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Ch2 Chapter Notes

This chapter of the Cambridge IGCSE Mathematics course focuses on fundamental algebra concepts that students must master before progressing to more complex topics. It emphasizes the importance of understanding algebraic notation and applying rules consistently, likening algebra to learning rules in other life skills. Additionally, it encourages the use of real-life examples and practical applications to demonstrate the relevance of algebra to students.

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4 views2 pages

Ch2 Chapter Notes

This chapter of the Cambridge IGCSE Mathematics course focuses on fundamental algebra concepts that students must master before progressing to more complex topics. It emphasizes the importance of understanding algebraic notation and applying rules consistently, likening algebra to learning rules in other life skills. Additionally, it encourages the use of real-life examples and practical applications to demonstrate the relevance of algebra to students.

Uploaded by

Eman Shalaby
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Cambridge IGCSE Mathematics

2 Making sense of algebra


Overview
This chapter deals with some of the basic concepts that students will use again and again as they
work through the course. Many of these will be familiar to students, but it is essential that you
make sure they have mastered these basics before moving onto more complicated algebra and
problem solving activities.

Algebra often seems to terrify some students so it is worth emphasising again and again that the
letters represent numbers and that the same rules apply to the letters as to numbers (i.e. the letters
obey multiplication rules and you need to follow the order of operations rules (BODMAS)).

Getting started
Use the cartoon at the beginning of chapter 2 of the Coursebook as a starting point for discussing the
use of symbols to represent information. Point out that the ‘operation’ signs and ‘equal to’ sign are used
in the same way as they are in arithmetic, in this case to make simple equations relating the fate of the
hunter with and without the spear.
You can think of algebra as a set of rules and procedures that the students need to learn and use in order
to do well. Make the point that this is no different to other areas of life. For example, when students learn
to play soccer or chess, to make a meal, use a computer or drive a car, they will learn a set of rules and
procedures. They will eventually use these sets of rules without really thinking about them to do the
tasks and perform well.
As a starter activity you could display a number of algebraic ‘number sentences’ with different variables
and ask the students to say what each one means. For example:
• A = LB
• 4 + x = 10
• 2x + 2y = 12
Alternatively, ask the students to think about how many light bulbs or plug points there are in the school.
Explain that this is essentially an unknown number (unless they count them), so let there be x light
bulbs. Tell them that another school has x + 4 light bulbs and ask them what this means. Repeat this for
examples such as 4x, x - 9, 0.5x and x2, discussing what the expression means in each case.
It is important to avoid the use of ‘fruit salad algebra’, where the letters chosen are derived directly from
the names of objects being counted. For example, it can be tempting to use 3a + 4b to mean ‘3 lots of the
number of apples plus 4 lots of the number of bananas’, but students may not read it this way. They may
start to read it as ‘3 apples plus 4 bananas’, which then removes them from the idea that ‘a’ is the number
of apples rather than the apples themselves. Quite simply, ‘a’ and ‘b’ are quantities and not objects.
Sometimes, of course, the words in question do refer, directly, to quantities, at which point there is no
problem. A good example was just given above, where ‘length’ and ‘breadth’ were abbreviated to L and B
in the formula A = LB. In this case there can be no confusion, because ‘length’ and ‘breadth’ are indeed
quantities.

Examples by chapter
The following worked examples are available as PowerPoint slides with step-by-step solutions to
introduce concepts and demonstrate working:
• Simplifying expressions

• Exponential equations E
Cambridge IGCSE Mathematics

Issues to think about


Notation – it is really important to emphasise algebraic notation (as explained in section 2.1 of the
Coursebook). It is often surprising to see how quickly students forget what 2x and x2 mean. For this
reason, the types of exercises covered by sections 2.1 to 2.5 of the Coursebook are worth coming back
to more than once. Students may be able to do them immediately after you have explained them, but try
them again a few weeks later and some of the students will have forgotten. Little and often may be the
best approach when dealing with these abstract concepts.
Indices – the index laws are not so difficult to remember but make a regular reference to where they
came from, particularly when you start to deal with negative indices.
E
Extended – Fractional indices: for students following the extended course, much the same applies
to fractional indices.

Algebra in real life contexts


Students often complain that algebra is irrelevant and ask where they will use it in everyday life. You
can find a number of extremely useful short films showing the use of algebra in real life here. The free
versions of the films are selected each week and made available for two weeks. A DVD of all the films for
each year is available for sale from the site.
This is another useful internet site. It offers teacher guidance and student activities in the form of free
and downloadable pdfs. Students can also ask questions and the volunteer tutors will answer them.

Extending the topic


You can challenge students to generate algebraic expressions using rules for given number and/or shape
patterns. For example, show students this pattern:

Term number (n) 1 2 3 4


Sequence 1 5 11 19
Ask them to find and write down at least two rules (using algebra) and then have them re-arrange
(simplify) the rules to show that they are equivalent. This reinforces the idea that an expression can be
simplified or expanded and it will still mean the same thing.
Give students formulae from real life contexts and let them substitute values to solve practical problems.
The three formulae in the next column are all used to calculate the surface area (BSA in m2) of the
human body (generally for medical purposes such as correct drug dosages). The height (h) is in cm and
the mass (m) is in kg. Give students the formulae and have them calculate the surface area of their own
bodies using each one. Discuss any variances.
hm
• Mosteller formula: BSA =
3600
• DuBois and DuBois formula: BSA = 0.20247h0.725 × m0.425
• Haycock formula: BSA = 0.024265h0.3964 × m0.5378

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