شرح ماث جريد 3 - Lesson 1 - Patterns

1.TEACHER DO: Display the Thinking Like a Mathematician anchor chart. 

TEACHER SAY: Today we will explore some patterns. Last year, you looked at patterns too, so you have some experience with them. Open your Mathematics Student Book to page Lesson 1: Connect. 

STUDENTS DO: Open student books to page Lesson 1: Connect. 

TEACHER SAY: Look at Pattern Problem 1. Then turn to your Shoulder Partner and decide what the pattern is and what would come next in this pattern. I will use Calling Sticks to choose someone to explain the pattern. You might find more than one pattern, and that is okay. STUDENTS DO: Turn and Talk to Shoulder Partner about the pattern. Selected students share. Students may see just the color or the number or both. 

TEACHER SAY: Nice job. This is a visual pattern. It has one red leaf, then one yellow leaf, then one green leaf, and then it has two red leaves, two yellow leaves, and two green leaves. It is a color pattern that repeats and a number pattern as well that seems to be increasing, or getting larger. Whisper into your hand what the next image would be. Give a Thumbs Up if you would like to share with the group

STUDENTS DO: Whisper the next element in the pattern. Give a Thumbs Up if want to share. 

TEACHER DO: Call on a student with Thumbs Up to share the next element. Repeat until the next three elements have been shared. 

TEACHER SAY: Good job. This visual pattern repeated colors, and the number of leaves increased one each section. Let’s look at Pattern Problem 2. STUDENTS DO: Examine Problem Pattern 2. 

TEACHER SAY: This pattern does not have pictures. It is a number pattern. It has five numbers listed—30, 40, 50, 60, and 70. Lean and Whisper what you think the pattern is to your Shoulder Partner. 

STUDENTS DO: Lean and Whisper to Shoulder Partner. 

TEACHER SAY: Nice job. I heard students saying the pattern was counting by 10s or adding 10 each time. Let’s continue this pattern. I will use the Calling Sticks to choose a student to say the next number, and then I will choose another student for the next number, until we have added the next five numbers to this pattern

TEACHER DO: Use Calling Sticks to choose five students. Record the numbers as they say them on the board, continuing the pattern. If students struggle to identify the next number, ask them to try a strategy that could include looking at the first digit or calling on a friend to help. 

STUDENTS DO: Record numbers in books as selected students answer. TEACHER SAY: Good work. We looked at a visual pattern and then we looked at a number pattern. Turn to page Lesson 1: Apply. You will see another pattern, but this one is made up of dots. 

STUDENTS DO: Turn to page Lesson 1: Apply. 

TEACHER SAY: This is a pattern problem that many mathematicians have worked on. You will work with your Shoulder Partner to see if you can identify and continue the pattern. To do that, I will give you counters to build each image of dots. Building it may help you see what is happening in this pattern

Once you think you and your Shoulder Partner understand what the next image of dots would look like, build it with the counters and then record it in your book. Try to build and draw the next two images of dots—the next two images in the pattern. Th ere is also a challenge question for you to think about, so if you finish early, you can work with your Shoulder Partner on the challenge. 

TEACHER DO: Give each group of Shoulder Partners a cup or bag of counters. If you have a large class, two groups of Shoulder Partners can work together. 

STUDENTS DO: Work together to identify the pattern and build the next two images in the pattern. Record answers in student book. 

TEACHER DO: Observe students building the dot images and working to identify the next two images in the pattern. When the Learn time is over, use an Attention Getting Signal to bring the group back. If time permits, ask students to share solutions and strategies. 

STUDENTS DO: Share solutions and strategies

1.TEACHER SAY: At the end of each math class, we have a few minutes to share. Sometimes you will refl ect and share with a partner or with the whole group. Sometimes you will use the Math Journal pages in your student books to record your thoughts, ideas, and new learning. 

Today we solved some pattern problems. We had a visual pattern of leaves, a number pattern, and a dot pattern. Whisper into your hand which pattern was the hardest to solve. Th en turn to your Shoulder Partner and share which one and why. 

STUDENTS DO: Whisper into hand which was the most challenging pattern. Th en Turn and Talk to Shoulder Partner. 

TEACHER DO: Wait 1 to 2 minutes for students to Whisper and share with Shoulder Partner. 

2.TEACHER SAY: Today I saw many of you get frustrated or confused, but you kept trying to fi gure out the answer. Th is year in math, we will work hard to solve all sorts of problems, easy ones and hard ones. When we have a hard one, sometimes we have to really stick with it and try a lot of diff erent strategies, such as talking to a partner or building or drawing a representation of the problem. Sticking with a problem is called PERSEVERING. It is about not giving up. Th is is what we want to try and do when a challenging problem comes our way. 

To remind us of this, we have a new chart that will hang in our class called Th inking Like a Mathematician. As we continue to get to know each other and work together, we can add ideas to remind us what it means to Th ink Like a Mathematician. Our fi rst word or idea will be that mathematicians persevere. 

TEACHER DO: On the class chart, write “Mathematicians persevere when solving problems. Th ey try lots of diff erent strategies and do not give up.” 

TEACHER SAY: Great fi rst day of math. In our next math class, we will learn more about each other and review some types of graphs that we made in P2.