Below is a practice sheet that the students worked on on Thursday. Skip counting from a variety of starting places, with both increasing and decreasing patterns, builds confidence and efficiency in addition and subtraction. In either case, identifying the difference is the key. Below the page is a link to a video which will provide a preview of where we are headed in the future. It gives you an idea of how patterns can help you to know more than just what comes next. I recommend Khan Academy videos for learning new concepts and skills, or brushing up on those learned previously.
0 Comments
The students used the number of letters in their names to make patterns on a 100s chart. We used mine to identify and describe visual patterns that would help us to color in the correct squares and confirm we hadn't made any mistakes. For example, one pattern was 1 down, right 2; another was down 3 and a third was down one, left 4. Each of these could be used repetitively to predict where the next blue dot should go to fill in the chart and form the visual pattern you see. But repeating patterns aren't the only ones here. Using the first six numbers (6,12,18,24,30,36) we could see there is a growing pattern. Once the rule is determined (add 6 or counting by 6), we can use it to complete the chart as well. Patterns on such a chart are great for learning about multiplication, division, factors and multiples, and for developing early algebraic thinking.
Patterns are at the very heart of mathematics. The ability to recognize, describe and create patterns helps us to make predictions based on our observations, which is an important skill in math. An understanding of patterns prepares children for learning complex number concepts and mathematical operations. We will be completing and examining our name grids next week to identify and describe patterns. Looking at different attributes like color (yellow, green) and letter type (upper/lower case, vowels/consonants, open/closed) allows us to see that there is more than one pattern in this grid.
See if your child remembers how to “clap/slap” their name by clapping out the vowels and slapping out the consonants! The students are developing their ability to compare fractions using visuals and/or their understanding of equivalence. We have been working through the four pages of the work you see below. I have also placed a button that will link to a Khan Academy video that may help students to remember some of the things we talked about this week.
Khan Academy is a web site that has many math resources for students. Simply search for the skill or concept you want to review, and you'll find a mini tutorial. Below are two links that help students review 2 digit by 1 digit multiplication and division.
We have been learning that numbers can be represented on a place value chart using base ten blocks. Generally, we organize the blocks so that we can easily recognize and say the number. This involves grouping ones into tens, tens into hundreds and so on, so that no place has more than 9 blocks in it. That is the case with the top chart in the problem below. We see 3 thousands, 3 hundreds, 3 tens and 3 ones, so we say three thousand three hundred thirty three (3333). This does not mean, however, that numbers can't be represented differently. The bottom chart, for example, shows 3333 as well. 1 hundred was changed into 10 tens and 1 ten has become 10 ones. This is known as regrouping, and the ability to construct and deconstruct numbers in this way is important as we move toward solving problems involving addition, subtraction, multiplication and division.
The button below the picture will take you to a link. It is an activity that challenges students to recognize different ways to represent the same number. Try a few together and see how you do! |
AuthorMr. Long Archives
March 2019
|