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You will find a blank chart and a plastic bag of cutouts at your table.

You will find a blank chart and a plastic bag of cutouts at your table. With a partner, use the cutouts to recreate a hundreds chart. As you complete the task, discuss the strategies used. . Elementary math cadre December 2010. A Look At Today.

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You will find a blank chart and a plastic bag of cutouts at your table.

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  1. You will find a blank chart and a plastic bag of cutouts at your table. With a partner, use the cutouts to recreate a hundreds chart. As you complete the task, discuss the strategies used.

  2. Elementary math cadre December 2010

  3. A Look At Today • What can be done to improve a students performance on Open Response questions? • Why is knowing where numbers are located on the 100’s chart so important in developing the concept of numbers? • How can we use patterns to develop algebraic thinking?

  4. SELECTING WHAT IS IMPORTANT INFO MAJOR AREA OF CONCERN POWER VERBS

  5. Let’s Try Farmer Brown plans to use 20 meters of one side of his barn as one of the four sides of the rectangle and all 50 meters of the fence as the other 3 sides. Draw and label a diagram of the barn and fence. Determine the perimeter of the entire garden. Calculate the area of Farmer Brown’s garden. Show all of your work.

  6. Another Version

  7. Things to Think About… • Provide students with a copy of 100’s chart or place on smart board. Provide a rule and ask students the following: • Who can tell me a number on the chart that fits the direction? • Who can explain why it fits? (Practice this) • Tell me another number that fits my rule. • Provide students with a number that does not fit your rule. Ask students why it does not fit.

  8. Exploring the Hundreds Chart • Select one of the rules from the envelope.  • Color each square that has a number in it that follows your rule.  • Select another rule.  • Use a different color to color each square that has a number that follows this rule.

  9. Extensions • Read each rule and have students identify the chart. • Have students show work on document camera and explain patterns. • Have students create their own rules and use for a formative assessment activity. • Involve vocabulary during discussions…parallel, perpendicular, diagonal…more?

  10. Don’t Get Lost

  11. Arrow Arithmetic • 7 = • 52 = • 36 = • 17 = • 53 = • 76 =

  12. Focus Activity The object of this activity is to get students to recognize and understand what pattern is and use concrete models to construct patterns.

  13. Your Turn with a Partner • One person will grab a cup of “Class Chow” and pour the contents onto a napkin. Create a pattern. (You do not have to use all of the chow, but your pattern must repeat.) • Your partner will then go get a cup of “Class Chow” and continue your pattern. • Check for accuracy • Now it is your partner’s turn. • Munch on your “Chow”!

  14. Pattern Vocabulary Pattern: a model, plan or rule to describe a set of shapes or numbers that repeat or expand in a predictable why 2. Numeric Pattern: a pattern composed of numbers such as 2,6,10,14, etc. 3. Geometric Pattern: a pattern composed of shapes or geometric properties such as 4. Sequence: a collection of numbers or shapes in a specific order. 5. Ellipsis: (…) used in writing to show something was left out

  15. What is the order of the next five shapes?

  16. What Comes Next? • 1, 2, 4, 8, 16… • 20, 18, 16, 14… • A, C, F, J, O, U… • O, T, T, F, F, S, S, E, N… • J, F, M, A, M, J, J, A…

  17. Extension Activities • Each student will design a page with multiple patterns. Each page will include… • A bug with a geometric pattern of shapes and colors. • A border around the page with a geometric pattern of shapes and colors • One other pattern of the artist’s choice (verbal, background, numeric)

  18. Identifying and Extending Patterns Instructional Pattern: Concrete Models 1. Write all the numbers from 5-20 horizontality on your paper. Place the same colored counter under the #’s, 5, 10, 15 and 20. Place a second colored counter under every number not included in our original problem.

  19. Instructional Pattern: Number Line

  20. Instructional Pattern: Discuss and Write • Simply put into words what you have seen in other methods to determine the pattern. • What are the important parts of any pattern? • It is JUST AS IMPORTANT to recognize where the pattern starts. • Explain in your own words our pattern.

  21. Instructional Pattern: Number Sentences Does each pattern increase or decrease? What operation will take a number from 5 to 10? 10 to 15? Can you write a number sentence which describes this pattern?

  22. It’s Time For A Foldable

  23. WRAP UP

  24. Wishing you and your family and very happy and blessed holiday season. Janet and Tammy

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