This week we focussed on patterning and algebra. We started
the class with us dividing into groups for the math activity presentations.
This week I was in Dimitri’s group. Dimitri made his own activity outside of
the textbook, which was creative. He focused on an activity for a grade five
class where students will learn how to build models to represent number
patterns as a form of value. Through the activity students will be able to make
predictions in relation to growing and shrinking geometric and numeric
patterns. By finding terms or values, students will find missing numbers in the
appropriate equations using addition, subtraction, division, and other various
tools such as manipulative. The activity entailed answering a few questions to
figure out a patterned sequence using linear patterns. Dimitri provided us with
a T-chart that told us the number of squares in one column and number of
toothpicks in the other. It was our job to figure out the pattern and make an
equation that will help us in determining the number of toothpicks we would
need for a greater number of squares. To help us start out we were given
toothpicks so that we could build the squares to visualize the growth. This was
a good starting point for it allowed us to see the growth with the toothpicks
and allowed us to understand how the equation we made works. I enjoyed
Dimitri’s activity for it was engaging and could be altered to make it more
challenging.
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Poster Problem. (2017). Toothpick Pattern Problem. [Online
Image] Retrieved from http://math.serpmedia.org/poster_problems/equations-from-patterns.html
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In class we went through a bevy of examples of how to teach
patterning and algebra to the junior level. In order to help junior students
develop an understanding of patterning and algebra we can help them to
Investigate and Extend. We want to help students investigate patterning and
algebra problems in real life settings, and learn to calculate any term in a
pattern when given the term number. We want to help them extend their knowledge
of generating patterns that involve +, -,X, division as well as those involving
reflections, translations or rotations. We want to help students investigate
problems involving missing numbers and develop an early sense of variables. We
want to help students extend their understanding of equality of expressions
using multiplication or division equations with unknown quantities on both sides.
We saw methods with learning through literature such as reading the Grapes of
Math and asking students what patterns they see on each page. We looked at
teaching through problem solving such as grouping shapes.
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Pearce, Kyle. (March 30, 2013). Identifying Geometric
Patterns. [Online Image] Retrieved from https://www.youtube.com/watch?v=No4VLQLrdr0
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We also looked at pattern building and used manipulatives in
one to see how the pattern grew and then made an equation for the pattern. One
of my favourite activities we looked at was Pascal’s Triangle. I was able to
discover a few patterns on my own, but when the class was sharing their
discoveries it was mind blowing what other patterns were embedded within the
triangle. From here we looked at teaching through games. I feel that students
always enjoy these activities for online games can often mask the work being
done and make learning fun.
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| rosata.net. (2015). Pascal's Triangle.[Online Image] Retrieved from https://rossta.net/blog/pascals-triangle-with-rubys-enumerator.html |
