Essential Question for students (objective): How can we think like mathematicians by looking for repetition in the way we count, calculate, or construct patterns? How can we use patterns and repetition to create a rule?
Supplies: video (length 0:59), note-maker
CCSS: 2nd or 3rd OA standards, MP #1 Make Sense of Problems, MP # 8 Recognizing Repetition TEKS: 2nd or 3rd grade, Use a problem-solving model
Instructional Format: Video, student problem-solving, group or individual work
Lesson Description: There are many ways to use this video in your math class. I filmed it with the express purpose of having students practice finding numeric patterns and using those patterns to create a rule. In second grade a rule can be words or number sentences. It doesn’t have to be a formal equation or expression. This fits most algebraic standards in the early grades.
1) You can show this video (59 seconds) at the beginning of any unit You can have them work on the problem at the end of daily lessons (or once a week) armed with new knowledge that they are exploring in class. Students use the note-maker to help record their problem-solving work. Or you could revisit the video at the end of any unit as a formative check to see what the students have learned about patterns and creating rules and whether they can apply that knowledge.
2) You could show this video as a warm-up activity after the students have learned some basic pattern work. It is a great way to explore math practice number 8 – recognizing repetition.
Extensions: How many votes did it take to get the constitution amended so that women could vote? How many votes does it take to get a constitutional amendment passed today? If you have a year to get the total votes necessary, how many votes would you need to get locked in each day?