TEACHING OF

PATTERNS
PREPARED BY
F. MAKOLIJA
(Lecturer in mathematics and science)
Types of Patterns
• There are different types of patterns
• 1. AB Pattern are the simplest form of repeating pattern.
• Learners need to be able to identify what is repeating (the unit of
repeat)
• It has two objects
• It is important to include at least three full units of repeat.
• 2. ABC Pattern has three objects in every unit of repeat
PATTERN
• A pattern is a systematic arrangement of numbers, shapes or other
elements according to a defined rule.
• Patterns are found in objects, games, songs, clothes and the
environment in general.
• Learners interact with patterns in their everyday undertakings.
TYPES OF PATTERNS
• The national primary curriculum offers three types of patterns which
are simple, number and geometric.
• Simple patterns are made by arranging or drawing objects in a
systematic way.
• These objects are the ones learners interact with in their everyday
situations like stones, shapes, leaves, pencils and desks.
• For example, extend the pattern that follows with the next two
shapes.
• Extending simple patterns implies adding more objects to the
previous objects based on the rule implied in the pattern.
• The rules of patterns are procedures that are used to generate and
extend patterns.
• For example, in the previous pattern, to find the next shape, the rule
is ‘a rectangle followed by a rombus’.
• Rules are generated from an existing pattern or can be developed so
• that patterns can be generated.
• Number pattern is a sequence which is increased or decreased by a
given amount each time you want to get a next number.
• A number pattern uses an arrangement of numbers according to a
given rule.
• Learners count numbers in a pattern knowingly or unknowingly. For
example, 121, 111, 101, 91, 81, 71… in which the rule is “subtract 10
from the previous number to get the next number”.
• Number patterns are extended in the same way as simple patterns.
• Number patterns will help the learners to explore relationships among
numbers.
Identifying number patterns
• Collection of resources
• Discuss with the learners different number patterns
• Let the learners identify number patterns
• Ask the learners to complete number patterns
• Discuss with the learners how to extend number patterns.
• For example, what will be the next number?
• a). 1,2,3,4,5,6,…
• b). 2,4,6,8,10, …
• Help learners to establish the rule being followed in order to come up with a pattern
of numbers.
• Ask the learners in their groups to create a rule and present in plenary
Geometric patterns
• A geometric pattern is an arrangement of objects or shapes that
forms geometric shapes like triangle, rectangle and square.
• A set of the number of objects counted in each position of the pattern
forms a geometric number pattern.
• For example, in a triangular pattern, a set of the number of objects in
each position forms a triangular number pattern.
• When building patterns around circle, you need to use full units of
repeat.
• So the pattern continues around the shapes correctly.
Completing geometric patterns
• Discuss with learners how to come up with geometric patterns
• This activity could be introduced by inviting the learners to the front of the
class to draw any geometric shapes they know.
• Let the learners make the shapes using objects
• Ask them to create patterns using the shapes they have made from objects.
• Let learners complete given geometric patterns using physical objects
• Help learners to construct geometric patterns using objects
• Ask learners to draw geometric patterns
• Help learners to explore geometric patterns in every day life ie how bricks
are laid down in a wall.
Create a pattern
• Once learners are able to copy and extend a repeating pattern
encourage them to create their own AB and ABC patterns using
everyday objects such as leaves, bottle tops, seeds and stones.
• Patterns provide opportunities to practice key vocabulary for
measuring blocks eg. Full, empty, full, empty…
• Long, short, long , short, long ,short…
Creating number patterns
• Let learners create number patterns
• Discuss with learners the created number patterns
• For example, there is a list of numbers which form a pattern. The first
number is 3. add 2 to the number to find the next number. Find the six
numbers making the pattern.
• solution: 3,5,7,9,11,13,…
• The first number is 17. the next number is found by subtracting 2 from
the number. Find the first five numbers.
• Solution: 17, 15, 13, 11, 9,…
• Let learners practise creating number patterns.
Action and Sound pattern
• Learners will also enjoy copying, extending and creating sound and
action patterns
• For example,
• Loud, quiet; loud , quiet; loud quiet this can be animal sound or bird
sound
• Learners use their body to create an action pattern.
Developing the concepts of patterns

• Patterns are all around us.

• The arrangements of window panes in our classes and homes have
patterns in them.
• Arrangements of pictures and other graphics on fabrics also have
patterns in them.
• In order to teach patterns effectively, knowledge should develop from
what learners already know to what they do not know.
• An understanding of learners’ prior knowledge on patterns will help
you use appropriate strategies and resources to teach the topic
effectively.
Establishing learners’ prior knowledge and
importance of patterns

• 1 Explore situations in everyday life that may help children learn

about patterns.
• 2 Discuss the importance of patterns in relation to learners’ everyday
life.
• 3 Discuss how knowledge of patterns is applied in everyday life.
• 4 Share your work with the class.
How would a teacher help learners
to find the rule in a number pattern
Discussing primary school curriculum expectations on simple patterns

• Analyse primary school curriculum materials such as syllabuses,

teachers’ guides and learners’ books and do the
• following:
1 identify the concepts and skills of simple patterns that are taught in
primary school.
2 Present your work in a table
3 determine the expected knowledge and skills that learners would
acquire after learning simple patterns.
4 report your work to the class for discussion
Curriculum
• Class: std 5
• Skills- creating patterns, describing patterns, identifying patterns
• Concepts and knowledge – patterns, geometric patterns, number patterns
• Std 6:
• Skills – identifying number and geometric patterns, extending number patterns and
geometric patterns, establishing rules for given number and geometric patterns.
• Concepts and knowledge- number patterns, geometric patterns.
• Std 7/8
• Skills – identifying number and geometric patterns, extending number and geometric
patterns, establishing the rules of number and geometric pattern.
• Concept: number patterns, geometric patterns.
Analysing learners’ strategies, misconceptions and
errors on patterns

•1 Analyse learners’ strategies on simple patterns.

•2 Identify learners’ misconceptions and errors on simple patterns
•3 Explore possible sources and solutions to the problems.
•4 Present your work to the class for discussion.
Correct a mistake
• Learners will find mistakes in an AB pattern the easiest to identify
• In ABC patterns, it is easier to identify an extra object
• It is harder to identify a missing object
• Mistakes close to the start of a pattern are more difficult to identify
that mistakes towards the end of a pattern.
Teaching of algebraic
expressions
Prepared by
F. MAKOLIJA
Meaning of Algebraic expression
• An algebraic expression is a mathematical sentence that contains
numbers, variables and basic operations, for example, 5x + 4y.
• Algebraic expressions also comprise coefficients which show how
many times a particular variable has been added.
• For example, in the expression 3x + 2, the coefficient of x is 3 while 2
is a constant term or simply a number.
• The operations in an algebraic expression act like a set of instructions
that indicate what to do with the numbers and variables.
• In any algebraic expression, the parts that are connected by addition
or subtraction signs are called terms.
• For example, the expression 5x – 4 has two terms, that is, 5x and – 4.
• The terms which have same variables that are raised to the same
power are called like terms while those with different variables are
called unlike terms.
• Algebraic expressions have different names according to the number
of terms that they have.
• For example, a monomial consists of one term, such as 4k.
• A binomial expression has two terms, like 3x – 5 and a trinomial
expression consists of three terms, for instance 10a 2+ 3a – 1.
• The value of an algebraic expression depends on the individual values
of the variables.
• Such a value can be found by substituting the values of the variables
in the expression and simplifying it.
Simplifying algebraic expression
• To simplify an algebraic expression is to write it in the most compact
form without changing its value.
• This involves collecting like terms and then, adding and subtracting
them to form a single term.
• The terms can also be simplified by multiplying and dividing them.
Expanding algebraic expression
• Algebraic expressions can be expanded so that all the operations are
expressed in full.
• This involves multiplying each term inside the brackets by the number or
variable outside the brackets.
• For example, in the expression 3(m + 7) both m and 7are multiplied by 3to
get 3m + 21.
• The expression such as (a + b)(c + d) can be expanded using the distributive
law.
• This means that each term in the first bracket is multiplied by each term in
the second bracket as follows:
• (a + b)(c + d) = (a + b)c + (a + b)d = c(a + b) + d(a + b) = ac + bc + ad + bd
Factorisation of algebraic expression
• The opposite process of expanding algebraic expressions is known as
factorising.
• Factoisation involves turning the sum of terms into a product of factors.
• In order to do this, you have to determine the highest common factor
(HCF) of the given terms and write the expression in brackets.
• For example, 12 – 8 can be factorised as 4(3 – 2).
• Expressions, such as y2– 4y + 5y – 20, can be factorised by grouping
terms into pairs as follows:
5y – 4y – 20 = y(y - 4) + 5(y -4) which gives (y + 5)(y - 4).
• The binomial where both terms are perfect squares and one of them
is subtracting from the other can be factorized using the rule for
difference of two squares, that is a2– b2= (a – b)(a + b).
• Algebraic expressions with 2 as the highest power of the variable are
known as quadratic expressions.
• A standard quadratic trinomial in is written in the form a2+ b + c,
where a, b and c are constants and a 0.
Example
• To factorise a quadratic expression, such as 2x2 + – 300, you start by
multiplying the first term by the last term (constant), that is 2x2 – 300
to get – 600x2.
• Then find factors of 600x2 that when added give the middle term
(that is 25x and – 24x).
• Re-write the expression as 2x2 +25 – 24 – 300.
• Finally, factorise the expression by grouping the terms as follows: x(2x
+ 25) – 12(2x + 25) to get ( X – 12)(2 + 25).
 misconceptions
• These misconceptions may impede children’s learning of concepts if
they are not corrected appropriately resulting in errors in the process
of solving mathematical problems.
Misconception and Errors
• The following are some misconceptions and errors that learners may have on
algebraic expressions:
• - taking a variable as a label for an object.
• For example, in the expression 3b – 4, a learner could say that b stands for
books or bananas
• - thinking that a variable stands for a specific unknown and that different
letters must represent different numbers.
• The learner may not understand that a variable can represent multiple values
• - performing the operations of addition without considering the negative
sign attached to the integer
Analysing how learners develop knowledge of
algebraic expressions

• Algebraic expressions play an important role in our everyday

situations.
• In this task, you will analyse learners’ prior knowledge on algebraic
expressions.
• You will also identify primary school curriculum expectations on
algebraic expressions.
Discussing learners’ prior knowledge and importance
of algebraic expressions

• 1 Explore situations in everyday life that may help children develop

knowledge of algebraic expressions.
• 2 Discuss the importance of algebraic expressions to primary school
learners.
• 3 Explain how knowledge of algebraic expressions is applied in
everyday life.
• 4 Report your ideas to the class for discussion.
How to introduce algebraic
expression (like terms and unlike
term).
• Ask learners to be in groups
• Discuss with learners the following statements:
• a). 3 mangoes add 3 mangoes = 6mangoes
• b). 2 bottle tops add 6 bottle tops = 8 bottle tops
• c). 8 girls add 4 girls = 12 girls
• Ask learner to discuss how to write the three statement above in short.
• For example, 3 m + 3 m = 6 m; 2b + 6b = 8b; 8g + 4g = 12g
• Let the learners come up with their own long sentences and then short them
• Discuss with learners how to write subtraction number sentences
• Let learners practise
Exploring the curriculum
• It is taught in classes like:
• Std5
• Std 7
• Std 8
Questions
• Prepare a checklist of any three items that a teacher would use to
assess learners on algebraic expressions.
Teaching of Equations
Prepared by
F. MAKOLIJA
Meaning of equations
• Equations are statements of equality containing one or more variables.
• They are classified according to the highest power of the variable.
• A linear equation is an algebraic expression in which the highest power
of the variable is 1.
• When graphed, the equation gives a straight line.
• Another type is quadratic equation which has 2 for the highest power of
the variable.
• When it is graphed, a quadratic equation produces a curve which is
referred to as a parabola.
Subject of the formula
• Formula is an important concept which is commonly used in mathematics.
• This is an equation that is used to calculate mathematical concepts such
as area and perimeter.
• The formula is usually written with one unknown expressed in terms of
other unknowns.
• For example, the formula for the area of a rectangle is Length × Width,
which may be shortened as A = L x W.
• In this case, A is the subject of the formula.
• The formula can be rearranged to make any one of the unknowns the
subject of the formula.
Subject of the formula
• Refer to odl module 3 page70 – 71.
Steps to follow when solving
practical problems involving linear
equation
• Solving an equation involves determining the values of the variables
that fulfil the condition stated by the equation.
• The following steps can be followed when solving problems involving
linear equations:
Steps
• Step 1 : Define the problem: Read the given question and
understand it.
• Step 2 : Assign variables: Choose a letter (if it is not provided) to
represent the unknown number.
• Step 3 : Translate it into an equation: Formulate an equation.
• Step 4 : Solve the equation: Find the value of the unknown.
• Step 5 : Check the answer: Substitute the answer in the equation and
check to see if it makes sense within the context of the problem.
Exploring the curriculum
• In primary school, learners are taught linear equations in later years where
they learn to form simple equations from given statements and solve them.
• They use strategies such as the following to solve equations:
• a) Inspection (trial and perfect): the method works through trial and error
• b) Algebraic process: This process is about doing the same to both sides of
the equation.
• For example, the value of x in the equation x – 4 = 2 is found by adding 4 to
both sides. This process removes – 4 from the left side as follows: – 4 + 4 or
4 – 4 leaving x as the subject of the formula
Exploring the curriculum cont…
• It is taught in the upper primary schools
• Std 5
• Std7
• Std 8
Procedures for teaching equations
• Before learners start solving problems involving equations, they need to
understand what equations are.
• You should also explain the meaning of solving an equation.
• You may introduce linear equation following the steps as shown:
• 1. remind learners on addition and subtraction sentence in which the answer is
provided.
• For example, 5 + ? = 9 and ? – 3 = 8
• Ask them how they would find the missing numbers in the given sentences
• Let learners replace boxes with letters eg. 5 + x = 9; n – 3 = 8 where x and n are
missing numbers.
• Help learners to solve linear equations by revising the processes in the equations.
Forming equations from word
problems
• The following are the five main steps to be followed when teaching
learners how to solve practical problems on linear equations:
• Give learners a word problem question
• Let learners read and understand the question
• Ask learners to represent the missing numbers by a letter
• Help learners to form the equation
• Finally help learners to solve the equation and check the answers by
substituting it in the equation.
How to teach the equations using
simple balance and bottle tops
• Consider 6 + x = 14
• Have a simple balance and identical bottle tops
• Put 6 bottle tops on ones side of the simple balance and 14 bottle tops
on the other side.
• Observe whether the simple balance is balancing or not
• Add bottle tops one at a time on the side where 6 bottle tops are while
counting.
• You should stop adding when the two sides balance and identify the
number of added bottle tops.
• The number of bottle tops added is the value of X
Cover up method
• The cover up method is a shortcut technique used in mathematics, particularly in algebra,
to find the roots of a quadratic equation or factorise a quadratic expression.
• It is known as the cover up rule or factoring by grouping eg.
• Given a quadratic equation in the form of ax2 + bx + c = 0, where a, b and c are constants,
the cover up method involves:
• 1. writing down the equation with the middle term bx separated from the other two
terms
• 2. covering up the middle term bx and finding two numbers whose product is ac and
whose sum is b.
• These numbers are often reffered to as the ac pair.
• Writing the middle term bx as the sum of two terms, using the ac pair
• Factoring the quadratic expression by grouping.
How to introduce a cover up method
when solving an equation.
• Step 1. introduction and demonstration.
• The teacher introduces the concept of the cover up methods explaining that it is a
visual strategy to help to solve simple equations. The teacher demonstrates how
to cover up the variables X and the equal sign in the equation like 75 + X = 10
• Step 2. isolating the variable
• The teacher guides learners to subtract a variable(75) from both sides of the
equations eg 75 + x = 10. to isolate X. The teacher write the modified equation as
X = - 65.
• Step 3. checking and discussion
• The teacher encourage learners to plug the value of X back in to the original
equation to check if its true.
Challenge learners may face when
learning equations
• Bringing like terms together
• Simplifying like term
• Reversing operations
Success criteria for teaching simple
equations
• Learners should be able to solve equations
• Learners should be able to form equations
• Learners should be able to solve word problems involving equations.
Teaching of inequalities
• In mathematics, inequality is the relation between two quantities that
are not equal.
• This concept is crucial for learners to understand other fields in
mathematics such as algebra and geometry.
• An inequality is expressed in form of a mathematical sentence in
which one mathematical expression is not equal to the other.
• Just like equations, letters are used in inequalities as notations for the
unknown values.
• However, an inequality does not have an ‘equals’ sign, but uses the
following inequality symbols: <, >, ≥ and = with the following
meanings:
• > means ‘is greater than’, for example, 3 > 1
• < means ‘is less than’, for example, 2 < 5
• ≥ means ‘is greater than or equal to’, for example, speed is ≥ 80
km/h
• ≤ means ‘is less than or equal to’, for example mass ≤ 10 kg
• The statement x > 1 means that any value greater than 1 is true for
the inequality.
• Graphically, this can be represented on a number line as follows:
• The starting point of an arrow for inequalities with the symbol < or >
has an open point or circle (o) to indicate that the starting point, for
this example 1, is not an element of the solution set.
• For our example, the integer solution set is {2, 3, 4, 5, …}.
• The dots denote that the values go to infinity (that is, the values
continue forever in the same fashion).
• While the inequality x ≥ 1 can be represented graphically as follows:
• The starting point of the arrow for inequalities with the symbols ≤ or ≥
has a solid dot or closed circle (●).
• This indicates that the starting point, in this example, 1, is an element
of the solution set.
• In the inequality x ≤ 3, the value of x must be less than or equal to 3
and the integer solution set is {3, 2, 1, 0, – 1, ...}.
• Sometimes an inequality contains two symbols such as –1 <x ≤ 3.
• This means that x is a set of values that are greater than –1 (or –1 is
less than x) and less than or equal to 3.
• This can be represented on a number line as follows:
• A linear inequality looks exactly like a linear equation with the
inequality sign replacing the equality sign.
• To solve an inequality is to find numbers which can be substituted for
the variable to make the inequality a true statement.
• Usually, the solution is a range of all values of the variable that fit the
inequality mathematical statement or satisfies the inequality.
• The following rules must be followed when performing algebraic operations
on inequalities:
Rule 1 Adding or subtracting the same quantity from both sides of an
inequality leaves the inequality symbol unchanged.
Rule 2 Multiplying or dividing both sides by a positive number leaves the
inequality symbol
unchanged.
Rule 3 Multiplying or dividing both sides by a negative number reverses the
inequality symbol. For example, the symbol < changes to > and vice versa.
For example, – 2x > 4 can be simplified to get x < – 2. (Show why this rule
always works).