An Algebra story Math

An Algebra story Background • New PLD environment • Development of a diagnostic snapshot • What we found: – – – – Number not a big problem No generalisations Language of algebra an issue No strategies • Intervention negotiated – length – what was important and therefore worth spending time on – Concentrate on the language and pedagogy using the SNP teaching model – Lesson structure What we did ! The greatest enemy of understanding is coverage As long as you are determined to cover everything, you actually ensure that most kids are not going to understand You’ve got to take enough time to get kids deeply involved in something so they can think about it in lots of different ways and apply it – not just at school but at home and on the street and so on (Brandt, 1993) So what did we cover? • The language • Out of language came substitution and like terms • Patterning • Expansions • Equations • Lots of revision The language of Maths Continually revisit using activities such as: •Bingo •Loopies •Addonagons •4 in a row (number to algebra) •Simple questions in context •Reading out loud •Unscrambling maths words •Crosswords Algebra language Bingo Draw up a X grid and pick of these and fill in your grid X +3 3a - b-3 4x + 3b y-9 2x - g-5 m+n 3(x – 2) X-4 2(a + b) 2k 3x + 3+5+7 4A 2p + Y+3 mf 6y Loopies • Collecting up like terms • Using Maths language in a row – number to algebra • Mult/div or add/sub • Algebra Questions in context • Use simple knowledge questions • T/students read qs out loud to the class • Students write the “maths” problem using correct notation • Eg Tickets to the concert cost $58 If friends want to go what is it going to cost altogether? • Eg Joel has $69 less than Marty who has $350 How much money does Joel have? Using Materials 46 + 37= 83 10 46 10 10 83 Encouraging Imaging 39 + 30 40 39 24= 63 10 10 50 60 70 63 Using Number Properties 18 + From 18: 44 = 62 add to get to 20 add 40 to get to 60 add to get to 62 Total: add 44 Solving Equations 47 + = 83 47 83 47 83 Solving Equations 2X + = X + X X X Solving Equations 2X + = X X Solving Equations 2(X + 1) = 18 X X 18 Solving Equations 2(X + 1) = 18 X X Solving Equations 2(X + 1) = 18 X X 18 1 Solving Equations 53 - = 27 27 53 27 53 Solving Equations 2X - = X + X X X Solving Equations 2X - = - X X X X Solving Equations X - = 2X - 7 X X X Solving Equations X+3=2 X Key points • Present new ideas in context • Read all questions out loud • Articulate all calculations • Put calculations in words and pictures • Keep the glossary going • Ensure that students can explain their answers • Use lots of reinforcement activities ... generalisations Language of algebra an issue No strategies • Intervention negotiated – length – what was important and therefore worth spending time on – Concentrate on the language and pedagogy... they can think about it in lots of different ways and apply it – not just at school but at home and on the street and so on (Brandt, 1993) So what did we cover? • The language • Out of language... in a row (number to algebra) •Simple questions in context •Reading out loud •Unscrambling maths words •Crosswords Algebra language Bingo Draw up a X grid and pick of these and fill in your grid