Illuminations: Patterns That Grow

Patterns That Grow

Unit Overview

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Looking Back and Moving Forward

In this final lesson of the Unit, students use logical thinking to create, identify, extend, and translate patterns. They make patterns with numbers and shapes and explore patterns in a variety of mathematical contexts.

Learning Objectives

Students will:

create, extend, analyze, describe, and record linear patterns with shapes
describe and analyze patterns in a chart
create, extend, analyze, describe, and record number patterns

Materials

Station 1: Pattern blocks and paper, or the Shape Tool
Station 2: Paper, crayons, and calculators
Station 3: Multiplication Chart and crayons
Station 4: Crayons and pattern blocks

Instructional Plan

Students work in small groups at four different centers to review the concepts learned in each of the four lessons in this unit. You may wish to print out the directions for each station. Students might be assigned to rotate among the stations in groups of four to six.

Station 1

Work in pairs to create and record pattern blocks patterns on paper or with the online Shape Tool.

Shape Tool

When you have a pattern, record it by tracing the pattern blocks or printing out the Web page. Write a description of the pattern on your piece of paper.

Station 2

Look at the growing pattern below and draw the next two figures.

• • •

• • • • •

• • • • • •

Then create a growing pattern and exchange it with a friend. Ask someone in your group to add two more repeats. Keep a copy of your pattern to give to your teacher.

Station 3

Circle the 6, 7, and 8 multiplication tables on a copy of the multiplication chart, using different colored crayons for each table. Read each of the tables to another member of your group. Then record each of the patterns at the bottom of or the reverse side of your multiplication chart.

Multiplication Chart

Station 4

Make a pattern with the pattern blocks, and record in a table how many of each block would be used in two, three, four, and five repeats. Trade your table with partner and ask him or her to make other patterns that the table could be used to describe. Record your table on a piece of paper to be given to your teacher.

Questions for Students

How would you make an ABC pattern from pattern blocks? How else could it be done?

[Student responses may vary.]

Tell about one pattern that you found on the multiplication chart. How would you describe it to a friend?

[Student responses may vary.]

How many dots are in the first figure of the "square" growing pattern in Station 2? How many dots will be in the sixth figure? In the tenth? How do you know? What is the rule?

[1; 25; 100; Multiply the number by itself.]

How would you use a calculator to generate the pattern 1, 13, 25, 37 … ?

[Add 12 to each previous number.]

Assessment Options

Collect the stduents' written work from each of the 4 stations.

Teacher Reflection

Which students met all the objectives of this unit? What extension activities are appropriate for those students?
Which students are still having difficulty with the objectives of this unit? What additional instructional experiences do they need?
Which students are not yet able to recognize, extend, and analyze linear and chart patterns? What additional experiences do they need?
Which students are not yet able to recognize, extend, and analyze growing patterns? What additional experiences do they need?
What will I do differently the next time that I teach this unit?
What were the greatest challenges for the students?
How can I help students connect the important ideas in this set of lessons to other ideas in mathematics?
How can I build on what students have learned in this Unit when we begin the study of multiplication?
What other situations would extend students’ experiences with patterns?
When should I revisit or extend the study of the fundamental ideas of this unit?
What learning experiences would help students not yet comfortable with these concepts?