3-5
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.
3-5
Students analyze numeric patterns, including Fibonacci numbers. They also
describe numeric patterns and then record them in table form.
3-5
During this lesson, student use mathematical knowledge and skills developed in the previous lessons to demonstrate understanding and ability to apply that knowledge in a real-life context. As students tackle more complex tasks, teachers have opportunity to observe student’s competence with methods and tools for computation, estimation, problem posing and solving, collection of data, organization and interpretation of graphical representations, measuring with standard units, and responding to investigations that require the comparison of data sets.
6-8, 9-12
This lesson plan presents a classic game-show scenario. A student picks
one of three doors in the hopes of winning the prize. The host, who
knows the door behind which the prize is hidden, opens one of the two
remaining doors. When no prize is revealed, the host asks if the
student wishes to "stick or switch." Which choice gives you the best
chance to win? The approach in this activity runs from guesses to
experiments to computer simulations to theoretical models. This lesson
was adapted from an article written by J. Michael Shaughnessy and
Thomas Dick, which appeared in the April 1991 issue of the
Mathematics Teacher.
6-8
The paper pool game provides an opportunity for students to develop their understanding of ratio, proportion, greatest common divisor, and least common multiple.
6-8
The interactive paper pool game in this i-Math investigation provides an opportunity for students to further develop their understanding of ratio, proportion, and least common multiple.
6-8
The interactive paper pool game in this i-Math investigation provides an opportunity for students to further develop their understanding of ratio, proportion, and least common multiple.
6-8
This activity uses a series of related arithmetic experiences to prompt
students to generalize into more abstract ideas. In particular,
students explore arithmetic statements leading to a result that is the
factoring pattern for the difference of two squares. A geometric
interpretation of the familiar formula is also included. This lesson
plan was adapted from an article by David Slavit, which appeared in the
February 2001 edition of
Mathematics Teaching in the Middle School.
9-12
As you review student work in this unit, it is important to remember
the mathematical objectives/expectations of this Unit Plan that are
stated in
Principles and Standards for School Mathematics.
Pre-K-2
Students review this unit by creating, decomposing, and comparing sets of zero to 10 objects and by writing the cardinal number for each set.
