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Algebra I: Introduction

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Algebra I: Introduction

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    1. Algebra I: Introduction Algebra I By Mrs. Lamb This StAIR gives an intro to some basic vocabulary needed prior to learning to solve equations. This is for a co-taught algebra I (basic) class. This can be used for all pre-algebra/algebra I classes. I find my students have seen equations and expressions but do not know the correct terminology. Literacy in math should be just as important as it is in an English course. Students must be able to communicate what they are doing using appropriate terminology for their grade level. I find this not emphasized enough in math curriculum (including my own), which is why I wanted to do this StAIR. Communication Standard for Grades 9–12 (NCTM) Instructional programs from prekindergarten through grade 12 should enable all students to— organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely. Michigan Curriculum Framework A1.1.1 Give a verbal description of an expression that is presented in symbolic form, write an algebraic expression from a verbal description, and evaluate expressions given values of the variables. This StAIR gives an intro to some basic vocabulary needed prior to learning to solve equations. This is for a co-taught algebra I (basic) class. This can be used for all pre-algebra/algebra I classes. I find my students have seen equations and expressions but do not know the correct terminology. Literacy in math should be just as important as it is in an English course. Students must be able to communicate what they are doing using appropriate terminology for their grade level. I find this not emphasized enough in math curriculum (including my own), which is why I wanted to do this StAIR. Communication Standard for Grades 9–12 (NCTM) Instructional programs from prekindergarten through grade 12 should enable all students to— organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely. Michigan Curriculum Framework A1.1.1 Give a verbal description of an expression that is presented in symbolic form, write an algebraic expression from a verbal description, and evaluate expressions given values of the variables.

    2. What is algebra? Citation (MLA) Adventurous World of Algebra, The, Program 1: The Basics. Standard Deviants. 2002. unitedstreaming. 2 March 2007 <http://www.unitedstreaming.com/> Citation (MLA)Adventurous World of Algebra, The, Program 1: The Basics. Standard Deviants. 2002.unitedstreaming. 2 March 2007<http://www.unitedstreaming.com/>

    3. What more can be said? The core of algebra will be… Finding Indiana Jones. Finding the X variable. Watching goofy videos. Learning your ABCs. Click above on the correct answer!

    4. Great! Do you know what these are? Term Expression Coefficient Like terms Constant Equation Let’s students know what vocabulary they will learn in the lesson.Let’s students know what vocabulary they will learn in the lesson.

    5. What is a variable? Is it… A symbol, usually a letter, that represents one or more numbers. B.Many different numbers, letters and operations put together with an equal sign.

    6. Sorry! Try again! Take a closer look at some examples of variables!

    8. Very Good!! You find variables by solving equations! What is an equation? This is the core of this course! An equation is a mathematical sentence that uses an equal sign. It connects two algebraic expressions. Shows an example and defines algebraic equations. Shows an example and defines algebraic equations.

    9. These are expressions… Expressions are mathematical phrases that can include numbers (1, 2.5, ½), variables (x, n, a) and operation symbols(+,-) Expressions are made up of one or more terms. Inductive reasoning is used here.Inductive reasoning is used here.

    10. Which one is NOT an expression? Click on the correct answer below. Gives students immediate feedback and provides reinforcement.Gives students immediate feedback and provides reinforcement.

    11. Great Job!! Yes, is not an expression it is an equation! Equations are made from two equal expressions. Here are some more expressions…

    12. Sorry! REMEMBER…expressions do N0T have equal signs! Try again!

    13. Terms in an expression… A term is a number, a variable, or the product of a number and one or more variables. They are separated by addition and subtraction signs. How many terms are in the expression above? Click on the correct button below. This slide shows another example of an expression. This slide shows another example of an expression.

    15. Sorry! REMEMBER…terms are separated by addition and subtraction signs! Try again! This reminds students what they need to look for to find the number of terms in the given expression.This reminds students what they need to look for to find the number of terms in the given expression.

    16. Constants and Coefficients… A constant is a term that has no variable 3, 1/3 and 6.74 are examples of constants A coefficient is a numerical factor or the of a term. For example, 2 is the coefficient of the term 2x.

    17. What is the constant in the following expression? Click over the correct term.

    18. Constants do not have any variable in them!!

    19. What is the coefficient of

    20. Don’t forget…coefficients are the number in front of the variable!

    21. Coefficients are the numbers in front of the variable (nothing else)!

    22. Sorry! REMEMBER…constants do N0T have variables! Try again!

    23. Which group has all the same fruit? This uses metaphor and inductive reasoning to help students identify “like terms”This uses metaphor and inductive reasoning to help students identify “like terms”

    24. Nope!

    25. Just like apples and oranges… You may only combine terms that are alike! That is, terms that have the same variable factors! Students should recognize the group w/all the apples is the correct answer in the previous slide. Also, students may have heard the expression “apples and oranges” used to compare two very different objects. The table reinforces that expression. Later students will then be able to use this knowledge to combine like terms in expressions and when solving equations.Students should recognize the group w/all the apples is the correct answer in the previous slide. Also, students may have heard the expression “apples and oranges” used to compare two very different objects. The table reinforces that expression. Later students will then be able to use this knowledge to combine like terms in expressions and when solving equations.

    26. Which group has all like terms? Click on the correct group.

    27. Very Good! You’ve done a great job today! I hope that you are excited to start the year!! Go algebra!!

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