Chapter 7 Algebra

Chapter Summary The chapter explains how algebraic thinking is at the heart of mathematics from the minute we begin exploring the world mathematically It argues that young learners have a natural propensity for algebraic thinking It illustrates how specialising and generalising are the big ideas that underpin algebraic thinking.

Starting point Explore any 2 x 2 grid in a 100 square. What do you notice about the numbers in this grid? If we call the number in the top left hand corner ‘n’ can you write an expression for the sum of the 4 numbers? Explore totals in different grids within the 100 square? 12 13 22 23

Portfolio task Look at this series of shapes: How do you see the shape growing? How many squares would be in the 100th shape? How many squares would be in shape ‘N’?

Algebra in the Early Years: Yes! Read the article ‘Algebra in the Early years: Yes’ by Jennifer Taylor Cox. Which activities could you use or develop for use in your own classroom? Write a paragraph in your journal outlining how children in the Early Years are developing algebraic thinking.

Modelling Quantitative Relationships A farmer has only goats and chickens. She has 28 animals and there are 72 legs all together. How many chickens and goats are there? Illustrate your thinking using diagrams or jottings.

Observing the teaching of algebra Watch the video of pupils engaging in an investigation exploring handshakes on the companion website. How would you introduce this activity to a class that you were working with? How would you group the pupils? How would you arrange the classroom?