Unit 2: Day 4: Exploring Patterns Grade 8 Math Learning Goals Materials BLM, 2.4.1, Determine any term given its term number in a linear pattern represented 2.4.2, 2.4.3 algebraically. Linking cubes Examine patterns involving whole numbers in a variety of forms. Geoboards Explore and establish the difference between linear and non-linear patterns. Toothpicks LCD projector computer with statistical software or Geometers Sketchpad Assessment Opportunities Whole Class Summarizing Minds On… Think Literacy: Review the terms and using an example from Day 3. constant variable, Mathematics, Grades 7–9, pp. 40–41 Make available the following materials at each station: linking cubes, geoboards, Action! Small Groups Exploration toothpicks and/or Students rotate through stations (BLM 2.4.2). other appropriate materials. Word Wall variable constant Consolidate Whole Class Summarizing Debrief Discuss the patterns students found during their station work. Pose questions: If time permits, demonstrate what patterns did you find more logical to extend and represent another way? linear and Why do you think some were more logical than others? patterns look like graphically Create class Frayer models for constant and variable. Formulate a working using GSP®4, definition for each term. See BLM 2.4.1. FathomTM, or Define that linear patterns form a straight line that can be shown using a ruler but spreadsheet software to give non-linear patterns do not form a line. meaning to the In small groups, students sort the different patterns into two groups: linear and terms and linear non-linear. Groups justify their sorting to the class. non-linear. Use discrete examples Curriculum Expectations/Communicating/Observation: Listen as students so it is consistent discuss their choices and justify their reasoning as they sort. with their work. Home Activity or Further Classroom Consolidation In your journal, compare linear patterns to non-linear patterns, use as many Make available the Differentiated representations as possible. GSP®4 take-home Reflection version for students How are they similar? who may wish to How are they different? produce their sketches using software.
Unit 2: Day 4: Exploring Patterns Grade 8 Math Learning Goals Determine any term given its term number in a linear pattern represented algebraically. Examine patterns involving whole numbers in a variety of forms. Explore and establish the difference between linear and non-linear patterns. Materials BLM, 2.4.1, 2.4.2, 2.4.3 Linking cubes Geoboards Toothpicks LCD projector computer with statistical software or Geometers Sketchpad Assessment Opportunities Minds On… Whole Class Summarizing Review the terms constant and variable, using an example from Day 3. Think Literacy: Mathematics, Grades 7–9, pp. 40–41 Make available the following materials at each station: linking cubes, geoboards, toothpicks and/or other appropriate materials. Word Wall variable constant If time permits, demonstrate what linear and patterns look like graphically using GSP®4, FathomTM, or spreadsheet software to give meaning to the terms linear and non-linear. Use discrete examples so it is consistent with their work. Action! Small Groups Exploration Students rotate through stations (BLM 2.4.2). Consolidate Debrief Whole Class Summarizing Discuss the patterns students found during their station work. Pose questions: patterns did you find more logical to extend and represent another way? Why do you think some were more logical than others? Create class Frayer models for constant and variable. Formulate a working definition for each term. See BLM 2.4.1. Define that linear patterns form a straight line that can be shown using a ruler but non-linear patterns do not form a line. In small groups, students sort the different patterns into two groups: linear and non-linear. Groups justify their sorting to the class. Curriculum Expectations/Communicating/Observation: Listen as students discuss their choices and justify their reasoning as they sort. Differentiated Reflection Home Activity or Further Classroom Consolidation In your journal, compare linear patterns to non-linear patterns, use as many representations as possible. How are they similar? How are they different? Make available the GSP®4 take-home version for students who may wish to produce their sketches using software.