Thinking About Patterning

Create Sept. 25, 2015 "Prize Winning Quilt"https://pixabay.com/en/prize-winning-quilt-triangle-design-958633/

Hey everyone!

This week in mathematics class we learned about patterning and algebra. First I want to discuss Jordan's presentation on her patterning activity. She did an amazing job presenting the activity, and it greatly refreshed my memory on patterning! She set up the presentation based on minds on, action, and consolidation. Her "minds on" was thinking about patterning in real life. She had us look around the room and see what patterns we could find. During the "action" portion we worked through a worksheet using manipulatives, visual drawing, and then a table. This also echoed the scaffolding strategy, as we began with tools to help us with patterning and then slowly used tools more aligned with independent thinking, and then finally just used our knowledge. Ending with the consolidation phase, we were required to create our own pattern, and have a partner continue the pattern. This implemented group collaboration and reflection on how capable we were to make our own pattern thus showing how well we understood the lesson.

This idea of first using concrete materials, then pictorial representations, and then number patterns is mentioned on page 364 of our math textbook. This relates to Jordan's presentation, but also our class lesson in math class this past week where we worked with manipulatives (blocks) and then drawing visuals (on chart paper), to help us understand and complete the problems presented to us. Doing this twice in one class really helped me understand the importance of catering to different learning styles and how beneficial it is to do so. The text book also put a lot of emphasis on the importance of reflection and being aware of how well the students understand the concepts. It is easy to simply provide tests and quizzes, or utilize group work. However, upon thinking about assessment more deeply there is room for overlooking what the students actually know. They could simply memorize facts for tests, but not truly understand the concepts, or take a back seat in the group work thus not improving their knowledge. The textbook mentions having the teacher speaking on on one with the students and asking them to describe a pattern or extend a pattern to ensure they understand patterning. A pattern's description is a pattern rule, and can be described verbally, pictorially, or symbolically, thus a variety of opportunities for students to describe how well they understand the math concept.

Relating to Jordan's opening activity for her presentation where she asked us to think of patterns around the world, in class we've learned again and again the importance of "investigating" mathematics in real life settings and subsequently extending our knowledge and creating connections and interest within the math strands. Jordan and I are partners for the upcoming lesson-plan assignment and we have already been brainstorming how we can utilize minds on, action, and consolidation, as well as relate our topic of area and perimeter to real life. We are thinking of including a hands-on building activity to show the relevance of perimeter and area in the real world, and make the activity interesting and exciting for students, so they can extend their knowledge.

It is important to be able to identify patterns when teaching or learning about math and life! So here is a fun video to practice patterns with a singing mushroom and mini robots! Enjoy :)