Intervention Mathematics Level 1

SECTION

3 REASONING WITH
ALGEBRA
SECTION 3 REASONING WITH ALGEBRA

ALGEBRA
Patterns and Relations; Algebraic Expressions; Variables
And Equations

INTRODUCTION
In this section, you will learn about patterns and algebraic expressions, developing
the ability to represent and extend patterns visually and describe the mathematical
rules that govern them. By understanding how each element in a pattern differs
from the preceding one, you will gain the skill to predict future elements, an
important ability for solving problems that involve sequences and trends. You
will apply these skills to real-life situations, modelling them as mathematical
statements that can be analysed and manipulated to find solutions. Furthermore,
you will perform basic operations—addition, subtraction and multiplication—on
algebraic expressions, which form the foundation for more advanced mathematical
concepts. These skills are essential for making sense of regularities and structures
in both everyday life, helping you to think logically and systematically when
approaching complex problems.

In this section, you will learn to;

1. Represent and extend a given pattern visually and explain how each
element differs from the preceding one.
2. Describe, orally or in writing, a given pattern (rule), using mathematical
language and predict subsequent elements in the pattern.
3. Solve a given problem (including tables/charts) using a pattern rule to
determine subsequent elements (predictions).
4. Model real-life situations as mathematical statements
5. Perform basic operations (addition, subtraction and multiplication) on
algebraic expressions.

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EXTENDING PATTERNS VISUALLY

Focal Area: Represent and Extend A Given Pattern

Visually
Patterns are all around us in our daily lives and recognising them helps us
understand and predict how things work. Imagine you are decorating a room with
tiles. The tiles have a repeating design: one red tile followed by two blue tiles,
and this sequence continues. If you want to tile the entire floor, you need to figure
out how many red and blue tiles you will need and how the pattern will look as it
extends across the room.

By understanding how to represent and extend patterns visually, you cannot only
complete your tile design accurately but also create beautiful, consistent designs
without making mistakes. Learning to spot and continue patterns like this is useful
in many areas, from art and design to solving everyday problems. This concept
is essential because it helps us plan, organise, and predict outcomes based on the
repeating structures we see around us. Before we explore this concept further,
let’s go through this reinforcement activity!

Reinforcement Activities

Purpose: To help learners develop an understanding of patterns by recognizing

and creating simple patterns using everyday objects.
Materials Needed:
· Coloured beads or buttons
· Paper and coloured pencils/crayons
· Small objects like coins, pebbles, or leaves

Instructions:
Step 1: Introduction to Patterns
1. Group Activity: Be in small groups of 3-4 learners.

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2. Discussion: Start by looking around the classroom and identify any

patterns you see (e.g., tiles on the floor, stripes on clothing, sequence of
books on a shelf).
3. Sharing: Each group should share the patterns they observed with the
class.
Step 2: Creating Patterns with Objects
1. Pattern Creation: Each group will have a set of coloured beads or
buttons. Now, create a simple pattern using these objects (e.g., red bead,
blue bead, red bead, blue bead).
2. Extension: Once you’ve created the pattern, extend it by adding more
beads while following the same sequence.
3. Sharing: Each group will then share their pattern with the class and
explain how they extended it.
Step 3: Drawing Patterns
1. Visual Representation: Each learner should have a paper and coloured
pencils/crayons. Draw the pattern you created with the beads/buttons.
2. Challenge: Create a new pattern using colours, shapes, or numbers and
extend it visually.
Step 4: Exploring Patterns in Nature
1. Outdoor Activity: Go outside the classroom and collect small objects
like leaves, pebbles, or twigs. Use these objects to create a pattern on the
ground.
2. Extension and Discussion: After creating the pattern, extend it and
discuss how patterns are present in nature (e.g., the arrangement of
leaves on a stem or the markings on an animal).
Wrap-Up Discussion:
Come back to the classroom and discuss the importance of recognising and
extending patterns. Explain how these skills will help you in the next lesson
on “Representing and Extending a Given Pattern Visually.”
Expected Outcome:
By the end of this activity, you should be more comfortable with identifying,
creating and extending patterns.

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What is a pattern?
A pattern is a repeated or regular arrangement of numbers, shapes, or objects.
They follow a specific rule or set of rules that determine the order and structure
of the elements.

Examples of patterns

1. Take a look at the pattern made of colours. This is a pattern because it

follows a repeating cycle of colours. Thus the colours “red, violet and blue”
form a cycle that starts over after every three elements.
2. 3, 6, 9, 12, 15… This is a pattern because each number is obtained by adding
3 to the previous number.
3. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Monday,
Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. This is a pattern
because it represents the continuous and repeating cycle of the days of the
week.

Types of pattern
1. Repeating patterns: arrangements that follow a specific rule and repeat
themselves at regular intervals.
Visual representation of repeating patterns in the environment

2. Growing patterns: arrangements where each subsequent element in the

sequence builds upon or increases from the previous elements according to
a specific rule.

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Activity 3.1: Individual/Pair/Group Work

Pattern Challenge
Purpose: Apply your knowledge of repeating and growing patterns to create
and extend patterns using different materials.
Materials Needed:
· Coloured beads or buttons
· Paper and coloured pencils/crayons
· String or yarn
· Building blocks or cubes
· Grid paper

Instructions:
Step 1: Group Formation
1. Group Work: Divide into groups of 3-4 learners. Each group will
receive a set of materials including coloured beads/buttons, paper and
pencils, and building blocks.
Step 2: Creating Repeating Patterns
1. Bead/String Pattern: Using the beads or buttons and a piece of string,
create a repeating pattern. For example, you
could use a sequence like red, blue, green,
red, blue, green.
2. Extension: After creating the pattern, extend
it by adding more beads in the same sequence.
3. Presentation: When you’re done, show your pattern to the class and
explain how it repeats.
Step 3: Creating Growing Patterns
1. Building Block Pattern: Using the building blocks, create a growing
pattern. For example, start with 1 block, then 2 blocks, then 3 blocks,
and so on. The pattern should grow by adding more blocks each time.
2. Extension: Continue your growing pattern as far as you can.
3. Sharing: Present your growing pattern to the class and explain how it
grows.

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Step 4: Drawing and Extending Patterns

1. Visual Pattern on Grid Paper: Use the grid paper and coloured pencils
to draw a repeating or growing pattern. For example, you might draw a
shape that repeats or a sequence of numbers that increases.
2. Extension: After drawing the initial pattern, extend it further on the grid
paper.
3. Group Display: Attach your paper to a display board or wall, and explain
your pattern to the other groups.
Step 5: Pattern Puzzle
1. Challenge Each Other: Each group will create a pattern puzzle for
another group to solve. Create part of a pattern and ask the other group
to extend it correctly.
2. Puzzle Swap: Swap puzzles with another group and try to solve theirs
by correctly extending the pattern.
3. Class Discussion: Come together as a class and discuss the different
patterns you created, extended, and solved.
Step 6: Wrap-Up
1. Reflect: Think about how you used the patterns and how you were able
to extend them.
2. Application: Discuss with your group how patterns are important in
everyday life, such as in nature, art and mathematics.

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Focal Area 2: Describe Patterns Orally Using

Mathematical Language And Extend The Patterns
Describing patterns is important for you in understanding and communicating
mathematical ideas. This activity focuses on using mathematical language to
describe patterns, helping you to articulate your observations and reasoning orally
or in writing.

Describing patterns orally

Examples
Describe the following patterns orally
1.

The pattern alternates between 2 peppers and 1 tomato, repeating every four
items.
2.

The pattern starts with one slice of watermelon and adds one more slice with
each step. The pattern begins with a single slice of watermelon, two slices
of watermelon, three slices of watermelon, and four slices of watermelon.
3. 2, 4, 6, 8, 10
The pattern starts with 2, and the next number is obtained by adding 2 to the
previous one
4. 40, 20,10,5
Each number in this pattern is obtained by dividing the previous number by
2.

Extend a given pattern.

Visual, numerical, or symbolic patterns can be extended based on how each
number relates to the previous one.

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Examples

1. Study the pattern and find the number of sticks that could be used in the 5th
term.

Solution:

Look at the number of sticks in each term.

• 1st term: 3 sticks
• 2nd term: 5 sticks
• 3rd term: 7 sticks
• 4th term: 9 sticks
Observe how the number of sticks changes from one term to the next.
• From 3 to 5, the number of sticks increases by 2.
• From 5 to 7, the number of sticks increases by 2.
• From 7 to 9, the number of sticks increases by 2.
This shows that each term increases by 2 sticks.
To find the 5th term, start with the 4th term, which has 9 sticks and add 2
sticks to the 4th term to get the 5th
Therefore, the number of sticks used in the 5th term is 11.
2. Write the next term in the pattern below

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Solution

Each number in the pattern is the sum of the first natural numbers. Therefore,
we add the next natural number to the last number in the pattern to obtain
the next number.
Thus,
• The first number is 1.
• The second number is 1 + 2 = 3.
• The third number is 1 + 2 + 3 = 6.
• The fourth number is 1 + 2 + 3 + 4 = 10.
• The fifth number is 1 + 2 + 3 + 4 + 5 = 15.
• The sixth number is 1+ 2+ 3+ 4+ 5+ 6 = 21
Therefore, the pattern extends to 21 as shown in the diagram below.

Activity 3.2: Individual/Pair/Group Work

Pattern Detective
Purpose: Use mathematical language to describe and extend patterns you
observe or create.
Materials Needed:
· Pattern cards (with sequences of
shapes, numbers, or colours)
· Coloured pencils or crayons
· Paper
· Small objects (like beads, buttons, or blocks)

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Instructions:
Step 1: Group Formation
1. Group Work: Get into groups of 3-4 learners. Each group will receive a
set of pattern cards, coloured pencils, paper, and small objects like beads
or buttons.

Step 2: Observe and Describe

1. Pattern Cards: Look at the pattern cards provided to your group.
Observe the pattern carefully.
2. Oral Description: Take turns within your group to describe the pattern
orally using mathematical language. For example, you might say, “This
pattern increases by adding 2 each time” or “The shapes alternate
between a circle and a square.”
3. Class Sharing: After everyone has had a turn describing, choose one
pattern to share with the class. Use clear mathematical language to
explain the pattern.

Step 3: Extend the Pattern

1. Pattern Extension: Using the materials provided (coloured pencils,
beads, buttons, etc.), extend the pattern you just described. If the pattern
involves numbers, continue the sequence on paper; if it involves shapes
or colours, use the objects to extend it.
2. Check with Group: Show your extended pattern to your group. Have a
group discussion to make sure everyone agrees that the pattern has been
extended correctly.

Step 4: Create Your Own Pattern

1. Create a New Pattern: Each group should now create a new pattern
using the small objects or drawing on paper. Make sure the pattern has a
clear rule, like increasing by 3 each time or alternating colours.
2. Describe Orally: Once your group has created the pattern, take turns
describing it orally using mathematical language. Explain the rule of the
pattern clearly.
3. Extend the Pattern: Have another group member extend the pattern
you just created and described.

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Step 5: Pattern Swap

1. Swap Patterns: Exchange your pattern with another group. Listen as
they describe your pattern using mathematical language.
2. Extend Each Other’s Patterns: After listening to the description, try to
extend the other group’s pattern based on their description.
3. Feedback: Give feedback to the group on how well they described their
pattern and whether it was easy to extend based on their explanation.

Step 6: Class Discussion

1. Reflection: Come together as a class and reflect on the activity. Discuss
how using mathematical language helped you understand and extend
patterns more clearly.
2. Real-Life Application: Talk about where you might use this skill in real
life. For example, in following a recipe, predicting a sequence in a game,
or recognizing patterns in nature.

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USING PATTERN RULES TO SOLVE PROBLEMS

Focal Area 1: Applying Pattern Rules To Solve

Problems And Make Predictions
Imagine you’re planning a garden, and you want to arrange the flowers in rows.
You notice that in each new row, you add two more flowers than in the previous
row. If the first row has 3 flowers, the second has 5, and the third has 7, you might
wonder: How many flowers will be in the 10th row? Or, if you keep planting in
this pattern, how many flowers will you need in total for 10 rows?
This situation is an example of a pattern—a sequence that follows a specific rule.
By recognising and applying this rule, you can solve problems like predicting
the number of flowers in any row or even determining the total number needed.
Patterns like these appear everywhere in real life, from the way we arrange
objects to predicting trends in data. Learning to apply pattern rules helps us make
informed decisions, solve problems efficiently, and anticipate outcomes in various
situations.
Under this focal area, we will describe pattern rules in words. Sometime later in
our studies, we will then use algebraic structures to describe these rules. Before
we begin, let’s have fun with this activity!

Reinforcement Activities

Exploring Simple Patterns

Purpose: This activity is designed to help you recognise and describe
patterns, which will prepare you for applying pattern rules to solve problems
and make predictions.
Materials Needed:
· A collection of small objects (like beads, buttons, or blocks) in different
colours or shapes
· Paper and pencils

Activity Steps:
1. Grouping Objects:
• Get into small groups and pick out 20 small objects from the
collection.

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• Start by creating a simple pattern with your objects. For example,

you might arrange them in a sequence like red-blue-red-blue or
square-circle-square-circle.
2. Identifying the Pattern:
• Once your pattern is arranged, write down what you notice about
the pattern. What comes next? How can you describe the pattern in
words? For example, “The pattern repeats every two objects.”
3. Extending the Pattern:
• Continue the pattern for at least 10 more objects. Discuss with your
group how you knew what came next in the sequence. Did you use
a specific rule?
4. Exploring Different Patterns:
• Create a new pattern using a different sequence or arrangement.
For example, you might try a pattern where you add an extra object
each time, like one red bead, then two blue beads, then three green
beads, and so on.
• Extend this pattern and write down the rule you used to keep it
going.
5. Reflection:
• Share your patterns and the rules you identified with the class.
Discuss how recognizing and describing these rules helped you
predict what comes next in the sequence.
Wrap-Up:
· This activity will help you understand how patterns work and how rules
guide these patterns. The skills you practice here will be essential when
you start applying pattern rules to solve more complex problems and
make predictions in your upcoming lessons.

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Identify and write down the rule that describes the

pattern and predicts the subsequent elements.
Identifying and writing the rule that defines a given pattern involves looking at the
sequence of numbers, shapes, or symbols to notice any regularity or repetition.
Find the relationship by determining how each element changes from one to the
next. This could involve addition, subtraction, multiplication, or another operation.
Write down the rule that describes this relationship.

Example 1

Write the rule for the following sequences and predict the next two numbers.

Solution

The number of toffees in each set of our pattern are 4,8,12.

First, we must find the relationship:
The difference between consecutive terms:
8−4=4
12 − 8 = 4
The difference between each consecutive pair of number of toffees is 4.
The rule: We can see that this means that the rule is to add 4 to the previous
number of toffees to find the number of toffees in the next term.
Thus,
First number of toffees = 4
Second number of toffees = first number of toffees + 4 = 8
Third number of toffees = second number of toffees + 4 = 12
Therefore, the next two terms:
Fourth number of toffees = third number of toffees + 4 = 16
Fifth number of toffees = fourth number of toffees + 4 = 20

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Example 2

Investigate the number pattern and describe the rule.

Solution

Find the relationship by identifying the difference:

3−1=2
5−3=2
7−5=2
The difference between each consecutive pair of numbers is 2.
The rule: From the above, the rule is to add 2 to the previous number to get the
next number.
Therefore,
F​irst number = 1​
​Second number = 1 + 2 = 3​
​Third number = 3 + 2 = 5​
​Fourth number = 5 + 2 = 7​
Therefore, the next two terms are:
Therefore, the next two elements are:
​7 + 2 = 9​
​9 + 2 = 11​

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Apply these skills to solve real-life problems involving

patterns, including tables and charts.
Examples

1. Use the table below to find the number of bananas when x​ = 6 and x = 7​

Pattern Number of bananas

Number (​x​)​

Solution

Identify the Pattern:

Look at how the number of bananas changes as the x​ ​values increase.
From x​ = 1​to x​ = 2​, the number of bananas changes from 3 to 5 (an increase of
2 bananas).
From x​ = 2​to x​ = 3​, the number of bananas changes from 5 to 7 (an increase of
2 bananas).
From x​ = 3​to x​ = 4​, the number of bananas changes from 7 to 9 (an increase of
2 bananas).
From ​x = 4​to ​x = 5​, the number of bananas changes from 9 to 11 ( an increase of
2 bananas).
Rule: Each time x​ ​increases by 1, the number of bananas increases by 2.
Therefore, the number of bananas when the x​ ​is 6:
If the pattern continues, when x​ ​increases from 5 to 6, the number of bananas
should increase by 2.

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Number of bananas for x​ = 5​is 11.

Add 2 to the last number of bananas
Thus, when x​ = 6, ​the number of bananas is 1​ 1 + 2 = 13​.
Therefore, the number of bananas when the x​ ​is 7:
If the pattern continues, when x​ ​increases from 6 to 7, the number of bananas
should increase by 2.
The number of bananas for x​ = 6​is 13
Add 2 to the last number of bananas
Thus, when x​ = 7, 13 + 2 = 15​.

Example 2

The chart below shows the monthly sales of a product. Analyse the chart and
predict the sales for July and August

Month Sales (units)

January 35
February 40
March 45
April 50
May 55
June 60

Solution

Pattern Rule: Sales increase by 5 units each month.

Prediction for July
Add 5 to the sales in June (60)
Next month’s sales: 60 + 5 = 65
The prediction for sales for July will be 65 units
Prediction for August
Add 5 to the sales in July (65)
Next month’s sales: 65 + 5 = 70
The prediction for sales for August will be 70 units.

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Note, sales are notoriously hard to predict and patterns could stop at any time, so
this is only a prediction and must be compared with reality to see if the pattern
remains true.

Example 3

A learner collects books, starting with 7 books and adding 3 more books to the
collection each month. Identify the pattern, write the rule and use it to find the
first 7 sequences.

Solution

The learner starts with 7 books, means the pattern start with 7 books.
Adds 3 more books each month.
The rule: the rule is obtained by adding 3 to the number of books from the
previous month:
Starting month: 7 books
Second month: 7 + 3 = 10 books
Third month: 10 + 3 = 13 books
Fourth month: 13 + 3 = 16 books
Fifth month: 16 + 3 = 19 books
Sixth month: 19 + 3 = 22 books
Seventh month: 22 + 3 = 25 books
So, the first seven numbers in the sequence are: 7, 10, 13, 16, 19, 22, 25

ACTIVITY 3.3: Individual/Pair/Group Work

Pattern Detectives in Action

Purpose: In this activity, you will identify and write down the rules that
describe patterns and use these rules to predict the next elements. You will
then apply these skills to solve real-life problems involving patterns, including
those found in tables and charts.
Materials Needed:
· Printed tables and charts showing various patterns (e.g., a table of daily
temperatures, a sequence of shapes, a chart showing a growing savings
account)
· Paper and pencils

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· Markers or coloured pencils

Activity Steps:
1. Become a Pattern Detective:
• Form small groups and choose one of the provided tables or charts
(refer to tables below). Your task is to carefully examine the data
or sequence and identify the pattern.
• Write down the rule that describes how the pattern is formed. For
example, if the pattern is in a sequence of numbers, what is the rule
that determines the next number? Is it increasing by 2 each time? If
the pattern is in a chart, how do the values change?
2. Predict the Next Elements:
• Using the rule you identified, predict the next two or three elements
in the pattern. Write down your predictions and explain how you
arrived at them using the rule.
3. Apply to Real-Life Problem:
• Now that you’ve practiced identifying patterns and predicting
elements, use these skills to solve a real-life problem.
• Choose a scenario provided by your teacher, such as predicting how
much money will be in a savings account after a certain number of
weeks, given a chart showing weekly deposits.
• Apply the pattern rule to solve the problem and write down your
solution.
4. Create Your Own Pattern:
• After solving the problem, create your own pattern using numbers,
shapes, or any other sequence. Write down the rule for your pattern.
• Exchange your pattern with another group and see if they can
identify the rule and predict the next elements.
5. Present Your Findings:
• Each group will present their original pattern, the rule they used,
and the predictions they made. Discuss how well your predictions
matched the actual pattern and what strategies helped you identify
the rule.

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6. Reflection:
• Reflect on how understanding and predicting patterns can help in
real-life situations, such as budgeting money, planning schedules,
or analysing data in charts.
Wrap-Up:
· By the end of this activity, you will have a deeper understanding of how
to identify rules in patterns and use these rules to solve real-life problems.
This skill is essential for recognizing trends, making predictions, and
solving practical problems effectively.

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Focal Area 2: Translating Real-Life Situations Into

Expression
Imagine you’re at a supermarket with a budget for your shopping. You need to
buy several items: apples, bread, and a carton of milk. As you pick up each item,
you mentally keep track of the total cost to ensure you don’t exceed your budget.
In this situation, you’re adding the costs of different items together to get a total,
and this can be expressed as an equation.
For example, if apples cost GH¢3, bread costs GH¢2, and milk costs GH¢4, you
might write an expression like:
Total Cost = Cost of Apples + Cost of Bread + Cost of Milk
In this case, your expression is:
Total Cost = 3 + 2 + 4
This expression helps you calculate the total cost quickly and make sure you’re
staying within your budget. Translating real-life situations into mathematical
expressions is a powerful tool. It allows us to simplify and solve problems that
we encounter every day. Whether we’re budgeting, measuring, or planning, the
ability to express real-world scenarios as mathematical expressions helps us make
informed decisions, solve problems efficiently, and communicate our thoughts
clearly.

Reinforcement Activities

Real-Life Scenarios and Simple Mathematical Operations

Purpose: To prepare learners to understand how real-life situations can be
represented using basic mathematical operations, laying the foundation for
translating these scenarios into mathematical expressions.
Materials Needed:
· Picture cards depicting everyday
activities (e.g., shopping, cooking,
traveling, sports)
· Whiteboard and markers
· Sticky notes or small index cards

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Activity Steps:
1. Introduction to the Activity:
• Start by asking learners to think about their daily activities, such as
buying snacks, counting their school supplies, or sharing something
with friends.
• Explain that many of these activities can be described using simple
mathematical operations like addition, subtraction, multiplication
and division.
2. Picture Card Matching:
• Divide the learners into small groups.
• Provide each group with a set of picture cards that depict different
real-life scenarios (e.g., a child buying 3 apples, a baker making 2
batches of 5 cookies, a runner covering 4 kilometres each day for 3
days).
• Ask each group to discuss what is happening in each picture and
identify the numbers involved. Then, they should match the scenario
with the correct operation (addition, subtraction, multiplication, or
division) using sticky notes or index cards.
3. Group Discussion:
• Once the groups have completed the matching task, bring the class
together to discuss their findings.
• Ask questions like:
• “What operation did you choose for the picture of the child buying
apples? Why?”
• “How would you describe what’s happening in the picture using
numbers?”
4. Simple Mathematical Statements:
• On the whiteboard, take a few examples from the picture cards
and write simple mathematical statements based on the learners’
descriptions. For instance:
• “If a child buys 3 apples for 2 dollars each, how much do they
spend in total?”
• Write: 3 × 2 = 6 dollars.

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• Encourage learners to come up with their own examples based

on their experiences, guiding them to form simple mathematical
statements.
5. Reflection:
• End the activity by explaining how these simple operations are the
building blocks for translating real-life situations into mathematical
expressions.
• Inform them that in the next lesson, they will learn how to take this
a step further by translating more complex real-life scenarios into
mathematical expressions.

Identification of quantities, relationships and operations

in real-life contexts
Examples
Identify the quantities and the relationships in the following examples

Example 1

A shopper buys 3 bags of rice, each weighing 2 kg.

Solution

Quantities
3 bags at 2 kg per bag
Relationships: The relationship is that the total weight of the rice is the product
of the number of bags and the weight of each bag.
In this case, total weight = 3 bags × 2​ kg​per bag
Operation: total weight = ​3 × 2 = 6kg​

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Example 2:

A recipe requires 160 grams of sugar for 4 servings. How much sugar is required
per serving?

Solution

Quantities:
Amount of Sugar for 4 Servings =160 grams
Relationship: Amount of Sugar per Serving = Total Amount of Sugar ÷
​ ​ Number
of Servings
= ​160 ÷​4 = 4​ 0​grams per serving
So, the relationship is that each serving requires 40 grams of sugar.
This tells how much sugar is needed for each individual serving based on the total
amount for the recipe.

Translate the relationships between the elements into

mathematical equations
Explore and write the mathematical statement or equation for the following real-
life scenarios.

Example 1:

Sarah saves GHC15 every week. How much will she have saved after w
​ ​weeks?

Solution

Sarah saves GHC15 every week.

Relationship: Total savings is the weekly savings multiplied by the number of
weeks.
Here, S represents the total savings after w
​ ​ weeks.
Therefore, the equation for total saving is S = 1​ 5w ​

Example 2:

A taxi service charges a flat fee of GH¢5 plus GH¢2 per mile travelled. How
much will the fare be for a trip of m
​ ​ miles?

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Solution

Total fare for the trip ​=F​

The flat fee charged by the taxi service =
​ ​GHC5
Charge per mile travelled =
​ GHC2​
Number of miles travelled ​=m​
Relationship: Total fare is the sum of the flat fee plus the charge per mile.
Here, F
​ ​represents the total fare for m
​ ​ miles.
​F= 5 + 2m​
So, if the number of miles (m) is known, the total fare (F) can be calculated by
adding the flat fee of GHC 5 to twice the number of miles travelled.

Example 3:

A person is planning to buy a book that costs​GHC m​but has a coupon for a​
GHC4​discount. Write an equation to represent the final cost after applying the
discount.

Solution:

The final cost of the book after the discount =

​ C​
The original cost of the book​= m​
Value of the discount coupon = ​ 4​
The relationship between the final cost (C) and the original cost (m) can be
expressed as
C=m
​ − 4​
So, if the original cost of the book (m) is known, the final cost (C) can be calculated
by subtracting 4 from the original cost.
Note: All the mathematical expressions in the above examples are called algebraic
equations. Note, they are expressions unless they contain an equals sign when
they become equations.

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SECTION 3 REASONING WITH ALGEBRA

Activity 3.4: Individual/Pair/Group Work

Purpose: To help you practise identifying quantities, relationships, and

operations in real-life contexts and translating those relationships into
mathematical expressions.image
Materials Needed:
· Scenario cards (each card with a real-life situation)
· Whiteboard and markers
· Paper and pencils
· Small group activity sheets

Activity Steps:
1. Introduction:
• In this activity, you will work in small groups to explore different
real-life scenarios. Your task is to identify the key quantities,
relationships, and operations in each scenario and then translate
those relationships into mathematical expressions.
2. Scenario Exploration:
• Each group will receive a set of scenario cards.
• Here’s an example scenario:
“A bakery sells 5 cupcakes each day. If the price of one cake is 10
cedis, how much money does the bakery make in 3 days?”
• Begin by discussing the scenario within your group. Identify the
key quantities (like the number of cupcakes, price per cup cake,
and number of days) and the relationships between them (like
multiplication of the number of cupcakes by the price to find total
earnings per day).
3. Identify Relationships:
• Write down the quantities and relationships you find. For the
example scenario, you might write:
• Number of cakes per day: 5
• Price per cake: 10 cedis
• Number of days: 3
• Discuss what mathematical operation (addition, subtraction,
multiplication, or division) will help you solve the problem.

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SECTION 3 REASONING WITH ALGEBRA

4. Translate to Mathematical Expressions:

• After identifying the relationships, translate them into a
mathematical expression. For the example scenario, the expression
could be:
• Total earnings = Number of cakes per day × Price per cake ×
Number of days
• Expression: 5 × 10 × 3 = 150 cedis

• Write the expression on your group’s activity sheet.

5. Group Presentations:
• After your group has worked through all the scenario cards, each
group will choose one scenario to present to the class.
• Explain how you identified the quantities, relationships, and
operations, and how you translated them into a mathematical
expression.
6. Class Discussion:
• After all groups have presented, we’ll discuss as a class how
translating real-life situations into mathematical expressions can
help solve problems more easily and accurately.
• Think about how these skills could be useful in your daily life, such
as when shopping, budgeting, or planning events.
7. Reflection:
• Reflect on what you’ve learned from this activity. How did
identifying relationships help you understand the scenarios better?
How confident do you feel about translating real-life situations into
mathematical expressions?

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SECTION 3 REASONING WITH ALGEBRA

OPERATIONS ON ALGEBRAIC EXPRESSIONS

Focal Area 1: Perform Basic Operations On

Algebraic Expressions – Addition, Subtraction &
Multiplication
Algebraic expressions are essential components of algebra. They consist of
variables, constants, and operations that combine to represent mathematical
relationships and real-life scenarios. Understanding how to perform basic
operations on these expressions is essential for solving equations, modelling
situations, and analysing data.

Reinforcement Activities

Exploring Operations with Simple Numbers

Purpose: To help you refresh and strengthen your understanding of basic
arithmetic operations (addition, subtraction, and multiplication) with simple
numbers, laying the foundation for performing these operations on algebraic
expressions.
Materials Needed:
· Number cards (with various whole numbers)
· Whiteboard and markers
· Paper and pencils
· Small group activity sheets

Activity Steps:
1. Introduction:
• Today, we are going to revisit basic arithmetic operations—addition,
subtraction, and multiplication—that you have already learned.
This will help you feel more confident when we start working with
algebraic expressions.
2. Number Card Operations:
• You will each receive a set of number cards. These cards will have
different whole numbers written on them.

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SECTION 3 REASONING WITH ALGEBRA

• In pairs or small groups, take turns selecting two or three number

cards. Use these numbers to perform basic operations: add, subtract,
and multiply them.
• For example, if you pick the cards 3 and 7, you might perform the
following operations:
• Addition: 3 + 7 = 10
• Subtraction: 7 – 3 = 4
• Multiplication: 3 × 7 = 21
3. Discuss the Patterns:
• After performing the operations, discuss with your group the
patterns or observations you notice when adding, subtracting, and
multiplying numbers.
• Think about how these operations change when you use different
numbers or change the order of the numbers.
4. Connecting to Algebra:
• On the whiteboard, we’ll collectively solve a few more examples.
As we do this, I’ll introduce some simple algebraic expressions to
show how similar they are to the numbers you just worked with.
• For instance, if you added 3 + 7 earlier, now imagine adding 3 + x​ ​
, where x​ ​is a variable that could stand for any number.
5. Reflection:
• Write down any observations you have about how these basic
operations work.
• Think about how comfortable you feel with addition, subtraction,
and multiplication, and consider how these skills might be applied
when working with algebraic expressions.

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SECTION 3 REASONING WITH ALGEBRA

Simplifying Expressions (addition and subtraction)

Example 1:

If there are 2 boys in a class and 3 more boys join, find the number of boys in the
classroom.

Solution

From the picture above, we can add 2 boys and 3 boys together to get 5 boys
because they are of the same group. Therefore, objects of the same group are
called like objects and they can be added together.
Mathematically, we can use variables to represent boys. Thus let x​ ​represent boys.
Then, 2 boys and 3 more boys joined is the same as 2​ x + 3x​. This expression​
2x + 3x​is called an algebraic expression. The number attached to any variable in
algebraic expression is called the coefficient. Therefore, 2 and 3 are the coefficients
of the variable x​ ​.
The expression 2​ x + 3x​has two terms. Thus, 2​ x​is the 1st term and 3​ x​is the 2nd
term. These terms have the same variable and are separated by the operation
addition. Therefore, terms of the same variable in an expression are called like
terms.
Just like we added boys with boys, in algebra, we add the coefficient of the like
terms together by adding the like terms and attach one of the variables.
Thus , 2​ x + 3x = 5x​

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SECTION 3 REASONING WITH ALGEBRA

Example 2:

If there are 2 girls and 2 boys in the classroom find the number of boys and girls
in the classroom.

From the picture above, we cannot add 2 girls and 2 boys because they are different
groups. Therefore, objects of different groups are called unlike objects.
Mathematically, we can use variables to represent girls and boys. Thus, let x​ ​
represent girls and ​y​represent boys.
Then, 2 girls and 2 more boys joined is the same as 2​ x + 2y​.
Algebraic expression: 2​ x + 2y​
Coefficients for both x​ ​and y​ ​are 2.
The expression 2​ x + 2y​has two terms. Thus, 2​ x​is the 1st term and 2​ y​is the
2nd term. These terms have different variable and are separated by the operation
addition. Therefore, terms that have different variables in an expression are called
unlike terms.
Just like we cannot add girls with boys, in algebra, unlike terms cannot be added
together, they remain the same.
Thus, 2​ x + 2y = 2x + 2y​
Note: all the terms in an expression without variables are called the constant
number

Example 3:

Simplify 4a + 7 − 2a + 3

Solution

4a + 7 − 2a + 3
= 4a − 2a + 7 + 3
= 2a + 10

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SECTION 3 REASONING WITH ALGEBRA

Example 4:

Simplify 6m − 2m + 8

Solution

6m − 2m + 8
= 4m + 8

Example 5:

Simplify ​3ab − 2cd + ab + 5cd​

Solution

3ab − 2cd + ab + 5cd

= 3ab + ab − 2cd + 5cd
= 4ab + 3cd

Multiplication Of Algebraic Expressions

Multiplying a Variable by a Number
Example 1:

Multiply 2​ x ×3​

Solution

Use the coefficient of x to multiply the constant number.

Thus 2​ × 3 = 6​
The variable x​ ​stays the same because you are only multiplying the numbers:
Thus 2​ x × 3 = 6x​

Example 2:

Multiply 5 by 3p

Solution

​5 × 3p = 15p​

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SECTION 3 REASONING WITH ALGEBRA

Multiplying a Variable by Another Variable

Example 1:

What is 2x × 3y

Solution

Multiply the coefficients

Thus is 2 × 3 = 6
Multiply the variables
x × y = xy
Combine these results:
Thus 2x × 3y = 6xy

Example 2:

Multiply 10a ×4b

Solution:

10a × 4b = 40ab

Activity 3.5: Individual/Pair/Group Work

Algebraic Operations in Action

Purpose: To reinforce your understanding of performing basic operations
(addition, subtraction, and multiplication) on algebraic expressions through
collaborative problem-solving.
Materials Needed:
· Whiteboard and markers
· Worksheets with algebraic expressions
· Calculators (optional)

Activity Steps:
1. Introduction:

• Now that you have learned how to add, subtract, and multiply
algebraic expressions, we are going to practise these skills in
groups.

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SECTION 3 REASONING WITH ALGEBRA

• This activity will help you apply what you’ve learned and see how
these operations work together to simplify and solve algebraic
expressions.
2. Group Problem-Solving:
• You will be divided into small groups. Each group will receive a
worksheet with a variety of algebraic expressions that need to be
simplified using addition, subtraction, or multiplication.
• Work together to simplify the expressions. Use coloured pencils
or markers to highlight each operation step you perform, making it
easier to track your process.
3. Using Algebra Tiles (Optional):
• If algebra tiles are available, you can use them to visually represent
the algebraic expressions and operations.
• For example, use tiles to represent terms like ​ x​and ​ x²​ , then
physically add, subtract, or multiply them as required.
4. Solve and Share:
• Once your group has simplified the expressions, write your final
answers on the whiteboard. Be prepared to explain the steps you
took to simplify each expression.
• Discuss any challenges or strategies that worked well in your
group. This will help everyone learn different approaches to solving
algebraic expressions.
5. Challenge Problems:
• After completing the initial worksheet, each group will receive
a challenge problem that involves more complex operations or
a combination of all three operations (addition, subtraction, and
multiplication).
• Work together to simplify the challenge problem, and then share
your solution with the class.
6. Reflection:
• Write a brief reflection on what you learned from this activity.
Consider which operations were easiest or hardest for you and how
working in a group helped you understand the concepts better.

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SECTION 3 REASONING WITH ALGEBRA

• Think about how you can apply these algebraic operations to solve
real-world problems.

Focal Area 2: Translating And Performing

Operations On Real-Life Applications Of Algebraic
Expressions
Create and simplify algebraic expressions from the following real-life scenarios.

Example 1:

Ohemaa ha​s x​mangoes and buys​7 ​more.

How many mangoes does she have in total?

Solution

Ohemaa initially has ​x​ mangoes.

She buys 7 more mangoes.
The expression gives the total number of mangoes Ohemaa has which is x​ + 7​So,
if ​x ​represents the number of mangoes Ohemaa initially has, the total number of
mangoes she has after buying 7 more is x​ + 7​

Example 2:

A rectangle has a length of 2​ t ​and a width of ​4​.

What is the product of the length and width?
(And this is the same as the area of the rectangle.)

Solution:

Quantities:
Length = 2​ t​
Width = 4​ ​
To find the product of the length and the width of the rectangle, we need to
multiply the given expressions for the length and width
The product of length and width is
​2t × 4 = 8t​

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SECTION 3 REASONING WITH ALGEBRA

Example 3:

The cost of one unit of material is G

​ HCx​and you need​n ​units.
What is the total cost?

Solution:

Cost per unit = G

​ HC x​
Number of units =
​ n​
To find the total cost of n​ ​units of material, where the cost of one unit is G
​ HC x​,
multiply the cost per unit by the number of unit​s . C = x × n​
Therefore, the total cost of n​ ​units of material ​C = xn​

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SECTION 3 REASONING WITH ALGEBRA

REVIEW QUESTIONS

Review Questions 3.1

1. Study each of the patterns carefully.
For each of them, if the pattern continuous, what will be its fifth pattern
and how many sticks will be in each?

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SECTION 3 REASONING WITH ALGEBRA

2. Instructions for Learners:

Look at each pattern carefully.
Determine the rule for the pattern (e.g., adding a specific number,
multiplying, etc.).
Extend the pattern by filling in the missing numbers in the sequence.
a) Simple Addition Patterns
1. 2, 4, 6, 8, ___, ___, ___
2. 5, 10, 15, 20, ___, ___, ___
3. 12, 15, 18, 21, ___, ___, ___
b) Simple Subtraction Patterns
1. 20, 18, 16, 14, ___, ___, ___
2. 30, 25, 20, 15, ___, ___, ___
3. 50, 45, 40, 35, ___, ___, ___
c) Multiplication Patterns
1. 3, 6, 9, 12, ___, ___, ___
2. 4, 8, 12, 16, ___, ___, ___
3. 7, 14, 21, 28, ___, ___, ___
d) Division Patterns
1. 100, 50, 25, 12.5, ___, ___, ___
2. 80, 40, 20, 10, ___, ___, ___
3. 64, 32, 16, 8, ___, ___, ___
e) Mixed Patterns
1. 1, 3, 6, 10, 15, ___, ___, ___
2. 2, 5, 9, 14, 20, ___, ___, ___
3. 50, 45, 40, 35, ___, ___, ___
f) Growing Patterns
1. 2, 4, 8, 16, ___, ___, ___
2. 1, 2, 4, 7, 11, ___, ___, ___
3. 10, 20, 40, 80, ___, ___, ___

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SECTION 3 REASONING WITH ALGEBRA

g) Pattern Challenge
1. 3, 9, 27, 81, ___, ___, ___
2. 1, 4, 9, 16, 25, ___, ___, ___
3. 15, 10, 5, 0, ___, ___, ___
3. Solve the following word problems
i. A tile floor has a pattern of red, blue, red, blue, and so on. If the
pattern is extended for the next four tiles, the sequence will be red
tile, blue tile, red tile, blue tile.
The relationship is to alternate between red and blue tiles.
True / False
The tile floor has a growing pattern. True / False
ii. The schedule of examination timings for some candidates is given
below, what is the time of the sixth examination if the pattern
continues
a. Examination: 1st 2nd 3rd 4th 5th
b. Time: 1:00 pm 1:35 pm 2: 10 pm 2:45 pm 3:20 pm

Review Questions 3.2

1. Look at the following number sequence: 5, 10, 15, 20, 25.
a. What is the rule for this pattern?
b. What are the next two numbers in the sequence?
2. Consider the sequence: 2, 4, 8, 16, 32.
a. What is the rule for this pattern?
b. What are the next two numbers in the sequence?
3. The sequence is: 100, 95, 90, 85, 80.
a. What is the rule for this pattern?
b. What are the next two numbers in the sequence?
4. The pattern of shapes is as follows: Circle, Square, Triangle, Circle,
Square.
a. What is the rule for this pattern?
b. What is the next shape in the sequence?

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SECTION 3 REASONING WITH ALGEBRA

5. The pattern of shapes is as follows: Hexagon, Pentagon, Square, Hexagon,

Pentagon.
a. What is the rule for this pattern?
b. What is the next shape in the sequence?
6. A gardener notices a pattern in the number of flowers blooming in her
garden. On Monday, she has 3 flowers, on Tuesday, she has 6 flowers, and
on Wednesday, she has 9 flowers.
a. What is the rule for this pattern?
b. How many flowers will she have on Friday?
7. A farmer sells eggs in a sequence of boxes. Each box holds 12 eggs. If he
sells 1 box on Monday, 2 boxes on Tuesday, and 3 boxes on Wednesday:
a. What is the rule for this pattern?
b. How many eggs will he sell by Thursday?
8. A savings account grows by GH¢10 every month. If the balance in January
is GH¢100, in February it is GH¢110, and in March it is GH¢120:
a. What is the rule for this pattern?
b. What will the balance be in May?
9. A car rental company rents out cars and notices a pattern in the number
of cars rented out each day. On Monday, 5 cars are rented, on Tuesday, 10
cars are rented, and on Wednesday, 15 cars are rented.
a. What is the rule for this pattern?
b. How many cars will be rented out on Friday?
10. A runner increases his distance by 2 kilometres each week. In the first
week, he runs 5 kilometres, in the second week, he runs 7 kilometres, and
in the third week, he runs 9 kilometres.
a. What is the rule for this pattern?
b. How far will he run in the fifth week?

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SECTION 3 REASONING WITH ALGEBRA

Review Questions 3.3

1. A learner spends 45 minutes reading and 30 minutes exercising every day.
i. How many minutes does the learner spend reading each day?
ii. How many minutes does the learner spend exercising each day?
iii. How many total minutes does the learner spend on both activities
each day?
iv. How many total minutes does the learner spend on both activities in
a week?
2. Madam Ellen’s monthly budget includes GHC70 for food, GHC100 for
utilities and GHC50 for entertainment.
i. How much money is set aside for food?
ii. How much money is set aside for utilities?
iii. How much money is set aside for entertainment?
iv. What is the total amount of money spent on three in one month?
v. What is the total amount of money spent on all three in one year?
3. There are p pencils in one box and q pencils in another box.
Write an expression to represent how many pencils are there altogether.
4. Sarah buys p
​ ​packs of stickers, each pack containing y​ ​ stickers.
How many stickers does she buy in total?
5. John has 4 more marbles than Tom.
If Tom has x​ ​marbles, write an expression to represent the number of
marbles John has.

Review Questions 3.4

1. Simplify the expression: ​3x + 5x​
2. Combine the like terms: ​2a + 4b + 3a − 2b​
3. Simplify the expression: ​7m + 2n + 3m + 5n​
4. Sarah bought 3 pencils for ​x​cedis each and 2 erasers for ​y​cedis each.
Write an expression for the total cost.
5. Simplify the expression: ​8x − 3x​
6. Combine the like terms: ​6p − 2q − 3p + 5q​

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SECTION 3 REASONING WITH ALGEBRA

7. Simplify the expression​ 9k − 4l − 2k + 3l​

8. John has x​ ​apples and he gave away 3 apples.
Write an expression for the number of apples John has left.
9. Multiply the expressions: ​4x × 3y​
Challenge
10. Find the product: ​2a × ​(​b + 4​)​
11. Multiply the following: ​5m × ​(​2n − 3​)​
12. A gardener plants x​ ​rows of flowers, and each row has y​ ​ flowers.
Write an expression for the total number of flowers planted.

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SECTION 3 REASONING WITH ALGEBRA

MINI-PROJECTS

Project 1: Mastering Number Concepts and

Applications
Objective:
In this project, you will engage in activities to enhance your understanding of large
numbers, rounding techniques, identifying even and odd numbers, and working
with factors and multiples.

Part 1: Reading, Writing, and Comparing Large Numbers

Task 1: Understanding Large Numbers
· Use graph sheets and multi-base blocks to model numbers up to 1 000 000.
· Write the numbers you model in both numerical and word forms. For
example, model 235 000 using blocks, then write it as “two hundred thirty-
five thousand.”
· Compare two large numbers by placing them on a number line or using
comparison symbols (> , < , =).
Task 2: Real-Life Application
· Think of situations where large numbers are used, such as population counts
or distances between cities.
· Write down examples and explain how understanding these large numbers
can help in making informed decisions in real life.

Part 2: Rounding Whole Numbers

Task 1: Rounding Practice
· Practice rounding numbers up to 100 000 to the nearest ten, hundred,
thousand, and ten thousand.
· Use real-life scenarios where rounding is necessary, such as estimating the
total cost of items or approximating distances on a map.
Task 2: Rounding Challenges
· Create a list of numbers that you will round in different ways. For instance,
round 47 823 to the nearest ten (47 820), the nearest hundred (47 800), and
so on.

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SECTION 3 REASONING WITH ALGEBRA

· Discuss how rounding can simplify calculations in everyday tasks, like

budgeting or planning trips.

Part 3: Identifying Even and Odd Numbers

Task 1: Arrays of Numbers
· Identify even and odd numbers between 1 and 100 by creating arrays of
objects. Even numbers can be paired completely, while odd numbers will
have one left out.
· Write down the patterns you observe in even and odd numbers.
Task 2: Practical Application
· Use your understanding of even and odd numbers to solve problems. For
example, decide if a group of items can be evenly shared among friends.

Part 4: Working with Factors and Multiples

Task 1: Identifying Factors and Multiples
· Choose several numbers and list their factors. For example, for the number
12, the factors are 1, 2, 3, 4, 6, and 12.
· Identify multiples of these numbers up to a certain limit. For example, the
first five multiples of 4 are 4, 8, 12, 16, and 20.
Task 2: Problem-Solving with Factors and Multiples
· Solve word problems involving factors and multiples. For instance, “If you
have 24 candies, how can you share them equally among 4 friends?”
· Explore real-life scenarios like organising items into groups or scheduling
events using your knowledge of factors and multiples.
Materials Needed:
· Graph sheets
· Multi-base blocks
· Number line
· Colored pencils or markers
· Objects for arrays (e.g., counters or small blocks)
· Calculator

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SECTION 3 REASONING WITH ALGEBRA

Rubric for Assessment:

Criteria Excellent (4) Good (3) Fair (2) Needs

Improvement
(1)
Modelling and Accurately Mostly Basic Incorrect or
Comparing models and accurate with understanding incomplete
Large compares minor errors with some modelling
Numbers numbers errors
Rounding Rounds Mostly Somewhat Incorrect or
Whole numbers accurate with accurate with incomplete
Numbers correctly in all minor errors several errors rounding
cases
Identifying Accurately Mostly Basic Incorrect or
Even and Odd identifies accurate with understanding incomplete
Numbers and explains minor errors with some identification
patterns errors
Identifying Accurately Mostly Basic Incorrect or
Factors and identifies accurate with understanding incomplete
Multiples factors minor errors with some identification
and solves errors
problems

This project will help you strengthen your understanding of large numbers,
rounding, and number patterns, and improve your ability to solve problems using
factors and multiples.

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SECTION 3 REASONING WITH ALGEBRA

Project 2: Exploring Integers and Fractions in Real-

Life Contexts
Objective:
This project will help you understand how to use positive and negative numbers
to describe real-life situations, and how to work with fractions by modeling,
representing, and naming them.

Part 1: Describing Real-Life Situations with Integers

Task 1: Understanding Positive and Negative Numbers
· Think of real-life situations where you use positive and negative numbers.
For example, temperatures above and below zero, gains and losses in money,
or elevations above and below sea level.
· Create a list of at least five scenarios where you would use positive and
negative numbers to describe the situation. For instance, “+10°C” could
represent a warm day, while “-5°C” could represent a cold day.
Task 2: Performing Operations on Integers
· Solve word problems that involve adding, subtracting, multiplying and
dividing positive and negative numbers. For example, “If you owe GH¢20
(represented as - GH¢20) and earn GH¢50, how much money do you have
now?”
· Represent the problem using a number line or by writing out the mathematical
operation.

Part 2: Working with Fractions

Task 1: Modeling and Representing Fractions
· Use materials like fraction circles, strips, or blocks to model fractions. For
example, if you have a pizza divided into 8 slices and you eat 3, you can
represent the amount eaten as ​3 _ 8​​.
· Draw pictorial representations of the fractions you model and label them.
Show how different fractions represent parts of a whole.
Task 2: Naming and Representing Quantities as Fractions
· Practise naming fractions by dividing objects into equal parts and writing
the fraction that represents a portion of the whole. For instance, divide a
piece of paper into 4 equal parts and shade 1 part, then write it as ​1 _ 4​​.​

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SECTION 3 REASONING WITH ALGEBRA

· Find real-life examples where fractions are used, such as in recipes or

measuring ingredients. Represent these situations using fractions.
Materials Needed:
· Fraction circles, strips, or blocks
· Number line
· Graph paper
· Colored pencils or markers
· Objects for modeling (e.g., paper, blocks, or cut-outs)
Rubric for Assessment:

Criteria Excellent (4) Good (3) Fair (2) Needs

Improvement
(1)
Describing Accurately Mostly Basic Incorrect or
Situations describes accurate with understanding incomplete
with Integers and uses minor errors with some descriptions
integers in all errors
scenarios
Performing Correctly Mostly Somewhat Incorrect or
Operations on solves all accurate with accurate with incomplete
Integers problems minor errors several errors operations
using integers
Modeling and Accurately Mostly Basic Incorrect or
Representing models and accurate with understanding incomplete
Fractions represents minor errors with some modeling
fractions errors
Naming and Correctly Mostly Somewhat Incorrect or
Representing names and accurate with accurate with incomplete
Fractions represents all minor errors several errors naming/
fractions representation

This project will help you understand how to apply integers to real-life situations
and work confidently with fractions through modeling and representation.

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SECTION 3 REASONING WITH ALGEBRA

Project 3: Exploring Patterns and Algebraic

Expressions in Real-Life Contexts
Objective:
This project will help you understand how to recognize, describe, and extend
patterns, solve problems using patterns, model real-life situations mathematically,
and perform basic operations on algebraic expressions.

Part 1: Working with Patterns

Task 1: Representing and Extending Patterns
· Look at a pattern provided to you, such as a sequence of shapes, numbers,
or colors.
· Draw the pattern and extend it by adding the next three elements.
· For each new element you add, explain how it is different from the element
before it. Describe what rule you used to extend the pattern.
Task 2: Describing Patterns Using Mathematical Language
· Choose a pattern and describe it using mathematical language. For example,
“This pattern increases by 2 each time” or “The shapes alternate between
squares and circles.”
· Predict the next three elements in the pattern based on the rule you have
described.
Task 3: Solving Problems with Patterns
· Solve a problem that involves a pattern. For example, use a table or chart to
identify how a pattern progresses, and predict a future outcome.
· You might be given a pattern of numbers and asked to determine the 10th
element in the sequence.

Part 2: Algebraic Expressions in Real-Life Contexts

Task 4: Modelling Real-Life Situations Mathematically
· Think of a real-life situation that can be expressed as a mathematical
statement. For example, “If you have 5 apples and you get 3 more, how
many apples do you have?”
· Write this situation as an algebraic expression, such as x​​+3, where x​​
represents the number of apples you start with.

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SECTION 3 REASONING WITH ALGEBRA

Task 5: Performing Operations on Algebraic Expressions

· Practise adding, subtracting and multiplying algebraic expressions. For
example, add two expressions like ​2x + 3​and ​4x + 5​or multiply an expression
like ​3​(​x + 2​​).
· Show your work and explain the steps you took to perform each operation.
Materials Needed:
· Graph paper
· Ruler
· Colored pencils or markers
· Tables or charts for recording patterns
· Notebook for writing and solving algebraic expressions
Rubric for Assessment:

Criteria Excellent (4) Good (3) Fair (2) Needs

Improvement
(1)
Representing Accurately Mostly Basic Incorrect or
and Extending represents accurate with understanding incomplete
Patterns and extends minor errors with some representations
patterns errors
Describing Correctly Mostly Basic Incorrect or
Patterns Using describes accurate with descriptions incomplete
Math Language patterns minor errors with some descriptions
and predicts errors
elements
Solving Solves Mostly Somewhat Incorrect or
Problems with problems accurate with accurate with incomplete
Patterns accurately minor errors several errors solutions
using patterns
Modeling Real- Accurately Mostly Basic Incorrect or
Life Situations models accurate with understanding incomplete
Mathematically situations minor errors with some modeling
using algebra errors

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Criteria Excellent (4) Good (3) Fair (2) Needs

Improvement
(1)
Performing Correctly Mostly Somewhat Incorrect or
Operations performs all accurate with accurate with incomplete
on Algebraic operations on minor errors several errors operations
Expressions expressions

This project will help you develop skills in recognizing and extending patterns,
solving problems using patterns, and working with algebraic expressions in real-
life c

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ACKNOWLEDGEMENTS

List of Contributors
Name Institution

Gideon Kwame Ahiadziefe OLA SHS

Evelyn Adjei St. Vincent College of Education, Yendi
Adablah Mensah St. Paul's Senior High School and Minor
Seminary
Juliana Opare St. Paul's Senior High School and Minor
Seminary

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