Megan Douglas
Lesson Title: All Aboard! Date: March 5, 2015
Essential Question: Does a pattern exist when finding the different combinations of cars used to create different train lengths using Cuisinaire Rods? If so, what is it and how do you find it?
Lesson Rational: In this lesson, the students will use Cuisinaire Rods to create different combinations while having different “car lengths” (individual rods) add up to “trains” (combinations) which are equal to the length of a larger car. The students will record the different combinations and how many there are for each car length and then look for a pattern by examining the numbers and a graphical representation of the results.
Common Core State Standards: M08.D-S.1: Investigate patterns …show more content…
-The students will also be given graph paper to draw each combination they find with colored pencils or markers.
-The students must record how many combinations they had for each car length on the 4th page of the flipchart using the pen tool.
-When a consensus has been reached about how many possibilities there are for each car length, have the students take turns filling in the graph paper on the 5th and 6th pages of the flipchart using the pen/fill tools. -When the students record their results on the board, it will be evident which students found all of the combinations and which ones did not. Have the students self-check and self-correct using their classmates as resources.
2nd objective: In a 2nd class period, the students will use their results and determine a way to visually represent their data and will use this information to determine if a pattern exists and if it does, what it is. -Apply
-Analyze
Lesson Title: All Aboard! Date: March 5, 2015
Essential Question: Does a pattern exist when finding the different combinations of cars used to create different train lengths using Cuisinaire Rods? If so, what is it and how do you find it?
Lesson Rational: In this lesson, the students will use Cuisinaire Rods to create different combinations while having different “car lengths” (individual rods) add up to “trains” (combinations) which are equal to the length of a larger car. The students will record the different combinations and how many there are for each car length and then look for a pattern by examining the numbers and a graphical representation of the results.
Common Core State Standards: M08.D-S.1: Investigate patterns …show more content…
-The students will also be given graph paper to draw each combination they find with colored pencils or markers.
-The students must record how many combinations they had for each car length on the 4th page of the flipchart using the pen tool.
-When a consensus has been reached about how many possibilities there are for each car length, have the students take turns filling in the graph paper on the 5th and 6th pages of the flipchart using the pen/fill tools. -When the students record their results on the board, it will be evident which students found all of the combinations and which ones did not. Have the students self-check and self-correct using their classmates as resources.
2nd objective: In a 2nd class period, the students will use their results and determine a way to visually represent their data and will use this information to determine if a pattern exists and if it does, what it is. -Apply
-Analyze