Here is what we have been working on in math:
– count forward by 1’s, 2’s, 5’s, 10’s, and 25’s
to 200, using number lines and hundreds
charts, starting from multiples of 1, 2, 5,
and 10 (e.g., count by 5’s from 15; count
by 25’s from 125);
– count backwards by 1’s from 50 and any
number less than 50, and count backwards
by 10’s from 100 and any number less than
100, using number lines and hundreds
charts (Sample problem: Count backwards
from 87 on a hundreds chart, and
describe any patterns you see.);
We are now working on patterning.
– create a repeating pattern by combining two attributes (e.g., colour and shape; colour and size) (Sample problem: Use attribute blocks to make a train that shows a repeating pattern involving two attributes.);
– demonstrate, through investigation, an understanding that a pattern results from repeating an operation (e.g., addition, subtraction) or making a repeated change to an attribute (e.g., colour, orientation).
-identify and describe, through investigation, growing patterns and shrinking patterns generated by the repeated addition
or subtraction of 1’s, 2’s, 5’s, 10’s, and 25’s
on a number line and on a hundreds chart
(e.g., the numbers 90, 80, 70, 60, 50, 40,
30, 20, 10 are in a straight line on a hundreds chart);
There are patterning games on the right side of the blog for students to practise.
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