Teacher resources and professional development across the curriculum

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Learning Math Home
Patterns, Functions, and Algebra
 
Session 10 Session 10 Grades 3-5 Part A Part B Part C Part D Part E Homework
 
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Session 10 Materials:
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Session 10, Grades 3-5, Part A:
Classroom Video (30 minutes)

To begin the exploration of what algebraic thinking looks like in a classroom at your grade level, watch a video segment of a teacher who has taken the "Patterns, Functions, and Algebra" course and has adapted the mathematics to her own teaching situation. When viewing the video, keep the following three questions in mind:
Note 2

a. 

What fundamental algebraic ideas (content) is the teacher trying to teach? Think back to the big ideas of the previous sessions: patterns, functions, linearity, proportional reasoning, nonlinear functions, and algebraic structure.

b. 

What mathematical thinking tools (process) does the teacher expect students to demonstrate? Think back to the processes you identified in the first session: problem solving skills, representation skills, and reasoning skills.

c. 

How do students demonstrate their knowledge of the intended content? What does the teacher do to elicit student thinking?



video thumbnail
 

Video Segment
In this video segment, Liza Jones introduces her students to the process of undoing. She begins by asking her students to figure out the "recipe" or formula she is using to turn an In into an Out. She then asks them to undo the "recipe" by finding the In when given the Out.

You can find this segment on the session video, approximately 33 minutes and 48 seconds after the Annenberg Media logo.

 

 

Problem A1

Solution  

Reflect on questions (a), (b), and (c) above. Note 3


 

Problem A2

Solution  

How does Ms. Jones incorporate the concept of doing and undoing into the model of function machines?


 

Problem A3

Solution  

How do the students think about undoing the recipe they constructed?


 

Problem A4

Solution  

How could Ms. Jones have used recursive thinking in this lesson?


Next > Part B: An Example for Developing Algebraic Thinking

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