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## algebra

**CURRICULUM EXPECTATIONS**

math_algebra_expectations_by_grade.pdf | |

File Size: | 114 kb |

File Type: |

**LEARNING TARGETS**

learninggoalsgrade2.pptx | |

File Size: | 55797 kb |

File Type: | pptx |

learninggoalsgrade3.pptx | |

File Size: | 23468 kb |

File Type: | pptx |

**ANCHOR CHARTS**

beginning_algebra_anchor_charts.pdf | |

File Size: | 1794 kb |

File Type: |

**TOOLS**

**ANIMATED MATHS DICTIONARY**

www.amathsdictionaryforkids.com/dictionary.html

**ANCHOR CHARTS**

http://www.amathsdictionaryforkids.com/mathschartsIntro.html

**VIRTUAL MANIPULATIVES/LESSONS**

http://toytheater.com/category/teacher-tools/virtual-manipulatives/

nlvm.usu.edu/

www.eduplace.com/math/hmm/

harcourtschool.com/activity/elab2004/index_2004.html

illuminations.nctm.org/Search.aspx?view=search&type=ls

www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

www.mathplayground.com/math_manipulatives.html

www.dreambox.com/teachertools

**MATH GAMES**

https://www.splashmath.com/teacher/roster

http://toytheater.com/category/math-games/

https://www.mathplayground.com

http://www.mathgametime.com

https://ca.ixl.com

**PATTERNING**

**Key Pattern Terms**

*Pattern rule/core

(Don't forget to circle the rule/core)

*Increasing/Growing (addition/multiplication)

*Decreasing/Shrinking (subtraction/division)

*Frames, stages, levels ("Puddle Jumps")

*Attributes: Shape, Colour, Size, Orientation/Direction

*North, South, East, West

*Repeats

*Translating

**Logic Patterns**

www.learner.org/teacherslab/math/patterns/buttons/

arcadespot.com/game/guess-who/

**Input/Output Number Games**

www.drooker.ca/algebra.html

**Number Patterns**

www.learner.org/teacherslab/math/patterns/mystery/

www.321know.com/pat.htm

www.learner.org/teacherslab/math/patterns/valentines/handshakes1_act.html

**Word Patterns**

www.learner.org/teacherslab/math/patterns/limerick/limerick_acttxt.html

www.learner.org/teacherslab/math/patterns/syntax/syntax_acttxt.html

**Colour Patterns**

http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html

Notice how we have both a topic and closing sentence within our paragraph. Notice how we have described the pattern rule and described how it relates to the stage of the pattern. We extended our description with a second pattern that was discovered as well. We used the math term "digit" rather than "number" and specified how the digit changed within a specific place value column.

patterning_anchor_chart.docx | |

File Size: | 60 kb |

File Type: | docx |

**ALGEBRA**

The equals sign in an equation represents a balanced scale:

Whenever we're presented with an unknown in an equation, we can create a bit of an "algebra story" to figure out the unknown.

Let's take the following example:

? X 10 = 40

Replace the unknown with a name.

Jonny x 10 = 40

Poor Jonny doesn't like being multiplied by 10. To undo this awful situation, let's cancel this unfortunate operation with its opposite operation (Jonny x 10 ÷ 10). Now Jonny is free! But the equal sign suggests that there is a balance and whatever one does to one side of the equation needs to be done to the opposite side of the equation (40 ÷ 10). When solved, we discover that Jonny = 4

So in summary:

Jonny x 10 = 40

Jonny x 10 ÷ 10 = 40 ÷ 10

Jonny = 4

Let's take the following example:

? X 10 = 40

Replace the unknown with a name.

Jonny x 10 = 40

Poor Jonny doesn't like being multiplied by 10. To undo this awful situation, let's cancel this unfortunate operation with its opposite operation (Jonny x 10 ÷ 10). Now Jonny is free! But the equal sign suggests that there is a balance and whatever one does to one side of the equation needs to be done to the opposite side of the equation (40 ÷ 10). When solved, we discover that Jonny = 4

So in summary:

Jonny x 10 = 40

Jonny x 10 ÷ 10 = 40 ÷ 10

Jonny = 4

Try out your algebra skills with some www.solvemoji.com/ practice!

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