ALGEBRA TILES: LEARNING SEQUENCE

We use concrete materials and manipulatives in the classroom in the lower primary years but often move away from them as students get older, giving students the impression that they are ‘babyish’ and that it is more ‘grown-up’ to manage without them. This is a misguided approach and manipulatives should be used all the way through school.Students often experience difficulty with Algebra and the notation it employs. Algebra tiles are a manipulative that can help develop student’s understanding and confidence with algebra, at many different levels.The tiles employ the area model of multiplication and this needs to be explored and understood if the students are to get the maximum understanding and benefit from their use. See the references at the end of the document for more detail on the area model.This lesson sequence is not meant to replace a textbook but is an introduction to the use of algebra tiles. Use your usual textbook and classroom resources for exercises and practice.

Prove that the Diagonals of a Kite are Perpendicular

A theorem we need to prove that the diagonals of a kite are perpendicularConverse of the perpendicular bisector theoremIf a point is equidistant from the endpoints of a line segment, then the point is on the perpendicular bisector of the segment.Given:Kite ATBS with AS ? AT and BS ? BTProve:AB ? STSince AS ? AT, A is equidistant from the endpoints S and T.By the converse of the perpendicular bisector theorem, A lies on the perpendicular bisector of segment ST or ST.Since BS ? BT, B is equidistant from the endpoints S and T.By the converse of the perpendicular bisector theorem, B lies on the perpendicular bisector of segment ST or ST.Therefore, both point A and point B lie on the perpendicular bisector of segment ST or ST.Since there is exactly one line through any two points, AB must be the perpendicular bisector of STWe can conclude that AB ? ST

PUSHING THE LIMITS

We are introducing an exciting possibility of Mathematics. Our students will be provided an inventive platform for creating and sustaining an interest in mathematics as a stepping stone to discovering the truth and beauty of the subject. We give you a reason to face those ever puzzling mathematical challenges with all your will and zeal; we give you a reason to win.

TEACHING & LEARNING

The predicament of teaching and learning mathematics has been the over emphasis given to the arithmetic representation of math; hence, the conceptual significance of the subject has taken a backseat. An intriguing stimulus is adequate to provoke thinking among our young generation to motivate them in bringing the spirit of math to the fore.

CONCEPTUAL SUBJECT

The predicament of teaching and learning mathematics has been the over emphasis given to the arithmetic representation of math; hence, the conceptual significance of the subject has taken a backseat. An intriguing stimulus is adequate to provoke thinking among our young generation to motivate them in bringing the spirit of math to the fore.