Materials: • Provide students with a blank number line (see BLM 8: Number Lines) so they can Digital Slide 22: What’s My Pattern? What’s My Rule? (4) create their own pattern. They can create the pattern on another piece of paper. 13 14 Differentiation 34 35 • Select the number lines that best meet the needs of your students. Scholastic Canada GR3 BC Patterns & Relations 3rd Pass Assessment Opportunities Digital Slides November 9, 2021 22: What's Observations: Pay attention to students’ ability to create the pattern and the rule: Digital Slide – Can they identify numbers based on their position on the number line? – Can they accurately extend the pattern and identify the numbers in the pattern? – Can they translate what they see on the number line into a number pattern? Conversations: If students are having difficulty determining the pattern on the number line, prompt them by asking: – What number does the pattern start at on the number line? – How many jumps on the number line are there between each dot? – How did you know what number to start your pattern with? – Is your pattern a growing or shrinking pattern? How do you know? – What do you need to include to have a complete rule? Consolidation (20 minutes) • Students meet with another pair and exchange the pattern rules that they created. They can create each other’s patterns and then discuss whether they reflect the pattern rule. • Meet as a class. Strategically select some students’ patterns to discuss how the translated patterns have the same structure. • Identify the operations that were involved in creating the patterns. Further Practice • Give students blank number lines and have them create their own patterns. Have them switch with a partner, identify the pattern, and guess the rule. • Independent Practice in Math Journals: Have students choose one of the number lines on Digital Slide 22. They can identify the pattern, the rule, and then create a new pattern that changes by the same amount. My Pattern? What's My Rule (4) Patterns and Relations 57
10Lesson Representing Geometric Patterns with Numbers Math Curricular Competencies Learning Standards • Reasoning and analyzing: Use reasoning to explore and make connections; model mathematics in contextualized experiences • Understanding and solving: Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving; visualize to explore mathematical concepts; develop and use multiple strategies to engage in problem solving • Communicating and representing: Communicate mathematical thinking in many ways; use mathematical vocabulary and language to contribute to mathematical discussions; explain and justify mathematical ideas and decisions; represent mathematical ideas in concrete, pictorial, and symbolic forms • Connecting and reflecting: Reflect on mathematical thinking; connect mathematical concepts to each other and to other areas and personal interests Content • Increasing and decreasing patterns • Pattern rules using words and numbers, based on concrete experiences Teacher Possible Learning Goals Look-Fors • Identifies, describes, represents, and extends a variety of geometric growing Previous Experience patterns using concrete materials with Concepts: Students have had • Associates a number pattern with a geometric growing pattern and explains experience identifying, describing, extending, the pattern rule using numbers and/or words and creating a variety of growing and shrinking • Identifies and describes the rules of geometric growing patterns patterns. They have also • Extends the geometric growing pattern using concrete materials identified and described • Represents a simple geometric growing pattern using a number pattern geometric patterns that appear in real-life About the contexts (e.g., wallpaper). It is important for students to have multiple opportunities to observe, explore, and visualize number patterns using a variety of concrete objects (e.g., square tiles, connecting cubes) so that they can apply their spatial reasoning skills to predict the next term in a pattern. When students 58 Patterns & Relations/Data & Probability
Math Vocabulary: have had ample practice with the concrete examples of number patterns, gnseueomqmubeeentrrcipcea,pttaetrtne,rn, they can represent these geometric patterns with numbers and use them to extend the pattern. Materials: About the Lesson “What’s Missing?” (page 7 in Patterns, In this lesson, students describe and extend a variety of growing Relations, Data, and and shrinking geometric patterns using concrete materials and Probability big book and describe the pattern rules using words and/or numbers. little books), square tiles, connecting cubes, Minds On (20 minutes) toothpicks or coloured craft sticks, pattern • Start at 1 and begin slowly counting aloud by 3s (1, 4, 7, 10, …) until the class blocks, BLM 12: What’s Missing? (1 copy per recognizes the pattern and joins in. If they do not recognize the pattern, begin group) again. Pose some of the following prompts to discuss the pattern that emerged: Time: 60 minutes – What changes in each of the terms? – What was our starting number? (1) © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 What is the missing Term? BLM 12: What’s Missing? – What was our pattern rule? (add 3 each time) What comes next? – What is the pattern doing? (repeatedly growing) Scholastic Canada GR3 BC Patterns & Relations ?? • Write the first four numbers on chart paper. Ask how students could represent Reproducibles November 9, 2021 this pattern using concrete objects. Students can work with a partner and choose any objects they want to represent the number pattern. Encourage ?? them to organize the objects in an interesting way. 4th Pass • Discuss students’ representations and how they all represent the same pattern. 25 Highlight how patterns can grow in many directions (e.g., to the right, to the left, up, down, diagonally). • Show the “What’s Missing?” page from the big book and draw attention to the first pattern. Ask students what they see and what the pattern is doing (growing). Ask what they are supposed to do (identify the missing second term). They can turn and talk to a different partner about what the missing second term might be. • Have students share their responses. • Ask how they could represent this pattern with numbers. Write the numbers 1, 3, 5, 7 in a sequence on chart paper. Ask what the pattern rule is (e.g., start at 1 and add 2 each time). Working On It (20 minutes) • Have students continue to work on the patterns on page 7 of the big book. Give them coloured tiles and toothpicks so they can represent the patterns with concrete objects. For each pattern, they create the missing element and then extend the pattern by building the next two terms in the pattern. • Students can draw their completed patterns on chart paper and record the pattern using numbers. They also identify the pattern rule and describe it in words and/or numbers. Patterns and Relations 59
• Students can work in small groups sharing little books and recording their answers on BLM 12: What’s Missing? • Students can build their own geometric pattern with concrete objects. They can record their pattern on a strip of paper, omitting one of the terms. Differentiation • You may need to meet in a small group with some students and complete one example together. Assessment Opportunities Observations: • Listen to students’ discussions about the pattern rules. Do they look for relationships between the numbers? • Pay attention to whether students can represent their geometric patterns using numbers. Can they see the number value represented by number of items or number of side lengths? Conversations: If students have difficulty representing the pattern with numbers, pose some of the following prompts: – How many pattern elements do you have in your pattern? Count them. So, your first pattern representation is the first term. Which is the third term? – What is growing in the pattern? (e.g., number of objects) How many objects are in the first term of your pattern? Record the number of objects. Do this for all of the terms in the pattern. Consolidation (20 minutes) • Have small groups meet with another small group. They can exchange the patterns they created, figure out the missing term, extend the pattern, and describe the pattern rule. • Meet as a class. Review the patterns in the big book and the number sequences that describe the patterns. Ensure that students see the connection between the geometric and numerical representations. • Use the first pattern in the big book as an example. Reinforce how studying the numbers can help to reveal the pattern rule (e.g., start at 1 and add 2 each time). • Ask students what they think the tenth term in the pattern would be and how they can figure this out. Further Practice • Building Growth Mindsets: Ask students which patterns were easiest to identify, and which ones were most challenging. Make a list of the ones they found difficult. Over the next few days, take 5–10 minutes to show a similar pattern and have students identify how the pattern grows or shrinks. Have them match the pattern to the similar one on the list and make connections between the two patterns. Remind students that they may not be able to recognize some of the patterns YET, but with practice, they will improve. 60 Patterns & Relations/Data & Probability
First Peoples This supports the First Peoples Principles of Learning that learning involves Principles of patience and time. Learning • Independent Practice in Math Journals: Have students create one geometric pattern using the concrete material of their choice and sketch it into their journals. Have them describe how the geometric pattern grows and identify the corresponding number pattern. Patterns and Relations 61
11Lesson Representing Geometric Patterns in Various Forms Math Curricular Competencies Learning Standards • Reasoning and analyzing: Model mathematics in contextualized experiences • Understanding and solving: Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving • Communicating and representing: Explain and justify mathematical ideas and decisions: represent mathematical ideas in concrete, pictorial, and symbolic forms • Connecting and reflecting: Reflect on mathematical thinking Content • Increasing and decreasing patterns • Pattern rules using words and numbers, based on concrete experiences Teacher Possible Learning Goals Look-Fors • Identifies and describes a variety of simple geometric patterns • Represents simple geometric patterns using a number sequence and a Previous Experience with Concepts: number line Students have had experience with repeating, • Describes or shows the pattern rule for a geometric pattern increasing, and decreasing • Represents a simple geometric pattern using numbers patterns. They have had • Explains the pattern rule using words and numbers some experience with • Represents the pattern on a number line naming and identifying two-dimensional shapes. About the Lesson Math Vocabulary: In this lesson, students continue to describe and extend a variety of growing and pignaectorteemarens,tirnricge,,psdehaeatciprneegas,s,ing, shrinking geometric patterns using concrete materials and describe term the pattern rules using words and/or numbers. Minds On (20 minutes) • Project Digital Slide 23: What’s the Pattern? (1). Have students turn and talk to a partner about the pattern and its rule. 62 Patterns & Relations/Data & Probability
Materials: • Students can share what they noticed. (e.g., geometric pattern; pattern is Digital Slide: 24: Number Line to 20 growing; with each term you add one red circle to the top and bottom of the Digital Slide 23: What’s the Pattern? (1) first circle and one more on the right; the number sequence for this pattern is 2, 5, 8, 11, …; the pattern rule is “start at 2 and add 3 each time”) 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 • Project Digital Slide 24: Number Line to 20. Ask students how they would Scholastic Canada GR3 BC Patterns & Relations 3rd Pass Digital Slides represent the pattern from Digital Slide 23 on a number line. Record the November 9, 2021 pattern as students explain what to do. Put +3 above each movement to show the repetitive growth. Scholastic Canada GR3 BC Patterns & Relations 3rd Pass Digital Slides • Make connections between the representations. In each case, discuss how they November 9, 2021 Digital see the growth in the pattern. basket, rulers, Working On It (20 minutes) Slide 23: What’s the • Give half of the students one of the patterns from BLM 14: 12 Geometric Pattern? (1), Digital Slide Patterns and the other half of the students the matching number patterns on 24: Number Line to 20, BLM 13: 12 Number Patterns. Students mingle showing their patterns until they find a match (geometric and number). BLM 13: 12 Number • Once they check in with you to ensure that their patterns match, the pairs Patterns, BLM 14: 12 represent their patterns on a number line. Geometric Patterns, • When they are finished, they can create their own geometric pattern and BLM 15: Number Line represent it on a number line using BLM 15: Number Line to 20. They can to 20 describe the pattern rule using words and/or numbers. Time: 60 minutes Differentiation Scholastic Canada GR3 BC Patterns & Relations Scholastic Canada GR3 BC Patterns & Relations BLM 15: Number Line to 2026 © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1Scholastic Canada GR3 BC Patterns & Relations© 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 • You may decide to match the level of pattern complexity to the needs of your Reproducibles Reproducibles BLM 14: 12 Geometric Patterns Reproducibles November 9, 2021 November 9, 2021 November 9, 2021 students. 28 © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 BLM 13: 12 Number Patterns Assessment Opportunities 1, 2, 3, 4, … 1, 4, 7, 10, … 1, 3, 5, …0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Observations: Pay attention to whether students see and can explain the 4th Pass 2, 4, 6, 8, … 2, 3, 4, 5, … 2, 5, 8, 11, … connections between the representations: 2, 4, 8, …4th Pass 3, 5, 7, … 3, 4, 5, 6, … – Do they use one representation to help create the other representations or do they create each one from the original pattern? 4th Pass 27 – Can they show the growth in each representation? 4, 5, 6, 7, … 3, 6, 9, … 4, 6, 8, 10, … Conversations: Pose some of the following prompts to help students make connections between the representations: – What is the value of the first term of your pattern? Where is this value on your number line? – How is your pattern growing? Where do you see this growth in each of your representations? Consolidation (20 minutes) • Have students meet with another pair. They can take turns showing one of their representations, while the other pair states what they think the pattern rule is. • Select three students’ solutions to display. Post them so each student’s representation is separate from each other’s and mixed in with the work from the other two students. Patterns and Relations 63
Materials: • Students turn and talk to a partner about how to match up the various Digital Slide 25: What’s the Pattern? (2) representations. Scholastic Canada GR3 BC Patterns & Relations Slide 3rd Pass • Discuss students’ reasoning for why representations belong together. Once Digital Slides November 9, 2021 25: What's they are matched, use one student example to highlight the growth in each. Digital Further Practice the Pattern (2), BLM 16: • Independent Problem Solving in Math Journals: Show students Digital What Is the Number Slide 25: What’s the Pattern (2). Briefly discuss the patterns that they see. Distribute copies of BLM 16: What Is the Number Pattern? Have students Pattern? determine the number pattern and represent it on the number line. © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 BLM 16: What Is the Number Pattern? Scholastic Canada GR3 BC Patterns & Relations Reproducibles November 9, 2021 4th Pass 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 29Teaching Tip Math Talk: Integrate the math talk Math Focus: Investigating a pattern that involves multiplication moves (see page 8) throughout Math Talks Let’s Talk to maximize student participation and active • I am going to print the following rule on the chart paper. Start at 2. Add 2 each listening. time. Turn and talk to a partner about what pattern this rule creates. • What did you find? (2, 4, 6, 8, 10…) How is the pattern growing? • Where can you see the +2 in our table? • Let’s put the term number above each of our numbers. How is the term number related to the number of objects? Turn and talk to a partner. • What did you find? (e.g., the term value is double the term number) Is this true in every case? • What would be the term value for the sixth term if we add 2 more? (12) Is it double the term number? • What operation can we use to show doubling? (×2) What rule could we make for this pattern? (e.g., multiply the term number by 2; double the term number) • If this rule works for all term numbers, what would the term value of the twenty- fifth term be? Let’s count the term numbers on the hundred chart by starting on the number 2 since this is the first term value. • What is the twenty-fifth term? Did our rule work? (yes) Let’s try it for the fiftieth term. What do you predict it will be? Why? • What did we find? Our rule seems to work with all numbers. • So, in this case, we saw a connection between the term number and the term value that allows us to predict what the term value will be for all term numbers. This is something you will investigate for many years to come as you look at more complex patterns. 64 Patterns & Relations/Data & Probability
Materials: Math Talk: Digital Slide 26: What’s the Pattern? (3) Math Focus: Investigating a pattern that involves doubling Scholastic Canada GR3 BC Patterns & Relations Slide 3rd Pass Let’s Talk Digital Slides November 9, 2021 26: What’s Select the prompts that best meet the needs of your students. Digital • Show students the pattern on Digital Slide 26: What’s the Pattern? (3). Look at the Pattern? (3), square this pattern. Turn and talk to a partner about how the pattern is growing. tiles, coloured counters, • What did you notice about this pattern? (e.g., I saw the size of the rectangle connecting cubes changing). Put your thumb up if you agree. How did you see the size changing? (e.g., from small to big) • Look carefully at the individual parts of the rectangles. What shape are they? (squares) How many squares are in each term number? (e.g., 2, 4, 8) Record the term number with the number of objects beside it. • Work with a partner and build the term that comes next in the pattern. How many squares did your new rectangle have? (16) Add this information to our sequence of numbers. • How is the pattern growing? (e.g., add 2, then add 4, then add 8) • Look at the number of tiles. What operation are you using to get to the next number? (multiplying by 2) • So, our rule is that you double the number of tiles each time or multiply the number of tiles by 2. • Knowing this rule, what would the next term be? Patterns and Relations 65
12Lesson Guided Math Lesson: Camp Blast-Off! Math Curricular Competencies Learning Standards • Reasoning and analyzing: Use reasoning to explore and make connections; Teacher model mathematics in contextualized experiences Look-Fors • Understanding and solving: Develop, demonstrate, and apply mathematical Previous Experience with Concepts: understanding through play, inquiry, and problem solving; visualize to explore Students have had mathematical concepts previous experience working with geometric • Communicating and representing: Communicate mathematical thinking and number patterns and have represented both in in many ways; explain and justify mathematical ideas and decisions; represent various forms. mathematical ideas in concrete, pictorial, and symbolic forms • Connecting and reflecting: Connect mathematical concepts to each other and to other areas and personal interests Content • Increasing and decreasing patterns • Pattern rules using words and numbers, based on concrete experiences Possible Learning Goals • Identifies and describes the rules for a variety of patterns, using words and numbers • Extends the pattern in geometric and numerical forms • Identifies and describes what is changing in a geometric pattern and what is staying the same • Identifies and describes the pattern rule using words and numbers • Represents the pattern in numbers as a sequence, • Extends both the geometric and numerical representations for patterns and explains what operation is repeating to create the pattern About the Lesson This is an example of a guided math lesson that can be used with the math little book. You can carry out this lesson with a small group, while the rest of the students engage in activities you have set up at centres. You may have students rotate through the centres over the course of a few days or allow them to freely visit the centres. Select the way that best suits your class. Modify the lesson so it meets the specific needs of students in each group. 66 Patterns & Relations/Data & Probability
It is important to remember that the purpose of the little book is to provide context for the math and raise curiosity about solving riddles about simple geometric and number patterns. The reading is not supposed to be a barrier to the math, nor is the goal to have students independently read the text, although this would be a welcome secondary outcome. If students are struggling with the text, read it to them. In this way, they can effectively solve the riddles by hearing the problems and applying their mathematical thinking. NOTE: If there is one group working with you in the guided math lesson and another group simultaneously solving more of the problems independently, the books will need to be shared between the two groups. Differentiation • The major purpose of a guided math lesson is to be able to differentiate instruction. The riddles in this little book are designed so they can be differentiated to meet the needs of your students. • If students are less confident in identifying number patterns represented geometrically, they can work with concrete materials to simulate the patterns in the book so they can manipulate the objects to extend the pattern. • If students are more confident in their ability to count the values in the geometric pattern, but still need support to physically simulate the movement of the growing or shrinking pattern, have them use a copy of BLM 17: Number Lines to 25 so they can visually track the change from term to term. • For students who need more of a challenge, they can record the numbers associated with the geometric pattern and determine the next or missing terms based on the repeating operation (e.g., +2, –4). • Pose ‘what if ’ clues for students who need a further challenge, which allows you to change the numbers or the way in which a pattern is changing. NOTE: The sample guided math lesson offers many more prompts and problems than can feasibly be used in one lesson. They are intended to offer ideas about how you can differentiate from group to group. Pick and choose the prompts that best suit your students’ needs. As you progress through your guided math lesson, your focus may change, depending on students’ responses or misconceptions that may arise. The following chart provides a quick reference point for the number patterns/ rules and solutions students are asked to find in Camp Blast-Off! Patterns and Relations 67
Pages Geometric Number pattern What students Solution 4–6 pattern in and rule are asked to find 10 7–9 Camp Blast-Off! The next (5th) 7 10–11 2, 4, 6, 8, … term 12–13 Start at 2 1 and 15 Add/grow by The next (4th) 9 2 each time term 13, 11, 9, … The 1st and 8th Start at 13 terms Subtract/shrink by 2 each time The next (5th) term ?, 3, 5, 7, 9, 11, 13, 15 Start at 1 Add/grow by 2 each time 25, 21, 17, 13, … Start at 25 Subtract/shrink by 4 each time Scholastic Canada GR3 BC Patterns & Relations Materials:30 © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1Reading the Book: Reproducibles Cover November 9, 2021 Camp Blast-Off! little books, variety of concrete • Read the title. Ask, “What do you think this book is about? Why?” 4th Pass objects (e.g., square tiles, two-sided Look at pages 2–3: counters, stickers, markers, toothpicks, • Ask, “What do you see on this page? How do some of these objects belong etc.), whiteboards and whiteboard markers, together? What do you think is happening?” (e.g., it might be a competition; BLM 17: Number Lines adults are holding clipboards, like judges; maybe it’s a space camp – title) to 25 “What do you think they might be building?” (e.g., a rocket) Read pages 2–3: BLM 17: Number Lines to 25 • Ask, “What will Han and Zoe need to do to get the pieces of their rocket?” 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 (e.g., read clues, solve riddles) “What will Han and Zoe win if they are one 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 of the first three groups to finish?” (a prize) “What do you think Han and Zoe might be expected to do at each of the games?” (e.g., solve some math 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 problems, answer some science/space questions, etc.) Read pages 4–5: 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 • Ask, “What do you see on these pages?” Say, “Let’s read the text on page 4.” Ask, “What does the clue say on page 5?” Have students turn and talk to a partner. Ask, “What is the next term? Why do you think so? What do you notice about the pattern? How is it changing? What is staying the same? 68 Patterns & Relations/Data & Probability
How do you know?” Ask students how many items are in the first term. (2) Second term? (4) third term? (6) Fourth term? (8) Ask, “How would we write this pattern using numbers?” (2, 4, 6, 8, …) “What is the pattern rule?” (start at 2, add 2 each time) “What do Han and Zoe need to do when they find the next term in the pattern?\" (put the number into the keypad of the box to open it up) Read pages 6–9: • Ask, “What do you see on these pages? If Han and Zoe are holding a piece of their rocket, what must that mean?” (e.g., they solved the first riddle correctly) Say, “Let’s read page 6.” Ask, “Are our predictions correct?” Say, “Read the clue on page 7 and discuss it with your partner.” Ask, “What do you notice about the pattern? How is the pattern changing? What is staying the same? How do you know? What is shrinking?” (e.g., the number of triangles) “How can we represent the pattern using numbers?” (6, 5, 4) “What do you think will be the next term in the pattern? What will it look like? Is there another pattern that you see?” (e.g., We see the number of sticks that make up the triangles are shrinking.) Ask students how many sticks are in the first term. (13) Second term? (11) Third term? (9) Ask, “How would we write this pattern using numbers?” (13, 11, 9, …) “What is the next term in the pattern? What is repeating in this pattern?” (we can count back by 2 each time) “What operation does counting back represent?” (subtraction) “What is the pattern rule for this pattern?” (start at 13, subtract 2 each time) Read pages 8–9 together: • Ask, “What do you think this piece of the rocket could be?” Read pages 10–11: • Ask, “What do you see on this page?” Ask students to look at the pattern on page 10. Ask, “What do you think you are supposed to do?” Say, “Let’s read the clue to confirm our prediction.” Have students turn and talk to a partner about how to figure out the first term. Ask, “What do you think?” (e.g., start at the end and work backwards) “What is changing in this pattern and what is staying the same? How do you know?” (growing: the last term is the largest) Ask students to try to figure out the rule and the first term. Ask, “What did you do?” (e.g., We figured out the rule from the second term to the third term and then from the third term to the second term and the rule is add 2 each time.) “Is that the rule for a pattern that is growing or shrinking? Did anyone solve it differently?” (e.g., We worked backwards so we found that you take away 2 each time.) “How are the two rules related?” (e.g., They are opposite of each other.) “What is the rule for the pattern that is shrinking shown in the illustration? What operation is being repeated? How can you figure out the first term?” (e.g., subtract 2 from the second term) Read pages 12–13: • Ask, “What do you see on this page? What do you notice about the pattern? What stays the same and what changes? How do you know? What do you need to find?” (the fifth term) Have students turn and talk to a partner about what the pattern is. Ask, “What did you find?” (e.g., There are 4 less stars each time.) “What is the rule for this pattern?” (start at 25 and subtract 4) “What operation Patterns and Relations 69
is repeating? What is the fifth term?” (9) “What would the rule be if we started at the fifth term and worked backwards?” (start at 9 and add 4 each time) “What operation is repeating this time? How are these two rules related?” Read pages 14–15: • Ask, “What do you think the final surprise might be?” Read page 16: • Ask, “What is the surprise?” (blasting off all of the student rockets) “What pattern do you see? What kind of a pattern is a countdown?” (shrinking pattern) Consolidation (30 minutes – after the last rotation) • Provide all students with a variety of concrete materials to create a new geometric pattern using the following criteria: – pattern that grows or shrinks – pattern that shows 4 terms • Ask students to identify the pattern rule of their geometric pattern, using words and/or numbers. Building Growth Mindsets: Have students reflect on the patterning unit. Discuss what activities they enjoyed the most and which ones were the most challenging. • Ask what they think were the most valuable or interesting things that they learned about patterns. • Discuss what they most improved on during the unit. • Ask what they still find confusing about patterns. (e.g., finding the rules, etc.) Make a list of some of their concerns. Over the next few weeks, take 5–10 minutes per day to review one or two of the ideas, either by posing a verbal question or showing an interesting pattern. Continually refer to the list and mark off concepts that are better understood or add new questions to the list. It is important for students to see the list as a working document that helps them address further learning, even once the unit has been completed in class. 70 Patterns & Relations/Data & Probability
13Lesson Reinforcement Activities Math • All Math Learning Standards identified in this unit Learning Standards Previous Experience About the Lesson with Concepts: Students have had several The following activities can be carried out by the whole class, in small opportunities to identify groups, or as centres that students can rotate through. They can also repeating patterns as well be used throughout the unit any time you decide to offer guided math as growing and shrinking lessons, as extra practice for students who need reinforcement patterns in both visual or finish early. form, numeric form, and word form. Math Vocabulary: psenlahixuntrtmetiene,nbkrtdniern,,arg,dng,rresuoslsalwoectri,renti,nbguei,d,mecbnreteirafyt,e, Scholastic Canada GR3 BC Patterns & Relations Materials:© 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 Math Centre Activities Reproducibles BLM 18: What Is the November 9, 2021 Pattern? Centre 1: Patterns and How They Repeat BLM 18: What Is the Pattern? • Instructions: On BLM 18: What Is the Pattern?, students look at different • What is the pattern? patterns and identify the pattern core, the attributes that are changing, the • What is the core? next term, the fifth term, and the twelfth term. • What are the attributes that change? • What is the next term? The 5th term? The 12th term? • Extension: Have students create their own pattern and then switch with a partner to find the eighth, fifteenth, and twentieth terms. 4th Pass 31 Patterns and Relations 71
Materials: Centre 2: Creating Patterns counters, connecting • Instructions: Students use the cards from BLM 19: Create Patterns to create cubes, square tiles, BLM 19: Create Patterns patterns using concrete materials. They transfer what they create to a drawing in their math journals. They can represent the pattern using numbers on a number line. 32 © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 BLM 19: Create Patterns Scholastic Canada GR3 BC Patterns & Relations Create a pattern Create a repeating Create a pattern Create a repeating Reproducibles that grows by 2 . pattern: ABC . that shrinks by 5 . pattern: ABBA . November 9, 2021 Create a number Create a pattern that Create a repeating Create a pattern that pattern that adds starts at 6 and pattern: ABA with starts at 65 and grows by 5 . decreases by 10 . 2 each time . two attributes that change . Create a pattern Create a pattern Create a pattern with Create a repeating that shrinks by 6 . that shrinks by 3 . a rule: start at pattern with 45, add 7 . 2 attributes: AAB . 4th Pass Create a pattern with Create a pattern with Create a pattern with Create a pattern with a rule: start at a rule: start at a rule: start at a rule: start at 66, subtract 8 . 13, add 4 . 31, subtract 4 . 45, add 7 . Materials: Centre 3: Using the Calendar BLM 20: Calendar • Instructions: Students solve the problems on BLM 20: Calendar Problems Problems using the two calendar months shown on that page. Have them use their math © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 BLM 20: Calendar Problems journals to explain and show their thinking. Use the calendar to solve these problems. Scholastic Canada GR3 BC Patterns & Relations Kabeer waters the garden every two days in July . Ana says that if she reads one chapter of her Reproducibles If he starts on July 3rd, how many days in July will book every four days, she will finish her book by November 9, 2021 he water the garden? Explain your ideas! the end of November . Her book is 12 chapters long and she started reading it on November 5th . Is she correct? Explain your ideas! 4th Pass July November 12345 1234567 6 7 8 9 10 11 12 8 9 10 11 12 13 14 13 14 15 16 17 18 19 15 16 17 18 19 20 21 20 21 22 23 24 25 26 22 23 24 25 26 27 28 27 28 29 30 31 29 30 33 Materials: Centre 4: Number Patterns—Create It! BLM 21: Create • Instructions: Students use the concept circles on BLM 21: Create Growing Growing Patterns, BLM 22: Create Patterns and BLM 22: Create Shrinking Patterns to create growing and Shrinking Patterns shrinking number patterns starting with a number of their choice. BLM 21: Create Growing Patterns Pick any number between 1 and 100 . Put that number in the middle circle! Create a growing pattern using the pattern rule found in each section . BLM 22: Create Shrinking Patterns Pick any number between 1 and 100 . Put that number in the middle circle! Create a shrinking pattern using the pattern rule found in each section . + 4 each time + 9 each time – 4 each time + 6 each time – 9 each time – 6 each time + 7 each time – 7 each time 34 © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 Scholastic Canada GR3 BC Patterns & Relations 4th Pass Reproducibles November 9, 2021 © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 35 Scholastic Canada GR3 BC Patterns & Relations 4th Pass Reproducibles November 9, 2021 Materials: Centre 5: Translating Patterns BLM 23: Translate to • Instructions: Students translate the patterns on BLM 23: Translate to a a Number Pattern Number Pattern into number patterns. Students will need to identify each BLM 23: Translate to a Number Pattern continued pattern before they can translate it using tools they select. Translate these patterns to a number pattern . BLM 23: Translate to a Number Pattern continued Translate these patterns to a number pattern . BLM 23: Translate to a Number Pattern Translate these patterns to a number pattern . Number pattern: Number pattern: Number pattern: 17 33 Number pattern: 54 Number pattern:38 © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 Scholastic Canada GR3 BC Patterns & Relations 4th Pass 37 Reproducibles © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 November 9, 2021 Number pattern: Scholastic Canada GR3 BC Patterns & Relations 4th Pass Reproducibles November 9, 2021 36 © 2022 Scholastic Canada Ltd. GRADE 3 BC: PATTERNS AND RELATIONS/DATA AND PROBABILITY ISBN 978-1-4430-7299-1 Scholastic Canada GR3 BC Patterns & Relations 4th Pass Reproducibles November 9, 2021 72 Patterns & Relations/Data & Probability
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