Although there is no achievement objective at this level that can be applied to these activities, there is evidence to suggest that students at levels 2–3 can gain some proficiency in manipulating symbolic expressions in context. The activities are limited by the fact that letters are represented as fixed unknowns rather than as generalised numbers or variables. Students’ views about letters can be broadened through the patterning activities used at later levels.
Students who experience difficulties with these problems may require a physical model to assist or confirm their thinking. These models may be pictures of the fish, hot dog, and chips or may be equipment such as pattern blocks or multilink cubes with a key, for example, for a fish, for a hot dog, and for chips.
Develop the recording of algebraic symbols during this activity. For example, the Jones’ order could be represented as:

Answers to Activities

Activity One
1. 3 fish, 4 hot dogs, 3 scoops of chips
2. “d” could stand for anything, for example, double burger, but there is a doughnut in one basket.
3. Jones: 3 fish, 5 hot dogs, 4 scoops of chips
Paki: 2 hot dogs, 2 fish, 2 d, 3 scoops of chips
Patel: 4 d, 2 fish, 4 hot dogs, 1 scoop of chips
Sang: 3 fish, 4 hot dogs, 4 d, 6 scoops of chips
Activity Two
Answers will vary.