{"id":5328,"date":"2018-02-28T18:38:41","date_gmt":"2018-03-01T01:38:41","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5328"},"modified":"2018-02-28T23:01:07","modified_gmt":"2018-03-01T06:01:07","slug":"patterns-in-g3","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/02\/28\/patterns-in-g3\/","title":{"rendered":"Patterns in G3"},"content":{"rendered":"

Similar to the LfU model, I appreciate how the T-GEM approach to teaching is through inquiry. I chose to create a lesson around a ‘Patterns and Relations’ outcome. In my experience, in the early years, students have a strong understanding of how to identify, extend and replicate simple patterns such as AB patterns, ABC etc. Next steps in their conceptual understanding is to identify pattern rules for increasing and decreasing patterns and then apply them to an algebraic equation. This is a concept that many students in Grades 4 and 5 struggle with. I teach Grade 3, and our goal is to prepare students for this by having them predict future\u00a0terms by analyzing and thinking about patterns critically. In the plan outlined below, I integrated technology as both an optional tool\u00a0for students to use in their investigation, and as a tool for students to explain their thinking. As Khan (2007) explains, this is a cycle that students should go through many times, therefore students would be asked to repeat the ‘evaluate’ and ‘modify’ activity in different ways to help achieve mastery.\u00a0\"\"Example question for ‘Evaluate<\/span>‘<\/p>\n

Replicate the models below by making a drawing, using tiles, or using your interactive\u00a0whiteboard. Identify the pattern rule and then make Case 4 and 5.<\/p>\n

Fill in the table below.<\/p>\n

Analyse the pattern rule. Can you predict what Case 7 would look like? How many tiles would it use? Case 10? Make your\u00a0predictions and then check your answer by building each one.<\/p>\n

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References:<\/p>\n

Khan, S. (2007).\u00a0Model-based inquiries in chemistry.\u00a0Science Education, 91<\/em>(6), 877-905<\/p>\n","protected":false},"excerpt":{"rendered":"

Similar to the LfU model, I appreciate how the T-GEM approach to teaching is through inquiry. I chose to create a lesson around a ‘Patterns and Relations’ outcome. In my experience, in the early years, students have a strong understanding of how to identify, extend and replicate simple patterns such as AB patterns, ABC etc. […]<\/p>\n","protected":false},"author":51893,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669392],"tags":[],"class_list":["post-5328","post","type-post","status-publish","format-standard","hentry","category-b-t-gem"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5328","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/51893"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5328"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5328\/revisions"}],"predecessor-version":[{"id":5338,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5328\/revisions\/5338"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5328"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5328"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5328"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}