## Mathematical Connections

MATHEMATICAL CONNECTIONS

Units and tasks are intended to provide the opportunity for students to make connections between mathematical topics.

###### For example:

The initial task within the ‘Exploring Rectangles‘ unit engages students with drawing different rectangles with the same area. When students investigate the rectangles drawn, they will engage with looking at:

• the different perimeters of the rectangles;
• the lengths of sides representing factors of the area;
• the area as a common multiple of the two sides;
• drawing rectangles with areas that are prime numbers resulting in just one possible rectangle;
• drawing rectangles with areas that are square numbers resulting in one rectangle being a square.

The initial task within the ‘Looking at Algebraic Connections‘ unit engages students with matching function, formula, picture, description and number cards. When students match these cards they engage in discussing, seeing and making connections between:

• number sequences;
• geometric sequences;
• functions;
• rules and formulae;
• number machines.

It is crucial for the teacher to not only expose students to seeing these connections but also to discuss and elaborate on them during the plenary part of the lesson, but more importantly during the follow-up lessons (refer to Lesson Plans).