Some of the students will be bringing home work this weekend. The two pages below are included in the math to be completed (Sheet A and pages 9 and 10 on two sides). I have provided the students with number lines to assist in completing the sequences.
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Today, the students in Room 16 set out to demonstrate an exception to the rule that light travels in a straight line. They were given three mirrors, a flashlight and they then chose a target. The goal was to redirect a beam of light three times to hit the target.
The students were then to complete the following:
Below is a picture that might help you picture the set-up. Some students will be bringing some map work home this evening. The map of Canada should be completed with a legend and the Alberta map should be to the point where the regions are outlined. Below are the maps we have been using.
Identifying and describing patterns, using appropriate terms, is an important part of building mathematical understandings. Some students will be bringing home 100s charts and describing the patterns they see on them. Others will have completed this in class. Below is an example of the kind of observation and description modeled in the lessons. This chart shows counting by 7, while the students counted by 2, 3, 4 and 6. The terms diagonal, vertical or horizontal should be one part of the description, as well as the path the pattern follows on the grid (i.e. Down 1, left 1 or Down 1, down 1, down 1) Next week we will focus on looking at number sequences that increase (as on these charts), decrease or increase and decrease and finding the "rule".
We moved into number patterns today by counting by 2's, 3's, 4's and 6's on a 100s chart. Tomorrow we will be looking at the patterns created in order to find and describe relationships using mathematical terms. Below you will find links to an interactive 100s chart and to Beakerhead.
As I mentioned in the agenda earlier, we are currently exploring Mathematics through patterns and relationships. Here are the outcomes as described in the program of studies. I have also included a grid with my name repeated on it. See how many vertical, horizontal and diagonal patterns you can see and describe. The students each did their own (with their names of course) in class.
Patterns & Relations - Patterns (Gr. 4) General Outcome: Use patterns to describe the world and to solve problems. Specific Outcome 1 Identify and describe patterns found in tables and charts. Specific Outcome 2 Translate among different representations of a pattern, such as a table, a chart or concrete materials. Specific Outcome 3 Represent, describe and extend patterns and relationships, using charts and tables, to solve problems. Specific Outcome 4 Identify and explain mathematical relationships, using charts and diagrams, to solve problems. |
AuthorMr. Long Archives
March 2019
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