What's the Pattern?

My students have just starting exploring the early stages of algebra and exploring algebraic thinking using colours, shapes, symbols, numbers, letters etc to begin to identify patterns and relationships, which is a key to being successful in mathematics.

Here are some links to pattern games for your child or students to practise: 

Click on the link:
Finish the Pattern
Pattern Farm

Pattern Match Numbers
Pattern Match Shapes

Extra for experts:
Algebra Function Machine - Find the rule

Here are some photos of my year 4 group (group 1) creating their own repeating patterns:

Working in a class

Each week I relieve in a year 2/3 class so for one day I get to practice problem solving with a class rather than with my small groups. 

This class was split into half and one half works independently in Maths while the other half works with me. They are given a word problem and are asked to read it and talk about what they can see in their heads and what the problem is asking them to do. Once they have had a think, pair, share with their buddy we come back as a group to talk about the problem and also the rules when working with a buddy. This is to ensure that all the students are clear about what the problem is and the expectations before they start trying to solve it. Once we have had a whole group discussion, the students are given a chance to try to work it out. At this stage most students generally choose to use materials such as beans, counters or ice block sticks to help them. 

Here are some photos of the students problem solving:

Measurement

Hello, it has been a while since my last post so I'm trying very hard to catch up on posting about my students. My groups have been working hard for the past couple of weeks learning about measurement using both non standard and standard units.

I have been using ideas from measurement units that can be found on http://nzmaths.co.nz/length-units-work I have found them very valuable and have been altering them or adapting them to suit my students and where they are at.

We have been mainly looking at length and width. 

Group 3 and 5 have been looking at estimations, length, width, benchmarks, surface area, distance, total distance, average, centrimetres and metres to name just some. They have made paper planes (see unit http://nzmaths.co.nz/resource/paper-planes-level-2) which they flew against each other and then were asked to measure the distance, work out total distance, average flight distance etc. They used measuring tapes for this which meant they had to convert metres into centimetres. 

Group 1, 2, 4 have been doing a lot of work around estimations, length, width, non standard units i.e. pencils, hand spans, blocks etc moving on to 1cm cubes, 10cm blocks and making their own rulers. 

Most of the activities have been very hands on which has helped to engage the children in the learning.

The next step will be problem solving with a measurement context.

Below are some photos of my various groups learning about measurement recently: