task card will be shared with the whole class once all groups are completed with each task card. Share Looking at the results from each task card, were there any patterns that did not grow? Were there any that did not repeat? On task cards 10,11,13 and 16, you were to record information in the table. What did you notice about the information recorded? Are there any patterns that you can see? Were there any task cards that were difficult to complete? Summarize The purpose of this lesson was to give students reinforcement in identifying and extending growing and repeating patterns. Students should also make the connection that there is a numerical pattern with some of these patterns. Pransky, S. (n.d.) Patterns with Shapes Task Cards. Retrieved June 27, 2016 from: Day 12-Numerical Patterns Launch In today’s lesson, students will first play a game called Stand up, sit down. Students will also be working in groups to identify and extend numerical patterns. They will be working with Fibonacci sequence to first figure out a pattern. Once a pattern is found, they will extend the pattern out to the 25th term. Explore In the first part of this lesson, students will be playing a game called Stand up, Sit down. In this game, all children stand up and you call out a sequence. Examples would be to do times tables: 5, 10, 15, 20, 25, etc.… As you read off the sequence of numbers, you will purposely miss out one number. When the students think that a number has been missed out, they have to sit down as quickly as possible. The last person standing is out. This is a great game to not only review multiplication facts, but it is also great at getting students started with recognizing a pattern. To make this more challenging, you could count backwards or count by square numbers. The second activity has students in groups of 4. They will each be given a copy of the Fibonacci sequence. It is a pattern of numbers that students must find a pattern
task card will be shared with the whole class once all groups are completed with each task card. Share Looking at the results from each task card, were there any patterns that did not grow? Were there any that did not repeat? On task cards 10,11,13 and 16, you were to record information in the table. What did you notice about the information recorded? Are there any patterns that you can see? Were there any task cards that were difficult to complete? Summarize The purpose of this lesson was to give students reinforcement in identifying and extending growing and repeating patterns. Students should also make the connection that there is a numerical pattern with some of these patterns. Pransky, S. (n.d.) Patterns with Shapes Task Cards. Retrieved June 27, 2016 from: Day 12-Numerical Patterns Launch In today’s lesson, students will first play a game called Stand up, sit down. Students will also be working in groups to identify and extend numerical patterns. They will be working with Fibonacci sequence to first figure out a pattern. Once a pattern is found, they will extend the pattern out to the 25th term. Explore In the first part of this lesson, students will be playing a game called Stand up, Sit down. In this game, all children stand up and you call out a sequence. Examples would be to do times tables: 5, 10, 15, 20, 25, etc.… As you read off the sequence of numbers, you will purposely miss out one number. When the students think that a number has been missed out, they have to sit down as quickly as possible. The last person standing is out. This is a great game to not only review multiplication facts, but it is also great at getting students started with recognizing a pattern. To make this more challenging, you could count backwards or count by square numbers. The second activity has students in groups of 4. They will each be given a copy of the Fibonacci sequence. It is a pattern of numbers that students must find a pattern
Discrete%20Grade%20KF%20CW%204.docx