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Resources for Teaching Mathematics
Name of Activity: Ocean Quest
Complete Bibliographic Reference:
Cullen, Christine, and Joseph Gaymore. "Ocean Quest." Teaching
Children Mathematics 14.6 (2008): 344-51. Web. 27 Sept. 2011.
<http://www.nctm.org/publications/article.aspx?id=22162>.
Mathematics Topic:
Algebraic thinking
Mathematical Standards:
3.3.1
Represent relationships of quantities in the form of a numeric expression or
equation.
3.3.2
Solve problems involving numeric equations.
3.6.1
Analyze problems by identifying relationships, telling relevant from irrelevant
information, sequencing and prioritizing information, and observing patterns.
4.2
Students solve problems involving addition, subtraction, multiplication, and
division of whole numbers and understand the relationships among these
operations. They extend their use and understanding of whole numbers to the
addition and subtraction of simple fractions and decimals.
4.3.1
Use letters, boxes, or other symbols to represent any number in simple
expressions, equations, or inequalities.
4.3.2
Use and interpret formulas to answer questions about quantities and their
relationships.
Mathematical Practices:
This activity develops students thinking algebraically and communicating in the
classroom. Students will represent and analyze mathematical situations using
algebraic symbols and then look for and apply relationships between the
quantities to arrive at a logical answer.
Grade Level(s):
3rd or 4th grade
Learner Organization:
Learners should be grouped in pairs or small groups. This allows for
communicating their problem solving and reasoning. This activity could also be
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part of a station because it can be a simple worksheet that they work together
and solve.
Materials Needed:
Worksheets with tables of pictures
Pencils to mark worksheet
Paper/dry erase boards to do work on
Calculators to check work
Description of the Activity:
For this activity, students should be familiar with identifying patterns, reasoning
with variables, and identifying possible values for an unknown. The teacher
presents the students with visual aid worksheets (see examples). They can be
pictures or symbols of whatever the students are learning; fish, birds, weather,
shapes, etc. However, the pictures should be kept simple and limited to three per
worksheet. Then, the students work to assign each symbol a value to determine
the possible values that achieve the sums given. They will use a system of
guess-and-check, ending in logical reasoning. Further exploration of the activity
could be students creating their own grids and having other students solve them.
An adaptation could be providing the value for one of the symbols.
Assessment:
Students will be assessed based on their reasoning of their equations. If they can
individually see why the values add to equal the sum. Showing that they can
create their own grid to make a system of equations would also be a valid
assessment.
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