Download
1 / 6
110 likes | 342 Views
Geometric Patterns. Unit of Study: Transformations and Symmetry Global Concept Guide: 3 of 3.
E N D
Geometric Patterns Unit of Study: Transformations and Symmetry Global Concept Guide: 3 of 3
Students spent a significant amount of time in “Unit 4: GCG 2” using manipulatives to create, explore, and describe growing and repeating patterns. They also developed function tables to represent the numeric component of growing patterns. “When discussing a pattern, students should try to determine how each step in the pattern differs from the preceding step. If each new step can e built by adding on to or changing the previous step, the discussion should include how this can be done.” - Van de Walle, p. 294 Students should use precise vocabulary when describing geometric patterns, referring to their foldable created in GCG 1. Differentiation should be incorporated into the two days of this GCG as needed. Content Development
Day 1 • Essential Question: How can you use transformations to make geometric patterns? • Display a repeating geometric pattern that uses transformations, such as #3 on Go Math SE p. 517. Give students the opportunity to work with a partner to describe the pattern using precise vocabulary. Have students predict what the next term in the pattern will be. • Clarify for students that a repeating pattern is composed of a pattern unit that repeats. Give pairs of students cm grid paper, pattern blocks or pentominoes. Pairs should use manipulatives to create a repeating pattern that uses transformations. The unit of the students’ patterns should repeat at least twice. As students are creating the pattern, they should record the pattern on grid paper, as well as an accurate, precise description of the transformations they are using in their pattern. Encourage students to use their transformation foldable as a resource. Students should then have the opportunity to evaluate the geometric patterns and descriptions created by their classmates. • Go Math SE p. 512 #1,5; p. 516 #1-3, p. 517-518 #1-8, provide opportunities for students to describe and extend repeating patterns. • By the end of day 1, students should be able to make, describe and extend repeating geometric patterns that use transformations.
Day 2 • Essential Question: How can you describe a growing geometric pattern? • Show the picture or a representation with counters of the example pattern on SE p. 511 . • Allow students to work with a partner to describe the growing patternand draw the next figure in the pattern. Challenge students to create a function table and write a rule to find the number of circles in any figure, n , in the pattern. Use this as an opportunity to informally assess students’ ability to apply their knowledge from Unit 4 to these geometric patterns. You may need to model representing the figure numerically on the table. Facilitate whole group discussion to guide students to see that the rule, n x n, describes the pattern. Remind students that a rule describes the relationship between the number of the term and the figure. • Follow up whole group discussion with Try This and #3-4 on Go Math SE p. 512. • Students can build understanding by working in pairs to create a function table and determine a rule to describe the patterns in #4,7,10 and 12 on Go Math SE p. 513-514. • Students can apply their understanding of describing growing and repeating geometric patterns to Go Math Activity 22 . • By the end of day 2, students should be able to describe growing patterns by identifying the rule for the pattern.
Enrich/Reteach/Intervention • Reteach: • Go Math Florida Online Intervention Skill: 54 – tutorial on geometric patterns • Mega Math- The Number Games: Tiny’s Think Tank Level J • Go Math TE p. 511B Reteach Activity • Core: • Mega Math- The Number Games: Tiny’s Think Tank Level U • Enrich book p. E105 • Students read The Mystery Message and review transformations to turn the trapezoid to unlock the door. • Enrich: • Enrich book p. E105 • Encourage students to create repeating patterns involving two rotations and growing patterns with a rule. Students describe each other’s patterns.
