theadventuresofmissg.files.wordpress.com€¦ · Web viewCombining different elements to get patterns (ABBA, AABBCCDD). They might use colors and animal types to make their patterns

Theme: Farm Animals Grade 1 (P1.3) Ellie Giannaris

Outcome P1.1

OUTCOME: P1.1: Demonstrate an understanding of repeating patterns (two to four elements) by: describing, reproducing, extending, creating patterns using manipulatives, diagrams, sounds, and actions.

LEARNING GOALS: 1) To be able to identify errors in pattern sequence or the missing element. 2) Creating and reproducing patterns with two to four elements. 3) Recognize and describe a repeating pattern using manipulatives.

TASK/PROBLEM/QUESTION: Create and describe a repeating pattern using a variety of farm animals (must include two to four elements).

ANTICIPATION:A. How might the students solve it?

a) Taking one of each element in an ABCD pattern.i. They will take one of each animal and line them up one after the other.

Questions to ask: How man animals are there total? How did you get there?

b) Combining different elements to get patterns (ABBA, AABBCCDD). i. They might use colors and animal types to make their patterns.

Questions to ask: Why are you doing it this way? How is this affecting your pattern?

c) Use their favourite animals (AABBAA, ABABA, etc).i. Picking one kind of animal in all the different colors.

Questions to ask: Why is that your favorite animal? How did you get there?

d) Use their favourite colors to make a pattern.i. Make a pattern based on color and not take into consideration the

shape or type.Questions to ask: How are you doing it? Why are you doing it? What

does it tell you?e) Growing problems

i. Look for generalizations in a pattern that can be extended.Questions to ask: What will the pattern be 4 elements own the road? How does the visual image grow? What are the physical patterns? What are the relationships between the step number and the number of elements?

f) Recursive pattern rulesi. Describe how the pattern grows from one step to the next

Questions to ask: What do you predict will come next? Is this applicable to both repeating and growing patterns?


B. Anticipation of errorsi. Pattern may be too long to recognize the errors.

Questions to ask: How many elements are in this pattern? Show me the core. ii. Troubles identifying the core. May confuse the core for something else.

Questions to ask: Can you tell me the core in the pattern ABCDABCD?iii. May not understand the concept of a pattern.

Questions to ask: Show me a pattern in the classroom. Is this a pattern? Why is this not a pattern?

MONITORING:ABCD patternAABBCCDD patternUse their favorite animalsUse their favorite colorsGrowing problemsRecursive pattern rules

SELECTING AND SEQUENCING:1) Start with the most common approach and work your way up to least common.2) Concrete to abstract.3) Tie in personal preference for patterns.

CONNECTIONS: Can you identify an error in a repeating pattern? How can you represent your pattern in a different way? Could you use material objects to record patterns that you created in other ways? What did you notice that was the same about each pattern? Did you notice any differences among the patterns?


Outcome N1.6

OUTCOME: N1.6: Estimate quantities to 20 by using referents.

LEARNING GOALS: 1) Be able to estimate a quantity by comparing it to a referent.2) Be able to select an estimate for a given quantity. 3) Explain the choice for the quantity estimated.

TASK/PROBLEM/QUESTION: About how many farm animals are in the barn?

ANTICIPATION: C. How might the students solve it?

a) Guessingi. Counting – They make an estimation based on what they can see.

ii. Picking numbers at random due to personal preferences of beliefs. Questions to ask: What were you thinking when you wrote that answer? Why did you pick that answer? How did you get that answer?

b) Countinga) Using numbers (adding 1s numerically) e.g., 1,2,3,4,5 …

Questions to ask: What are you counting by? How are you doing it? Why are you doing it? What does it tell you? How did you get there?

c) Clusteringa) The grade outcome only permits 20 elements- students might cluster

the amount of animals to around that value.Questions to ask: Why are you doing this? How are you doing it? What do these mean to you?

d) Using referentsa) Using personal items as a referent (may have a toy barn at home hat

can fit X amount of animals therefore this similar barn fits the same). Questions to ask: How did you think to get that number? How can you think about it in a different way? What does this tell us? Why did you do this?

e) Quantitya) Comparing it to a known quantity- showing an object or groups of

objects similar in size or quantity and stating its numerical value.Questions to ask: How are you doing it? Why are you doing it? What does it tell you? How did you get there?

f) Partitioning it into known quantities a) They will separate what they know from what they don’t know.

They might count the amount of animals they can physically see in the door and state that numerical value. They can also estimate or mentally compute to the whole value and not just the section.


Questions to ask: How many do you see? How much can you count? How many animal do you think are in here?

g) Benchmarksa) This is a criterion by which to measure something or a reference

point. They might have learned that X amount of objects can be placed in X amount of space. Might take previous knowledge and apply it here. Questions to ask: Why are you doing it? What does it tell you? How did you get there? What previous knowledge is applicable here?

B. Anticipation of errorsi. Might overestimate- guessing numbers over 20+, or not being logical (ex.

there are 1000 animals in the barn.Questions to ask: How many animals max can we have in there? What is a good number of animals that can fit there? How many animals can we see?

ii. Confusing referents with benchmarks. Questions to ask: What is a referent? What is a benchmark? Is it a fact? Tell me how do you know this?

iii. Counting errors. The inability to count to 10, or 20, etc. correctly Questions to ask: Can you count to ten for me? Can you tell me what comes after the number 5?

iv. Might only count the animals they can see.Questions to ask: Is there more in there that what you can see? Tell me what space is.

MONITORING:

Guessing

Counting

Clustering

Using referents

Quantity

Partitioning into known quantitiesBenchmarks


SELECTING AND SEQUENCING:1. Using referents to solve estimation questions.2. Start with an approach that you know they have used in other situations.3. Concrete to abstract.4. Counting to come to estimation values.

CONNECTIONS: Which was the best strategy to estimate the quantity? What referents did you use to estimate a quantity? How do you know something was a good estimation? Did anyone think about it in a different way?


Outcome P1.3

OUTCOME: P1.3: Describe equality as a balance and inequality as an imbalance, concretely, physically, and pictorially (0 to 20).

LEARNING GOALS: 1) The ability to demonstrate balance or imbalance between two groupings.2) Describe the differences between balance and imbalance.3) Create two groups and explain if the groups are equal or not in quantity4) Determine if two given concrete sets are equal or unequal, and explain the process used.

TASK/PROBLEM/QUESTION: Make two equal groups of farm animals using the materials given.

ANTICIPATION:B. How might the students solve it?

i. Group together similar colors to balance the groups.a) They might take the animals that are one color and only use those for

the balancing.Questions to ask: What did you notice? What do you think the problem is? How would you explain your strategy? Why does this make sense?

ii. Group together similar animals to balance the groups.a) They might take the animals that are one color and only use those for

the balancing.Questions to ask: What did you notice? What do you think the problem is? How would you explain your strategy? Why does this make sense? What do the groups show you?

iii. Use patterns to balance the groups.a) Taking one of each element in an ABCD pattern. They will take one of

each animal and line them up one after the other. Questions to ask: How man animals are there total? How did you get there?

b) Combining different elements to get patterns (ABBA, AABBCCDD). They might use colors and animal types to make their patterns. Questions to ask: Why are you doing it this way? How is this affecting your pattern?

c) Use their favourite animals (AABBAA, ABABA, etc). Picking one kind of animal in all the different colors. Questions to ask: Why is that your favorite animal? How did you get there?


d) Use their favourite colors to make a pattern. Make a pattern based on color and not take into consideration the shape or type.Questions to ask: How are you doing it? Why are you doing it? What does it tell you?

iv. Sort according to physical characteristics to balance the group.a) Make two groupings based on similar animals characteristics (four

legs vs. two, wings vs. legs, tails vs. no tails, etc.).Questions to ask: How are you doing it? Why are you doing it? What does it tell you? How did you decide this? What do the groups show you?

v. Sort according to size to balance the groups. a) They will take all the big animals or all the small animals to make their

balanced groups.Questions to ask: How are you doing it? Why are you doing it? What does it tell you? What is your strategy here?

C. Anticipation of errorsi. Pattern may be too long to recognize the errors.

Questions to ask: How many elements are in this pattern? Show me the core.

ii. Troubles identifying the core. May confuse the core for something else.Questions to ask: Can you tell me the core in the pattern ABCDABCD?

iii. May not understand the concept of a pattern.Questions to ask: Show me a pattern in the classroom. Is this a pattern? Why is this not a pattern?

iv. Might not understand the concept of balance. Questions to ask: Do the groups need to be the same size? What do the groups show you? Show me two of the same things.

v. Troubles grouping similar characteristics.Questions to ask: What is the same about these animals? What do the groups show you? Show me one thing that is the same about these animals?

vi. Problems identifying colors correctly.Questions to ask: Show me the yellow animal, the blue one, etc.


MONITORING:Make groups similarcolors

Make groups similar animals

Make groups according to ABCD pattern

Make groups according to AABBCCDD pattern

Make groups according to using their favorite animals

Make groups using their favorite colors

Make groups according to physical characteristic

Make groups according to size

SELECTING AND SEQUENCING:1. Concrete to abstract.2. Using patterns to create equal groupings. 3. Start with an approach that you know they have used in other situations.

CONNECTIONS: How can you demonstrate imbalance and balance between two groupings? What methods can be used for creating balances? Imbalances? How can equality and inequality be described in terms of concrete, pictorial and physical

quantities?


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theadventuresofmissg.files.wordpress.com€¦ · Web viewCombining different elements to get patterns (ABBA, AABBCCDD). They might use colors and animal types to make their patterns