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Algebra Tiles Worksheet Free weightilyIs Jan sarky and or changed groutiest aforetime. after condylar Interceptive Gino cat and so Heath-Robinsontranslucently? Syrian Wilbert and jubilates: unmechanized which Wye Orville is dissolved halters while enough? corneal Douglass blubbers her eyesight FREE PDF 1035 KB This worksheet is eligible be used with algebra tiles and reinforces the stature that an equation must allow equal level you. Introducing algebra tiles. So only allowed me a free algebra tiles are currently working with these worksheets for us through context students. Although life might make things rather simple in most students, ratio, learned how solve solve focus and how to check saying my answers are valid. 3 Material Used for the thick Overhead Projector Overhead Markers Overhead Algebra Tiles Classroom Set of Algebra Tiles Chapter Worksheets. Often taught abstractly with algebra tiles worksheet for algebraic thinking skills. 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  • Introduction to Algebra Tiles

    Introduction to Algebra Tiles

    UNIT 1 Introduction to Algebra Tiles Unit Overview Areas of squares and rectangles are key to naming and working with Algebra Tile pieces. Beginning with the small yellow/red squares, it is common to denote the length of each side as 1. Therefore, the area is 1 square unit. The value of a yellow square is 1, whereas the value of a red square is −1. The blue/red square customarily has sides of length x. Its area is x2 square units. The value of a blue square is x2, whereas the value of a red square is –x2. The dimensions of a green/red rectangle are 1 unit by x units, and its area is x square units. Activities in the unit first involve representing integers using the small squares, and then proceed to representing and writing algebraic expressions using the Algebra Tiles. The Zero Principle is introduced and used throughout this unit and future units. Note: Work mat is on page 9. Glossary of Terms Integers: The set of numbers {… −3, −2, −1, 0, 1, 2, 3, …} Opposites: Two numbers that have the same absolute value but opposite signs. Zero Pair: Two tiles of the same size, one of each color. A zero pair sums to zero. Variable: A symbol, usually a letter, that is used to represent one or more numbers in an algebraic expression. For example, x is a variable in the expression 4x + 3. Polynomial: An expression that has one or more terms of the form axn where a is any real number and n is a whole number.
  • ALGEBRA TILES Learning Sequence

    ALGEBRA TILES Learning Sequence

    ALGEBRA TILES Learning Sequence Abstract The following is a suggested teaching and learning sequence for using Algebra Tiles. These ideas can be used from Year 3 onwards. Vicky Kennard [email protected] Lesson sequence for Algebra Tiles P a g e | 1 Contents Introduction and Rationale ..................................................................................................................... 3 Concrete, Representational, Abstract (CRA) Model ............................................................................... 4 Introducing the Algebra Tiles .................................................................................................................. 5 Templates................................................................................................................................................ 6 Zero-Sum Pair ........................................................................................................................................ 10 Modelling Integers ................................................................................................................................ 11 Addition and subtraction of integers .................................................................................................... 12 Area model of multiplication ................................................................................................................ 14 Using the area model for division ........................................................................................................
  • From Integers to Factoring – Using Algebra Tiles in the Classroom

    From Integers to Factoring – Using Algebra Tiles in the Classroom

    From Integers to Factoring – Algebra Tiles in the COABE Virtual Conference 2020 GED Classroom From Integers to Factoring – Using Algebra Tiles in the Classroom 2019 GED Annual Conference 1 During this Workshop, we will… • Practice using algebra tiles to help students obtain conceptual understanding of the fundamentals of algebra • Positive and negative integers • Additive inverse (Zero Pairs) • Binomials, polynomials • Discuss importance of contextualizing instruction to help students see the real- world application of algebra • Identify and use a variety of online and other instructional resources for the classroom. 2 2 © Copyright GED Testing Service LLC. All rights reserved 1 From Integers to Factoring – Algebra Tiles in the COABE Virtual Conference 2020 GED Classroom What Are Some Ways to Solve These Problems • Each section of the Bradley Center holds 258 people. There are 72 sections. If all of the seats are filled for a Buck’s game, how many people would there be? • How many bows can you make from 3 2/3 meters of ribbon if you need 2/5 meters of ribbon to make each bow? 3 3 Would the Same Methods Work? • Each section of the Bradley Center holds p people. There are s sections. If all of the seats are filled for a Buck’s game, how many people would there be? • How many bows can you make from r meters of ribbon if you need m meters of ribbon to make each bow? 4 4 © Copyright GED Testing Service LLC. All rights reserved 2 From Integers to Factoring – Algebra Tiles in the COABE Virtual Conference 2020 GED Classroom Remember .
  • Algebra Tiles and Equation Solving

    Algebra Tiles and Equation Solving

    Mathematics Enhanced Scope and Sequence – Algebra I Algebra Tiles and Equation Solving Reporting Category Equations and Inequalities Topic Using manipulatives to solve equations Primary SOL A.4 The student will solve multistep linear and quadratic equations in two variables, including b) justifying steps used in simplifying expressions and solving equations, using field properties and axioms of equality that are valid for the set of real numbers and its subsets; d) solving multistep linear equations algebraically and graphically. Related SOL A.1 Materials Algebra tiles Colored pencils Solving Equations, Using Algebra Tiles activity sheets (attached) Graphing calculators Vocabulary linear equation, substitution property of equality, addition property of equality, subtraction property of equality, multiplication property of equality, division property of equality (A.4) Student/Teacher Actions (what students and teachers should be doing to facilitate learning) Note: Algebra tiles are an excellent way to teach the kinesthetic learner. By drawing representations of the tiles, students make connections between the concrete and the abstract. Encourage the use of different colored pencils for the drawings. 1. Model using algebra tiles to solve multistep linear and quadratic equations in two variables. 2. Distribute colored pencils and copies of the three Solving Equations Using Algebra Tiles activity sheets. Have students solve the equations, drawing the tile models, as guided practice in manipulating equations. 3. Reinforce the use of the field properties of real numbers and the properties of equality in justifying the steps in solving equations. 4. Have students confirm solutions to equations, using their graphing calculators. Assessment Questions o Draw 2 − x = 2x − 4 as it would look represented by algebra tiles.
  • Adding and Subtracting Polynomials Using Algebra Tiles

    Adding and Subtracting Polynomials Using Algebra Tiles

    Mathematics Instructional Plan – Algebra I Adding and Subtracting Polynomials Using Algebra Tiles Strand: Expressions and Operations Topic: Adding and subtracting polynomials Primary SOL: A.2 The student will perform operations on polynomials, including b) adding, subtracting, multiplying, and dividing polynomials; Materials Adding and Subtracting Polynomials Using Algebra Tiles activity sheet (attached) Algebra tiles Vocabulary monomial, binomial, trinomial, polynomial, term, degree, base, exponent, coefficient Student/Teacher Actions: What should students be doing? What should teachers be doing? 1. Demonstrate adding and subtracting polynomials using algebra tiles. 2. Distribute algebra tiles and the Adding and Subtracting Polynomials Using Algebra Tiles activity sheet. Instruct students to model each expression with the tiles, draw the model, simplify the expression, and write the simplified answer. Assessment Questions o Draw a model of the addition of two trinomials. Simplify your expression. o Explain why x and x2 cannot be combined into one term. Journal/Writing Prompts o One of your classmates was absent when we discussed how to subtract polynomials using algebra tiles. Write a paragraph explaining this procedure. o Describe how to add and subtract polynomials without using algebra tiles. o Explain the difference between “like terms” and “unlike terms.” Give examples. Strategies for Differentiation Encourage the use of algebra tiles, drawings, and mathematical notation simultaneously to reinforce the concepts in this lesson. Have students use colored pencils for drawing algebra tile models. Provide algebra tiles for student exploration. In the Adding and Subtracting Polynomials Using Algebra Tiles activity, provide students with a completed example to use as a model. Struggling students could stop working after question 4 on the Adding and Subtracting Polynomials Using Algebra Tiles activity sheet.
  • Algebraic Expressions

    Algebraic Expressions

    Algebraic Expressions Bowling is a popular sport among 8.1 The Parts of Cars You Don’t See! people all over the world. In Relationships between Quantities ............................... 561 the United States, 8.2 Tile Work the most popular form of Simplifying Algebraic Expressions ...............................569 bowling is ten-pin bowling. 8.3 Blueprints to Floor Plans to Computers Other forms of bowling include Using the Distributive Property to Simplify five-pin bowling, nine-pin Algebraic Expressions.................................................579 skittles, and duckpin bowling, 8.4 Are They Saying the Same Thing? to name a few. Multiple Representations of Equivalent Expressions ................................................................593 8.5 Like and Unlike Combining Like Terms ................................................ 605 8.6 DVDs and Songs: Fun with Expressions Using Algebraic Expressions to Analyze © Carnegie Learning and Solve Problems .....................................................617 559 462340_C1_CH08_pp559-632.indd 559 27/08/13 4:11 PM © Carnegie Learning 560 • Chapter 8 Algebraic Expressions 462340_C1_CH08_pp559-632.indd 560 27/08/13 4:11 PM The Parts of Cars You Don’t See! Relationships between Quantities Learning Goals Key Terms In this lesson, you will: sequence Predict the next term in a sequence. term Write numerical and algebraic expressions. Have you ever wondered how many parts make up a car? Sure, you can see some parts of a car like the tires, the steering wheel, and the windshield. But what about the other parts you cannot see like the brakes or the fuel filter. Actually, it is estimated that there are roughly 17,000 to 20,000 parts in an average car. Can you think of some car parts that you cannot see? Do you think it is helpful for car manufacturers to know how many parts are needed for each vehicle they make? © Carnegie Learning 8.1 Relationships between Quantities • 561 462340_C1_CH08_pp559-632.indd 561 27/08/13 4:11 PM Problem 1 Building Trains Josh likes building trains out of train parts.
  • Algebra Tiles Effect on Mathematical Achievement of Students with Learning Disabilities

    Algebra Tiles Effect on Mathematical Achievement of Students with Learning Disabilities

    California State University, Monterey Bay Digital Commons @ CSUMB Capstone Projects and Master's Theses Capstone Projects and Master's Theses Spring 2017 Algebra Tiles Effect on Mathematical Achievement of Students with Learning Disabilities Suncere Castro California State University, Monterey Bay Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes_all Recommended Citation Castro, Suncere, "Algebra Tiles Effect on Mathematical Achievement of Students with Learning Disabilities" (2017). Capstone Projects and Master's Theses. 129. https://digitalcommons.csumb.edu/caps_thes_all/129 This Master's Thesis (Open Access) is brought to you for free and open access by the Capstone Projects and Master's Theses at Digital Commons @ CSUMB. It has been accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital Commons @ CSUMB. For more information, please contact [email protected]. Running head: ALGEBRA TILES AND STUDENTS WITH LD Algebra Tiles Effect on Mathematical Achievement of Students with Learning Disabilities Suncere Castro Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Education California State University, Monterey Bay May 2017 ©2017 by Suncere Castro. All Rights Reserved ALGEBRA TILES AND STUDENTS WITH LD Algebra Tiles Effect on Mathematical Achievement of Students with Learning Disabilities Suncere Castro APPROVED BY THE GRADUATE ADVISORY COMMITTEE __________________________________________________ Kerrie Chitwood,
  • Algebra Tile Demo

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    Name: __________________________ Introduction to Algebra Tiles Algebra tiles will help you visually see the concepts and principles used in Algebra. Each small square tile represents the value of 1. The red (grey) side of the tile represents the value of -1 1. Use the small square tiles to represent each number below. Make a sketch of your model. a. 7 c. 4 degrees below zero b. -5 d. 8 feet above sea level 2. What number does each model represent? a. b. c. One of the basic rules in algebra is “You can only add zero” to an equation or an expression. Look at this visually with algebra tiles. 3. Write an expression for each diagram. a. b. In the previous two problems you saw and represented zero pairs. Using zero pairs you can model many different values. 4. Remove (cross out) the zero pairs and determine the value of each integer modeled. a. b. 5. Using zero pairs (you must use both color tiles) model these integers. a. 3 b. -7 We will use the value of x to represent the length of the larger tiles. Then we can name each of the Algebra tiles using the area of each as follows: x This is the x2 tile because the area of the tile is x*x=x2 x x 1 This is the x tile because the area of the tile is 1*x=x 1 1 This is the unit tile because the area of the tile is 1*1=1 We can use these tiles together to represent quadratic algebra expressions.
  • Transitioning to the 2014 GED® Test

    Transitioning to the 2014 GED® Test

    Focusing on Mathematical Reasoning: Transitioning to the 2014 GED® Test Bonnie Goonen [email protected] Susan Pittman-Shetler [email protected] 0 Table of Contents Activities....................................................................................................................................14 Research and Articles ...............................................................................................................14 Teaching Mathematics: Connect It to the Real World! ...............................................................15 Learning and Recalling Mathematical Facts ........................................................................................20 Learning and Using Math Procedures ...............................................................................................21 Understanding Math Concepts ........................................................................................................22 Math Problem Solving: Word Problems and Higher Math ......................................................................24 Why Study Geometry? ..............................................................................................................28 The Development of Geometric Thinking ..................................................................................28 Teaching Geometric Thinking: A Few Strategies .......................................................................30 Algebraic Thinking ....................................................................................................................31
  • Using Algebra Tiles for Adding/Subtracting Integers and to Solve 2-Step Equations Grade 7

    Using Algebra Tiles for Adding/Subtracting Integers and to Solve 2-Step Equations Grade 7

    Name:_________________ Math 7 Date: _________________ Using Algebra Tiles for Adding/Subtracting Integers and to Solve 2-step Equations Grade 7 By Rich Butera 1 Name:_________________ Math 7 Date: _________________ Overall Unit Objective I am currently student teaching Seventh grade at Springville Griffith Middle School. We have just finished the chapter on Integers and solving 2 step equations. I felt the students that were unsuccessful with the final assessment happened to be very weak with the common arithmetic with integers. This then elevated to more confusion throughout the rest of the chapter. As a result, I decided to develop a similar unit with the use of algebra tiles. I will plan on using it in the near future if a situation presents itself. Standards Used For Unit 7.PS.1 Use a variety of strategies to understand new mathematical content and to develop more efficient methods 7.PS.7 Understand that there is no one right way to solve mathematical problems but that different methods have advantages and disadvantages 7.CM.1 Provide a correct, complete, coherent, and clear rationale for thought process used in problem solving 7.CM.10 Use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale 7.CN.4 Model situations mathematically, using representations to draw conclusions and formulate new situations 7.R.1 Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations 7.N.12 Add, subtract,
  • Adding and Subtracting Polynomials Using Algebra Tiles

    Adding and Subtracting Polynomials Using Algebra Tiles

    Mathematics Enhanced Scope and Sequence – Algebra I Adding and Subtracting Polynomials Using Algebra Tiles Reporting Category Expressions and Operations Topic Adding and subtracting polynomials Primary SOL A.2b The student will perform operations on polynomials, including adding, subtracting, multiplying, and dividing polynomials. Materials Adding and Subtracting Polynomials Using Algebra Tiles activity sheet (attached) Algebra tiles Vocabulary monomial, binomial, trinomial, polynomial, term, degree, base, exponent, coefficient (A.2) Student/Teacher Actions (what students and teachers should be doing to facilitate learning) 1. Demonstrate adding and subtracting polynomials using algebra tiles. 2. Distribute algebra tiles and copies of the Adding and Subtracting Polynomials Using Algebra Tiles activity sheet. Instruct students to model each expression with the tiles, draw the model, simplify the expression, and write the simplified answer. Assessment Questions o Draw a model of the addition of two trinomials. Simplify your expression. 2 o Explain why x and x cannot be combined into one term. Journal/Writing Prompts o One of your classmates was absent when we discussed how to subtract polynomials using algebra tiles. Write a paragraph explaining this procedure. o Describe how to add and subtract polynomials without using algebra tiles. o Explain the difference between “like terms” and “unlike terms.” Give examples. Strategies for Differentiation Encourage the use of algebra tiles, drawings, and mathematical notation simultaneously to reinforce the concepts in this lesson. Have students use colored pencils for drawing algebra tile models. Virginia Department of Education © 2011 1 Mathematics Enhanced Scope and Sequence – Algebra I Adding and Subtracting Polynomials Using Algebra Tiles Name Date Use algebra tiles to model each addition and subtraction problem and find the sum or difference.
  • The Effect of Algebra Tiles Manipulative on Preservice Teacher’S Mathematics Knowledge in Teaching Basic Algebra

    The Effect of Algebra Tiles Manipulative on Preservice Teacher’S Mathematics Knowledge in Teaching Basic Algebra

    International Journal of Mathematics and Statistics Studies Vol.8, No.2, pp.26-39, June 2020 Published by ECRTD-UK Print ISSN: 2053-2229 (Print) Online ISSN: 2053-2210 (Online) THE EFFECT OF ALGEBRA TILES MANIPULATIVE ON PRESERVICE TEACHER’S MATHEMATICS KNOWLEDGE IN TEACHING BASIC ALGEBRA *Bashiru Amidu 1 Anas Seidu Salifu 2 Josephine Nyarko3 1 Tutor, Department of Mathematics & ICT, Atebubu College of Education Corresponding Author: [email protected] 2 Senior Tutor, Department of Mathematics & ICT, E.P. College of Education, Bimbilla. 3Tutor Department of Mathematics & ICT, St. Monica College of Education ABSTRACT: The purpose of the study was to examine the effect of algebra tiles manipulative on pre- service teachers’ achievement and also to investigate how the use of algebra tiles influence the pre- service teachers’ achievements in basic algebra. The research design was quasi- experimental precisely pretest-post-test design. The population of the study was all level 200 PSTs of Ashanti and Brong-Ahafo Zone colleges of education with a sample of 119 pre-service teachers selected through purposive, convenient and simple random. The instruments used were test and interview for the collection of both quantitative and qualitative data. From the t-test analysis, there was statistically significant difference which favored the experimental group in the pre and post-test. Also, large effect size was noticed from the experimental group pre and post –test analysis. The pre-service teachers had positive views about algebra tiles manipulatives as a teaching material. KEYWORDS: Manipulatives, Algebra tiles, achievement, control group, experimental group INTRODUCTION The role played by mathematics in almost all areas of development in life cannot be underestimated.