Instructional Procedures:
Anticipatory Set: “I know you know how to count
by twos, fives, and tens. Let’s do
that now. (Write “5,10,15,20,…” on board. When we do this what is really
happening? Do you see a pattern in the numbers at all?”
Objective: “We are going to continue talking about
patterns, but this time we are going to explore how numbers can create
patterns.”
Introduction: Look at page 26 in discussion
book. Quickly review what was covered
in the last class. Now look at page
27. Ask students what they notice and
see. The stamps on this page create a
pattern, but it is not like the patterns on the other page. They don’t have a
part that repeats. This pattern grows!
Input:
·
“Let’s read the directions on
the page. (read directions) It says to use numbers to describe how the pattern grows. Let’s look at the first
pattern. How many numbers do we have
in the first set of stamps. 2.” Have a student come up to board and write 2
under the stamps. “ Now let’s look at the next set.” 4 stamps. Continue with 6 and 8 stamps. “Ok, so we have sets of 2, 4,6, and 8. Can
anyone see a pattern in the numbers? (adding 2) So, knowing our pattern, we
can predict what will come next. How
many stamps will be in the next set? 10.”
·
Discuss the second pattern. Go through the same process as before. Count the numbers, look for a pattern. Notice that the pattern is descending. What would come next? What if we built backwards? How many stamps would be in the column
before the one with 5 in it?
·
Look at the 3rd
pattern. It is unlike the others. It is growing in two directions. One on each end. “What number pattern do
you think this is going to be?” After a few suggestions, “Let’s check and
see.” Have students come up to the board and write number of blocks
underneath the set of stamps. The
pattern is still adding 2, even though it is in a different shape. What would an adding 3 pattern look like in
this shape? How about an adding 4?”
·
“We are now going to make our own number patterns
using connecting blocks or pattern
blocks (shapes). When we do this, I
want you to try doing a variety of patterns.
Remember descending, ascending, and different designs you can
make. If you want something really
exciting, try making a flower design using plus 4 pattern.”
Modeling: Demonstrate for
students how you would make a descending, “subtracting by 2 pattern” using connecting blocks.
Check for Understanding:
Ask student for ideas of different patterns they
can make. (Ascending, descending, flower design, by 2’s, by
3’s, by 4’s, by 5’s). Note: Point out
to students it would be best to not get a pattern using a higher number
because of a restriction due to the number of blocks available.
Guided Practice: Students create their own growing pattern using pattern blocks.
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