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The Australian Curriculum recognises that students need to be exposed to algebraic thinking from an early age.  Building on the students understanding of the number system, students develop algebraic thinking and learn to describe number relationships and some understanding of variables and functions.).  Children in the early foundation years begin algebra through patterns and explain and classify familiar objects (ACARA, 2015, ACMNA005).  Students as advance through the curriculum begin to further their knowledge of patterns and include skip counting (ACMNA018), identify missing elements in a pattern (ACMNA035) and use addition and subtraction to create number patters (ACMNA060) (ACARA, 2015).  Students understand that there is a box in place of a missing number that makes the sentence accurate.  Children adjust to using both boxes and letters to represent missing numbers and variables.  Students continue to develop their confidence and algebraic thinking by creating sequences involving whole numbers, fractions and decimals (ACMNA133) and explore the use of brackets and order of operations to write number sentences (ACMNA134) (ACARA, 2015). 

 

Students also need to develop an understanding of mathematical equivalence where students understand that values on either side of an equals sign are the same. To build conceptual understanding, it is advised to use concrete materials to show equivalence.  The balance scales are a power tool to show this.   The students check the scales to be sure that each side is equal by observing the height of each tray/pan. Using different coloured materials to show the different numbers.  For example, coloured plastic teddies.  This can be seen in Appendix F in teddy bear balancing.  Students can use a set of balance scales and coloured teddies to explore equivalent equations. 

 

Algebra in the primary school classroom also includes understanding where algebraic equations come from.  Teachers can model algebra equations through routine problems like in ‘Fletcher’s Cars’ in Appendix F.  In this activity, students can go through the steps from using concrete manipulatives, to drawing pictures, to using symbols to represent each picture to creating an open number sentence.

The Australian Curriculum recognises that students need to be exposed to algebraic thinking from an early age.  Building on the students understanding of the number system, students develop algebraic thinking and learn to describe number relationships and some understanding of variables and functions.).  Children in the early foundation years begin algebra through patterns and explain and classify familiar objects (ACARA, 2015, ACMNA005).  Students as advance through the curriculum begin to further their knowledge of patterns and include skip counting (ACMNA018), identify missing elements in a pattern (ACMNA035) and use addition and subtraction to create number patters (ACMNA060) (ACARA, 2015).  Students understand that there is a box in place of a missing number that makes the sentence accurate.  Children adjust to using both boxes and letters to represent missing numbers and variables.  Students continue to develop their confidence and algebraic thinking by creating sequences involving whole numbers, fractions and decimals (ACMNA133) and explore the use of brackets and order of operations to write number sentences (ACMNA134) (ACARA, 2015). 

 

Students also need to develop an understanding of mathematical equivalence where students understand that values on either side of an equals sign are the same. To build conceptual understanding, it is advised to use concrete materials to show equivalence.  The balance scales are a power tool to show this.   The students check the scales to be sure that each side is equal by observing the height of each tray/pan. Using different coloured materials to show the different numbers.  For example, coloured plastic teddies.  Students can use a set of balance scales and coloured teddies to explore equivalent equations. 

 

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