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One goal of the Investigations<\/em> curriculum is \u201cto make the foundations of algebra … more visible to teachers and students, to expand this work in the context of students\u2019 study of number and operations, and to deepen the focus on patterns, functions, and change.\u201d (Algebra in the Revision<\/a>)<\/p>\n In addition to a unit per grade level focused on patterns, functions, and change<\/a>, work on early algebraic ideas is embedded in the number and operations units at each grade.<\/a> This work focuses on using models, representations, and contexts to investigate and justify general claims about the properties of numbers and operations. For example, does order matter when you count? When you add? What about the other operations?<\/p>\n How does the curriculum help teachers identify and explore generalizations that arise in the course of students\u2019 study of number and operations? How do students learn to describe such generalizations and consider questions like: Does this generalization apply to all numbers (that I know about)? Why does it work? How do I know? The curriculum supports teachers with this in a variety of ways.<\/p>\n At the Unit Level<\/strong><\/p>\n At the Curriculum Level<\/strong><\/p>\n Implementing Investigations at Grade X<\/em> includes two kinds of support:<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][et_pb_cta admin_label=”Learn More” title=”Learn More” use_background_color=”off” background_layout=”light” _builder_version=”3.0.47″ header_text_color=”#005285″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_border_color=”on” border_color=”#005285″ text_orientation=”left” custom_padding=”20px|20px|20px|20px”]<\/p>\n\n
\nRead a Kindergarten example<\/a>.<\/li>\n<\/ul>\n\n
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