Patterns and Algebra - Week 6

Morrison, Chantelle. 2015- Term - 1 Maths - Patterns and Algebra. Picture, [Online Image]

Week 6 was all about Patterns and Algebra. Our course textbook states that, "Patterns represent identified regularities." (Making Math Meaningful, page 606) Thus, patterns always have an element of repetition, whether this is the same repetition repeated over and over again or a "transformation," such as adding 1 or subtracting 1. The textbook defines Algebra as, "a way to represent and explain mathematical relationships and to describe and analyze change." (Making Math Meaningful, page 606)


Helt, Courtney 2016.

Our opening activity this week caused my group a massive headache in the beginning. Consequently, as we received greater clarification from Pat we found ourselves on the right track. This activity proved that it is essential for providing students extra detail when explaining a task in order to set them on the right course. I think every group struggled with this activity in the beginning but as we received the scaffolding from Pat, we were victorious!

The activity asked groups to sort the 16 cards into four groups by matching up the model, table, graph an equation. Easy right? Wrong! There were four blank cards that we had to use to complete each expression and this caused us to mess up.

However, learning from our mistakes is a key part of the education system and a part of life. If we never make a mistake we will never learn.

Moreover, in this lesson we learned more about pattern rules. Students were asked to model the equation by using different coloured cube links. These manipulative's provide excellent feedback and understanding for the student as well as the teacher.

Below is a picture of a pattern we were discussing in class. Here we can see that the pattern starts off with 2 red blocks and 1 green. As you go along the pattern 1 green block is added each time. We had to create an equation from this. Our equation was b= total # of blocks, in which we were adding 2 each time and n= the pattern going up by 1 green each time. Thus, b= 1n +2. We guessed the rule by creating a  T- Chart, in which guess was n and t was total. So, starting at 1, the total number = 3, starting at 2 the total number = 6. Therefore our total = 3n. The patterns can be changed, manipulated and made more difficult for students in the higher grades.


Helt, Courtney 2016.

Below is a link to the Three- Part lesson in Mathematics. We had to view this link before last weeks class. It is a great tool that can help students understand how to effectively create a concise 3 part lesson plan.
http://www.curriculum.org/secretariat/coplanning/learning.shtml

As well, here is another great video by Khan Academy that helps to explain math patterns. Khan Academy is a superb tool that all teachers and students should be familiar with.




In conclusion, the key message I took away from this week was the idea to never give up! No matter how hard the work is we should always be encouraged to strive to do more and to be better. As well, both students and teachers should never be scared to make mistakes and get something wrong. No one is perfect! Everyone makes mistakes! Furthermore, it is how we act accordingly to those mistakes, this is what makes us who we are. As a great cartoon and inspirational teacher would say, "It's time to take chances, make mistakes and get messy." - (Mrs. Frizzle, Magic Schoolbus)

Till next week,
Cheers Courtney