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

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Presentation transcript:

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

©Marian Small, 2010 Recall Our focus tonight is on patterns and data(statistics). We will, however, consider the between- session work you did on number.

©Marian Small, 2010 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.

©Marian Small, 2010

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.

©Marian Small, 2010 Recall- Big ideas are meant to… Help you as a teacher see what you are really going for.

©Marian Small, 2010 Big ideas are meant to… Help you as a teacher see what you are really going for. Provide you with a teaching framework- to see how outcomes are connected.

©Marian Small, 2010 Big ideas are meant to… Help you as a teacher see what you are really going for. Provide you with a teaching framework- to see how outcomes are connected. Give purpose to the activities you do

©Marian Small, 2010 Big ideas are meant to… Help students build connections

©Marian Small, 2010 Big ideas are meant to… Help students build connections

©Marian Small, 2010 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.

©Marian Small, 2010 So…. We see that without a pattern “rule”, you can’t be sure of a pattern.

©Marian Small, 2010 Repeating pattern rules What might repeating pattern rules sound like? Raise your hands and I’ll call on someone to describe one.

©Marian Small, 2010 One big idea

©Marian Small, 2010 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.

©Marian Small, 2010

And one more The 8 th number in a (growing) pattern is 12. What might the pattern rule be? One of you raise your hand to tell us your pattern.

©Marian Small, 2010 And one more The 8 th number in a pattern is 12. How do you know there is more than one possibility? Take the microphone to respond.

©Marian Small, 2010 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.

©Marian Small, 2010 Another big idea How much alike do you think these patterns are? Use √ for really alike and X for not so alike.

©Marian Small, 2010 Another big idea How much alike do you think these patterns are? Use √ for really alike and X for not so alike.

©Marian Small, 2010 Another big idea How might you represent this pattern in a different way? 1, 3, 5, 7, 9, 11,….

©Marian Small, 2010 Another big idea Maybe

©Marian Small, 2010 Or Maybe Use the next screen to show your own way.

©Marian Small, 2010 Or

©Marian Small, 2010

What else could we ask? I am thinking of an AABB pattern? What could it look like? Draw on the next empty slide.

©Marian Small, 2010

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.

©Marian Small, 2010

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

©Marian Small, 2010 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… Type √ for Choice 1 and X for Choice 2

©Marian Small, 2010 How does a hundreds chart help… you to see that = 34? Raise your hand to respond.

©Marian Small, 2010 Hundreds chart

©Marian Small, 2010 How does a hundreds chart help… you to see that 32 – 9 = 23? Raise your hand to respond.

©Marian Small, 2010 Hundreds chart

©Marian Small, 2010 How do 10-frames help you… to see that = ?

©Marian Small, 2010 How do 10-frames help you… to see that = ? XXXXX XXX OOOOO O

©Marian Small, 2010 How do 10-frames help you… to see that = ? XXXXX XXXOO OOOO

©Marian Small, 2010

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?

©Marian Small, 2010 How could a pattern… show you that you won’t say 87 when you count by 5s? Raise your hand to reply.

©Marian Small, 2010 Oh, yes… 5, 10, 15, 20, 25, 30,….

©Marian Small, 2010

The big ideas in algebra

©Marian Small, 2010 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.

©Marian Small, 2010 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.

©Marian Small, 2010 BIA 1 Complete: Adding 5 is the same as….. Type some answers in text boxes on the next slide.

©Marian Small, 2010

How would you write…? Why might I write [] + 3 = 5 to describe this? Take the microphone to reply.

©Marian Small, 2010 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.

©Marian Small, 2010 You are helping… Is there another way? Raise your hand to make a suggestion.

©Marian Small, 2010

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.

©Marian Small, 2010 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:

©Marian Small, 2010 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?

©Marian Small, 2010 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?

©Marian Small, 2010

What does the graph tell you? Is this about BIDAD 1, 2 or 3?

©Marian Small, 2010 What does this bar graph make it really easy to see? Which big idea?

©Marian Small, 2010 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.

©Marian Small, 2010 Useful??? What is this graph useful for? Boys Girls Which big idea???

©Marian Small, 2010 So what did you do… and how did it go? Raise your hand to share.

©Marian Small, 2010 Next time… The focus will be on shape and space.

©Marian Small, 2010 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.