Animal Parade
Use a transparency to begin a class discussion and to introduce the lesson. At the top, write ANN in uppercase letters in red. Below this name, write Brad in blue, then CAROL in red, and Darius in green; note the capitalization. Cover the transparency with a sheet of paper. Tell the class that it will see a list of names to think about. Reveal the name ANN and say, "My friend teaches at another school, and this is the name of the first person in her class." Pull back the paper to reveal Brad, saying, "Brad is the second student in her class." Continue until all four names have been revealed. Then ask, "Can you tell me the name of the next person on this list?" Let the students brainstorm responses.
Students may notice only the gender pattern and therefore argue that the next name might be Yolanda and that any female name fits. They could also choose Roberto, since the pattern could be three, four, five, six, and seven letters. Other choices are possible, depending on the attributes identified by students: the color, the uppercase-lowercase alternation, the alphabetical order, or a combination of attributes. Reaffirm that numerous reasonable solutions are possible, provided that students can identify and justify a rule for the pattern.
Distribute the Animal Parade activity sheet to each student. Note that a color copy of the activity sheet is desirable, but not necessary, to participate in the lesson.
It is best if students work individually or, at most, in pairs on this part to allow for varied creative responses. Ask each student to cut out the rectangles that contain animal
pictures and to place the pictures in order to form a pattern or sequence with an invented "rule."
Have each student cut out the large, rectangular strips and tape or glue them together to form a long strip. Students then tape or glue their "animal parades" to the strips, with the first animal of their pattern on 1, and so forth. Next, each student cuts out the blank rectangle, draws a fifth animal in the pattern, and attaches it to the strip. Ask each student to write a short explanation of
the pattern and its rule.
When students complete their "parades," they display the strips. Generate a discussion about the various patterns: "Do we all have the same pattern?" "Why not?" "How many people do you think used the same rule?" Have the class try to predict the rules that certain parades seem to follow. Ask students to point out their parades, display their rules, and explain them to the class. Emphasize that many solutions are possible. For example, students may use patterns that involve animal size, animal habitat, left or right orientation of the drawing, or animal names with an odd number of letters versus those with an even number.
Corrals
Ask students how they would sort a deck of playing cards, say, five times, using a different rule each time. Students can work in groups of two or three to sort out their decks of playing cards. Encourage them to consider different ways of sorting things on the basis of invented "rules." As a class, share the groups' sorting rules.
Distribute the Corrals activity sheet to the students.
Individually, students should cut out each of the numbered horses. Encourage students to sort the horses into two separate groups and place them in the two corrals. Once students have completed this activity, have them compare with a partner. Ask students to justify their reasoning to their partner. Partners can verify the other's rule and make sure all of the horses are placed correctly (according to the rule they have stated.)
Students may sort their horses into odd and even numbers, single and double-digit numbers, and so on. More advanced students may suggest sorting the numbers based upon number theory (i.e. factors, digits which add to a certain number, and so on.)
