how the ideas and language of algebra k-5 set the stage for algebra 6–12
DESCRIPTION
How the ideas and language of algebra K-5 set the stage for algebra 6–12. E. Paul Goldenberg. 2008. With downloadable PowerPoint Ideas and approaches drawn from Think Math! a comprehensive K-5 program from Houghton Mifflin Harcourt School Publishers. http://thinkmath.edc.org. - PowerPoint PPT PresentationTRANSCRIPT
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How the ideas and language of algebra K-5
set the stage for algebra 6–12
E. Paul GoldenbergE. Paul Goldenberg
20082008
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With downloadable PowerPointWith downloadable PowerPoint
Ideas and approaches drawn fromIdeas and approaches drawn from
Think Math!Think Math!a comprehensive K-5 program froma comprehensive K-5 program from
Houghton Mifflin HarcourtHoughton Mifflin HarcourtSchool PublishersSchool Publishers
http://thinkmath.edc.orghttp://thinkmath.edc.org
Before you scramble to take notes
Go to marble bag trick
Go to multiplication onions
Go to Kindergarten sorting, CNPs Go to 3rd grade detectives
Go to intersections
Go to “Guess my number” (mental buffer)
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Algebraic language & algebraic thinking
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Algebraic thinking
Is there anything interesting about Is there anything interesting about addition and subtraction sentences?addition and subtraction sentences?
2nd grade2nd grade
Math could be spark curiosity!Math could be spark curiosity!
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Write two number sentences…
To 2nd graders: see if you can find some that don’t work!To 2nd graders: see if you can find some that don’t work!
4 + 2 = 6
3 + 1 = 4
10+ =7 3
How does this work?
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Algebraic language
Is there anything less sexy than Is there anything less sexy than memorizing multiplication facts? memorizing multiplication facts?
What What helpshelps people memorize? people memorize? Something memorable!Something memorable!
4th grade4th grade
Math could be fascinating!Math could be fascinating!
Go to “Mommy, give me…”
Go to visual way to understand Go to index
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Teaching without talking
Wow! Will it always work? Big numbers?Wow! Will it always work? Big numbers??
38 39 40 41 42
3536
6 7 8 9 105432 11 12 13
8081
18 19 20 21 22… …
??
1600
1516
Go to visual way to understand
Shhh… Students thinking!Shhh… Students thinking!
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Take it a step further
What about What about twotwo steps out? steps out?
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Shhh… Students thinking!Shhh… Students thinking!
Again?! Always? Find some bigger examples.Again?! Always? Find some bigger examples.
Teaching without talking
1216
6 7 8 9 105432 11 12 13
6064
?
58 59 60 61 6228 29 30 31 32… …
???
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Take it even further
What about What about threethree steps out? steps out?
What about What about fourfour??
What about What about fivefive??
100
6 7 8 9 1054 151411 12 13
75
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Take it even further
What about What about threethree steps out? steps out?
What about What about fourfour??
What about What about fivefive??
1200
31 32 33 34 353029 403936 37 38
1225
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Take it even further
What about What about twotwo steps out? steps out?
1221
31 32 33 34 353029 403936 37 38
1225
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““OK, um, 53”OK, um, 53” ““Hmm, well…Hmm, well…
……OK, I’ll pick 47, and I can multiply those OK, I’ll pick 47, and I can multiply those numbers faster than you can!”numbers faster than you can!”
To do…To do… 5353
4747
I think…I think… 5050 5050 (well, 5 (well, 5 5 and …) 5 and …)… … 25002500Minus 3 Minus 3 3 3 – 9– 9
24912491
“Mommy! Give me a 2-digit number!”2500
47 48 49 50 51 52 53
about 50
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But But nobody caresnobody cares if kids can if kids can multiply 47 multiply 47 53 mentally! 53 mentally!
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What What do do we care about, then? we care about, then?
50 50 50 (well, 5 50 (well, 5 5 and place value) 5 and place value) Keeping 2500 in mind while thinking 3 Keeping 2500 in mind while thinking 3 3 3 Subtracting 2500 – 9Subtracting 2500 – 9 Finding the patternFinding the pattern DescribingDescribing the pattern the pattern
Algebraic thinking
Algebraic language Science
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(7 – 1) (7 + 1) = 7 7 – 1
n – 1 n + 1
n
((nn – 1– 1) ) ( (nn + 1+ 1) = ) = nn nn –– 1 1((nn – 1– 1) ) ( (nn + 1+ 1))
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((nn – 3– 3))((nn – 3– 3) ) ( (nn + 3+ 3))
(7 – 3) (7 + 3) = 7 7 – 9
n – 3 n + 3
n
((nn – 3– 3) ) ( (nn + 3+ 3) = ) = nn nn –– 99
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Make a table
2 4
4 16
5 25
Distance away What to subtract
1 1
3 9
dd dd dd
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((nn – – dd) ) ( (nn + + dd) = ) = nn nn
––((nn – – dd) ) ( (nn + + dd) = ) = nn nn –– dd dd
(7 – d) (7 + d) = 7 7 – d d
n – d n + d
n
((nn – – dd) ) ( (nn + + dd))((nn – – dd))
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We also care about thinking!
Kids feel smart!Kids feel smart!Why silent teaching? Why silent teaching?
Teachers feel smart!Teachers feel smart! Practice.Practice.
Gives practice. Helps me memorize, because it’s Gives practice. Helps me memorize, because it’s memorablememorable! !
Something new.Something new. Foreshadows algebra. In fact, kids record it Foreshadows algebra. In fact, kids record it withwith algebraic language! algebraic language!
And something to wonder about: And something to wonder about: How does it work? How does it work?
It matters!It matters!
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One way to look at it
5 5
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One way to look at it
5 4
Removing a column leaves
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One way to look at it
6 4
Replacing as a row leaves
with one left over.
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One way to look at it
6 4
Removing the leftover leaves
showing that it is one less than
5 5.
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How does it work?
47 3
5053
47
350 50– 3 3
= 53 47
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An important propaganda break…
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“Math talent” is made, not found
We all “know” that some people have…We all “know” that some people have…
musical ears,musical ears,
mathematical minds,mathematical minds,
a natural aptitude for languages….a natural aptitude for languages…. Wrong! We gotta Wrong! We gotta stop believing it’s all in stop believing it’s all in
the genes!the genes! We are We are equallyequally endowed with most of it endowed with most of it
Go to index
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What could mathematics be like?
Surprise! You’re good at algebra!Surprise! You’re good at algebra!
5th grade5th grade
It could be surprising!It could be surprising!
Go to index
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A number trick
ThinkThink of a number. of a number. Add 3.Add 3. Double the result.Double the result. Subtract 4.Subtract 4. Divide the result by 2.Divide the result by 2. Subtract the number Subtract the number
you first thought of.you first thought of. Your answer is 1!Your answer is 1!
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How did it work?
ThinkThink of a number. of a number. Add 3.Add 3. Double the result.Double the result. Subtract 4.Subtract 4. Divide the result by 2.Divide the result by 2. Subtract the number Subtract the number
you first thought of.you first thought of. Your answer is 1!Your answer is 1!
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How did it work?
ThinkThink of a number. of a number. Add 3.Add 3. Double the result.Double the result. Subtract 4.Subtract 4. Divide the result by 2.Divide the result by 2. Subtract the number Subtract the number
you first thought of.you first thought of. Your answer is 1!Your answer is 1!
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How did it work?
ThinkThink of a number. of a number. Add 3.Add 3. Double the result.Double the result. Subtract 4.Subtract 4. Divide the result by 2.Divide the result by 2. Subtract the number Subtract the number
you first thought of.you first thought of. Your answer is 1!Your answer is 1!
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How did it work?
ThinkThink of a number. of a number. Add 3.Add 3. Double the result.Double the result. Subtract 4.Subtract 4. Divide the result by 2.Divide the result by 2. Subtract the number Subtract the number
you first thought of.you first thought of. Your answer is 1!Your answer is 1!
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How did it work?
ThinkThink of a number. of a number. Add 3.Add 3. Double the result.Double the result. Subtract 4.Subtract 4. Divide the result by 2.Divide the result by 2. Subtract the number Subtract the number
you first thought of.you first thought of. Your answer is 1!Your answer is 1!
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How did it work?
ThinkThink of a number. of a number. Add 3.Add 3. Double the result.Double the result. Subtract 4.Subtract 4. Divide the result by 2.Divide the result by 2. Subtract the number Subtract the number
you first thought of.you first thought of. Your answer is 1!Your answer is 1!
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How did it work?
ThinkThink of a number. of a number. Add 3.Add 3. Double the result.Double the result. Subtract 4.Subtract 4. Divide the result by 2.Divide the result by 2. Subtract the number Subtract the number
you first thought of.you first thought of. Your answer is 1!Your answer is 1!
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How did it work?
ThinkThink of a number. of a number. Add 3.Add 3. Double the result.Double the result. Subtract 4.Subtract 4. Divide the result by 2.Divide the result by 2. Subtract the number Subtract the number
you first thought of.you first thought of. Your answer is 1!Your answer is 1!
Go to index
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Kids need to do it themselves…
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Using notation: following steps
Think of a number.Double it.Add 6.Divide by 2. What did you get?
510168 7 3 20
Dana
Cory
Sandy
Chris
Words Pictures
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Using notation: undoing steps
Think of a number.Double it.Add 6.Divide by 2. What did you get?
510168 7 3 20
Dana
Cory
Sandy
Chris
Words
48
14
Hard to undo using the words.Much easier to undo using the notation.
Pictures
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Using notation: simplifying steps
Think of a number.Double it.Add 6.Divide by 2. What did you get?
510168 7 3 20
Dana
Cory
Sandy
Chris
Words Pictures
4
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Why a number trick? Why bags?
Computational practice, but Computational practice, but muchmuch more more Notation helps them Notation helps them understandunderstand the trick. the trick. inventinvent new tricks. new tricks. undoundo the trick. the trick. But most important, the idea thatBut most important, the idea that
notation/representation is powerful!notation/representation is powerful!
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Children are language learners…
They They areare pattern-finders, abstracters… pattern-finders, abstracters… ……naturalnatural sponges for language sponges for language in contextin context..
n 10
n – 8 2
8
0
28
20
18 17
3 4
58 57
Go to index
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3rd grade detectives!
Who Am I? I. I am even II. All of my digits < 5 III. h + t + u = 9 IV. I am less than 400 V. Exactly two of my digits are the same.htuI. I am even.I. I am even.
h t u
0 01 1 12 2 23 3 34 4 45 5 56 6 67 7 78 8 89 9 9
II. All of my digits < 5II. All of my digits < 5
III. h + t + u = 9
IV. I am less than 400.
V. Exactly two of my digits are the same.
432342234324144414
1 4 4
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Representing ideas and processes
Bags and letters can represent Bags and letters can represent numbersnumbers.. We need also to represent…We need also to represent…
ideasideas — multiplication — multiplication processesprocesses — the multiplication algorithm — the multiplication algorithm
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Representing multiplication, itself
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Naming intersections, first gradePut a red house at the intersection of A street and N avenue.
Where is the green house?
How do we go fromthe green house tothe school?
Go to index
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Combinatorics, beginning of 2nd
How many two-letter words can you make, How many two-letter words can you make, starting with a red letterstarting with a red letter and and ending with a purple letterending with a purple letter??
a i s n t
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Multiplication, coordinates, phonics?
a i s n t
asin
at
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Multiplication, coordinates, phonics?
w s ill
it
ink
b p
st
ick
ack
ing
br
tr
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Similar questions, similar image
Four skirts and three shirts: how many outfits?
Five flavors of ice cream and four toppings: how many sundaes? (one scoop, one topping)
How many 2-block towers can you make from four differently-colored Lego blocks?
Go to Kindergarten sorting, CNPs Go to index
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Representing 22 17
22
17
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Representing the algorithm
20
10
2
7
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Representing the algorithm
20
10
2
7
200
140
20
14
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Representing the algorithm
20
10
2
7
200
140
20
14
220
154
37434340
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Representing the algorithm
20
10
2
7
200
140
20
14
220
154
37434340
2217
154220374
x1
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Representing the algorithm
20
10
2
7
200
140
20
14
220
154
37434340
172234
340374
x1
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More generally, (d+2) (r+7) =
d
r
2
7
dr
7d
2r
14
2r +
dr
7d +
14
2r +
14
dr + 7d
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More generally, (d+2) (r+7) =
d
r
2
7
dr
7d
2r
14
dr + 2r + 7d + 14
150
3725
600
35925
x
140
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22
17 374
22 17 = 374
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22
17 374
22 17 = 374
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Representing division (not the algorithm)
“ “Oh! Oh! Division is Division is just just unmultipli-unmultipli-cation!”cation!”
22
17 374
374 ÷ 17 = 222217 374
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A kindergarten look at
20
10
2
7
200
140
20
14
220
154
37434340
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Back to the very beginningsBack to the very beginnings
Picture a young child with Picture a young child with a small pile of buttons.a small pile of buttons.
Natural to sort.Natural to sort.
We help children refine We help children refine and extend what is already and extend what is already natural.natural.
Go to Multiplication algorithmGo to number adding sentences Go to index
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6
4
7 3 10
Back to the very beginningsBack to the very beginnings
Children can also summarize.Children can also summarize.
““Data” from the buttons.Data” from the buttons.
blue gray
large
small
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large
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If we substitute numbers for the original objects…If we substitute numbers for the original objects…
AbstractionAbstraction
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4
7 3 10
6
4
7 3 10
4 2
3 1
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A Cross Number PuzzleA Cross Number Puzzle
5
Don’t always start with the question!Don’t always start with the question!
21
8
13
912
7 6
3
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Building the addition algorithmBuilding the addition algorithmOnly multiples of 10 in yellow. Only less than 10 in blue.Only multiples of 10 in yellow. Only less than 10 in blue.
63
38
25
1350
20 5
830
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Relating addition and subtraction
6
4
7 3 10
4 2
3 16
4
7 3 10
4 2
3 1
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The subtraction algorithmOnly multiples of 10 in yellow. Only less than 10 in blue.Only multiples of 10 in yellow. Only less than 10 in blue.
63
38
25
1350
20 5
830
25
38
63
-530
60 3
830
25 + 38 = 63 63 – 38 = 25
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The subtraction algorithmOnly multiples of 10 in yellow. Only less than 10 in blue.Only multiples of 10 in yellow. Only less than 10 in blue.
63
38
25
1350
20 5
830
25
38
63
520
60 3
830
25 + 38 = 63 63 – 38 = 25
50 13
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The algebra connection: adding
4 2
3 1
10
4
6
37
4 + 2 = 6
3 + 1 = 4
10+ =7 3
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The algebra connection: subtracting
7 3
3 1
6
4
10
24
7 + 3 = 10
3 + 1 = 4
6+ =4 2
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The algebra connection: algebra!
5x 3y
2x 3y 11
23 5x + 3y = 23
2x + 3y = 11
12+ =3x 0x = 4
3x 0 12
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All from sorting buttons
5x 3y
2x 3y 11
23 5x + 3y = 23
2x + 3y = 11
12+ =3x 0x = 4
3x 0 12
Go to index
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Thank you!
E. Paul GoldenbergE. Paul Goldenberg
http://thinkmath.edc.org/http://thinkmath.edc.org/
To see more of To see more of Think Math!Think Math!visit thevisit the
Houghton Mifflin HarcourtHoughton Mifflin Harcourtboothbooth
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Questions: Linguistics research in math?Building the mental buffer? Counting what we don’t see?
E. Paul GoldenbergE. Paul Goldenberg
http://thinkmath.edc.org/http://thinkmath.edc.org/
To see more of To see more of Think Math!Think Math!visit thevisit the
Houghton Mifflin HarcourtHoughton Mifflin Harcourtboothbooth
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Keeping things in one’s head
1
2
3
4
8
75
6
Go to indexGo to Kindergarten sorting, CNPshttp://thinkmath.edc.org/What’s_My_Number?
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“Skill practice” in a second grade
VideoVideoVideo
Go to index
fingersfingers