Algebra

L2 - 4

Algebra – Level 2• What I need to know.

– continue a simple pattern– generalise the pattern– use the mathematical symbols of =,

<, > – partition numbers less than 10– know and use "teen" facts– solve addition problems by making a

ten, or making a decade– solve addition problems involving

measurements– continue a sequential pattern– develop bar charts to show

relationships– draw the next shape in a pattern

sequence– see how the pattern continues from

one shape to the next– draw up a table of values– identify patterns in number

sequences– systematically “count” to establish

rules for sequential patterns– use rules to make predictions

• What I can do.

Algebra – Level 3• What I need to know.

– consolidate understanding of simple properties of addition, subtraction, multiplication and division

– discover and use some more complex properties of addition, subtraction, multiplication and division

– predict the next term of a spatial pattern– find a rule to give the number of

matchsticks (tiles) in a given member of the pattern

– find the member of the pattern that has a given number of matchsticks (tiles)

– show number patterns using the hundred’s board and other grid arrangements for whole numbers

– find the rule for a pattern of numbers shown on a hundred’s board or for input/output pairs from a calculator;

– relate sequential spatial patterns to how they appear as a number sequence on a hundreds board.

– continue a pattern– find the recurrence rule of a pattern– look at relations between two patterns– have some idea of what a general rule is– use a "cups and Cubes" model to

describe relationships

• What I can do.

Algebra – Level 4• What I need to know.

– write and calculate arithmetic expressions precisely using the order of operations.

– realise the importance of the order of operations on a calculator.

– predict further members in patterns of equations using relationships within the equations

– develop function rules to describe relationships– find specific values for variables from given relationships– devise a rule for ensuring that sets of numbers can be

arranged into 3-by-3 magic squares– represent 3-by-3 magic squares algebraically– devise rules for determining the Magic Number for magic

squares– represent magic squares using parametric equations– solve equations that have been formed from magic squares.– use powers of two in problem situations– find number patterns in practical situations– experiment to find patterns– explore the relationship between rows and columns in finding

the areas of rectangles– calculate the area of rectangles, parallelograms and triangles– develop, justify and use rules to solve problems that involve

number strips– identify and clearly articulate patterns, and make

generalisations based on these .– find a rule to describe any member of a number sequence

and express it in words . – find the number of crosses in Tukutuku panels by using

areas of squares and rectangles– find the number of crosses in repeating Tukutuku panels by

using linear formulae.– solve problems using linear relationships shown on tables

and graphs.

• What I can do.