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3 TEACHER NOTES: STANDARDS ALGEBRA STANDARD Instructional programs from pre-kindergarten through grade 12 should enable all students to: Understand patterns, relations and functions Grades 6-8 Grades 9-12 Represent, analyze and generalize a variety of patterns with tables, graphs, words and, when possible, symbolic rules; Understand relations and functions and select, convert fleibly among, and use various representations for them; Relate and compare different forms of representation for a relationship. Understand and perform transformations such as arithmetically combining, composing and inverting commonly used functions using technology to perform such operations on more complicated symbolic epressions. Represent and analyze mathematical situations and structures using algebraic symbols Grades 6-8 Grades 9-12 Develop an initial conceptual understanding of different uses of variables; Use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships; Recognize and generate equivalent forms for simple algebraic epressions and solve linear relationships. Understand the meaning of equivalent forms of epressions, equations, inequalities, and relations; Write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency mentally or with paper and pencil in simple cases and using technology in all cases; Use symbolic algebra to represent and eplain mathematical relationships. Use mathematical models to represent and understand quantitative relationships Grades 6-8 Grades 9-12 Model and solve contetualized problems using various representations, such as graphs, tables, and equations. Use symbolic epressions, including iterative and recursive forms, to represent relationships arising from various contets. In having students work with Algebra Tiles, teachers need to realize that there will be an initial investment of classroom time that will pay dividends later as students continue their study of algebra. The models constructed for work with integers are etendable for other algebraic concepts; therefore, additional classroom time will not be needed as students use Algebra Tiles to eplore these concepts. iv ~ Dida Educational Resources ~ WORKING WITH ALGEBRA TILES

4 TEACHER NOTES: STANDARDS Several of the units provide activities for students to epress or conjecture in writing their mathematical thinking about specific algebraic concepts. These writing opportunities are at the heart of the NCTM Communication Standard. COMMUNICATION STANDARD Instructional programs from pre-kindergarten through grade 12 should enable all students to: Organize and consolidate their mathematical thinking through communication Communicate their mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others Use the language of mathematics to epress mathematical ideas precisely Modeling, computing, simplifying, solving, writing, and conjecturing are just a few of the tasks that are critical to understanding algebra. These suggest our students be active in their learning. Working with Algebra Tiles provides these opportunities. WORKING WITH ALGEBRA TILES ~ Dida Educational Resources ~ v

5 INTRODUCTION TO ALGEBRA TILES Unit 1 WORKING WITH ALGEBRA TILES ~ Dida Educational Resources ~ 1

6 UNIT 1 Introduction to Algebra Tiles Unit Overview Areas of squares and rectangles are key to naming and working with Algebra Tile pieces. Beginning with the small yellow/red squares, it is common to denote the length of each side as 1. Therefore, the area is 1. The value of a yellow square is 1, whereas the value of a red square is 1. The blue/red square customarily has sides of length. Its area is 2. The value of a blue square is 2, whereas the value of a red square is 2. The dimensions of a green/red rectangle are 1 unit by units, and its area is. Activities in the unit fi rst involve representing integers using the small squares, and then proceed to representing and writing algebraic epressions using the Algebra Tiles. The Zero Principle is introduced and used throughout this unit and future units. Glossary of Terms Integers: The set of numbers 3, 2, 1, 0, 1, 2, 3, Opposites: Two numbers that have the same absolute value but opposite signs. Zero Pair: Two tiles, one of each color. A zero pair sums to zero. Variable: A symbol, usually a letter, that is used to represent one or more numbers in an algebraic epression. For eample, is a variable in the epression Polynomial: An epression that has one or more terms of the form a n where a is any real number and n is a whole number. Binomial: A polynomial that has two terms. Trinomial: A polynomial that has three terms. Term: A part of an epression that is separated by an addition or subtraction sign. In the epression 2 4, the terms are 2 and 4. Activity 1.1 Integer Pieces Objective: To represent positive and negative integers using Algebra Tiles. Prerequisites: Students need to know that the area of a square is given by A = s 2, where s is the length of a side. Getting Started: Introduce the unit squares. Discuss the idea of unit length, so that the area of the square is 1. Discuss the idea of a negative integer. Note that we can use the yellow unit squares to represent positive integers and the red unit squares to represent negative integers. Closing the Activity: Present verbal descriptions to students and have them model the result with Algebra Tiles. Answers: 1. 8 yellow pieces 2. 3 red pieces 3. Answers vary 4. 2 yellow pieces red pieces 6. 5 red pieces 7. (a) 4 (b) 9 (c) 2 8. Possible answer: make a zero pair with one yellow piece and one red piece. Two yellow pieces remain. Answer is 2. Activity 1.2 The Zero Principle Objective: To represent the opposite of an integer using Algebra Tiles. To represent zero pairs using Algebra Tiles. Prerequisites: Students must be able to represent positive and negative integers using Algebra Tiles. Getting Started: Show students how two small squares of opposite colors neutralize each other, so that the net result of such a pair is zero. Closing the Activity: Present various collections of unit squares, positive and negative, and have students use the Zero Principle to simplify the collection. Given that there are an odd number of unit squares, have students determine possible outcomes: all yellow, positive integer; all red, negative, integer; more yellow than red, positive integer; more red than yellow, negative integer. Answers: 1. (a) 5 + ( 5) = 0 (b) 3 + ( 3) = 0 (c) 6 + ( 6) = 0 2. Answers vary 3. (a) 4 + ( 4) = 0 (b) 2 + ( 2) = 0 (c) 6 + ( 6) = 0 2 ~ Dida Educational Resources ~ WORKING WITH ALGEBRA TILES

7 Activity 1.3 Modeling Integers Objective: To model integers using zero pairs. Prerequisites: Students need to be able to represent positive and negative integers using Algebra Tiles. Getting Started: A positive integer can be represented by other positive integers in many ways. For eample, 6 = = = Similarly, positive and negative integers can be represented by other positive and negative integers in many ways. Start with a positive integer such as 2. Add zero pairs and discuss the new name for 2. Continue this process several times. Repeat the activity; however, begin with a negative integer and add zero pairs. Closing the Activity: Have students sketch more than one model for a given positive or negative integer. Give students an illustration of several positive and negative integers using Algebra Tiles, and have them name the integer represented in the model. Answers: 1. (a) 2 (b) 6 (c) 4 (d) 3 (e) 4 (f) 1 2. (a) (f) Teacher check 3. Infi nite. Starting with 4 yellow tiles, as many zero pairs can be added as you wish. Activity 1.4 Naming Algebra Tile Pieces Objective: To name the remaining Algebra Tile pieces (, 2 ). Prerequisites: An area model is used in naming Algebra Tile pieces. Students must know that the area of a square is given by A = s 2, where s is the length of a side. Students must know that the area of a rectangle is given by A = lw, where l is the length and w is the width of the rectangle. Getting Started: On an overhead projector, show the other Algebra Tile pieces. Show that the length of a side of the blue/red square is not an integer value. We will say that the length is. Therefore, the area is 2. The blue square has a value of 2, whereas the red square has a value of 2. The green Algebra Tile piece has a value of, and the red Algebra Tile piece has a value of. Place a collection of Algebra Tiles on an overhead projector and write an algebraic epression for the collection. Then write an algebraic epression and have students model it with the tiles. Closing the Activity: The activity concludes with change in the length of a side of the small square. With a side of length y, the area now becomes y 2. The value of a yellow square is y 2, and the value of a small red square is y 2. Epressions involving two variables can be written. Answers: Teacher check y + 4y ( 2y) + y y + ( 3y 2 ) 8. 4 blue a 2 pieces, 2 red ab pieces, 2 yellow b 2 pieces Activity 1.5 Grab Game Objective: To practice writing and simplifying algebraic epressions, using the Zero Principle. Prerequisites: Students must know how to apply the Zero Principle in order to simplify algebraic epressions. Getting Started: Using overhead Algebra Tiles, illustrate how to simplify an algebraic epression, using the Zero Principle where necessary. Closing the Activity: Show illustrations of Algebra Tile pieces and have students write a simplifi ed epression. Write algebraic epressions and have students write simplifi ed epressions. WORKING WITH ALGEBRA TILES ~ Dida Educational Resources ~ 3

8 ACTIVITY 1.1 Integer Pieces Name: To represent integer values, use the small square tiles. Each white piece represents +1 Each gray piece represents 1 Use the small square tiles to represent each number. Make a sketch of your model A single digit odd number 4. An even prime number feet below sea level 6. 5 degrees below zero 7. (a) (b) (c) 8. Eplain how you determined the value represented in 7c. 4 ~ Dida Educational Resources ~ WORKING WITH ALGEBRA TILES

9 ACTIVITY 1.2 The Zero Principle Name: 1. Write an equation for each diagram. (a) 5º 5º 5º (b) 0º 0º 0º 5º 5º 5º (c) Temperature starts at 0º Temperature rises 5º Temperature falls 5º In each eample above, the two actions balance, or neutralize, one another. 2. Draw diagrams on the mats below that each have a value of 0. Write an equation for each. Think of additional eamples where two actions neutralize one another. A small white square tile represents 1. A small gray square tile represents 1. The numbers 1 and 1 are opposites. They sum to 0. We refer to 1 and 1 as a zero pair. Although it is not necessary, it is easier to read the value represented on the mat when the tiles have been arranged as shown. 3. Write an equation for each diagram. (a) 3 + ( 3) = 0 (b) (c) 1 + ( 1) = ( 2) = 0 WORKING WITH ALGEBRA TILES ~ Dida Educational Resources ~ 5

10 ACTIVITY 1.3 Modeling Integers The integer 3 is modeled in each diagram below. Name: 1. Name the integer modeled in each of the following. (a) (d) If the two zero pairs were removed, three white tiles would remain, or positive 3. (b) (e) (c) (f) If the three zero pairs were removed, three white tiles would remain, or positive 3. The integer 2 is modeled in the diagram below. 2. Sketch a model for each integer using white and gray tiles in each diagram. (a) 4 (d) 5 (b) 3 (e) 6 If the three zero pairs were removed two gray tiles would remain, or 2. (c) 1 (f) 2 3. How many different models are there for the integer 4? Eplain. 6 ~ Dida Educational Resources ~ WORKING WITH ALGEBRA TILES

11 ACTIVITY 1.4 Naming Algebra Tile Pieces Name: ACTIVITY 1.5 A variable, usually represented by a letter, is used to represent one or more numbers. If we let the variable represent the length of the large blue square tile, then 2 represents the area of that tile. Use the Algebra Tiles to represent each polynomial. Make a sketch of your model This is the 2 piece We name the Algebra Tile pieces by considering the area of each, meaning we need to know the dimensions of each piece. If the small yellow square has length 1 unit, the area of the small square is 1 square unit. Then the long green rectangle has dimensions 1 by and has an area of square units. This is the unit piece This is the piece. 3. A binomial 1 We can use a collection of Algebra Tiles to model polynomials. The polynomial is modeled below. 4. A trinomial WORKING WITH ALGEBRA TILES ~ Dida Educational Resources ~ 7

12 ACTIVITY 1.4 Naming Algebra Tile Pieces Name: ACTIVITY 1.7 The Algebra Tile pieces can be named using two different variables for the dimensions. y y y This is the 2 piece. This is the y piece. This is the y 2 piece. Negative signs can be assigned to each shaded tile to represent negative terms in a polynomial. y y y 5. This is the 2 piece. This is the y piece. This is the y 2 piece. Write the polynomial represented in each of the following Eplain how you would name the Algebra Tile pieces in order to represent the polynomial 4a 2 2ab + 2b 2. 8 ~ Dida Educational Resources ~ WORKING WITH ALGEBRA TILES

13 ACTIVITY 1.5 Epression Grab Name: This activity is for two students. Place a set of Algebra Tiles in a paper bag. Use the work mat on the net page. Take turns grabbing a set of Algebra Tiles from the bag and dropping them on your partner s work mat. That student writes an epression for the Algebra Tiles grabbed on the appropriate blanks shown and then simplifi es the epression. Here is an eample: 2 + ( 2 ) ( ) + ( ) + ( ) Using the Zero Principle, we can simplify this epression to Epression Grab Eample 2 + ( 2 ) ( ) + ( ) + ( ) = Epression 1 Epression 2 Epression 3 Epression 4 Epression 5 Now, check all five of your epressions. What epression has the most positive terms? What epression has the fewest number of negative 2 terms? If there are any binomial epressions, write them below. (You may not have any!) WORKING WITH ALGEBRA TILES ~ Dida Educational Resources ~ 9

14 MAT Name: 10 ~ Dida Educational Resources ~ WORKING WITH ALGEBRA TILES

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