patterns

This article is Part II of the series ‘Algebra – a language of patterns and designs.’ The approach is based on the perception of algebra as a generalisation of relationships.

In Part I, we introduced the ideas of variable, constant, term and expression via numerical patterns. Various operations (addition, subtraction, multiplication) involving terms and expressions were also studied.

The late Shri P. K. Srinivasan had developed an approach to the teaching of algebra titled ‘Algebra – a language of patterns and designs’. I have used it for several years at the Class 6 level and found it to be very useful in making a smooth introduction to algebra, to the idea and usage of concepts such as variable and constant, to performing operations involving terms and expressions. This approach steadily progresses from studying numerical patterns to line and 2-D designs, finally leading to indices and identities.

We often find ourselves needing to predict the future value of something based on past trends. For instance, climate scientists have been trying to estimate the future rise in ocean temperatures based on (among other things) temperature data of the last 100 or more years. Or maybe you are a cricket enthusiast and want to predict how many centuries your favourite batsman will score this year based on his scoring statistics for past years. We all probably have our own ways of arriving at an estimate! In this article, let us explore one approach.

I am a math teacher but I have always loved poetry. My interest in these two very different subjects made me wonder if I could bring them together in my classes. I felt that the combination of poetry and math could enthuse even the most reluctant child to learn maths.

maths-and-poetry-2

tessellation of a flat surface is the tiling of a 

Pascal’s triangle, which at first may just look like a neatly arranged stack of numbers, is actually a mathematical treasure trove. But what about it has so intrigued mathematicians the world over? Wajdi Mohamed Ratemi shows how Pascal's triangle is full of patterns and secrets.

Make some beautiful cubes from beads this weekend. Easy? Are you ready for the 4 challenges at the end of the activity?

A teacher is like a gardener. Generally, a gardener does not decide how high each plant will grow. Rather, he ensures to create appropriate conditions for complete nurturing of all the plants. The plants grow on their own! 
 
Teachers, just like gardeners, create an environment where learners’ interest in learning grows. This is an environment of adequate challenge with emotional safety.
 

Umbrella can be used to explore the interconnected concepts.

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