Mathematics for the Intermediate

Phase 3 (MATI400)

Unit 2.1
Algebraic
thinking and
Numbers
 PACER
Date Mon Tues Wed Thurs Fri Comment Wks
14-Feb Orientation - Senior Snr Orient. Wk 7

21-Mar Holiday 12
28-Mar Unit 1 13
04-Apr 14
11-Apr Unit 1 Activity 1 Activity 1 (15 April) 15
18-Apr Holiday 16
25-Apr Recess Recess Holiday Recess Recess 17
02-May Holiday Unit 1 18
09-May Assign (13 May) 19
Unit 2 Part 1 (Assign) Assign (20 May)
16-May Test 1 (scope) Activity 2 Activity 2 20
23-May Test 1 Test 1 (26 May) 21
30-May 22
06-Jun 23
13-Jun Holiday Last day 24
20-Jun Recess Recess Recess Recess Recess 25

NB (Key): * (Activity due date) and ✓ (Tutorials/Exercises)

 What is
ALGEBRA
and
Algebraic
thinking?
 ALGEBRAIC THINKING
1. Develop reasoning skills
2. Generalise arithmetic
(Birds in backyard scenario)
3. Investigate, discover, extend
and describe patterns.
4. Reason quantitatively about
Ted is a contract lecturer at a university. He is paid
R27 for each student test script that he marks, and number sentences,
R450 for each test paper that he sets. He has just
received an amount of R1044 from the university
algebraic expressions,
for setting a test paper and for marking a number of equations and inequalities.
scripts. Draft a number sentence that outlines his
income (I), in this regard. Then determine how
many student scripts he marked.
 8 birds in the backyard.
1 at the feeder
5 are flying around
how many in the tree?

Set 𝒙 = 𝐧𝐮𝐦𝐛𝐞𝐫 𝐢𝐧 𝐭𝐫𝐞𝐞

𝒙 = 𝟖 − (𝟏 + 𝟓)

Now change the numbers,

or set no in feeder = t
Suggested solution to Number
Sentence challenge (slide no 3)

Set number of scripts marked = 𝒙

𝐼 = 1044 = 27𝑥 + 450
1044 − 450 = 27𝑥
594 = 27𝑥
594
𝑥= = 𝟐𝟐
27
Three strands
of algebraic
thinking
Algebraic reasoning → generalisation +
symbolisation, including real-world application

Strand 1: Number combinations, Place value relations

and Number properties

Strand 2: Patterns and functions (graphs)

Strand 3: Mathematical modelling, building on word

problems
 Algebra
Strand 1
The number
system
Number combinations: Known as generalised arithmetic,
like the birds-in-backyard-scenario → many equations possible

Place-value relationships: How do you add 𝟒𝟗 + 𝟏𝟖 in your

head? 𝟓𝟎 + 𝟏𝟕 or 𝟒𝟕 + 𝟐𝟎 or…? Hundreds’ chart can illustrate
(generalise) relationship between tens and ones

Algorithms: Learners asked to explain how a problem was

solved → They should try and identify general patterns

Number properties: Emphasized 1st time in CAPS Gr 4

 PLACE
VALUE
discovery

What happens if one

moves:
❑from left to right
❑downwards
❑upwards
❑diagonally
COUNTING AND SUBTRACTING IN TENS

40
45
37
20

25
57
 PLACE
VALUE
exercise
ALGORITHM
discovery
𝟑
Trend? 6 ; 3 ;
𝟐

𝟗
Trend? 9 ;
𝟐
Examples of these properties on
next 9 slides → up to slide 24
(followed by exercises on this
content from Gr 4 to Gr 7)
 FOUR (4) NUMBER
PROPERTIES FOR ADDITION
 CLOSURE PROPERTY FOR ADDITION
If an operation is performed on any two numbers from a
given set, and the result is also a number of the set,
rather than outside the set.
Determine whether the following sets are CLOSED or NOT CLOSED for
the given operation:
❑ set of whole numbers for addition
❑ set of negative numbers for addition
❑ set of odd numbers for multiplication
❑ set of odd numbers for addition
❑ set of whole numbers for division
 IDENTITY PROPERTY FOR ADDITION
Adding zero (0) to any whole number leave the identity
of the whole number unchanged. Zero is thus the
identity property for addition.
• For any whole number b, 0 + b = b + 0 = b, and 0 is the unique identity for
addition.
• e.g. (i). 0 + 5 = 5
• (ii). 17 + 0 = 17
• (iii). 0 + 0 = 0
ASSOCIATIVE PROPERTY FOR ADDITION
For all whole numbers a, b and c: a + (b + c) = (a + b) + c

Example 1: 147 + (20 + 6) = (147 + 20) + 6

Example 2: 8 + (2 + 5) = (8 + 2) + 5 = 10 + 5 = 15

The middle number may be added to (is associated with)

either of the other two numbers.
 COMMUTATIVE PROPERTY − ADDITION

For all whole numbers a and b: a + b = b + a

Example: 25 + 498 = 498 + 25

Numbers interchanged (commuted), without affecting the sum

IDENTITY PROPERTY: MULTIPLICATION
Multiplying any whole number by one (1) leaves the
identity of the whole number unchanged. One (1) is thus
the identity property for multiplication.

For any whole number b, 1 x b = b x 1 = b, and 1 is the

unique identity for multiplication.
1x5=5 17 x 1 = 17 1x1=1
 ASSOCIATIVE PROPERTY: MULTIPLICATION
For all whole numbers a, b and c: a x (b x c) = (a x b) x c

5 x (3 x 4) = (5 x 3) x 4
Middle number multiplied (associated) with either of other two.
 COMMUTATIVE PROPERTY:
MULTIPLICATION
For all whole numbers a and b: a x b = b x a
5x7=7x5
Numbers ‘commuted’, without affecting the answer
DISTRIBUTIVE PROPERTY: MULTIPLICATION
For whole numbers a, b & c: a x (b ± c) = (a x b) ± (a x c)
Multiplication has preference over addition (BODMAS)

We can add (3 + 4) in
brackets OR we can apply
the distributive property
for multiplication over
addition

Algebra: Strand 2 →
 EXERCISES
ALGEBRA STRAND 1
(Gr 4-7 examples)
All the exercises on the following
slides are taken from ‘real’ exam
papers and tests, including ANAs.
Students are expected to
attempt each item on their
own. Every slide is followed by a
suggested Memorandum slide
ALGEBRA STRAND 1: GR 4 questions 1

60
13
NO calculator!

213
50c
ALGEBRA STRAND 1: GR 4 questions 2

125

3809
ALGEBRA STRAND 1: GR 5 questions 1

R5
4

NO calculator!

29
ALGEBRA STRAND 1: GR 5 questions 2

105

Debbie
Peter
Robert Tom
Robert
 ALGEBRA STRAND 1: GR 6 questions 1

Cross-multiplication
𝑎×𝑏×𝑐×𝑑 = 𝒂×𝒃 × 𝒄×𝒅  ×  = 2 × 32
𝟐𝟎 × 𝟑𝟓 = 𝟕𝟎𝟎
2 = 64 → =8 (or -8)
ALGEBRA STRAND 1: GR 6 questions 2

𝒙 + 𝒙 + 𝟐 + 𝒙 + 𝟒 = 𝟏𝟕𝟒
Also
3𝑥 + 6 = 174
𝑥; 𝑥 − 2 ; 𝑥 + 2
3𝑥 = 168 3𝑥 = 174
174
168 𝑥= = 58
𝑥= = 56 3
3 Biggest = 58 + 2
Biggest number = 56 + 4 = 𝟔𝟎
ALGEBRA STRAND 1: GR 7 questions 1
5

C
 ALGEBRA STRAND 1: GR 7 questions 2
How many 2-digit numbers are there, with both digits even?
20 5 each in the 20’s, 40’s, 60’s & 80’s

𝑹 + 𝟏𝟕 = 𝑻 + 𝑭
𝟓 + 𝟏𝟕 − 𝟕 = 𝑭
15
4 3 2 1

24