View
217
Download
1
Embed Size (px)
Citation preview
Northwest Two Year CollegeMathematics Conference 2006
Using Visual Algebra Pieces to Model Algebraic Expressions
and Solve Equations
Dr. Laurie BurtonMathematics Department
Western Oregon Universitywww.wou.edu/~burtonl
These ideas useALGEBRA PIECES
and the MATH IN THE MIND’S EYE curriculum developed at Portland State University
(see handout for access)
What are ALGEBRA PIECES?
The first pieces are BLACK AND RED TILES which model integers:
Black Square = 1 Red Square = -1
INTEGER OPERATIONS Addition
2 + 3
3 black
5 black total = 5
2 black group
INTEGER OPERATIONS Addition
-2 + -3
5 red total = -5
group2 red 3 red
INTEGER OPERATIONS Addition
-2 + 3
3 black
Black/Red pair: Net Value (NV) = 0
Total NV = 1
group2 red
INTEGER OPERATIONSSubtraction
2 - 3
2 black
Take Away??
Still Net Value: 2
3 blackAdd R/B pairs
INTEGER OPERATIONSSubtraction
2 - 3
Net Value: 2
Take away 3 black
2 - 3 = -1
You can see that all integer subtraction models may be
solved by simply added B/R--Net Value 0 pairs until
you have the correct amount of black or red tiles
to subtract.
This is excellent for understanding “subtracting a negative is equivalent to
adding a positive.”
INTEGER OPERATIONSMultiplication
2 x 3Edges:
NV 2 & NV 3
Fill in using edge dimensions
INTEGER OPERATIONSMultiplication
2 x 3
Net Value = 62 x 3 = 6
INTEGER OPERATIONSMultiplication
-2 x 3Edges:
NV -2 & NV 3
Fill in with black
INTEGER OPERATIONSMultiplication
-2 x 3
INTEGER OPERATIONSMultiplication
-2 x 3
Net Value = -6-2 x 3 = -6
Red edge indicates FLIP along
corresponding column or row
-2 x -3 would result in TWO FLIPS (down the
columns, across the rows) and an all black result to
show -2 x -3 = 6
These models can also show INTEGER DIVISION
BEYONDINTEGER OPERATIONS
The next important phase is understanding sequences
and patterns corresponding to a sequence of natural
numbers.
TOOTHPICK PATTERNS
Students learn to abstract using
simple patterns
TOOTHPICK PATTERNS
These “loop diagrams” help
the students see the pattern here is
3n + 1: n = figure #
B / R ALGEBRA PIECES These pieces are used for
sequences with Natural Number domain
Black N, N ≥ 0Edge N
Red -N, -N < 0Edge -N
Pieces rotate
ALGEBRA SQUARES
Black N2
Red -N2
Edge lengths match n stripsPieces rotate
Patterns with Algebra Pieces
Students learn to see the abstract pattern in
sequences such as these
Patterns with Algebra Pieces
N (N +1)2 -4
Working with Algebra PiecesMultiplying
(N + 3)(N - 2)
First you set up the edges
N + 3 N - 2
(N + 3)(N - 2)
Now you fill in according to
the edge lengths
FirstN x N = N2
(N + 3)(N - 2)
Inside3 x N = 3N
OutsideN x -2 = -2N
Last 3 x -2 = -6
(N + 3)(N - 2)
(N + 3)(N - 2) = N2 - 2N + 3N - 6
= N2 + N - 6
(N + 3)(N - 2)
This is an excellent method for students to use to understand
algebraic partial products
Solving Equations N2 + N - 6 = 4N - 8?
=
Solving Equations N2 + N - 6 = 4N - 8?
=
Subtract 4N from both sets: same as adding
-4n
Solving Equations N2 + N - 6 = 4N - 8?
=
Subtract -8 from both
sets
Solving Equations N2 + N - 6 = 4N - 8?
= 0
NV -6 -(-8) = 2
Solving Equations N2 + N - 6 = 4N - 8?
Students now try to factor by forming a
rectangleNote the constant partial product will always be all black
or all red
= 0
Solving Equations N2 + N - 6 = 4N - 8?
Thus, there must be 2 n strips by 1 n strip to create a 2
black square block
Take away all NV=0 Black/Red pairs
= 0
Solving Equations N2 + N - 6 = 4N - 8?
Thus, there must be 2 n strips by 1 n strip to create a 2
black square block
Take away all NV=0 Black/Red pairs
= 0
Solving Equations N2 + N - 6 = 4N - 8?
Form a rectangle that makes sense
= 0
Solving Equations N2 + N - 6 = 4N - 8?
Lay in edge pieces
= 0
Solving Equations N2 + N - 6 = 4N - 8?
Measure the edge sets
= 0
N - 1N - 2
Solving Equations N2 + N - 6 = 4N - 8?
= 0
(N - 2)(N - 1) = 0 (N - 2) = 0, N = 2
or (N - 1) = 0, N = 1
This last example; using natural number domain for the solutions, was clearly
contrived.
In fact, the curriculum extends to using neutral
pieces (white) to represent x and -x allowing them to
extend to integer domain and connect all of this work to graphing in the “usual”
way.
Materials
Math in the Mind’s Eye Lesson Plans:
Math Learning Center
Burton: SabbaticalClassroom use modules
Packets for today:“Advanced Practice”
Integer work stands alone
Algebraic work; quality exploration provides solid
foundation