Chapter 13: Promoting

Algebraic Reasoning
By: Alyssa P. and Brooke D.

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 Learning Goal

Understand how to promote

algebraic reasoning in young
children.

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 Learning Objectives
● Explain why children need to develop
algebraic reasoning.
● Use materials to develop, demonstrate and
explain a patterning activity.

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When you think of algebra, what do you think?

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 Algebra is…….
…the strand of mathematics that helps represent
problems or situations in the form of generalization
and patterns of mathematical expressions.

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 Big Ideas
1. Algebra is a useful tool for generalizing arithmetic and
representing patterns in our world.
2. The methods we use to compute and the structures in our number
system can and should be generalized.
3. Symbols, especially those involving equality and variables, must be
well understood conceptually for children to be successful in
mathematics

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 Important Terms to Know
1. Variables: a quantity that can change or vary, taking on different
values
2. Algebraic Reasoning: A process in which students generalize
mathematical ideas from a set of particular instances, establish
those generalizations through the discourse of argumentation,
and express them in increasingly formal and age-appropriate
ways
3. Functional Thinking: A particular kind of generalized thinking
that leads directly to the development of algebraic thinking.
Focuses on the relation between two varying quantities.

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 vocabulary cont
1. Equal Sign: Describes equality between the two values, equations, or
expressions written on both sides.
2. Relational Thinking: using fundamental properties of number and
operations to transform mathematical expressions, rather than simply
calculating an answer by following a prescribed sequence of
procedures.

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 Big Idea one:
Algebra is a useful tool for generalizing arithmetic
and representing patterns in our world. Explaining
regularities and consistencies across many problems
gives children the chance to generalize (Mathematical
Practice 8)

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 Background on Algebra
● Similar connections between arithmetic and algebra are noted in
every grade from K-2nd, where number and algebra are combined in
the discussions of clusters and standards under the domain of
Operations and Algebraic Thinking.
“It is human to seek and build relations.”
-Fosnot and Jacob (2010)

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 Strands of Algebraic Reasoning
There are three strands of Algebraic Reasoning:

● Study of structures in the number system ● Algebra is considered a

including those arising in arithmetic
separate strand of
mathematics but should be
● Study of patterns, relations, and functions
approached as a crucial part of
● Process of mathematical modeling, including all mathematics areas.
the meaningful use of symbols

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What is a pattern and why do you
think they are important in early
childhood?

Think, Pair, Share

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 patterns

● Looking for , describing, and extending patterns help children develop

skills to look for structure and express regularity in situations.

Ex. patterns in numbers such as 5, 10, 15, 20,…

● Best to use physical materials (colored dots, dice, shape tiles, etc) when
teaching
○ children make mistakes that they learn from and obtain more
experience about patterns because they can extend them

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 Repeating patterns
● Patterns that have a repetitive
core

● When introducing repeating

patterns, you must help
students identify the core first

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Find the core of the pattern:

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 Growing patterns
● Objects/materials that expand step by step. AKA sequences
● Children not only identify the core of a pattern, but they also identify
the relationship that will tell them how the core changes. It's best to
start children off with visuals when teaching growing patterns
● Recursive thinking - children will be able to describe how each step in
a pattern is different from the preceding pattern

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Identify the core and the relationship: Growing Patterns

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 Number patterns
● Skip counting
○ Supports use of addition and strengthens understanding of
number relationships and properties.
Examples:
1, 2, 1, 2, 1, 2, … - simple alternative pattern
2, 4, 6, 8, 10, … - even numbers and skip counting by 2’s
2, 2, 4, 6, 10, 16, … - add the preceding two numbers

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 Letter patterns
● Using letters to identify patterns is a great way to help support students when
learning to identify patterns.
● You can start by labeling the core with letters such as …

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 Activity 13.18 Same pattern, Different Stuff
Directions:
1. Give each student a pattern strip and materials not on the given
strip
2. Students make pattern using materials with same structure of
pattern strip

Standard: 1.ATO.9 Create, extend and explain using pictures and

words for: a. repeating patterns (e.g., AB, AAB, ABB, and ABC type
patterns); b. growing patterns (between 2 and 4 terms/figures). 20
 Activity 13.1: One up and one down with addition
1. Have the children select a number, such as 7, and add it to itself. The
task is to find out what happens to the sum if you add one to one of
the sevens and subtract one from the other 7 (example: 8+6)
2. Use a number line to help the students find a “mathematical balance”.
You can model this by moving up one space and down one space.

K.ATO.4 Create a sum of 10 using objects and drawings when given one of two
addends 1 – 9.
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 Turn to a neighbor…

How do you think this activity relates to

patterns?

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 Turn to a neighbor…

How do you think this activity relates to

patterns?
It relates to number patterns because both numbers change in the
same direction, up and down, the result is the same. AKA “Equal
Additions”

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 Misconceptions about patterns
● Generalizes that all patterns repeat.
Ex. a growing pattern of 2, 4, 6, . . .
Children may mistaken this as a core pattern and extend as 2, 4, 6, 2,
4, 6. . .
● How to help:
○ 2, 4, 6, _, _, _, 14, 16,18
○ Present growing patterns seen in everyday life such as leaves
or spider webs (nature patterns)
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 Children's Literature

Emphasizes patterns
Includes examples of through repeated words
patterns found in music, and sounds that are
weather, time, play, shapes, This math workbook is an complemented by the
amazing tool for training
nature, math, and language. repeating patterns in the
because it is composed of
visuals that stick to the illustrations and around
memory. the border of the pages.
Children can identify
patterns on each page.
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 Big idea two:
The methods we use to compute and the structures in our
number system can and should be generalized. For example,
the generalization that a+b=b+a tells us that 38+72=72+38
without having to compute the sums on each side of the equal
sign. (Mathematical Practice 7)

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 Generalization with Place Value
● It is fundamental to mental
mathematics that a child can
generalize place value concepts.
● For younger children, it is easier to
generalize the relationship between
tens and ones by using a hundreds
chart.
● Learning the hundreds chart is easy
when we combine symbols to
numbers!

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 Generalization with place value
● Examples:
○ 49 + 18
-Move one over from 18 to make a ten and
think 50 + 17
○ What did we add to get from 72 to 82?
From 5 to 15?
-Adding 10, moving down one row on
hundreds chart
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 Structure in the Number System: Properties
● Commutative: a + b = b + c
● Associative:(a + b) + c = a + (b + c) ● Have children express
properties in their own
● Additive Identity: a + 0 = 0 + a = a
language and then use
● Additive Inverse: a - a = 0 symbols.
● Inverse Relationship of Addition and ● Ex. “when you add zero to
any number, you get that
Subtraction: If a + b = c then c - b = a
number back”
and c-a = b

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 Commutative or associative?
Language: Equation:
“When you add two numbers in
any order, you’ll get the same 4+5=5+4
answer”

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 Commutative or associative?
Language: Equation:
“When you add two numbers in
any order, you’ll get the same 4+5=5+4
answer”

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 Commutative or associative?
Language: Equation:
“When you add three numbers
together, you can add the first two
and then add the third or add the (2 + 4) + 1 = 2 + (4 + 1)
last two numbers and then add
the first number. Either way you
will get the same answer.”

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 Commutative or associative?
Language: Equation:
“When you add three numbers
together, you can add the first two
and then add the third or add the (2 + 4) + 1 = 2 + (4 + 1)
last two numbers and then add
the first number. Either way you
will get the same answer.”

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Activity 13.2: Diagonal sums
1. Let children select any four numbers
in a hundreds chart that form a
square. Add the two numbers on each
diagonal.
2. Have children share their diagonal
sums and compare what happened.
Then invite the children to explore
other diagonal sums on the chart.
3. Ask them to explain why this pattern
works
(1.NSBT.4 Add through 99 using concrete models, drawings, and strategies
based on place value to: a. add a two-digit number and a one-digit number,
understanding that sometimes it is necessary to compose a ten (regroup))
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 think-pair-share

How does this activity help children develop algebraic

reasoning?

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 think-pair-share

How does this activity help children develop algebraic

reasoning?
It allows children to explore patterns that involve place value
and addition

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 Children's Literature

Mouse wants to play tug-o'-war Two mice make a

with her friends, but when
Beside the sea, there
teeter-totter. They're
Bear pulls on the rope, Mouse lived a cow, a donkey, a
balancing just fine, but
goes flying! How can she make then along comes a frog.
sheep, a pig, and a tiny
the teams equal? The animals
Can they make room for one little mouse. One sunny
try splitting up in different day, they decided to go
ways, but nothing works until
more friend on their
teeter-totter? What about for a row in the bay.
Mouse starts thinking
mathematically. two? What about more? Guess who sank the boat?.
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 Big Idea three:
Symbols, especially those involving equality and variables,
must be well understood conceptually for children to be
successful in mathematics (Mathematical Practice 6)

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 Equal sign
● The equal sign describes equality between the two values, equations, or
expressions written on both sides.
● Understanding the equal sign as equivalence supports children as they explore
the behavior of operations
● Children usually see the equal sign as “the answer is”

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 How Children think about the equal sign
Children think one in three ways when they see an equal sign:

Operational View

Relational-Computational View

Relational-Structural View

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 Operational View

● Children see an equal sign,

they must “do something”
in order to find the answer.

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 Relational-computational view
● Children use computation to
determine if the two sides are equal
(solve one side to find the other)

Ex. 7+_=6+9

6 + 9 is 15, so that means 7 plus

what must equal 15

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 Relational-structural view
● Children use the numeric relationships with the numbers rather
than computing to solve the missing part.

Ex. 7+_=6+9,
7 is one more than 6, then that must mean that blank is one less
than 9.

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 Misconceptions about the equal sign
● For most, the equal sign is a signal for “here comes the answer”
instead of viewing it as a symbol of a relationship.

Ex. 8+2=__+6 is answered in the

following manner: 8+2=10+6,
instead of the correct answer of
8+2=4+6. Many students will
even tack on an extra equal sign so
that the problem now reads
8+2=10+6=16.
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 Misconceptions about the equal sign cont.
● How to help:
○ Read the equal sign as “is”, “is the same as”, or “is equal to”
○ Use true/false and open sentences to emphasize equality
○ Relate the concept of equality to a balance

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 Variables
● Variables are used to represent unique, unknown qualities.
● Examples of different variables include:
○ __ + 4 = 4 + __
○ a+4=4+a
○ +4=4+
● If we introduce variables to children at an early age, they will have a better
understanding of how to use them as they grow older.

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Activity 13.8: true or false equations
1. Introduce true/false equations with simple examples to explain what is meant
by a true equation and a false equation. Put simple equations on board.
2. Ask children to talk with partners to decide which are true (and why) and
which are false (and why).
3. Then, have children explore equations in a less familiar format.
4. Listen to types of reasons children justify their answers and plan additional
equations accordingly.

(2.ATO.2 Demonstrate fluency with addition and related subtraction facts through
20.)
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 Children's’ Literature

Introduces babies and toddlers

to simple math symbols and
Introduces readers to the
equations. It is never too
things (and people) that use
early to begin developing your
math in amazing ways -- like
child's interest in and love
music, and spacecraft, and
for mathematics
even baking cookies!

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Summary
Turn to a partner:

Name 3 things you learned today that you didn’t previously know

Name 2 things you are going to instill in your classroom

Name 1 thing that surprised you

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