methods, manipulatives and visual applications. Teachers use ten frames, balance beams, graphs, tables, unifix, computer games and programs and problem solving equations to further develop conceptual understanding. Make the activities meaningful and just above their demonstrated understanding.

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