India/Knowledge Base/Maths/Patterns and Algebra

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Standards
Here are some standards, objectives etc for use as reference. You can click on any of the objctives to create a lesson plan out of it.

Std 2.18 They recognize and extend patterns based on skip counting by 2, 3, 4, 5 and 10 - both backward and forward to 1000 (may or may not be multiples); multiples of 2, 3, 4, 5, 10; odd & even numbers; geometrical figures etc. They can differentiate between repeating and growing patterns.
 * 1) / SWBAT skip count by 2, 3, 4, and 5, starting with any number, up to 100 /
 * 2) / SWBAT fill in numbers for patterns based on skip counting /
 * 3) / SWBAT continue patterns based on shapes/symbols /
 * 4) / SWBAT distinguish berween and continue repeating and growing patterns /

Std 2.19 They understand the equality sign and the equality of an expression and a number. They are able to solve missing number problems like 23 = ? + 12 based on inverse relation between addition and subtraction and problems like 18 = 3 x ? based on multiplication tables, thus using pre-algebraic strategies to solve equations in an unknown.
 * 1) / SWBAT select the appropriate operation to make an equality true. /

Std 2.20 They write expressions or number sentences using ? for addition/subtraction and multiplication/division situations and solve them based on inverse relation between addition and subtraction or based on multiplication tables.
 * 1) / SWBAT create (multiple) addition/subtraction expressions that result in a given quantity. /

Std 2.21 They understand and use commutative & associative properties of addition to simplify computations.
 * 1) / SWBAT apply the commutative and associative properties of addition. /

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Standards
Here are some standards, objectives etc for use as reference. You can click on any of the objctives to create a lesson plan out of it.

Std 3.28 They identify and describe pattern rule for growing and repeating patterns – e.g. patterns using addition, subtraction, multiplication; patterns that do not have a constant difference e.g sequence got by adding 1 then 2 then 3… (1, 2, 4, 7, ….); sequence got by subtracting 1 then 2 then 3 …. (99, 98, 96, 94, ….); sequence got by doubling; sequence got by halving; pattern of geometrical shapes etc.
 * 1) / SWBAT complete and extend numerical patterns with constant differences, up to 1000 /
 * 2) / SWBAT continue patterns based on shapes/symbols. /

Std 3.31 They select appropriate operational symbol or missing number to make an equality true e.g. 4 ? 3 = 12, 36 ? 18 = 18, 32 ? 18 = 2, 64 ÷ ? = 8, ? ÷ 12 = 12 etc.
 * 1) / SWBAT select the appropriate operation to make an equality true /

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Standards
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Std 4.21 Students use letter in place of an unknown number while writing simple expressions or sentences representing addition, subtraction, multiplication, division problem situations and thus develop an understanding of the concept of a variable. They are thus able to concisely represent a mathematical problem by an expression or an equation using letters and correctly interpret these and solve them based on inverse relation between operations.


 * 1) / SWBAT substitute numbers in for variables in simple algebraic expressions (and evaluate them) /

Std 4.22 They informally and concretely understand equality and inequality. They are able to distinguish between an expression, an equation (statement of equality involving variables) and an inequality.


 * 1) / SWBAT create equalities using operations and a given set of numbers. /

Extra topic


 * 1) / SWBAT continue numerical patterns with constant differences up to 10,000 /
 * 2) / SWBAT continue patterns based on shapes/symbols /

Lesson Plans

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Standards
Here are some standards, objectives etc for use as reference. You can click on any of the objctives to create a lesson plan out of it.

Std 5.18 Students recognize, describe and extend patterns in sequences, charts and tables. They can predict a certain term.


 * 1) / SWBAT continue a number pattern (based on constant or changing differences) /
 * 2) / SWBAT continue patterns based on shapes/symbols /

Std 5.19 They are able to concisely represent a mathematical problem by an expression or an equation using letters and correctly interpret these. They know that the number represented by the letter could be whole or fraction/decimal.


 * 1) / SWBAT represent a phrase or statements using a simple algebraic expression (one operation) /

Std 5.21 They are able to solve balance scale problems based on simple linear equations in one variable.


 * 1) / SWBAT solve a one-step equation for a variable (no coefficient on the variable) /

Std 5.22 They develop an understanding of the concept of substitution and are able to correctly evaluate simple algebraic expressions given the values of the variables.


 * 1) / SWBAT substitute numbers in for variables in simple algebraic expressions (and evaluate them) /