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Question 1
1.1. Mention four ways you will use to teach Grade 3 learners algebra using patterns.
Develop algebraic expressions through numeric patterns: Use growing patterns, like 3, 6, 9,
12..., to help learners recognize the rule (e.g., adding 3) and express it as an algebraic
expression (e.g., 3n, where 'n' represents the position of the number in the sequence).
Introduce variables through repeating patterns: Present repeating patterns, like
AABCAABC..., and guide learners to understand that the position in the pattern can be
represented by a variable, helping them predict unknown elements in the sequence.
Relate patterns to real-life contexts: Use familiar scenarios, such as "If each student gets 2
pencils, how many pencils are needed for 10 students?" Extend this to "How many pencils for
'n' students?" to illustrate practical uses of algebraic expressions.
Use visual representations: Incorporate drawings, manipulatives, or diagrams to make
patterns concrete, like using blocks to represent a growing pattern (e.g., 2, 4, 6, 8...). This helps
students visually grasp the concept of patterns and algebraic relationships.
1.2. Study the pattern below and answer the following questions:
1.2.1. Identify the repeating patterns.
In the sequence provided, the shapes follow a repeating cycle of square, triangle, circle. This pattern
repeats after every three shapes.
First group: Square, Triangle, Circle (positions 1, 2, 3)
Second group: Square, Triangle, Circle (positions 4, 5, 6)
1.2.2. How many elements does the repeating unit contain.
The repeating unit contains three elements: a square, a triangle, and a circle.
Please note that the author of this document will not responsibility for any plagiarizing you
commit.
Question 1
1.1. Mention four ways you will use to teach Grade 3 learners algebra using patterns.
Develop algebraic expressions through numeric patterns: Use growing patterns, like 3, 6, 9,
12..., to help learners recognize the rule (e.g., adding 3) and express it as an algebraic
expression (e.g., 3n, where 'n' represents the position of the number in the sequence).
Introduce variables through repeating patterns: Present repeating patterns, like
AABCAABC..., and guide learners to understand that the position in the pattern can be
represented by a variable, helping them predict unknown elements in the sequence.
Relate patterns to real-life contexts: Use familiar scenarios, such as "If each student gets 2
pencils, how many pencils are needed for 10 students?" Extend this to "How many pencils for
'n' students?" to illustrate practical uses of algebraic expressions.
Use visual representations: Incorporate drawings, manipulatives, or diagrams to make
patterns concrete, like using blocks to represent a growing pattern (e.g., 2, 4, 6, 8...). This helps
students visually grasp the concept of patterns and algebraic relationships.
1.2. Study the pattern below and answer the following questions:
1.2.1. Identify the repeating patterns.
In the sequence provided, the shapes follow a repeating cycle of square, triangle, circle. This pattern
repeats after every three shapes.
First group: Square, Triangle, Circle (positions 1, 2, 3)
Second group: Square, Triangle, Circle (positions 4, 5, 6)
1.2.2. How many elements does the repeating unit contain.
The repeating unit contains three elements: a square, a triangle, and a circle.
