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Students will identify patterns to solve equations.
The focus of this lesson is patterns. Students should be familiar with input and output patterns to make the connections in this lesson easier to make. Students need to know that a variable is a quantity that varies, and that symbols such as x, t, and n are used to represent variables. It doesnt always have to equal only one number. Sometimes it could have multiple representations. Students need to see patterns to solve equations.
1. Demonstrate a positive learning attitude toward mathematics.
2. Communicate mathematically.
Invitation to Learn
Ask the students to close their eyes and think about any animal. Then have them think of the animal as a baby. What did it look like? What does it look like as it grows? What does your animal look like as an adult? Have students open their eyes and explain that today they are going to use patterns to explore how a certain animal changes.
Describe what is an equation and how it is used in math
|Use of Vocabulary||Student does not use math vocabulary.
||Student uses some math vocabulary, not necessarily related to topic.
||Students use most of the related math vocabulary.
||Students use all math vocabulary that relates to the topic.|
|Logical Order||Student cannot express the math process.
||Student can express some of the steps involved in the related process, it might not be in order.
||Student can express most of the steps in the process and they are in a logical order.
||Student can express all steps in a logical order.|
|Mathematical Ideas||Student does not know how to relate math and cannot express any of the math ideas.
||Student knows some math ideas, but cannot relate them to other math ideas. Student cannot express these ideas very clearly.
||Student has a good knowledge of math and how it relates to other ideas. They might not always be able to express it.
||Student has a knowledge of math ideas, how they relate to each other, and how to express those relations.|
Weiss, D. F. (2005). Keeping it real: The rationale for using manipulatives in the middle grades. Mathematics Teaching in the Middle Grades, Volume 11 (Issue 5), Page 238-242.
Learning is social. Students need to be given the opportunity to talk about the processes they are learning. As they answer and ask questions, explain their thinking, and articulate their thought processes, students create a new understanding of how math works, and what is right and wrong. This communication can even positively shift their understanding.
Smith, B.L., & MacGregor, J.T. (1998). What is collaborative learning? In K.A. Feldman and M.B. Paulsen (eds.) Teaching and Learning in the Classroom (2nd. ed., pp.585-596). Boston, MA: Pearson Custom Publishing
As students work in small groups, the use of manipulatives will stimulate conversation. It allows students who cannot think abstractly yet to see what is happening. Manipulatives can be an effective tool for students to use in constructing ideas and communicating with each other.