Patterns & Relations Basics

Kayla Brown January 27, 2013

Patterns Mathematics is about recognizing, describing and working with numerical and non-numerical patterns. Patterns exist in all strands and it is important that connections are made among strands. Working with patterns enables students to make connections within and beyond mathematics. These skills contribute to students interaction with and understanding of their environment. Patterns may be represented in concrete, visual or symbolic form. Students should develop fluency in moving from one representation to another. Students must learn to recognize, extend, create and use mathematical patterns. Patterns allow students to make predictions, and justify their reasoning when solving problems. Learning to work with patterns in the early grades helps develop students algebraic thinking that is foundational for working with more abstract mathematics in higher grades. Relationships Mathematics is used to describe and explain relationships. As part of the study of mathematics, students look for relationships among numbers, sets, shapes, objects and concepts. The search for possible relationships involves the collection and analysis of data, and describing relationships visually, symbolically, orally or in written form.

Big Ideas Algebraic Reasoning

1. Algebra is a useful tool for generalizing arithmetic and representing patterns in our world. 2. Symbolism, especially involving equations and variables, must be well understood conceptually for students to be successful in mathematics 3. Methods we use to compute and the structures in our number system can and should be generalized; e.g. the generalization tells us that a + b = b + a tells us that 83 + 27 = 27 + 83 without computing the sums on each side of the equal sign. 4. Patterns, both repeating and growing, can be recognized, extended, and generalized 5. Functions in K-8 mathematics describe in concrete ways the notion that for every input there is a unique output 6. Understanding is strengthened with functions that are explored across representations, as each one provides a different view of the same relationship 1. 2. 3. 4. 5.

Algebraic Reasoning
Generalization from arithmetic and from patterns in all of mathematics Meaningful use of symbols Study of structure in the number system Study of patterns and functions Process of mathematical modelling (integrates 1-4)

NB Outcomes:
Kindergarten
PR1: Demonstrate an understanding of repeating patterns (two or three elements) by: identifying reproducing extending creating patterns using manipulatives, sounds and actions.

Grade One
PR1: Demonstrate an understanding of repeating patterns (two to four elements) by: describing reproducing extending creating patterns using manipulatives, diagrams, sounds and actions. PR2: Translate repeating patterns from one representation to another. PR3: Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20). PR4: Record equalities, using the equal symbol.

Grade Two
PR1: Demonstrate an understanding of repeating patterns (three to five elements): PR2: Demonstrate an understanding of increasing patterns by: describing reproducing extending creating patterns using manipulatives, diagrams, sounds and actions PR3: Demonstrate and explain the meaning of equality and inequality, concretely and pictorially. PR4: Record equalities and inequalities symbolically, using the equal symbol or the not equal symbol.

Grade Three
PR1: Demonstrate an understanding of increasing patterns; and PR2: Demonstrate an understanding of decreasing patterns by: describing; extending; comparing; creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000). PR3: Solve one-step addition and subtraction equations involving symbols representing an unknown number.

Grade Four
PR1: Identify and describe patterns found in tables and charts, including a multiplication chart. PR2: Reproduce a pattern shown in a table or chart using concrete materials. PR3: Represent and describe patterns and relationships using charts and tables to solve problems. PR4: Identify and explain mathematical relationships using charts and diagrams to solve problems. PR5: Express a given problem as an equation in which a symbol is used to represent an unknown number. PR6: Solve one-step equations involving a symbol to represent an unknown number.

Grade Five
PR1: Determine the pattern rule to make predictions about subsequent terms (elements). PR2: Solve problems involving single-variable, one-step equations with whole number coefficients and whole number solutions.

Subject: Algebraic Thinking Grade: 2 Learning Objective:

Kayla Brown January 27, 2013

Students will be able to differentiate between two equations; whether they are equal or unequal Students will be able to create a balanced addition equation; concretely (candy), pictorially (drawing) and symbolically (number sentence)

Materials needed:
Balance scale Wrapped candy (different colours) Whiteboard & marker Balance scale sheet Puzzle cards Response sheet Introduce the balance scale to the students & discuss different ways of balancing equations: o Is it equal? Why? Why not? How do we write that as a number sentence? Have a few students practice an equation (i.e. 2+1 = 2+2) with the balance scale and see if it is equal. If not, how do we make it equal?

Engagement:

Exploration:
Students will balance their own equations with candy and their paper scale (Appendix A) o Teacher will write an equation on the white board and students will create the equation pictorially using the balance scale o Teacher will observe, and ask whether the equation is equal/unequal

Explanation:
Class discussion on number sentences and what the equal sign means o i.e. 2+3 = 5 means that 2+3 is equal to the number 5, 2+2 = 4+1 means that 2+2 equals the same number as 4+1 o Prompt students with questions to see if they understand that the number on one side of the equal sign is equal to the number on the other side

Expansion & Evaluation:

Each student gets a puzzle piece with an equation on it, and when the teacher says start, they have to find their puzzle partner (Appendix C) o Before starting, will have discussion on the best way to find their partner (i.e. adding their equation and signaling that number instead of asking each person what their equation is) After the students have found their partner, they record the equation on their balance sheet (Appendix C) o Students will write the number sentence and draw the corresponding number of objects on each side of the scale

NCTM Standards Content Standards (Algebra):

Represent and analyze mathematical situations and structures using algebraic symbols.

Goals for Pre-K 2:

illustrate general principles and properties of operations, such as commutativity, using specific numbers use concrete, pictorial, and verbal representations to develop an understanding of invented and conventional symbolic notations

NB Curriculum Outcomes: Patterns and Relations (PR) GCO:

Variables and Equations: Represent algebraic expressions in multiple ways

SCO:
PR3 Demonstrate and explain the meaning of equality and inequality, concretely and pictorially PR4 Record equalities and inequalities symbolically, using the equal symbol or the not equal symbol.

References:
Van de Walle, J.A., Folk, S., Karp, K.S., & Bay Williams, J.M. (2011). Elementary and middle school mathematics: Teaching developmentally (3rd ed.). Toronto, ON: Pearson Canada. Department of Education and Early Childhood Development. (2009). Mathematics Grade 2 Curriculum. Retrieved from http://www.gnb.ca/0000/publications/curric/Mathematics_NB_Curriculum_Grade_2.pdf National Council of Teachers of Mathematics. (2013). Standards for School Mathematics: Algebra. Retrieved from http://www.nctm.org/standards/content.aspx?id=312

Appendix A

Appendix B

Appendix C