Math K-7 IRP Patterns and R elations (Variables and Equations)

Students represent algebraic expressions in multiple ways.


Prescribed Learning Outcomes Illustrated Examples
It is expected that students will:
  • generalize a pattern by substituting numbers into a frame and compare the results to the original pattern
    		• -> Gretta sees that the number of lines increases by two for each triangle that is added. She predicts that the number of lines used is two times the number of triangles used. Do you agree with Gretta? Why?



    Use a grid to plot the number of pairs in the pattern. Then use this graph to justify your answer.

    No. of TrianglesNo. of Lines
    13
    25
    37
    49
  • demonstrate the meaning and the preservation of equality using objects, models, and diagrams
    		• -> Lydia has 144 squares of fudge. She wants to design a box to hold the fudge. Suggest how she might design a box with the smallest possible perimeter.
  • graph ordered pairs in the first quadrant, analyse results, and generalize relationships
    		• -> [No example for this prescribed learning outcome.]
  • solve one-variable equations with whole number coefficients and solutions using informal techniques
    		• -> Fill in the missing number(s) in each equation. Choose two equations and explain how you know your answer is correct.

    7 +  = 9 + 4

    16 - 7 = 3 + 

     x 6 = 60 ÷ 2

    2 x (3 + 5) =  - 4

     + (3 x 6) =  +  + 15

    There is a total of 11 red and yellow cubes in a bag. There are 3 more yellow cubes than red cubes. How many of each colour is in the bag?
    Previous PagePrev TOC NextNext Page
    ©Copyright 1996All Rights Reserved. Curriculum Branch.
    Maintained by: Mathematics Coordinator

    Revised: October 20, 1997

      BC Ministry of Education