Students will organize data in a table to help them see patterns and solve problems. The constant button on a calculator will be used in this lesson.
Main Curriculum Tie:
Mathematics - 3rd Grade
Standard 2 Objective 1
Create, represent, and analyze growing patterns.
- One Grain of Rice, by Hitz Demi; ISBN 059093998X
- The Mitten, by Jan Brett; ISBN 075002867X
- King Bidgood’s in the Bathtub, by Audrey and Don Wood;
- The Napping House, by Audrey and Don Wood; ISBN 0152026320
Background For Teachers:
Students need to know how to add money amounts on the calculator
using a decimal point. Since the Invitation to Learn is a whole group
activity, students will not need to show mastery before this lesson. The
constant button on a calculator will be used and demonstrated in this
Intended Learning Outcomes:
1. Demonstrate a positive learning attitude toward mathematics.
3. Reason mathematically.
Invitation to Learn
Your wealthy neighbor wants you to walk her dog after school every
day for a month. She has offered to pay you either one million dollars or
one penny on the first day, and every day you walk the dog after that
your pay doubles. Which is the better deal? Use the Walk the Dog table
transparency to figure out how much money you would get each
day and what the total pay would be if you took the second deal. Point
out patterns you are noticing in the table. You may want to finish the
table entirely, or you can stop after several days on the table and read
One Grain of Rice or another book that shows the same idea.
- Read the book One Grain of Rice, a story of a doubling pattern.
- Talk about how some patterns don’t just repeat, they grow. Sing
the song There Was A Little Ford. Illustrate the pattern in the
song with symbols, numbers, or letters on the board or
Calculator Constant Button Activity
- Show the students how to use the constant button on the
calculator. Use the constant button to create addition patterns that
grow on the board. Don’t complete the patterns on the board.
Show the students how to use their calculators to find the change
in the numbers and complete the patterns.
- Draw six short horizontal lines on the board.
_______ ________ ________ ________ ________ ________
- Given the first three numbers, use your calculator to determine the
next three lines of the pattern.
6 12 18 __________ _________ _________
- Ask students for possible strategies. Some students may subtract
(e.g., 12 - 6 = 6) to see that the pattern is changing by sixes. Then
use the calculator constant key to find the last three numbers in
- Pass out the Calculator Pattern worksheets. Have the
students make six patterns, filling in the first three lines, for a
partner to complete. When they are finished, they trade papers
with a partner, and complete their partner’s patterns.
- Learn a line dance.
- Sing songs that have growing patterns in them such as There Was
An Old Lady Who Swallowed a Fly, The Bear Went Over The
Mountain, The Twelve Days of Christmas (depending on the
- Some students could use a 100s chart instead of a calculator to
make their patterns.
- Students can be paired randomly, but in some cases it is important
to group by ability. Some students will make harder patterns to
figure out making it difficult for those struggling with the concept
to be able to complete the assignment.
- Paper folding
- Have the students share a growing pattern book with family.
- Have the students show parents or siblings how to use the
constant key on a calculator.
- Send home the lyrics to songs with growing patterns.
Give the students a pattern to complete using calculators and a
personal white board.
Created Date :
Oct 11 2004 13:09 PM