One Expectation, Three Ways

Jenine, Michelle and Janice all teach Grade 3 at three different schools.  They are all working on the first overall patterning expectation of describe, extend and create a variety of numeric patterns and geometric patterns.  Here are some of the ways that they started their units. 

Jenine started her unit with looking at number patterns.  The students completed a problem about a classmate.  They also did a K-W-C chart to help them comprehend what the problem was asking of them.

The students then got to work solving the problem in similar ability pairs.  When they had completed the activity, we did a congress to consolidate their learning. 

The students who shared their work were chosen because their work showed strategies that were different.  One group re-created a hundreds chart to show what they thought the pattern might be.  This opportunity was then used to show the class how you could also use a number line to show the same thinking (and with doing a little less writing!)

At the end of the lesson, a highlights sheet was created to show the students the different strategies that they used to solve the problem.  This will then help them complete problems later on in the unit.

Michelle used a different approach to start her unit.  She began by having the students orally share what they knew about patterns.  She then had them create a pattern of their own.  When they were done making their pattern, they talked about the pattern that they had made.  Michelle recorded these words on a chart under two headings "Words" and "Attributes"

The students then went back to their desks and used the vocabulary to write about their pattern.

(Click on the picture to see what the student wrote clearer).  The students now have a good understanding of what attributes are, and how to use words to describe patterns.  From this activity they were able to demonstrate if they can create, extend and describe patterns.

Janice used technology and art to help her class get a grasp of patterns.  She gave them a digital camera and they went around their school looking for patterns that they saw in the world around them.  Not only did they capture that pattern in a photo, they then wrote about and extended their pattern the next day.  Here are a few examples of their real life patterns.

This student noticed two patterns - the colours of the desk tops and also the tiles in the floor.

A very observant student noticed that the Principal's tie and shirt had patterns in them.

Even the heater proved to have patterns in it!

Janice also has her learning goals and success criteria posted for her class to see.

Three different ways, but three great starts to the Patterning unit!