Class Overview
This
week in math class we covered the topics patterning and algebra. As a student I
thought patterning was just the repetition of images or the continuous increase
or decrease of a number of items. I also thought that algebra was the use of
letters in math which was truthfully a little frightening. While enduring my
math education I always thought that these units were two separate entities
that had no relation to each other. In the class this week I quickly found out
that I was wrong and that the connection between patterning and algebra is very
strong and easy to see.
Matching Patterns
We
started out the week with a matching patterns exercise that had the students
match a block pattern with a corresponding t-chart, an algebraic equation, and
a graph. The exercise in completion is shown above. I was able to understand
the relation between the t-chart and block pattern quickly as the t-chart just
stated the stage and how many blocks were present in the pattern. From this
chart I was also able to understand the graphing aspect, the left side of the
t-chart was the x-axis number and the right side was the y-axis. Using the
graphs and t-charts can help the student move from patterning to algebra
easily. The organizational tools will help the student clearly see the pattern
help them create an equation. Where I was confused was to how to write this
relation as an algebraic equation. It was not until a later side that I was
fully able to understand the relation. The slide that made it clear how
patterns and algebra are related is shown below.
This picture easily explains how to relate a pattern to
algebra. The ‘t’ stands for total number of blocks or output. The ‘n’ stands
for the input or stage number. With a few input and output numbers given to the
student they should be able to realize the pattern and quickly create an
equation. The equation is simply put together by the pattern number or what the
pattern increases multiplied by the input number and then adding an extra
number to get the total output. This picture explains it clearly that that the number
that increases the pattern will always be multiplied by the stage number.
Another Week, Another Teaching Tool
This
week showed me another tool that can be used in the classroom to enhance math
education. The resource, Explore Learning, Gizmos, allows for a teacher to create a class and invite students in order to teach
them more about a certain subject. The resource covers a large variety of
topics and can help the students understand mathematics in a fun learning
environment. The resource that I viewed in depth was the function machine as it
went along with the topic of patterning and algebra. The function machine
allows for the student to pick a number and drop it into the machine as it
generates a pattern. The resource even has an assessment that the students can
use to test their knowledge on the patterns and view how they are doing.
This week was a great one in math because it showed me
the relation that patterning and algebra have. This week also provided me with
another resource that I can introduce into the math curriculum in placement or
when I am teaching in my own classroom.
It's funny how we go through school assuming that strands of subjects are so disconnected when in reality everything we do intertwines and acts as building blocks for our continuous education! I too was initially shocked too see patterning and algebra connected in the same strand, but found the activities that connected the different representations of patterns (tables, graphs, expressions and models) really helped demonstrate how connected they are.
ReplyDeleteDo you feel like you could introduce that Gizmos activity to your students as an introductory activity to patterning/algebra or do you think it would be something you would implement towards the end of a unit for practice?
I had many of the same revelations in class as you did: never before had I connected patterns with the idea of algebra. Now that I've learned it in this way, it makes so much sense and I see the value in going forward to use it in this way with students. The different iterations of patterns (graphs, t-tables, blocks, etc.) were also super helpful in showing the different ways in which expressions can be linked and demonstrated. I'm interested to see how you would introduce Gizmos with your class: as a practice activity? Or do you think you would use it as a part of assessment? Thanks for your post!
ReplyDeleteChristian, you have used a clear and engaging style in your reflections and the headings help to organize your thinking. You have thought deeply about your learning and are using this to inform your plans to teach math in your own classroom. Perhaps you could link your weekly readins and actvity presentations to weekly inclass work as well.
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