Week Four is where we begin to approach the curriculum in a more systematic way.

Notes will
become more important this week.
Day one
Goal
- Review the major concepts that have been learned in Math this year
o Math Rules
o Collaboration
o Noticing
o Conjectures and Proofs
o Whatever else kids come up with
- Introduce geometric patterns
Subordinated Tasks
- Expressions and equations
Delivery
- Table groups, students working individually and with small groups
- Begin with a review of the major concepts (see above list). Try to draw as many of these
out from students as possible.
- On the board, draw the following:

- Teacher: What do you notice?

- Kids will give answers like:
o It’s getting bigger
o Plus 2 (teacher: I don’t understand, what do you mean?)
o It goes up by two each time
o It looks like an array *** (this is gold, latch onto this and get everyone on this
page)
- Next questions
 How would you describe this pattern to someone?
 What if I told you it wasn’t an adding pattern? How would you describe it
then?
 What will the fourth figure look like?
  What would figure zero look like?
 Can you predict what the eleventh figure will look like? How many
squares will it have? What about the 100th?
 For these questions, lead them to multiplication

- Next show this:

- Go through the same series of questions, and try to get them to “multiple the fig # by 3”
o Total blocks = 3 x figure number
 Total blocks is a lot to write, what if I just wrote b and we know b is the
total blocks. And figure number is a lot too, what if I just wrote f,
 so b = 3 x f or b = 3f
 Could I use any letters? Sure why not?
- Next try this:

-
- Have kids try to describe this pattern in their table groups
o If they are stuck, use this prompt:
 What changes, what stays the same?
 On the board, you could colour the top square to differentiate it from the
rest
 Answer: 3x+1
 This is an expression. At grade six, we can describe an expression
as part of an equation (it doesn’t have the equal sign). It describes
how the pattern grows.
 - Next:

- Next

Let kids work in groups to figure out how these patterns grow. Really push to have them
think about multiplication and not adding.
If kids really catch on to this, give them an expression and have them build the first three figures
of the pattern.

Consolidation
- It’s possible to consolidate as you go on this lesson. After each pattern, you could do a
mini consolidation, or you could allow students to move at their own pace to get through
the patterns.
- For consolidation, you could put up a new pattern and you work through it, like a think-
aloud. Colour code the “adding part” and “the multiplication part”

Day 2
Goal
- Numerical pattern practice
Subordinated Tasks
- Algebraic thinking
- Operations practice
- In/out tables
Delivery
- Table groups, individual work with kids talking in small group
- Teacher:
o I’m thinking of a number (do a couple for warm up)
o Move into guess my rule
 Use in/out tables to help kids see patterns
 Do three or four with expressions such as
 5x + 3
 2x + 1
 7x + 2
 4x + 3
 On the next guess my rule, ask students to think about yesterday’s lesson
with growing geometric patterns. Let them know that yesterday’s and
today’s lessons are connected and it’s their job to figure out how (make
this a table activity).
 Go through the guess my rule, and then have students work in their table
groups to come up with how the two lessons are connected.
 When they think they have an answer, listen to it and if it works,
have them create a picture(s) to show their answer.
Consolidation
- We don’t necessarily need a consolidation outside of groups sharing how the lessons are
connected. The full consolidation will come tomorrow in the combination
(numerical/visual).
Day three
Goal
- Combine visual and numerical patterning (kids should see the connections)
Subordinated tasks
- Operations practice
- Patterning
Delivery
- Random groups at a space in the class with floor room
- Using online pattern blocks, build a picture like this:
-

- Tell students that this is the fourth figure in a pattern. Challenge them to come up with a
conjecture about what the pattern could be (they could give an expression, or a pattern
rule, or even a description, like “start with a triangle, and every figure adds one square to
each side (we hope they’re not thinking additively, but if they are, you have a goal).
- Next draw them the second figure in the sequence (a triangle with two squares on each
side). Ask them to prove or disprove their conjectures and see if they can come up with
an expression to describe the pattern (3x +1).
- Teacher:
o Your task today is work in partners and create patterns and expressions. You will
get pattern blocks like these and this long sheet (see picture). Choose a figure and
build it for your partner while they do the same, then switch and make a
conjecture. Next, give them another figure and see if you can prove or disprove
your conjectures.
Each kids gets a long sheet like the one pictured above and a handful of pattern blocks. The more
you do this activity, the better kids get at it – it probably won’t go well right off the bat.

Day 4
Do a combination of day 1 and day 2 – some growing geometric patterns, some guess my rule
(back and forth)
You can also have kids draw the pattern for guess my rule questions
In Out Geometric pattern
1 3 (picture of 2x +1)

Day 5
Return to day three