Week 10: Early Algebra Part 2

Big Ideas


The content this week extends on the pre-algebra and patterning from week 9. As we learnt last week, algebra is an ability to understand relationships and patterns, with an algebraic equation being a statement of a relationship. Algebra is the most abstract thinking of number understanding, and helps develop critical thinking skills. As problems, patterns and relations are an essential part of mathematics at school, it is important students can succeed in algebra to assist them in further developing their problem-solving skills and logic and reasoning (Reys et al., 2020).




Concept, Skill or Strategy

An understanding of the concept of equality is crucial for success in algebra. As covered in week 9, the equal sign is something that can cause misconceptions among students, as many believe it means “the answer” to an equation (Reys et al., 2020). As a teacher, I need to make sure my students understand that equality is a state of balance between both sides of the equal sign. Two examples are below of physical ways we can show our students. The algebra clown scales are a particularly good way to demonstrate equality for students who do not have a conceptual understanding.







Misconception

A misconception that may arise when teaching algebra is students confusing the variable ‘x’ for the multiplication operation of ‘x.’ Because primary school students have had a lot of exposure to the operation of multiplication before completing algebraic equations containing variables, students may recognise ‘x’ in a problem as an indication to multiply two numbers together (Apass Educational Group, 2021). 

ACARA

Algebra can be seen in the Australian curriculum for year 6 below (ACMNA133):

Strand: Number and algebra
Sub-strand: Patterns and Algebra



Scootle

Circus towers is a great interactive resource for students, which involves modelling square numbers to then make a linear pattern. It includes a graph which helps students to find a relationship between the number of acrobats on the bottom of the tower and the total number needed to form a tower with a square number. This can assist students in being able to describe how patterns are formed. 





Teaching resource

This idea is a great way for students to have fun with algebra, and solve a range of different equations to connect all their dominos. It will also encourage them to always be checking their answers as they cannot come to the final answer without having the other dominos all in the correct places. 





References

ACARA. (2021). Mathematics. https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/

Apass Educational Group. (2021). 4 common misconceptions students have about algebra. https://apasseducation.com/education-blog/4-misconceptions-students-have-algebra/

Education Services Australia. (2016). Circus towers. https://www.scootle.edu.au/ec/viewing/L1935/index.html#

Jamieson-Proctor, R. (2021). EDMA241/262. Mathematics Learning and Teaching 1: Week 10 (slides 5, 7, 8). Australian Catholic University

Math in Demand. (2017). Two-step equations dominoes activity. http://www.commoncorematerial.com/2017/03/two-step-equations-dominoes-activity.html?m=1

Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Cooke, A., Ewing, B., & West. J. (2020). Helping children learn Mathematics (3rd Australian ed.). Milton: John Wiley & Sons.


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