Hundred's Chart Patterns | Math Exploration

Description

PURPOSE:

This product provides you with a whole-group mathematical exploration into the Hundred's Chart from https://mathforlove.com. Learners are encouraged to bring ideas forward within the conversation and prove or disprove each other’s theories about any generalizations they make surrounding the patterns within this model. This activity is used best to push learners toward deep, critical thought about a mathematical scenario.

WHAT’S INCLUDED:

This product contains:

✏️ 1 mathematical scenario

✏️ Detailed instructions on how to lead students into deep, critical thought about mathematics

✏️ 7 possible student discoveries with explanations

✏️ Plenty of possibility for extension, deeper discussion or lesson ideas

STORY:

A lot of my work this school year has led me to really pushing learners outside the usual confines of the worksheet-based industrial model of education. More than ever, I am learning how to really push my students to see beyond the obvious – making observations, developing generalizations and justifying their theories. Learning inside my classroom has moved from something I give students to something that my students explore and discover for themselves. This and my other pattern exploration activities are examples of things I used this year to drive that deep thought.

POSSIBLE EXTENSIONS:

Possible extensions are included in the file! There is always more research or exploration that can be done when we are drawing conclusions about sequences and patterns.

MATERIALS/PRE-REQS:

Besides this file, you may require:

✏️ Computer and internet access

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RELATED INNOVATIONS from Mr. Kugie’s Curriculum

Categories:

☆ Math • Rediscovered

☆ Math • Patterns & Algebra

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☆ Pascal's Triangle Patterns | Math Exploration

☆ Sierpinski's Triangle Patterns | Math Exploration

☆ Fibonacci's Spiral Patterns | Math Exploration

☆ The Odd One Out | Math Exploration

Follow Me

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Hundred's Chart Patterns | Math Exploration

Name: Hundred's Chart Patterns | Math Exploration
Brand: Mr Kugie's Curriculum
SKU: 6839489
Availability: InStock

Mr Kugie's Curriculum

249 Followers

FREE

Highlights

Digital downloads

PDF

Grades

2nd - 8th

Subjects

Math, Numbers, Other (Math)

Standards

CCSSMP1

CCSSMP2

CCSSMP3

Save even more with bundles

Discovering Patterns in Mathematical Models | Bundle

PURPOSE: This bundle provides you with 7 whole-group mathematical explorations into mathematical models. Within the structure of these community conversations, learners are encouraged to bring ideas forward to prove or disprove each other’s theories about any generalizations they make surrounding th

Price $8.99Original Price $11.96Save $2.97

Description

PURPOSE:

WHAT’S INCLUDED:

This product contains:

✏️ 1 mathematical scenario

✏️ Detailed instructions on how to lead students into deep, critical thought about mathematics

✏️ 7 possible student discoveries with explanations

✏️ Plenty of possibility for extension, deeper discussion or lesson ideas

STORY:

POSSIBLE EXTENSIONS:

Possible extensions are included in the file! There is always more research or exploration that can be done when we are drawing conclusions about sequences and patterns.

MATERIALS/PRE-REQS:

Besides this file, you may require:

✏️ Computer and internet access

*********************************************************************

RELATED INNOVATIONS from Mr. Kugie’s Curriculum

Categories:

☆ Math • Rediscovered

☆ Math • Patterns & Algebra

Products:

☆ Pascal's Triangle Patterns | Math Exploration

☆ Sierpinski's Triangle Patterns | Math Exploration

☆ Fibonacci's Spiral Patterns | Math Exploration

☆ The Odd One Out | Math Exploration

Follow Me

*********************************************************************

Report this resource to TPT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

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Questions & Answers

Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.