MFP1501
ASSIG NM ENT 4 20 24
D U E : OCTOBER 2024
SEMESTER 2 2024
, Question 1
Teaching algebra concepts in the early grades requires using patterns to make connections.
1.1 Mention four ways you will use to teach Grade 3 learners algebra using patterns.
To teach Grade 3 learners algebra using patterns, I would use the following four methods:
Repeating Patterns: I would introduce learners to simple repeating patterns (e.g., ABAB or
ABCABC) using objects, shapes, or colors. Once they identify the pattern, we can extend this
to explore number patterns (e.g., 2, 4, 6, 8, …) to show how algebra represents relationships
between numbers.
Growing Patterns: I would use growing patterns, where numbers or objects increase in a
predictable manner (e.g., 1, 3, 5, 7, …). This helps students see how patterns can be used to
predict the next step, linking this concept to algebraic thinking like finding a "rule" (e.g., add 2
each time).
Number Patterns on a Number Line: I would use a number line to help students visually see
and extend patterns, such as skip counting by 2s, 5s, or 10s. Number lines can illustrate the
relationships between numbers and provide a bridge to understanding variables in algebra.
Using Real-World Examples: I would connect patterns to real-life examples, such as patterns
in nature (e.g., leaf arrangements or petals) or daily routines (e.g., time patterns). This helps
students relate to abstract concepts through familiar contexts and understand how algebraic
patterns represent predictable relationships in the world around them.
1.2 Study the pattern below and answer the following questions:
ASSIG NM ENT 4 20 24
D U E : OCTOBER 2024
SEMESTER 2 2024
, Question 1
Teaching algebra concepts in the early grades requires using patterns to make connections.
1.1 Mention four ways you will use to teach Grade 3 learners algebra using patterns.
To teach Grade 3 learners algebra using patterns, I would use the following four methods:
Repeating Patterns: I would introduce learners to simple repeating patterns (e.g., ABAB or
ABCABC) using objects, shapes, or colors. Once they identify the pattern, we can extend this
to explore number patterns (e.g., 2, 4, 6, 8, …) to show how algebra represents relationships
between numbers.
Growing Patterns: I would use growing patterns, where numbers or objects increase in a
predictable manner (e.g., 1, 3, 5, 7, …). This helps students see how patterns can be used to
predict the next step, linking this concept to algebraic thinking like finding a "rule" (e.g., add 2
each time).
Number Patterns on a Number Line: I would use a number line to help students visually see
and extend patterns, such as skip counting by 2s, 5s, or 10s. Number lines can illustrate the
relationships between numbers and provide a bridge to understanding variables in algebra.
Using Real-World Examples: I would connect patterns to real-life examples, such as patterns
in nature (e.g., leaf arrangements or petals) or daily routines (e.g., time patterns). This helps
students relate to abstract concepts through familiar contexts and understand how algebraic
patterns represent predictable relationships in the world around them.
1.2 Study the pattern below and answer the following questions:
