Big Ideas K-3
Session 2
Marian Small
©Marian Small, 2010
Recall
• Our focus tonight is on patterns and
data(statistics).
• We will, however, consider the betweensession work you did on number.
©Marian Small, 2010
Try this
• Draw squares and circles to make a pattern.
• Then draw squares and circles to make a
non-pattern.
• Draw your own “box” on the next empty
screen and show ONE of your choices
there.
©Marian Small, 2010
©Marian Small, 2010
What big ideas about patterns did
we touch?
• That if there is a pattern, there is repetition.
• That we seek pattern even when it’s not
there.
©Marian Small, 2010
Recall- Big ideas are meant to…
• Help you as a teacher see what you are
really going for.
©Marian Small, 2010
Big ideas are meant to…
• Help you as a teacher see what you are
really going for.
• Provide you with a teaching framework- to
see how outcomes are connected.
©Marian Small, 2010
Big ideas are meant to…
• Help you as a teacher see what you are
really going for.
• Provide you with a teaching framework- to
see how outcomes are connected.
• Give purpose to the activities you do
©Marian Small, 2010
Big ideas are meant to…
• Help students build connections
©Marian Small, 2010
Big ideas are meant to…
• Help students build connections
©Marian Small, 2010
Try this
•
•
•
•
•
A pattern begins 2, 4, 6, 8,….
What comes next?
Are you sure?
Click √ if you are sure and X if you are not.
Let’s see what you did.
©Marian Small, 2010
So….
• We see that without a pattern “rule”, you
can’t be sure of a pattern.
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Repeating pattern rules
• What might repeating pattern rules sound
like?
• Raise your hands and I’ll call on someone
to describe one.
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One big idea
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Another activity for BIP 1
• Make up a pattern where it’s really easy to
figure out the pattern rule.
• Make up a pattern where it’s not so easy.
• Draw your own box on the next empty
screen and put one of your patterns there
and we’ll see if we can figure out which is
which.
©Marian Small, 2010
©Marian Small, 2010
And one more
• The 8th number in a (growing) pattern is 12.
• What might the pattern rule be?
• One of you raise your hand to tell us your
pattern.
©Marian Small, 2010
And one more
• The 8th number in a pattern is 12.
• How do you know there is more than one
possibility?
• Take the microphone to respond.
©Marian Small, 2010
And one more
• If I tell you that there is 4 in a pattern
somewhere and a 10 somewhere else, what
else are you sure of about the other numbers
in the pattern?
• Raise your hand to respond.
©Marian Small, 2010
Another big idea
• How much alike do you think these patterns
are?
• 2
2
1 2 2 1 2
2 1
Use √ for really alike and X for not so alike.
©Marian Small, 2010
Another big idea
• How much alike do you think these patterns
are?
• 2
4
1 2 4 1 2
4 1
• Use √ for really alike and X for not so
alike.
©Marian Small, 2010
Another big idea
• How might you represent this pattern in a
different way?
• 1, 3, 5, 7, 9, 11,….
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Another big idea
• Maybe
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Or
• Maybe
Use the next screen to show your own
way.
©Marian Small, 2010
Or
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©Marian Small, 2010
What else could we ask?
• I am thinking of an AABB pattern?
• What could it look like?
• Draw on the next empty slide.
©Marian Small, 2010
©Marian Small, 2010
Or maybe..
• Suppose I clap, clap, snap….
• How can you make a very similar pattern
but with emoticons instead of sounds?
• Draw on the next empty slide.
©Marian Small, 2010
©Marian Small, 2010
Which would you pick?
• Which way of representing the pattern
below would make it easier to see what the
20th number would be?
©Marian Small, 2010
Which would you pick?
Choice 1: 1, 2, 3, 1, 1, 2, 3, 1, 1, 2, 3, 1…
Choice 2:
1, 2, 3, 1,
1, 2, 3, 1,
1, 2, 3, 1…
Type √ for Choice 1 and X for Choice 2
©Marian Small, 2010
How does a hundreds chart
help…
• you to see that 14 + 20 = 34?
• Raise your hand to respond.
©Marian Small, 2010
Hundreds chart
1
11
21
31
2
12
22
32
3
13
23
33
4
14
24
34
5
15
25
35
6
16
25
36
7
17
27
37
©Marian Small, 2010
8
18
28
38
9
19
29
39
10
20
30
40
How does a hundreds chart
help…
• you to see that 32 – 9 = 23?
• Raise your hand to respond.
©Marian Small, 2010
Hundreds chart
1
11
21
31
2
12
22
32
3
13
23
33
4
14
24
34
5
15
25
35
6
16
25
36
7
17
27
37
©Marian Small, 2010
8
18
28
38
9
19
29
39
10
20
30
40
How do 10-frames help you…
• to see that 8 + 6 = 10 + 4?
©Marian Small, 2010
How do 10-frames help you…
• to see that 8 + 6 = 10 + 4?
X
X
X
X
X
X
X
X
O
O
O
O
O
O
©Marian Small, 2010
How do 10-frames help you…
• to see that 8 + 6 = 10 + 4?
X
X
X
X
X
X
X
O
O
O
O
O
©Marian Small, 2010
X
O
©Marian Small, 2010
What do you notice?
•
•
•
•
1x9= 9
2 x 9 =18
3 x 9 = 27
4 x 9 = 36
• How does it help with 6 x 9?
©Marian Small, 2010
How could a pattern…
• show you that you won’t say 87 when you
count by 5s?
• Raise your hand to reply.
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Oh, yes…
• 5, 10, 15, 20, 25, 30,….
©Marian Small, 2010
©Marian Small, 2010
The big ideas in algebra
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BIA 1
• Write the fact family involving 3, 4, and 7.
• Does every fact family have 4 equations in
it?
• Check √ for yes or X for no.
©Marian Small, 2010
BIA 1
• I’ll tell you that no matter what number you
say, I am going to add 2 to it, subtract 1,
and then add 4.
• Can you predict what will happen to any
number you choose?
• If I told you the end result, could you tell
me what number I started with?
• Raise your hand to reply.
©Marian Small, 2010
BIA 1
• Complete:
• Adding 5 is the same as…..
• Type some answers in text boxes on the
next slide.
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©Marian Small, 2010
How would you write…?
• Why might I write [] + 3 = 5 to describe
this?
• Take the microphone to reply.
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You are helping…
• the person in a toy department at a store
figure out how to organize their toys.
• What would you suggest?
• Raise your hand to make a suggestion.
©Marian Small, 2010
You are helping…
• Is there another way?
• Raise your hand to make a suggestion.
©Marian Small, 2010
©Marian Small, 2010
Or…
• Provide picture cards, each with a picture of
a type of food item.
• Ask students to sort those cards in different
ways?
• Ask why anyone would want to sort them.
©Marian Small, 2010
Finding out about…
• You know students are interested in WII
games that they like to play.
• You offer them a chance to conduct a
survey to find out about game choices of
their fellow students.
• You could ask:
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Finding out about…
• What is a question I could ask that would
help me know the games others like?
• What question might I ask about the WII
games they use that might be less helpful?
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Why might you not…
• ask your classmates to list the ice cream
flavours they like if you are charged with
deciding which three flavours to have
parents buy for the class event?
©Marian Small, 2010
©Marian Small, 2010
©Marian Small, 2010
What does
the graph
tell you?
Is this about
BIDAD 1, 2
or 3?
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What does this bar graph make it
really easy to see?
Which big idea?
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Or this…
• Which bar graph do you find more useful?
Why?
• Boys
Type in √ for
• Girls
the top one
and X for the
bottom one.
• Boys
• Girls
©Marian Small, 2010
Useful???
• What is this graph useful for?
• Boys
• Girls
• Which big idea???
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So what did you do…
• and how did it go?
• Raise your hand to share.
©Marian Small, 2010
Next time…
• The focus will be on shape and space.
©Marian Small, 2010
Before that..
• Try out some of the number or pattern or
data questions I did or others you develop to
bring out big ideas and be ready to share
how it went.
©Marian Small, 2010