Our Patterning Learning
The last few weeks we have been studying Linear Growing Patterns.
Below is a photo of our class Learning Wall documenting our leaning so far.
I have taken individual photos of each section so you can see the key ideas
more closely to discuss with your child.
The patterning concepts can be practiced by your child at home using any
small items available (e.g., coins, cereal) to model different growing patterns.
Students have practiced representing linear growing patterns using models,
drawings, t-charts and the pattern rule.
Puzzle Packing Company
Last week, we began a unit titled The Puzzle Packing Company. The unit begins by having students explore the multiplicative relationship between numbers in the place value chart. The context for the unit is that students will be employed by a Puzzle Company. They will be working in groups to run a company and track their inventory and sales. In order to be able to ship and stock their puzzles they need to understand how the puzzles are packaged.
Investigation #1
Prompts/Questions:
What patterns do you see in the numbers as the size of the boxes grows?
What patterns do you notice in the shape of the boxes? Will this pattern continue?
How many times larger is each box becoming? Why?
What strategies are you using?
|
Students worked in partners to explore the question. The photo below was taken at the end of our congress. The congress is a chance for a few groups to share their different strategies and approaches to solving the problem. They are shared one at a time and our understanding is developed together.
Learning and ideas that were discussed by students during our congress:
- Repeated addition can be used as a strategy
- Ex. There will be 10 pallets in a shipping box. Each pallet holds 100 Rubik’s cubes
100 + 100 + 100 + 100 + 100 + 100 + 100 + 100 + 100 +100 = 1000
There will be 1 000 Rubik’s cubes in a shipping box (giant cube)
- Skip counting is another strategy that can be used.
- Ex. 100, 200, 300 …. 900, 1 000
- Each box includes 10 of the previous size box. We can multiply by 10. Each box is 10 times larger than the one before.
- A pattern occurs when we multiply by 10. The number of boxes shifts to the left because it is becoming 10 times larger.
- A pattern occurs in the shape of the boxes. The pattern is cube, long, pallet. The pattern repeats for every period (ex. Ones period, thousands period, millions period). The pattern would continue.
The following in our math wall that is we are co-creating to document our new learning throughout the unit.
Week of Inspirational Math
During the first two weeks of school we have been exploring
some important learning presented by Jo Boaler from Stanford University.
We have been watching videos and exploring math problems.
some important learning presented by Jo Boaler from Stanford University.
We have been watching videos and exploring math problems.
Here are the key messages that we recorded as a class.
- Through the Dot Cards and the Squares to Stairs activities we learned
- The Squares to Stairs activity was also a great opportunity to talk about the different ways we can justify our thinking. Mathematicians use models, drawings, and charts to represent their thinking.
- The Four 4’s activity taught us that there are multiple solutions to
 |
- Students worked to find the fewest number of squares that could
No comments:
Post a Comment