©Marian Small, 2010 Big Ideas K-3 Session 2 Marian Small

©Marian Small, 2010

Big Ideas K-3Session 2

Marian Small


Recall

• Our focus tonight is on patterns and data(statistics).

• We will, however, consider the between-session work you did on number.


Try this

• Draw squares and circles to make a pattern.

• Then draw squares and circles to make a non-pattern.

• Draw your own “box” on the next empty screen and show ONE of your choices there.



What big ideas about patterns did we touch?

• That if there is a pattern, there is repetition.

• That we seek pattern even when it’s not there.


Recall- Big ideas are meant to…

• Help you as a teacher see what you are really going for.


Big ideas are meant to…


• Provide you with a teaching framework- to see how outcomes are connected.




• Provide you with a teaching framework- to see how outcomes are connected.

• Give purpose to the activities you do



• Help students build connections



• Help students build connections


Try this

• A pattern begins 2, 4, 6, 8,….

• What comes next?

• Are you sure?

• Click √ if you are sure and X if you are not.

• Let’s see what you did.


So….

• We see that without a pattern “rule”, you can’t be sure of a pattern.


Repeating pattern rules

• What might repeating pattern rules sound like?

• Raise your hands and I’ll call on someone to describe one.


One big idea


Another activity for BIP 1

• Make up a pattern where it’s really easy to figure out the pattern rule.

• Make up a pattern where it’s not so easy.

• Draw your own box on the next empty screen and put one of your patterns there and we’ll see if we can figure out which is which.



And one more

• The 8th number in a (growing) pattern is 12.

• What might the pattern rule be?

• One of you raise your hand to tell us your pattern.


And one more

• The 8th number in a pattern is 12.

• How do you know there is more than one possibility?

• Take the microphone to respond.


And one more

• If I tell you that there is 4 in a pattern somewhere and a 10 somewhere else, what else are you sure of about the other numbers in the pattern?

• Raise your hand to respond.


Another big idea

• How much alike do you think these patterns are?

• 2 2 1 2 2 1 2 2 1

Use √ for really alike and X for not so alike.


Another big idea

• How much alike do you think these patterns are?

• 2 4 1 2 4 1 2 4 1

• Use √ for really alike and X for not so alike.


Another big idea

• How might you represent this pattern in a different way?

• 1, 3, 5, 7, 9, 11,….


Another big idea

• Maybe


Or

• Maybe

Use the next screen to show your own way.


Or



What else could we ask?

• I am thinking of an AABB pattern?

• What could it look like?

• Draw on the next empty slide.



Or maybe..

• Suppose I clap, clap, snap….

• How can you make a very similar pattern but with emoticons instead of sounds?

• Draw on the next empty slide.



Which would you pick?

• Which way of representing the pattern below would make it easier to see what the 20th number would be?


Which would you pick?

Choice 1: 1, 2, 3, 1, 1, 2, 3, 1, 1, 2, 3, 1…

Choice 2:

1, 2, 3, 1,

1, 2, 3, 1,

1, 2, 3, 1…

Type √ for Choice 1 and X for Choice 2


How does a hundreds chart help…

• you to see that 14 + 20 = 34?



Hundreds chart

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 25 27 28 29 30

31 32 33 34 35 36 37 38 39 40


How does a hundreds chart help…

• you to see that 32 – 9 = 23?



Hundreds chart

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 25 27 28 29 30

31 32 33 34 35 36 37 38 39 40


How do 10-frames help you…

• to see that 8 + 6 = 10 + 4?



• to see that 8 + 6 = 10 + 4?

X X X X X

X X X

O O O O O

O



• to see that 8 + 6 = 10 + 4?

X X X X X

X X X O O

O O O O



What do you notice?

• 1 x 9 = 9

• 2 x 9 =18

• 3 x 9 = 27

• 4 x 9 = 36

• How does it help with 6 x 9?


How could a pattern…

• show you that you won’t say 87 when you count by 5s?

• Raise your hand to reply.


Oh, yes…

• 5, 10, 15, 20, 25, 30,….



The big ideas in algebra


BIA 1

• Write the fact family involving 3, 4, and 7.

• Does every fact family have 4 equations in it?

• Check √ for yes or X for no.


BIA 1

• I’ll tell you that no matter what number you say, I am going to add 2 to it, subtract 1, and then add 4.

• Can you predict what will happen to any number you choose?

• If I told you the end result, could you tell me what number I started with?

• Raise your hand to reply.


BIA 1

• Complete:

• Adding 5 is the same as…..

• Type some answers in text boxes on the next slide.



How would you write…?

• Why might I write [] + 3 = 5 to describe this?

• Take the microphone to reply.


You are helping…

• the person in a toy department at a store figure out how to organize their toys.

• What would you suggest?

• Raise your hand to make a suggestion.


You are helping…

• Is there another way?

• Raise your hand to make a suggestion.



Or…

• Provide picture cards, each with a picture of a type of food item.

• Ask students to sort those cards in different ways?

• Ask why anyone would want to sort them.


Finding out about…

• You know students are interested in WII games that they like to play.

• You offer them a chance to conduct a survey to find out about game choices of their fellow students.

• You could ask:


Finding out about…

• What is a question I could ask that would help me know the games others like?

• What question might I ask about the WII games they use that might be less helpful?


Why might you not…

• ask your classmates to list the ice cream flavours they like if you are charged with deciding which three flavours to have parents buy for the class event?




What does the graph tell you?

Is this about BIDAD 1, 2 or 3?


What does this bar graph make it really easy to see?

Which big idea?


Or this…

• Which bar graph do you find more useful? Why?

• Boys

• Girls

• Boys

• Girls

Type in √ for the top one and X for the bottom one.


Useful???

• What is this graph useful for?

• Boys

• Girls

• Which big idea???


So what did you do…

• and how did it go?

• Raise your hand to share.


Next time…

• The focus will be on shape and space.


Before that..

• Try out some of the number or pattern or data questions I did or others you develop to bring out big ideas and be ready to share how it went.

Documents

©Marian Small, 2010 Big Ideas K-3 Session 2 Marian Small