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Generalising – find the rule that generates the pattern:

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.

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Generalising – find the rule that generates the pattern:

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  1. 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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