STRAND:
Number and Algebra
LEVEL: 3 – Equations and expressions
In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically.
They will solve problems and model situations that require them to:
NA2-6 Communicate and
interpret simple additive
strategies, using words, diagrams
(pictures), and symbols.
NA3-6
Record and interpret additive and simple
multiplicative strategies, using, words, diagrams, and
symbols, with an understanding of equality.
NA4-7 Form and solve simple linear
equations.
Overview: Being able to communicate mathematical thinking is of course very important. The ways in which this communication
happens in mathematics includes diagrams and symbols as well as words and models. This AO is concerned with communicating the
strategies used at this level to solve problems. The equals sign “=” has different meanings. Many calculators use the “=” button to mean
“ now compute the answer”. The equals sign in mathematics is reserved for when one expression “equals” another. There are excellent
readings on the many aspects of “the equals sign”, see references. This AO is the development of formal algebraic logical
representation used when simplifying and solving equations in later levels.
SAMPLE LEARNING INTENTION:
I am learning to use an empty number line to show my thinking.
I am learning to use diagrams to explain my thinking strategy
I am learning to make models of mathematical ideas
I am learning to use the “=” sign correctly
I am learning to record how I am thinking
SAMPLE SUCCESS CRITERIA: Know, understand and do.
I can show on an empty number line how I am adding two numbers
I can use a diagram to show how I can multiply 12 x 45
I can draw a diagram showing tidy numbers strategies
I can use the equals sign correctly.
PRIOR KNOWLEDGE:
Using tidy numbers to solve additive problems
Knowing and using most multiplicative facts (x2, x3, x4, x5, x8)
LINKED OBJECTIVES:
NA 3-1, NA 3-2,
VOCABULARY: Empty number line, strategy, tidy numbers, addition, multiplication, array, subtraction, division, model, diagram,
DIAGNOSTIC SNAPSHOT: Solve 12 x 45 and show how you did this. Solve 234 + 67 and show how you solved this on a number line. Make a model of
3x4 . Marty solved 18x5 by halving the 18 and doubling the 5 to make 9 x 10 which he said equals 90. Write this as a number sentence.
NA3-6
Record and interpret additive and simple multiplicative strategies, using, words, diagrams, and
symbols, with an understanding of equality.
KEY COMPETENCIES: 1.Thinking
contributing
INTRODUCING:
EXPLORING:
2. Using language, symbols and texts
3. Managing self
4. Relating to others
5. Participating and
EXTENDING: