**Math** Manipulatives To Teach For Understanding Problem Solving With Manipulatives Or Is That A **Pattern**/We will call the perimeter 4. We will measure the perimeter by counting the toothpicks **in** the perimeter. Use the tooth picks you have been given to construct the figure shown/Area = ? Perimeter = ? **Number** of Toothpicks = ? 10 16 28 Is There A **Pattern**? Figure **Number** PerimeterArea **Number** of Toothpicks 12345671234567 4 14 Is There A **Pattern**? Figure **Number** PerimeterArea **Number** of Toothpicks 12345671234567 4 14 8/

**Math** Alliance July 13, 2010 Beth Schefelker, DeAnn Huinker, Chris Guthrie & Melissa Hedges Learning Intentions and Success Criteria We are learning to… deepen our knowledge of fractions and rational **numbers** We will be successful when… we can apply knowledge of fraction benchmarks and conceptual thought **patterns**/ Refers to a symbol or numeral used to represent a rational **number**. (Lamon, 1999) Reasoning About Fractions Name the fraction shown **in** the shaded region of the figure below: Share your responses. /

. Circle the correct answers. Divisibility **Patterns** 14980 Is this **number** divisible by 2,3,4,5,6,9,10? Circle the correct answers. Divisibility **Patterns** 14980 Is this **number** divisible by 2,3,4,5,6,9,10? 14980 is divisible by 2, 4, 5, and 10. Circle the correct answers. Divisibility **Patterns** **In** Class – Review Worksheet #1 Agenda Notes- **Math** Homework Review Worksheet #2 Due 8/

Target/Objective: I can add fractions with like and unlike denominators. **Math** Message If the hexagon **pattern** block is the whole, what fractions are represented by the trapezoid, /⅕ + 6 ⅗ = 11 ⅜ + 12 ⅜ = Adding Fractions with Unlike Denominators Step 1: The bottom **numbers** are different. See how the slices are different sizes? We need to make them the same before we can / 6 ⅙ already has a denominator of 6, so we’ll leave it alone. **In** order for ⅓ to have a like denominator, we have to multiply the fraction by/

polygons with pipe cleaners and straws –Create shape posters **in** small groups –Decorate gingerbread cookies using candy **in** two-dimensional shapes **Math**: February Subtraction –Subtraction bowling –Writing subtraction word problems –iPad apps Equivalent names for **numbers** Fact families Fact triangles **Math** fact fluency What’s my rule? (function machines, frames and rules) **Math**: March Tens and ones **patterns** on the hundreds chart Using a hundreds chart to/

, area and volume formulas, Pythagorean theorem, angles, degree measurements, and similar figures **Math** Test Overview Data analysis, statistics, and probability (20%- 30%) Mean, median, mode, probability, and interpreting charts and graphs **Math** Test Overview Algebra, functions, and **patterns** (20%-30%) Algebraic equations and word problems, formulas, recognizing and working with **number** **patterns** **Math** Test Overview Approximately 50% of the test items are based on graphics, such/

**pattern** blockshttp://www.globalclassroom.org/2001/patterns_dd.html Fractals **Pattern** Blocks onlinel http://www.tessellations.org/ DICTIONARY DICTIONARY * click heading to return to topics menu http://interactive **math** lessons-cool computer stuff-great dictionaryhttp://interactive **math** / relate mathematical concepts and procedures to other disciplines identify and apply mathematical thinking and notation **in** other subject areas 5.3 relate mathematical concepts and procedures to real-life situations understand /

of the week 10. Ongoing Real Life examples 10 Routine Activities Using a calendar, count the **number** of days **in** school ( 2s,3s..) 2. Follow the color **pattern** on the weather chart. 3. Incorporate movement **in** **math** (use body parts to show a given **number**, jump, hop, etc. for special **number** of the day 4. Use money for each day ( each day is a penny and 10/

**pattern** called standard configuration. What does this have to do with **math**? Designed by: Tomi Long These symbols all mean the same thing… V 0101 Designed by: Tomi Long So do these symbols Designed by: Tomi Long Symbols are meaningless if you don’t understand them! This makes sense no matter where you are **in**/ Nine Designed by: Tomi Long Ten Designed by: Tomi Long Now you have **number** sense! Designed by: Tomi Long Look for the **math** all around you Designed by: Tomi Long Resources White peacock image taken from: /

**MATH** WORKS AHEAD Norms Participate Be respectful Challenge your limits Monitor technology Make learning meaningful Core Beliefs o Our main purpose is to improve student academic achievement. o Effective instruction makes the most difference **in**/Vocabulary Display Vocabulary **Number** and Operations Algebraic Reasoning Geometry and Measurement Data Analysis **Math** Vocabulary Reporting Categories Grades K – 2 nd Vocabulary **Number** Sense **Patterns** Geometry Measurement Graphs and Statistics **Math** Vocabulary Reporting /

.com A program designed for Adults or Kids who have found learning **math** **in** the traditional classroom boring or difficult! Mental **Math** Problem Solving Building A Dog Pyramid The Dog Pyramid Patte dreamed about being/**numbers**: Sum of N consecutive **Numbers** = Nx(first + last) ÷ 2 Patte was ready to take the 9 row problem! 1234512345 Sum N Consecutive **Numbers**= Nx(first + last) ÷ 2 123456789123456789 Sum 1 to 9 = 9x(1 + 9) ÷ 2 = 45 Pyramids With Abacus High π, Patte! You learned a good lesson. Play-Ponder-**Pattern**/

object 7 Flyweight: intent Use sharing to support large **numbers** of fine-grained objects efficiently. 8 Class UpperLimit (/(int index, int size) { int result = inner_.newLimit(index, size); return **Math**.min(result, max_); } public class UpperLimit implements IResizeStrategy { private IResizeStrategy inner_; private/**pattern** Template Method => vary the behavior of a class at compile-time Strategy => vary the behavior of an object at run-time 15 Template Method: intent Define the skeleton of an algorithm **in**/

QUILT **PATTERNS** AND MATHEMATICS QUILT **PATTERNS** QUILT **PATTERNS** AND **MATH** Mission Statement Our mission is to communicate mathematical ideas **in** a variety of ways, including words, **numbers**, symbols, pictures and models by demonstrating the understanding of basic facts, principles and techniques of measurement. QUILT **PATTERNS** AND **MATH** Purpose The purpose of this workshop is to assist the GED **math** students **in** completing their GED. **Pattern** skills 1, 4, 16, 64,,1,024/

Using Mathematics to Map **Numbers** to Musical Notes Understanding of **number** bases. Understanding of modulo **math**. The ascii code Functions or equations Tools **Number** bases. Modulo **math**. The ascii code /4 beats Decide on a rule: roll a die, use a formula, use a mathematical **pattern** Fibonacci **Numbers** Mod (5) 1, 1, 2, 3, 0 3, 3, 1, 4 1 /STEAL OTHER PEOPLE’S IDEAS! From ABACABA Music GFEDFFF G GFFG GFEEFG GFEDDEGF GFEDFFDEFG GFEDFFFFDEFG GFEDFFFFFFDEFG Cynthia **in** Base 4 C = 67 1003 4 y = 121 1321 4 n = 110 1232 4 t/

Informational Parent **Math** Night Overview of K-5 **math** curriculum District elementary **math** goals Parent communication **Math** Exploration Venues Work study groups Grade level workshops Informal **math** conversations **In**-home **math** socials Breakfasts, lunches District **Math** Website Responding /Content Data Analysis **Number** Systems Algebra Geometry Measurement PSSA Content PSSA Content K What is the repeating unit of this **pattern**? What comes next **in** this **pattern**? K Activity : Students make **patterns** with connecting cubes /

or two ways, or it is different from the car it follows **in** one or two ways. Find the alike-and- difference **pattern** **in** each train, and describe the missing car: Extending a **Pattern** Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn **Math**, 9 th Edition, © 2009 Ask students to complete **number** 5 Early **Number** Development Conservation Group Recognition Comparisons and One-to-one Correspondence Reys/ Lindquist/ Lamdin/

**numbers** between 35 and 105. What tile is left over? Is there more than one set of **numbers** which would be a solution to the problem? Did any tiles have to be **in**/ 22 **Math** Puzzle Mini-Books by Michael Schiro & Rainy Cotti 17 Hundreds board missing **numbers** This book contains lots of quick images 18 19 20 **Number** Sense (Simple Effective **Number** Sense Experiences)/ that work on even/odd, multiples, **patterns**, story problems, and many more mathematical topics Packet of activities is just a sample /

. Day 1 Continued…. Essential Question: How can you count from any **number**? Go **Math** p. 243 **Math** Talk **in** Action. This **math** talk section includes guiding questions. This is a sample question from the **Math** Talk **in** Action. The teacher could record these **numbers** on the board versus oral communication. This would allow students to observe **patterns** **in** these **numbers**. Use 0-120 Numeral Cards to have students record the next/

are capable of making sense of **math** Teachers must stop teaching by telling and start letting students make sense of their own learning. Teachers must believe **in** their students. T IME TO PRACTICE – ACTIVITY 1 Activity 1- Start and Jump **Numbers**: Searching for **Patterns** Start with the **number** 4 (your start **number**) and add 5 consistently (your jump **number**). Write the start **number** at the top of your/

- one counterexample can show a conclusion to be false. It is sometimes called the scientific method. Course: **Math** Literacy Aim: Inductive/Deductive Reasoning Predict the next two **numbers** **in** this **pattern**: 4, 12, 36, 108,.. 324, 972 Candice examined five different examples and came up with this conjecture: “If any two positive **numbers** are multiplied, their product is always greater than either of the two/

89 + 28 99 + 19 Fact Fluency Lesson 2.5 Learning Target I can generate a **number** or shape **pattern** that follows a given rule. Record and deconstruct standard **in** **math** notebook! Lesson 2.5 Focus How can you describe block towers? Lesson 2.5 Purpose You /18 28 + 5 + 27 24 + 3 + 48 Fact Fluency Lesson 2.6 Learning Target I can identify a **number** or shape **pattern**. Record and deconstruct standard **in** **math** notebook! Lesson 2.6 Focus How can you solve problems by acting them out and using reasoning? Lesson 2.6 Purpose /

to 1005Q 1010Q and Avove Review and Center Tools Centers for 3rd Grade Fraction Review 4th Grade Centers for Fraction Review **Math** Talk ~Center Tools **Math** Practices **Number** & Operations **in** Base Ten ~Understand the Place Value System Topic One: Place Value 1-1 Place Value Relationships 5.NBT.A.1 /A.2 ~Classify two-dimensional figures into categories based on their properties. Topic 16-3 More **Patterns** and Graphing 5.G.A.2 5.OG.B.3 16-4 Graphing **Number** **Pattern** 5.G.A.1 5.G.A.2 5.OA.B.3 Topic 16-5 Problem Solving;/

word problems Subtraction within 10- ways to subtract, making up subtraction stories, making a family of **number** sentences **Maths** Spring Shapes- naming and describing, making pictures from shapes, seeing shapes **in** things around us, **patterns**. Ordinal **numbers**- using ordinal **numbers** to describe the position of something, naming left and right positions. **Numbers** to 20- counting objects, representing as tens and ones, ordering and comparing. Addition and Subtraction/

(FAX) e-mail: cej001@uark.edu Website: www.cmase.eduwww.cmase.edu **Math** Wiki: www.cmasemth.pbwiki.com From AIMS Education www.aimsedu.org 1.________________________________ 2/be the tree trunk and your fingers will be the branches! Color it **in** with brown crayons (you can also use paint or markers). Place a/on the tree? _____________ Glue the correct **number** of butterflies where they belong. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Find the fractional value of the **Pattern** Blocks Draw and color each of the/

**Math** 80 minutes Social Studies/Science 35 minutes alternating days **in** our homeroom PE Music Library Computer Fill out each class at the beginning of class Assignments located on assignment board Need to carry it to each class Get parent/guardian signature on Friday afternoon each week Place Value- Whole **Numbers**/2 Digit Division – Facts and Long Division Fractions – Comparing and Ordering; Equivalent; **Number** Lines **Patterns** and Algebraic Reasoning Geometry – 2D and 3D Objects Measurement – Standard and Metric;/

**math**.rice.edu/~lanius/images/triangle.gi f Part 1 To complete the questions from Part 1, ▫You can use the triangle paper printed from the link on the prior slide ▫You can use the applet from the website: http://ejad.best.vwh.net/java/**patterns**/patterns_j.shtml http://ejad.best.vwh.net/java/**patterns**/paper). Record the mathematics symbolically beneath each step **in** the process of addition or subtraction. Video: / solution process on the next slide Solution to **number** 3 Be sure to show the equivalent fractions /

who struggle with **math** is effective **in** increasing student learning Mathematically gifted students should be allowed to accelerate their learning **Math** Components National Council of Teachers of Mathematics (NCTM, 2000) gives 2 categories of **math** skills Mathematical reasoning Problem solving Communications Reasoning Connections Mathematical content Estimation **Number** sense Geometry and spatial sense Measurement Statistics and probability Fractions and decimals **Patterns** and relationships **Math** Components As/

who struggle with **math** is effective **in** increasing student learning Mathematically gifted students should be allowed to accelerate their learning **Math** Components National Council of Teachers of Mathematics (NCTM, 2000) gives 2 categories of **math** skills Mathematical reasoning Problem solving Communications Reasoning Connections Mathematical content Estimation **Number** sense Geometry and spatial sense Measurement Statistics and probability Fractions and decimals **Patterns** and relationships **Math** Components As/

**Math** Warm-Up Second and Third Grade Today’s Date Easter Spring Break off pictures Report cards Bake Sale Secretary’s Day Clock It’s afternoon. How many minutes until 2:00 pm? Draw and write the NEW time on your clock. Temperature Go to http://weather.comhttp://weather.com Type **in**/, 24, 20, 18, 12, 8, 4 rule ____ Which **number** is incorrect? Fix the **pattern** and write it correctly on your paper. **Number** of the Day 20 Write a **number** sentence for the **number** of the day. Counting 275277279 Begin at 275. Count by 2’s/

7 ) Use the four operations with whole **numbers** to solve problems. CCSS.**MATH**.CONTENT.4.OA.A.1 CCSS.**MATH**.CONTENT.4.OA.A.2 CCSS.**MATH**.CONTENT.4.OA.A.3 Generate and analyze **patterns**. CCSS.**MATH**.CONTENT.4.OA.C.5 Generalize place /.1,2 Comparing two different pizzas (Comparing two different pizzas (Illustrative Mathematics) 4-NF.2 Listing fractions **in** increasing size (Listing fractions **in** increasing size (Illustrative Mathematics) 4-NF.2 Using Benchmarks to Compare Fractions Using Benchmarks to Compare Fractions (/

graphically Work with addition and subtraction equations. Solve problems involving the four operations, and identify and explain **patterns** **in** arithmetic Define, evaluate, and compare functions Understand the concept of a function, use function notation, / notation for fractions, and compare decimal fractions. **Number** and Operations **in** Base Ten (including Fractions/Ratios/Proportions Geometry Measurement and Data/ Statistics and Probability **Math** Anxiety Weak Computational Skills Poor conversation or academic /

Literacy Current (until 2014)New (begins 2014 – 2015) **Number**, Operation & Quantitative Reasoning **Number** & Operations **Patterns**, Relationships, and Algebraic Thinking Proportionality Expressions, Equations, and Relationships/ or both angle measures What happens if we make no changes **in** the 2013-2014 School Year? GAPS What does this mean? /how” Tested (Assessment) What impact does this have on A.I.S.D **math** curriculum? Taught Curriculum: Instruction Written Curriculum: TEKS Tested Curriculum: STAAR What do /

with lines What is the sum of each line? What **pattern** do you see? What **number** is **in** all three sums? What other **patterns** do you see? Line **math** puzzles Each line of boxes connected by a dotted line **in** a line **math** puzzle has the same sum Arrange the **numbers** on the Line **Math** Puzzles 1 and Line **Math** Puzzles 2 activity pages so that each line has the/

with the conjecture. Inductive reasoning is reasoning based on a **pattern** that is observed. A C E G I K M O Q (Rule: skip every other letter.) **In** Fridays, they usually serve beans **in** the cafeteria. Today is Friday, so they will serve beans today **in** the cafeteria. https://media.pearsoncmg.com/curriculu m/**math**/ma_hs16tx_gmte/scos/A0385747 /player.html https://media.pearsoncmg.com/

The Beauty **in** **Numbers** Danang Jaya **Math** Club Monthly Seminar January 2007 **Math** Club Monthly Seminar2 Surprising **Number** **Patterns** (1) **Math** Club Monthly Seminar3 Surprising **Number** **Patterns** (2) Now look at the product, 142,857 7 = 999,999. Surprised? 142,857 8 = 1,142,856. **Math** Club Monthly Seminar4 Surprising **Number** **Patterns** (3) **Math** Club Monthly Seminar5 Surprising **Number** **Patterns** (4a) **Math** Club Monthly Seminar6 Surprising **Number** **Patterns** (4b) **Math** Club Monthly Seminar7 Surprising **Number** **Patterns** (5) Any/

to make a bracelet with a red, green, red, yellow **pattern**. How many red beads will she need to make the bracelet? **Pattern** Look at the **pattern**. Finish the **pattern** on your paper. Write the rule. 396, 397,398___, ____, ____, ____,____ rule: ____ **Number** of the Day 18 Write a **number** sentence for the **number** of the day. Counting 368369370 Begin at 368. Count by/

4 Numeracy competencies Algebraic Reasoning Skills Student predicts an element **in** a repeating **pattern** Student understands that the equal symbol represents an equality of terms found on either side of the symbol Highlights **Number** Sense Student understands that a given whole **number** may be represented **in** a variety of ways (to 100). Student uses mental **math** strategies to determine answers to addition and subtraction questions to/

of the addends is 9, as **in** 9 + 5 = 14. +9 shortcut Add 10, then count back 1. Teaching the Lesson Introducing the +9 Shortcut o +9 shortcut: add 10, count back 1 o Check **pattern** on the Facts Table o Alternate **number** sentence forms Practicing +9 Facts o **Math** Journal p. 31 O Review Answers and write **number** story Ongoing Learning and Practice Playing/

, or demonstrate the ability to create a **pattern** and explain why it is a **pattern**. HOMEHOME | MathMath (**Math** – **Patterns**) **Pattern** Example: Sample Activity Link to another online resource for this concept ? **In** this **pattern** of colors, the next color to follow would be red **in** order to continue. (**Math** – **Numbers** 0 - 5) **Numbers** 0 - 5 **In** the first trimester, students need to demonstrate their understanding of **numbers** 0 through 5. They need to/

surfers be the letter S and the **number** of tables be the letter T MTH 3-13a www.mathsrevision.com Simple Linear **Patterns** using diagrams and tables Key-Points 1.Fill **in** the table 2.Find the difference 3.Use the difference to write down the formula MTH 3-13a 20-Mar-16Created by Mr. Lafferty **Maths** Dept. Now try TJ3b Ex 2 Q1/

Volume 3 rd grade **math** 4 th grade **math** 5 th grade **math** Multiplication & Division Facts Area/Perimeter Mixed coins and bills Equivalent fractions Add/subtract fractions Computation of fractions Properties of Operations 1-step word problems Graph ordered pairs Transformational Geometry Mean, median, mode Probability GCF & LCM Telling Time **Patterning** Equations w/ 1 variable 2-step word problems Shapes **in** a **pattern** block set Function/

to solve problems associated with a mathematical relationship. OH Grade 4, **Math** StandardPatterns, Functions and Algebra 4 Use rules and variables to describe **patterns** and other relationships. **Patterns**- Mini Lesson 1 **Number** **Patterns** When finding the missing **number** **in** a list of **numbers**, you need to figure out what **pattern** exists **in** the list. First, figure out whether the **numbers** are increasing or decreasing. Then, figure out how much more or/

valentine. How many valentines are there altogether? Next, extend your reasoning to a larger **number**, what if you had 28 friends? Source: http://www.learner.org/teacherslab/**math**/**patterns**/valentines/handshakes3_act.html?uid=0 1. Opening Activity: Choice Board NCTM Standard 2 (1998) Sets the purpose of **patterns**, functions, and algebra **in** mathematics education at all grade levels. Mathematics instructional programs should include attention to/

Computer Science 209 The Singleton **Pattern** Random **Numbers** System.out.println((int)(**Math**.random() * 6) + 1); **Math**.random() uses a single generator that is seeded at the startup of the JVM. The seed is calculated as a function of/ 4 instances Problem with Decks of Cards Every time you create a new deck, the card images must be reloaded from disk If you do this **in** an applet, theyre reloaded from a remote Web server Decks are mutable, but cards are not Solution: 52 Singleton Cards The Card class maintains a /

problems will she have done **in** 4 hours. Explore Sara worked 30 min per problem set. Time worked **number** of problems worked 1st 30 min 3 2nd 30 min 4 3rd 30 min 6 4th 30 min 9 Plan Look for a **pattern**. 2-6 Problem-Solving Strategy: Look for a **Pattern** Example Sara was trying to finish all her **math** homework on Friday. She/

be prepared to tell your elbow partner what you did, and what domain of **math** it represented. The National Council of Teachers Of Mathematics Content Standards **Number** and Operations Geometry and Spatial Sense Measurement **Patterns** Data Analysis **Numbers** and Operations The most easily identified content **in** early childhood classrooms. At the preschool level **number** and operations involve nine different ideas: 1. Counting 2. Quantity (sense of/

-4328-traffic-light-biscuit-recipe-cards Differences and Similarities **Maths** is about **patterns** and rhythm; **in** music, numeracy helps to count the beat. You can read music just like you would read **math** symbols. Each symbol represents information about the piece of music. **In** music, there are Sections Measures and bars Time Beats Fractions There are **numbers** everywhere **in** musical pieces (Pacific Institute for the Mathematical Sciences/

Develop a positive attitude towards the ability to understand mathematics and to use it to solve problems. Four Strands **Number** **Patterns** and Relations Shape and Space Statistics and Probability Seven Processes Problem solving Reasoning Communicating Connections Representations Mental **Math** and Estimation Technology Big Ideas **in** Mathematics The Mathematical Big Ideas are important topics that provide a focus on the mathematical experience for all students/

continued with the other three shaded triangles, as shown **in** the diagram below. As you can see, the **number** of blue triangles is increasing. **In** the next lesson, we will calculate the **number** of blue triangles **in** the 16th figure **in** this sequence. 40S Applied **Math** Mr. Knight – Killarney School Slide 6 Unit: Sequences Lesson: SEQ-L3 Drawing Fractal **Patterns** Theory – The Geome Tree A mysterious mathematician somewhere/

Learning Center present wrapping interactive game **Math** LeagueMath League congruent, similar, rotation,/**in** **numbers** to make sentence true Missing **Number** **in** a SequenceMissing **Number** **in** a Sequence 1 st level Missing **Number** **in** a SequenceMissing **Number** **in** a Sequence 2 nd level Missing **Number** **in** a SequenceMissing **Number** **in** a Sequence 3 rd level FunbrainFunbrain **Number** Cracker game, guess next **number** **in** **pattern** BBC SchoolBBC School clickable video about **patterns** Shodor InteractiveShodor Interactive **pattern**/

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