The students in Rooms 18 and 19 are looking at maps of Alberta and Canada. In order to place ourselves in relation to the world around us, it is important to have a sense of direction. To help us, we need tools like a Compass Rose to give us perspective. After all, the teacher might flip the map to see if you're paying attention.
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The students in Room 18 are using strategies to fill in the missing terms in patterns. Many know to use the count-on strategy and we are learning that, by counting on from one number to another, you are finding the difference. Once you know the difference between numbers on a number line, you can determine the pattern. We are also learning that subtraction is an alternate, and often more efficient way to find a difference. On the work example below, the students must fill in the missing terms in the equation, but also write an equivalent sutraction equation for each addition problem. For example, on number 1:
3 + 1 = 4 4 - 1 = 3 or 4 - 3 = 1 In doing this, the students learning that, to find out what you would have to add to one number to make another larger number, you simply subtract the lower value number from the greater. This strategy is then applied to solve for the missing terms on the number lines below. Here is a problem the students have been working on this week. They are working on identifying and describing patterns and, in this case, using them to solve a problem. The goal is to be able to find a rule that will allow you to extend the pattern and also to figure out the input/output relationship that would solve for any term. Below the problem you will see one groups solution.
Here is a link to a video that does a pretty good job of explaining something the students observed in Science today.
We are continuing out examinations of patterns. Below is an example of the type of work we are doing in the classroom. Students are organizing what they see in visual patterns into charts in order to find and describe pattern rules. The rule helps to determine what comes next. As the students become more confident, they are also discovering the relationships between the term number (n) and the corresponding number of shapes. This allows them to determine, without having to continue the pattern, the number of shapes for any given term.
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AuthorMr. Long Archives
March 2019
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