What type of patterns are the children making

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Reference no: EM133719603

Application Exercise 1: Study of Patterns and Functions

Apply your understanding of the learning from this chapter. When finished, submit your answers.

Watch as this first-grade teacher introduces the ideas of a symbolic pattern.

Lynda Penry 1st Grade: Using Symbols

Question

Part 1
What type of patterns are the children making in this video?

Part 2
How does the teacher engage the children to identify the core of the pattern?

Part 3
Near the end of the clip how does the teacher reinforce the learning of repeating patterns?

Part 4
"Repeating patterns are everywhere!" What happens in this lesson that demonstrates this to be true?
Application Exercise 13.2: Observing and Responding to Student Thinking
Click the link below to watch a fifth-grade student solve the problem, "Gary ate 5 strawberries and Jeremy ate some too. The container of 12 was gone! How many did Jeremy eat?" then answer the questions that follow.
Variables Used as Unknown Value

Question content area bottom

Part 1
Variables can be interpreted in many ways. Describe two ways in which variables can be used?

Part 2
Based on the ideas discussed in question 1, describe the purpose of the unknown (or variable) in this scenario?

Part 3
What strategy does the student use to find the value of the unknown (missing variable)?

Part 4
Based on your analysis of this student's work, what conclusion can you make about her use of the standard algorithm for subtraction?
Application Exercise 13.3: Observing and Responding to Student Thinking
Click the link below to watch an eighth-grade student solve the problem, "Can you figure out the weight of each ball, given the following facts?" then answer the questions that follow.
Variables Used as Unknown Values: Ball Weights
Question content area bottom

Part 1
What question(s) might a teacher pose for students who have not yet experienced the formal use of variables to represent unknown values?

Part 2
This student solves this problem by using a system of equations. Therefore, why does the student add the sums of the first two equations?

Part 3
This student artifact is a good example of the power of having access to a video/audio screen capture. Without both, what might be confusing to assess about this student's understanding?

Reference no: EM133719603

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