Algebra for first grade


Algebraic Thinking – Mathematics Methods for Early Childhood

What is algebraic thinking?

As you read the Kansas Mathematics Standards, you will notice the Domain “Operations and Algebraic Thinking” in all grade levels preK grade 12. Furthermore, algebraic thinking and concepts permeate all areas of mathematics. Algebra is more than manipulating symbols or a set of rules, it is a way of thinking.

According to the K-5 Progression on Counting & Cardinality and Operations & Algebraic Thinking (2011), algebraic thinking begins with early counting and telling how many in a group of objects, and builds to addition, subtraction, multiplication, and division. Operations and Algebraic Thinking is about generalizing arithmetic and representing patterns.

Algebraic thinking includes the ability to recognize patterns, represent relationships, make generalizations, and analyze how things change. In the early grades, students notice, describe, and extend patterns; and they generalize about those patterns. Elementary students use patterns in arrays, and they look at patterns to learn basic facts. According to NCTM Past-President Cathy Seeley, “the development of algebraic thinking is a process, not an event. It is something that can be part of a positive, motivating, enriching school mathematics experience” (Seeley, 2004).

Algebra must be incorporated into the elementary classroom as students see patterns, make generalizations, and move across representations. It is essential that algebra instruction focus on sense making, not symbol manipulation (Battista & Brown, 1998). According to Earnest and Balti, “When elementary teachers are unfamiliar with early algebra, lessons designed and labeled as algebraic may become arithmetic exercises; the algebra then remains hidden from both the teacher and students in the implementation. The result is that the algebra standard is only superficially addressed” (Earnest & Balti, 2008).

Blanton and Kaput (2003) suggest teachers “algebrafy” their current curriculum materials and ask students to discover patterns and make conjectures and generalizations, and justify their answers. They also recommend that teachers use these prompts to extend students’ thinking:

  • Tell me what you were thinking.
  • Did you solve this in a different way?
  • How do you know this is true?
  • Does this always work?

Therefore, all elementary teachers must support algebraic thinking and create a classroom culture that values “students modeling, exploring, arguing, predicting, conjecturing, and testing their ideas, as well as practicing computational skills” (Blanton & Kaput, 2003).

Key ideas that underscore algebraic thinking are:

  • Equality and the concept of equivalence
    • Students often have the misconception that the equal sign means “the answer is” when it really means “the same as.” True/false equations are a way to expose students to the meaning of equality, such as 5 + 2 = 3 + 4, or 8 = 2 + 6.
  • Inequality
    • Develop in your students a conceptual understanding of greater than and less than as relational symbols, and not rely on memory tricks.
  • Positive and negative numbers
    • Students should be exposed to some negative numbers in the early grades. When teachers say, “You can’t take 6 from 3,” or “You can’t subtract a small number minus a big number,” teachers are giving students information that just isn’t true.
  • Problem solving and critical thinking
    • Students who have problem solving and critical thinking skills can solve problems in new contexts and can generalize to new situations.
  • Making generalizations
    • It is important that students discover patterns, which includes mathematical rules, in order to make conjectures about the growing pattern.
  • Patterns
    • “We need to train children to look for, and to expect to find, patterns in all math work that they do” (Bahr, 2008).
  • Variables
    • Variables are unknown and can change and are represented by symbols. Teachers should explicitly explain to students that the one-letter symbol is an abbreviation (Bahr, 2008).
  • Relational thinking
    • Relational thinking focuses on the why behind the right answer. For example, 5 x 3 = 15, but why? It is because there are three groups and each group has five.
  • Symbolic representation of mathematical ideas
    • Learning that equations communicate the relationship between numbers is crucial for a conceptual understanding behind the symbols.

Source: Algebraic Thinking (de Garcia, 2008)

 

Connecting Number and Operations and Algebraic Thinking

In kindergarten through grade 3, all of the Operation and Algebraic Thinking standards are related to Number and Operations in Base Ten.

 

Kindergarten

Students in kindergarten solve addition and subtraction problems in various ways as they make sense of and understand the concepts of addition and subtraction. Kindergarten students should see addition and subtraction equations, and should be encouraged to write equations, such as 4 + 3 = 7 and 7 – 3 = 4, but do not require this of students at this level. It is critical that students see the relationship between numbers, and teachers need to provide students those experiences to manipulate numbers using objects, drawings, mental images, etc. so that students can progress from the concrete, to the pictorial, to the abstract levels.

Kindergarten students work with numbers through 10 as they solve word problems. Be sure to focus on these three problem types: Result Unknown, Change Unknown, and Start Unknown. See Chapter 4 for more information regarding these types of problems as well as Table 1 in the Appendix of the Kansas Mathematics Standards.

Beginning in kindergarten, students should also see the equal sign as a relational symbol, not as an action to find the answer. Help students see the relationship between both sides of an equation as having the same value.

First Grade

All of the first grade standards under the Domain of Operations and Algebraic Thinking were addressed in Chapter 4 as students represent and solve addition and subtraction problems, apply the properties of operations and see the relationship between addition and subtraction, and add and subtract within 20.

Some students misunderstand the meaning of the equal sign, and it is critical to correct this misconception early. The  is a relational symbol meaning “the same as.” The equal sign is not an operations symbol. Many children believe the equal sign means “the answer is,” which is incorrect. Consider the problem 3 + 7 = 9 + 1. There is no answer, although the two sides are the same. Also give students problems where the equal sign is at the beginning of the problem, for example, 8 = 3 + 5.

The Operations and Algebraic Thinking tasks in the Illustrative Mathematics website is a good resource for connecting number sense to algebraic thinking.

Second Grade

All of the second grade standards under the Domain of Operations and Algebraic Thinking were addressed in Chapters 4, 5, and 7 as students represent and solve addition and subtraction problems, use mental strategies to add and subtract within 20, determine even and odd, and use addition to find the total number of objects in a rectangular array.

The common computation situation types teachers should focus on are in Table 1: Common Addition and Subtraction Situations in the Kansas Mathematics Standards. These situation types are result unknown, change unknown, and start unknown. Refer to “Chapter 9: Whole Number Computation” for more information on these situation types.

As students solve one- and two-step problems, expect them to use manipulatives such as base-ten blocks, a number line, hundreds charts, etc. In second grade, do not focus on traditional algorithms or rules, but instead on the meaning of the operations.

The Operations and Algebraic Thinking tasks in the Illustrative Mathematics website is a good resource for connecting number sense to algebraic thinking. Illustrative Mathematics Grade 2 Operations & Algebraic Thinking tasks

Third Grade 

All of the third grade standards under the Domain of Operations and Algebraic Thinking were addressed in Chapters 5 and 7 as students represent and solve multiplication and division problems and understand the relationship between multiplication and division and understand the properties of multiplication. Furthermore, third grade students solve problems involving the four operations and identify and explain the .

The Operations and Algebraic Thinking tasks in the Illustrative Mathematics website is a good resource for connecting number sense to algebraic thinking. Illustrative Mathematics Grade 3 Operations & Algebraic Thinking tasks

 

Algebraic Thinking and Algebraic Concepts across the Elementary Grades

Kindergarten

In kindergarten, students identify, duplicate, and extend simple number patterns in preparation for creating rules that describe relationships (NCTM, 2006). Students in kindergarten see addition and subtraction equations as they decompose a set of objects into two sets. Students decompose numbers 1-10 at this level by using objects or drawings. They should record each decomposition by drawing a picture. If students write an equation, they must also share a pictorial representation or show using manipulatives. Additionally, students use the symbols +, -, and = in their decompositions.

Kindergarten students should have multiple opportunities to use Ten-Frames as they “make ten.” For example, consider the following three ways that students may solve this problem: A package has 10 pencils in it. There are 7 pencils in the package. How many pencils are missing?

Kindergarten students solve problems fluently, which means efficiently, accurately, and flexibly. Accuracy means getting a correct answer, efficiently means solving a problem in a reasonable amount of steps, and flexibly means using strategies such as make ten, counting on, using doubles, using the commutative property, using fact families, etc. Fluency does not mean knowing the answer instantly. Read the paper, “Fluency is More than Speed” by clicking here.

First Grade

First grade students identify, describe, and apply number patterns and properties in order to develop strategies for basic facts (NCTM, 2006). Students in first grade solve addition and subtraction word problems with 20. At this level, do not use letters for the unknown symbols; instead use a box, picture, or a question mark.

Example:

 

 

In first grade, students are learning to  as they model addition and subtraction with objects, fingers, and drawings. This is foundational to algebraic thinking and problem solving. It is critical that students understand the problem situation and represent the problem.

Check out Greg Tang’s Word Problem Generator here. You can select the operation, the problem type, the unknown variable, and how many problems to generate.

As students solve word problems, it is critical that they not rely on keywords. When students use keywords when solving a problem, they will strip the numbers from the problem and do not consider the context of the problem. In addition, many “keywords” have multiple meanings, such as altogether and left. The use of a keyword strategy does not develop sense-making and does not build structures for more advanced learning. Instead, discuss what the problem is asking and move the question to the beginning of the problem. Act out the problem, and write the corresponding equation.

Second Grade

In second grade, students use number patterns to extend their knowledge of properties (NCTM, 2006). They represent and solve addition and subtraction problems within 100. Continue to expect students to use base-ten blocks, hundreds charts, number lines, drawings, or equations to support their understanding.

Students in second grade are becoming fluent (efficient, accurate, and flexible) as they mentally add and subtract within 20. Give students multiple opportunities to write equations with two equal addends, such as 2 + 2 = 4 or 3 + 3 = 6. This lays the foundation for multiplication.

Third Grade

Third grade students understand the properties of multiplication and see the relationship between multiplication and division (NCTM, 2006). This is a fundamental step in developing algebraic readiness. Students focus on two models of division: and .

In second grade, students used rectangular arrays to find the total number of objects, and wrote equations to represent the sum, such as a 5 x 5 array could be written as 5 + 5 + 5 + 5 + 5 = 25. See the modules at EngageNY for resources teaching algebraic thinking for third grade students. Students use the properties of multiplication (commutative, associate, and distributive properties) as they multiply and divide, and understand part/part/whole relationships as they make the connections between multiplication and division. To develop algebraic thinking and reasoning, students explain an arithmetic pattern using the properties of operations.

 

Algebraic thinking is a Domain throughout the mathematics standards. Beginning in kindergarten, students solve addition and subtraction problems by representing them in various ways. Additionally, they learn about basic operations and quantitative relationships as they model problems and look at mathematical properties and relationships (Stramel, 2021). Read more about Operations and Algebraic Thinking in the K-5 Learning Progressions document.

The Most Important Math Concepts Kids Learn In 1st Grade

Your child has progressed from kindergarten to first grade. That’s exciting news! There is so much learning to come their way, especially from their first grade math class.

Math skills and concepts build on each other from grade to grade, which is why children need to get a firm foundation so they can handle the more complex challenges as they progress in school.

As a concerned parent, you might be wondering what some of these mathematical concepts will be and, more importantly, how you can help your child master them. You don’t have to figure it out on your own.

Here, we will give you a breakdown of what to expect from your child’s math class. We’ll also add a few tips on how to help your young learner thrive through it all.

Let’s get started!

Why Is Math Important?

Math is taught in the classroom, but that doesn’t mean that’s the only place it’s relevant. We use it every day!

From the hexagonal bee combs to the circles, semi-circles, and crescents of the phases of our moon, mathematics is an essential part of the world we live in, and learning it helps us make sense of everything around us.

Did you know that math skills can also be linked to music? Children who play musical instruments use the same part of the brain when doing math. This is why studies have shown that music students do better in mathematics than their non-musical peers.

Sports and mathematics also have an interesting connection. Just think about all the coordination involved in performing well in certain sports. Research has shown that these skills can also be used to learn math.

In addition, mathematics helps us be stronger logical thinkers. Since most young kids tend to enjoy math time, it’s essential to foster this natural love for the subject just as much as we want to encourage children’s love for reading.

Helping children develop a love for mathematics generally works well when approached actively as a problem-solving skill rather than a rote memory task. Math helps children thrive in various aspects of their lives.

So, how do we get there? It all starts with the foundation.

Below are the key first grade math concepts your child will soon learn and some tips on how you can support them on their journey.

8 Important First Grade Math Concepts

1) Numbers And Counting

At first grade level (and for the next few years in school), learning different numbers and counting will form a significant part of your child’s mathematics lessons.

By the end of the first grade, your child will have learned to:

  • Count and write numbers from 1 to 100
  • Count by 1s, 2s, 5s, and 10s
  • Count backward
  • Count onward from any number
  • Count backward from any number

There are different ways to help your child grasp numbers and counting at home, and hands-on activities work best.

An effective strategy is to help your child visualize what all these numbers mean. For example, instead of just memorizing the numbers, they can count bears, large dried beans, or even craft sticks.

2) Addition And Subtraction

In first grade math, your young learner will start adding and subtracting numbers up to 30. They will also solve basic word problems with the help of drawings, objects, and equations.

By the end of the first grade, your child will have been shown how to:

  • Add three one-digit numbers
  • Write and show an understanding of the mathematical symbols (+, -, =)
  • Solve problems involving one and two-digit numbers
  • Solve problems involving an unknown. For example, 1 + _ = 4

Addition and subtraction are two math skills that can be demonstrated in everyday life situations. This makes it relatively easy to practice at home!

For instance, you might ask, “If you have two teddy bears and granny buys you three more, how many teddy bears will you have in total?” Or, “There were six strawberries in the fridge. Daddy ate some strawberries. There are now four left. How many did daddy eat?”



3) 2-D Shapes

During pre-k, children get introduced to different shapes. In first grade, they will continue to extend their understanding of them.

By the end of the first grade, your child may be able to:

  • Examine the attributes of different shapes (number of sides, faces, etc.)
  • Name the 2-D shapes

To help your child grasp these shapes at home, continue to point out and name the 2-D shapes in the world around you (circles, triangles, pentagons, etc.).

When doing so, remember to always highlight the attributes (e.g., this book has four equal sides, so it’s a square).

4) Sorting And Patterns

Understanding and sorting patterns also forms a part of first grade math.

Your first grader will learn to:

  • Sort different objects by attributes such as color, shape, and function. For example, sorting a mixed group of blocks so that the red, blue, green, and yellow blocks are separated.
  • In addition, if these blocks are placed in a pattern (e.g., green, yellow, green, yellow, etc.), your child should be able to both predict which color will come next and create their own identical pattern. This skill will help develop your child’s logical thinking.

Continue to allow your young learner to play with fun building blocks and create their own patterns to help them master this skill.

5) Fractions

Montessori material. Children’s hands. The study of mathematics School and kindergarten. Whole and part. Fractions

As a first-grader, your child will be introduced to fractions as equal shares and basic fractions such as ½, ⅓, and ¼. For children to fully grasp these concepts, it’s essential to keep things intuitive.

For example, you can start by helping them understand that a half is two equal parts, a third is three equal parts, and so forth. They also need to understand that although three is bigger than two, ⅓ is smaller than ½.

Fractions can be tricky for kids to learn, which is why it’s important to use practical and everyday items.

For example, you can help your young learner examine the fractions of a full pizza. Then, as you divide the pizza into different slices, talk about the parts that you’ve created from the whole.

The concept of equal shares can also be demonstrated from one object and a group. For instance, you can have ½ of a single item (e.g., ½ of a cookie), or you can have ½ of a group of objects (e.g., ½ of four cookies is two cookies).

6) Number Place Values

With all the counting in first grade math, your child will naturally be introduced to the concept of place values. For instance, understanding that in the number 288, the 2 is worth 2 “hundreds” (or 200).

There are various activities you can do at home to help your young learner with this concept, including:

  • Using number lines
  • Base ten blocks

For more ideas to help with number place values and other 1st grade math concepts, take a look at the book Games for Math: Playful Ways to Help Your Child Learn Math, From Kindergarten to Third Grade by HOMER’s very own Peggy Kaye.

7) Time

Telling time (both digital and analog) is an important life skill that kids learn from first grade. The concept of elapsed time will also be introduced at this stage.

In first grade math, your child will learn to:

  • Tell time to the nearest hour, half-hour, and quarter-hour (sometimes even to five minutes)
  • Make the connection between time and events (e.g., shorter, longer, after, before)

Understanding the analog clock can be tricky for a child who’s only exposed to digital clocks. So help your young learner by buying one (or making one for learning) to hang up at home.

You can then speak to your child about what it means when the hands move. To make things easier, start by helping them tell time to an hour and half-hour before progressing to quarter-hours.

8) Measurements And Comparisons

First grade math also involves some measuring and unit comparisons.

Your child will learn how to measure using a ruler and, after taking measurements, compare and order objects by length. First-graders will also learn how to compare the weights and volumes of different objects.

To help your young learner at home, keep rulers nearby and take measurements together of some of the objects they love (e.g., stuffed toys, cookies, etc.).

Bonus tip: If you’re a regular baker, why not help them see how you use measuring tools to create their favorite treats? Yum!

Helping Your Child With First Grade Math

We’ve already mentioned a few ways in which you can help your first grader with math at home. In addition to the above, playing math games is a fun and easy way to practice math at home!

Here are some examples of more math activities your young learner will enjoy at home:

  • Fill in a number grid puzzle
  • Build objects with legos and measure
  • Number Hunt, Hopscotch, Is It A Number, and Find A Number

Math Is All Around Us

Helping your child grasp first grade math concepts at home is easier when you focus on the fact that mathematics is a part of our everyday lives. It is in the shape of road signs, the parts of sliced pizza, and even the watches on our wrists!

Sometimes kids (and parents) forget that math can be lots of fun. So whenever you can, incorporate games and activities to bring a little excitement to all the learning.

Will this help your child become our next best mathematician? Only time will tell. But one thing is for sure — all of the great mathematicians started somewhere. Even Isaac Newton had to master first grade math!

For more ideas and inspiration, visit the HOMER Learn & Grow app.

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Algebra: lessons, tests, assignments.

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