Grade 1: "Predicting Elements"

(From: Mathology)

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This Mathology lesson plan can be accessed in both English and French by logging into your Mathology.ca/Mathologie.ca account and searching for Patterning Activity Card 3: Investigating Repeating Patterns: "Predicting Elements"

Content

Big Idea:

Predicting an element in repeating patterns

Expectations:

C1. Patterns and Relationships: identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real‐life contexts

• Patterns: C1.1 identify and describe the regularities in a variety of patterns, including patterns found in real‐life contexts

• Patterns: C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in patterns

Learning Goals

We want students to...

We want students to understand that…

Regularity and repetition form patterns that can be generalized and predicted mathematically

Success Criteria

I can...

Use the core of a pattern to help me make predictions
Check a prediction by continuing the pattern

Materials

Student Card 3
Attribute blocks, colour tiles
Line Master 6: Assessment

All Student Cards and Line Masters can be accessed by logging into your Mathology / Mathologie account.

Vocabulary

Repeating pattern
Pattern Core
Geometric repeating pattern
Numeric repeating pattern
Predict

teacher background

Students may benefit from prior experience with:

identifying and extending geometric and numeric repeating patterns
identifying the core of repeating patterns

Key concepts

Patterns can be extended because they are repetitive by nature.
Pattern rules are generalizations about a pattern, and they can be described in words.
Patterns can be extended in multiple directions, by showing what comes next or what came before.
To make a near prediction about a pattern is to state or show what a pattern will look like just beyond the given representation of that pattern. The prediction can be verified by extending that pattern.
To make a far prediction about a pattern is to state or show what a pattern will look like well beyond the given representation of that pattern. Often calculations are needed to make an informed prediction or to verify a prediction.
To identify missing elements of patterns is to complete a representation for a given pattern by filling in the missing parts.

Note

In order to extend, predict, or determine missing elements in patterns, students need to generalize patterns using pattern rules.
Rules can be used to verify predictions and to critically analyse extensions and solutions for missing elements.

Pedagogy

Minds On

Draw a geometric repeating pattern with core AB (e.g., circle, square, circle, square, circle, square).

Ask: “Is this a repeating pattern? How do you know? What is the core? What comes next?”

Repeat with a numeric repeating pattern with core ABB (e.g., 2, 3, 3, …).

Action!

Use Student Card 3A

Have patterning materials available.

Look at the first repeating pattern. If you were to continue the pattern, which shape do you think would be above number 8?
Talk to your partner about why you think so.
Continue the pattern to check.
Repeat with the other patterns. What do you think will be above the circled number? Record with a dry-erase marker

Teacher Moves

Probing Questions:

What is the core of the pattern?
How did you decide what is above number ___?
What comes next? How do you know?
How would you describe this pattern to your friend?

LOOK-FORS:

Are students able to accurately identify the core of each repeating pattern?
Are students able to correctly predict the required element?
Are students able to continue the patterns accurately?
What strategies are students using to make their predictions (e.g., pointing to each element, continuing the patterns using the pattern core)?

Consolidation Of Learning

Bring students back together to discuss and share how they made their predictions (e.g., guessing, extending the pattern mentally, using skip counting, repeating the core).

Talk about how students checked that their predictions were correct.

Highlight for Students

We can use the core of a pattern to help us make predictions.
To check a prediction, we can continue the pattern.

Supports for student learning

Accommodations: Have students predict the next element in the patterns.

Extension: Use Side B, where the elements are not numbered, and have students find the circled element each time. Or have students make their own repeating pattern and their partners predict an element.

Combined Grades Extension: Have students make their own repeating pattern where two attributes change and their partners predict an element.

Assessment

All assessments, in the moment feedback/prompts, and independent tasks can be accessed by logging into your Mathology/Mathologie account.

SEL Self-Assessments (English) and Teacher Rubric

Extension

Log in to your Mathology.ca / Mathologie.ca account to access Intervention and Extension activities, Professional Learning Videos and Assessment tools.

Technology

If you require support logging into your Mathology/Mathologie account, please contact Kerry Stack or Erica Doucet.

Use the Colour Tiles Tool in front of the class to explore predicting an element in a repeating pattern. Select the Square Grid workspace, then drag tiles to create a repeating pattern (show 3 repetitions of the core). Place the pointer in a square of the grid. Have students predict what Colour Tile would appear in that square, then continue the pattern to check.

Pearson Interactive Tools (log into your account) / Mathies app / Math Learning Centre)

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