Unit
1: Patterning
In the first unit of math: patterning, students are required
to identify, create, and explain various patterns in math. In class we call
this being an amazing math detective! So how can you help your child to build
upon these skills you might ask?
1. Become familiar with the math language
a)
Core: the core, are the numbers in a
repeating pattern. There has to be at least 3 numbers (terms) in a core in
order for it to be considered a “repeating pattern”. For example: 1, 6 ,7, 8, 1,
6, 7, 8, 1, 6, 7, 8, ... the core if it were to be circled would be the numbers:
1, 6, 7, 8.
b)
Repeating Pattern: a
repeating pattern has a core of 3 or more terms that repeat again and again.
For example: 1, 2 ,3, 1, 2, 3, 1, 2, 3, 1, 2, 3, .... The students might be
asked to identify the next 3 terms, or what the core in the repeating pattern
are.
c)
Growing Pattern: a number
pattern that increases. A growing pattern will always include the operation of either
multiplication or addition (in grade 4). For example: 5, 10, 15, 20, 25, 30,
... Can you find the next 3 terms? Can you identify the pattern rule?
d)
Shrinking Pattern: a number
pattern that decreases. A decreasing pattern will always include the operation
of division or subtraction (in grade 4).
e)
Term: a term is another word for
number when used in math vocabulary. For example, “What are the next 3 terms in
this number pattern? 20, 17, 14, 11, ___, ____, ____.
f)
Pattern Rule: a
pattern rule explains, “give directions”, using words as to how the number
pattern words. For growing and shrinking patterns, it always uses the words “Start
at ____, +, -, x, or / (divide) _____ each time.” For example the number
pattern: 5, 10, 15, 20, 25, 30 would have the pattern rule: Start at 5, add 5
each time. The same Start at ___, is
used in repeating patterns, but students may describe how the pattern repeats
in various ways.
2. Practice looking for patterns at home and in
your community
Your child has the ability to
transfer the knowledge they already have about patterns to things that they can
find at school, home, and in the community. We have discussed being a “pattern
detective” in class. Here students identified existing patterns such as: the
desks/rows, students (boy/girl/boy/ etc.), the tiles on the floor, the blocks
on the wall, the hands on a clock, the patterns on the borders of the bulletin
boards, clothing, pencil cases, etc. When you are out for a walk or sitting
around at home have your child find and explain to you the pattern. You’ll be
amazed at how many different patterns that you can discover as a family.
3. Play games at home
Games make learning fun. The class loves to play games and you
can do this at home as well with your child.
a)
A 100s chart and highlighters, bingo dabbers, or
counter type chips to place on the 100s chart.
-
This game can be used again and again (and we’re
doing this in class too). Your child can use a 100s chart (printable off a
website such as: http://math.about.com/library/100.pdf
4. Websites
This is an interactive 100s chart. Your child and you can create
patterns using a highlighter; it’s easier than printing off multiple worksheetsJ You can print the work/worksheets as well so it’s
the best of both worlds.
Sample
Questions for Games and Websites
1.
Make a growing pattern. What is the number
pattern? What are the next 3 terms?
2.
Make a shrinking pattern. What is the number
pattern? What are the next 3 terms?
3.
Make a repeating pattern. What is the core? What
are the next 3 terms?
4.
As the adult you make the same types of patterns
and have your child tell you the pattern rule, type of pattern, and/or the next
3 terms.
5.
Have a guessing game to see if your child and you
can outsmart each other- who can guess the next terms the fastest? Identify the
pattern rule first? Identity the type of pattern?
6.
Have your child look for various patterns in the
hundreds chart.
a)
What pattern is occurring the ones column?
b)
What pattern is occurring in the tens column?
c)
Can you skip count (multiply) by 2, 3, 4, 5, etc.?
d)
Can you divide/subtract?
Here are some number card ideas that I would
use in class:
1)
Start at 5, add 5 each time.
2)
Start at 90, subtract 5 each time.
3)
Start at 2, multiply by 2 each time.
4)
Start at 40, divide by 2 each time.
5)
Start at 1, add 3 each time.
6)
Start at 30, divide by 3 each time.
7)
Start at 4, add 4 each time.
8)
Start at 45, subtract 4 each time.
9)
Start at 100, subtract by 10 each time.
10) Start at
1, go on a diagonal to the right (1 tile to the right, 1 tile down). What patterns
do you notice? If you child needs further prompts ask him/her to look in the
ones and tens columns.
11) Ask your
child to identify patterns in different rows, columns, diagonals.
12) Ask your
child to show you as many different patterns as he/she can find.
13) As your child begins to gain more confidence
and understanding, start to cover up or whiteout various numbers on the 100s
chart.
14) Ask your
child to fill in specific patterns on a blank 100s charts for any of the
questions for #1-11.
15) Ask your child to create pattern rules that
can be used in the 100s chart game.
If you have any fun games or websites that you find/come up
with as a family please share them with the class.
No comments:
Post a Comment