Math CAMPPP 2011 Math at the Beach!!! Grade 5-8 Sandra Fraser Erik Teather <Welcome participants.> 1

Patterning & Algebra Breakout 1

Entrance Card Please complete the following entrance card. We are interested to hear how you’re feeling about Patterning & Algebra after the first 2 Plenary Sessions.

Secret Rule Game In pairs, you will be getting A secret pattern rule # of tiles = (position number) x 2 + 8 Position Cards 1, 2, 3 Colour Tiles (use 2 colours) Use the colour tiles to create 1 tile representation of the secret pattern you are given

Guess my Rule! 1 2 3 # of tiles = (position number) x + Thought we should do one as an example just to make sure that everybody knew what was going on (I hate to model but I think it’s needed...what do you all think?) # of tiles = (position number) x +

Make your Patterns!

Table Walk With your partner, walk around and determine the secret rules of the different representations in the room. Write down the pattern rules on your handout. Note: on handout instead so that partners have to talk about it and people are more likely to engage in the math if the answer isn’t right there for them.

Discussion A few questions… Which patterns did you have a hard time figuring out? How did the 2 colours help you see the rule? Did the visual representation allow you to determine the rule? Any other feedback about this activity?

Patterning & Algebra Reflect on the following 2 Big Ideas in P&A Multiplicative Thinking Generalizations How were these big ideas brought out in this activity?

Responding to Students in the Moment Think about what you were saying to your partner while walking around the room. Were you Telling? Showing? Guiding? Questioning? Waiting? Did you have enough think time? How else do we respond to students in the moment? Peer to peer and teacher to student One facilitating and one recording collecting spontaneously what we do ourselves as providing responding to students in the moment.

Table Secret Rule As a table, you will be getting a new secret pattern rule. Each of you will create a tile representation (one colour only this time) of the pattern rule (but none of you can have the same geometric design)

Table Walk As a table, find the other table who had the same pattern rule as you. Did anybody at the other table have the same geometric design you had? Also, choose a different table and find the other table that had the same rule. Did their designs look the same?

Discussion Did having only 1 colour make it more difficult to find your table match? Why? What else might have made it more difficult to find your matching table?

Reflection What do you think the purpose of this activity would have been?

Secret Pattern Rules Build your own secret patterns. Have your table try to determine the rule you created.

Video We have a short video of a Grade 7 class participating in a similar lesson. What to look for: Evidence of multiplicative thinking and generalizations How the teachers are responding to the students in the moment

Video – Discuss at table Was there evidence of multiplicative thinking and generalizations? Were teachers responding to the students? Also: What were your first thoughts? Were the students engaged in the math? Anything else you noticed?

What did we learn? …about the mathematics? …about teaching mathematics?

Learning Goals (Did we meet them?) To create geometric patterns and use them to support our own understanding of multiplicative thinking, generalizations and multiple representations. To begin discussing the idea of responding to students in the moment. 19

Exit Card Now that you’ve been engaged in the math throughout this breakout we would like you to… fill out the exit card reflect on how you’re feeling about P&A now