WebQuest
Algebraic Thinkers
Teacher Page
As a result of this lesson, students practice moving away from being able to only solve algebra problems with the use of concrete materials and drawings. This lesson is a way for students to move to the place between concrete representation and algebraic formula by looking for relationships created by tabling.
STUDENTS:
- describe the number pattern in a variety of ways and record descriptions using words, eg 'It looks like the multiplication facts for four'
- determine the rule to describe the pattern by relating the bottom number to the top number in a table, eg 'You multiply the number of squares by four to get the number of matches'
- use the rule to calculate the corresponding value for a larger number, eg 'How many matches are needed to create 100 squares?'
- complete a table of values for number patterns involving one operation (including patterns that decrease) and describe the pattern in words
- describe the pattern in a variety of ways and record descriptions in words, eg 'It goes up by ones, starting from four'
- determine a rule to describe the pattern from the table, eg 'To get the value of the term, you add three to the position in the pattern'
- use the rule to calculate the value of the term for a large position number, eg 'What is the 55th term of the pattern?'
- explain why it is useful to describe the rule for a pattern by describing the connection between the 'position in the pattern' and the 'value of the term' (Communicating, Reasoning)
Board of Studies NSW. (2012). NSW Syllabus Mathematics K-10 Volume 1: K-6, Sydney: Board of Studies, pp. 215-216.
Standards
OBJECTIVE
Students:
develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoning
MA3-1WM
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