This week, we practised solving several algebra equations with variables (as a large group, in partners and independently). We also learned how simple and composite pattern rules can be linked to story problems. Students enjoyed our Visit & Record activity, where they first created their own algebra and patterning questions (so creative!), and then they walked around and solved their friend's questions. Each question required students to either represent the story in an equation, or create a table of values. A fun snow day activity: can you figure out the composite patterns of our math robots??
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This week started with a bang when students participated in an exciting escape room. As well as applying their patterning skills, students had to problem solve, collaborate and persevere to 'escape.' Fun was had by all, and *most* teams solved the final code!
Student enjoyed some problem-solving pattern fun this week. One favourite activity was a Visit & Record, where students created their own composite patterns, hid their pattern rule, and then visited their friends' patterns to try and solve them. Some students took this to a new level and even tried patterns with exponents! Fun!
Big Ideas for Patterning/Algebra: -Every pattern involves repetition (numbers or objects that repeat in predictable ways). -There is no way to know how a pattern continues without a pattern rule. -Patterns can be used to recognize relationships (ex. multiplication, doubling) and be extended to make generalizations/predictions. -Equality is an expression of balance (equal sign = balance). -An equation can describe many real world situations. Specific Goals for Patterning & Algebra -Create and extend numeric and geometric patterns -Create tables of values for growing and shrinking patterns -Term numbers (when given pattern rule, find 19th term) -Distinction between regular pattern rules vs term number pattern rules -Represent geometric patterns numerically -Variables vs constants -Solve equations with one variable (Gr 5) or 2-3 variables (Gr 6) It's important to note where we've come from and where we are going with patterning. By Gr 5 and 6, we're stepping away from 'primary' patterns (ex. add two each time, multiply by 3 each time) to more complex patterns, and representing them in a table of values. Our task in Gr 5 and 6 is to fully develop a concept of "tables of values", and then generating coordinates from those tables. Why? Well, in later grades, students will be graphing those coordinates and combining this with more complex algebraic concepts.....
It is VERY important to note that students who know their multiplication tables WELL and can "see" which multiplication table a group of numbers belong to do much better in patterning (and fractions - coming up in March). Perfect... now is a GREAT time to help your child develop some fact fluency with multiplication tables. PARENTS: YOU HAVE HOMEWORK! Please click on the button below to discover some ideas of how to help your child memorize their times tables. Ideas go from general to more specific/complex. Please take a few minutes to read the whole document - if there is ONE thing you help your child with this year, this is IT!
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Mrs JorgensenI'm a math nerd and think math jokes are funny. Not all of them though - just sum. Archives
March 2020
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