Patterns with a Purpose

Grade Level(s): K - 5

Subject(s):

 Mathematics (Patterns/Arithmetic)
 Technology

Description: The activity is created for the instruction of primary mathematics.

All students, according to grade level, will quickly recognize the association of
addition and multiplication.

Purpose: This lesson was initially created to allow young students to

independently explore number relationships and patterns while at the same
time establish familiarity with a calculator. Seeing that this is an “inquiry-
based” lesson, you should rely more on the students’ own "discoveries" in order
to generate the questions throughout the activity. For a more structured
approach, “model” how to use the counting constant function as a means to set
up the "pattern puzzles" of the other students. When creating their own
puzzles, they are fundamentally required to give an explanation of the
strategies in which they used to solve the puzzle. This incorporates higher-
level thinking skills.

Objectives:

1. Students will learn how to use the "counting constant" function of the
calculator and will explore patterns and relationships with numbers.
2. Students will demonstrate their mastery of the function with the
calculator with the creation of "pattern puzzles" that they will share with
other students.
3. Students will explain in their own words the strategies they have
discovered for solving each other's puzzles.

Materials:

 A calculator for each student

 An overhead calculator
 paper and pencil

Procedure:
Students will either use their own calculators or observe the transparent
calculator on the over head projector.

Introduce the idea of the "counting constant" and demonstrate how to make
the calculator count.

Students will discover what the calculator does after 0.

Model a pattern puzzle such as 2, 4, 6, 8, __?__

The pattern puzzles will vary, according to grade level.

Demonstrate the counting constant function with 1 and 5

Prompt the students to discover more complicated pattern puzzles on their

own, cooperating with other students throughout the activity. Have children
work with either a partner or in a team during the creation of the puzzles.

Then have them trade off puzzles.

Assessment: At the summation of the lesson, have students explain the

strategies that they used for solving the pattern puzzles. This will act as
support to the constructive learning process, as well as a means of evaluation.