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Patterns and Algebra K-3 PowerPoint

kinder garten - 3 basic algebra

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Josell Caipang
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386 views

Patterns and Algebra K-3 PowerPoint

kinder garten - 3 basic algebra

Uploaded by

Josell Caipang
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Patterns and

Algebra
KindergartenGrade 3

Why Teach Patterns and Algebra?


Through the study of patterns, students come to
interpret their world mathematically and value
mathematics as a useful tool.

Working with patterns enables students


to make connections both within and
beyond mathematics.

Kindergarten actions, sound, colour, size, shape, orientation

Grade 1 diagrams and events


Grade 2 focus on attributes and numbers

Grade 3 expressed as concrete, pictorial, symbolic

Learning Tasks
Select an attribute card
Make a core unit with 35 elements, using this attribute

(big, big, small)


(square, triangle, triangle)

(yellow, blue, red)


Repeat the pattern 2 more times
Ask your partner to describe your pattern

Pattern Puzzles
9

Non-numerical patterns can be


translated into a letter code (ABBA)
and then extended to make predictions and solve problems.

A B B A
10

Learning Tasks Translating Patterns


These are both
AABB patterns.

Mix and Match


Create a 2- to 4-element core, using your choice of materials; e.g.,
colour, orientation, size.
Extend your pattern 2 more times.

Find someone else in the room with the same pattern code.

11

Patterns can be repeating and made up of a core set of elements


a core unit that is iterated.

Patterns can be increasing or decreasing and created by orderly change.

32

16

12

Learning Tasks Repeating Patterns

The Stamping Machine


13

Learning Tasks Repeating Patterns

Cyclical Patterns

Rows and Columns


http://standards.nctm.org/document/eexamples/chap4/4.1/index.htm

14

Learning Tasks
5

10

15

a) What would the 20th shape be?


b) What would the 30th shape be?
c) What would the 32nd shape be?

Predicting Patterns
Making the link between repeating and increasing patterns
16

Learning Tasks

What would the


32nd shape be?

10

15

12

10

10

15

20

17

15

22

20

30 31 32

25

27

25

32

30

32 33 34

35

17

Learning Tasks
5

10

15

Your Turn
a) Create a pattern in which the 20th shape is a
.
b) Create a pattern in which the 12th shape is a
.
c) Create a pattern in which the 6th and 9th shapes are both

18

Learning Tasks Increasing/Decreasing Patterns

Frame 1

Frame 2

Frame 3

Frame 4

Critters That Grow


19

Learning Tasks Increasing/Decreasing Patterns


legs

body parts

Frame 1

Frame 2

Add 2 legs each time, skip count


by 2 (recursive), legs go up by
twos, bodies go up by ones.

Frame 3

Frame 4

Look at relationships across


categories (function), double
the body parts.
20

Learning Tasks Increasing/Decreasing Patterns

Note: Caterpillars, Worms and Pattern Block Trees are adapted from Lessons for Algebraic Thinking: Grades K2,
pp. 211, 8998, 157170, by Leyani von Rotz and Marilyn Burns. Copyright 2002 by Math Solutions Publications.

23

A pattern rule must account for all elements of a pattern,


including the first one.

Body Parts

10

13

Age

10

100

Body parts: Start at 4 and add 3 each time


Age: Start at 1 and add 1 each time
Relationship: Body parts3 times the age plus 1

25

Two of Everything by Lily Toy Hong


Illustrations on slides 27 to 36 and text on slides 28 to 34 are reproduced from Two of Everything by Lily Toy Hong. Copyright 1993 by
Lily Toy Hong. Excerpts reprinted by permission of Albert Whitman & Company. All rights reserved.

27

28

29

30

31

32

33

34

35

Would you rather have a doubling pot


and a loonie, if you could only use
the pot ten times, or$1 000?
Note: Excerpted and reprinted with permission from National Council of
Teachers of Mathematics. (2003). Reflections. Retrieved November 20,
2006, from http://my.nctm.org/eresources/reflections, copyright 2003 by
the National Council of Teachers of Mathematics. All rights reserved.

Create your own magic pot. Make up


a pattern rule for your pot. Show
what happens on an in-out chart.
Note: Adapted from Lessons for Algebraic Thinking: Grades K2, by
Leyani von Rotz and Marilyn Burns. Copyright 2002 by Math Solutions
Publications.

36

3+2
1=
5
Equality (=) expresses a relationship of balance between numbers.
Inequality () expresses a relationship of imbalance.
37

What do
elementary
students think
the equal sign
means?

38

Equality and inequality between quantities can be considered as:

whole to whole relationships (5 = 5)


partpart to whole relationships (3 + 5 = 8)
whole to partpart relationships (8 = 5 + 3)
partpart to partpart relationships (4 + 4 = 3 + 5).
40

4+5=

+3

Note: From Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School, by T. P. Carpenter, M. L. Franke and
L. Levi, 2003, Portsmouth, NH: Heinemann. Copyright 2003 by the authors. Reprinted with permission.

43

Learning Task Double Dominos

44

Mini Lessons True/False

3+5=8
8=3+5
8=8
3+5=5+3
3+5=4+4

Developing an
understanding of
the equal sign

Note: From Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School (p. 4), by T. P. Carpenter, M. L. Franke
and L. Levi, 2003, Portsmouth, NH: Heinemann. Copyright 2003 by the authors. Reprinted with permission.

45

Other True/False Contexts


9 + 5 = 14
9 + 5 = 14 + 0
9 + 5 = 0 + 14
9 + 5 = 14 + 1
9 + 5 = 13 + 1
56 = 50 + 6
87 = 7 + 80
93 = 9 + 30
94 = 80 + 14
94 = 70 + 24

Using zero to introduce


part-part = part-part
equations

Place Value

How could you change the false statements so that they are true?

46

Challenge
Determine if these equations are
true or false without calculating the
actual sum or difference. Use
relational thinking!

37 + 56 = 39 + 54
33 27 = 34 26
471 382 = 474 385
674 389 = 664 379
583 529 = 83 29
47

Join

Separate

Result Unknown

Change Unknown

Start Unknown

Connie had 15
marbles. Juan gave
her 28 more
marbles. How many
marbles does
Connie have
altogether?

Connie has 15
marbles. How many
more marbles does
she need to have 43
marbles altogether?

Connie had some


marbles. Juan gave
her 15 more
marbles. Now she
has 43 marbles.
How many marbles
did Connie have to
start with?

Connie had 43
marbles. She gave
15 to Juan. How
many marbles does
Connie have left?

Connie had 43
marbles. She gave
some to Juan. Now
she has 15 marbles
left. How many
marbles did Connie
give to Juan?

Connie had some


marbles. She gave
15 to Juan. Now she
has 28 marbles left.
How many marbles
did Connie have to
start with?

49

Learning Tasks Whats In the Bag?

50

Quantity Unknown

Part-PartWhole

Connie has 15 red marbles and


28 blue marbles. How many
marbles does she have?
Difference
Unknown

Equalization
and
Compare

Connie has 43
marbles. Juan has
15 marbles. How
many more marbles
does Connie have
than Juan?
(Compare)
How many more
marbles does Juan
need to have as
many as Connie?
(Equalize)

Part Unknown
Connie has 43 marbles. 15 are
red and the rest are blue. How
many blue marbles does Connie
have?

Quantity Unknown

Referent Unknown

Juan has 15
marbles. Connie
has 28 more than
Juan. How many
marbles does
Connie have?

Connie has 43
marbles. She has
15 more marbles
than Juan. How
many marbles does
Juan have?

52

Mini Lessons Open Number Sentences


The teacher writes an open-number sentence on the board and asks
the students how to make the statement true. Students can justify
their responses; e.g., using balance models, comparing distances on
a number line.

3+5=
8=3+
8=
3+5=+3
3+5=+4
53

Note: From Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School, by T. P. Carpenter, M. L. Franke and
L. Levi, 2003, Portsmouth, NH: Heinemann. Copyright 2003 by the authors. Reprinted with permission.

54

Each problem that I solved


became a rule which served afterwards
to solve other problems.
Ren Descartes

55

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