21.+Sabrina+S.+-+Grade+2+and+5

Math Fair Activity #1 Pattern Train Grade 2 Taken From- Nelson Education Ltd. Patterning P 2.1 Demonstrate understanding of repeating patterns (three to five elements) by: · **  describing  ** ·  representing patterns in alternate modes · **  extending  ** ·  comparing · **  creating patterns using manipulatives, pictures, sounds, and actions. ** e) Create a repeating pattern and explain the reasoning. Pattern Train Cards, Pencil, Paper Clip,  Students will be given one set of pattern train game cards each. They will be instructed that they each have one engine card and will discuss why the engine card leads the train. Then each student takes a turn spinning the spinner (pencil and paper clip) to see which card they get next. As the students spin they begin to use their cards to create a pattern train. Each student spins 12 times and when they train is complete they describe the pattern to each other. Each of the 4 types of train cars is a different design and colour. Students are to describe the pattern in any way they can. They are creating a pattern, and then explaining the reasoning for that pattern. Students are then instructed to create a continuance of their pattern to describe the repeating pattern to each other.  For students who find the activity challenging the train can consist of 6 cards and a smaller pattern. This may be easier for the student to describe and understand. For students who are finding the activity unchallenging the activity can be modified and students can be asked to create a pattern with the train cards and have their peers try and describe it too them. Math Fair Activity #2- Continue the Pattern Grade 2 Taken From- Nelson Education Ltd. Patterning P 2.2 Demonstrate understanding of increasing patterns by: · **  describing  ** ·  reproducing · **  extending  ** · ** creating patterns using manipulatives, pictures **, sounds, and actions (numbers to 100). c) Analyze a non-numerical increasing pattern and extend the pattern. Continue the Pattern worksheet, pencil crayons, pencil  Students are each given a worksheet and are asked to read the instructions together. The first pattern is smiley and sad faces and begins with 2 faces, increasing by one in each following box. The students are to draw what pattern comes next. The student s are to write the pattern rule. Students can then move on to the next pattern and extend it as well. This pattern begins with two squares and then increases by two squares each time. The students are to then write the pattern rule.  For students who find the activity challenging it can be done as a group with support and scaffolding from the teacher. For students who find the activity unchallenging, it can be adapted by having students colour each pattern and use the colours for creating a new pattern.  Students will demonstrate an understanding of increasing patterns by orally describing to me the pattern they see. The assessment tool will be a class checklist. Each student will be asked to describe to me orally what pattern they see. The checklist will have three columns. (struggles to orally describe the pattern, adequately describes the pattern orally, describes the pattern with no difficulty) Math Fair Activity #3- Match It     Grade 5 Taken From- Math Makes Sense 5 Developing Strategies P 5.2 Write, solve, and verify solutions of single-variable, one-step equations with whole number coefficients and whole number solutions.  c) Solve single-variable equations with the variable on either side of the equation, explain the strategies used, and verify the solution.  Match it cards  Students are to work in pairs and place the match it cards upright on the table. They are to play against each other and select which card with an equation will match the card with the written problem. Students are to describe to their peer why the two cards match. As students are playing the teacher can ask them to describe what strategies they are using to match the cards.  For students who find the activity challenging it can be adapted by completing the activity as a class. This way students who are not sure of how to select the pairs can hear the strategies of others.  For students who find the activity unchallenging the match it cards can be upgraded and made more difficult. Math Fair Activity #4- Tic-Tac-Toe Challenge Grade 5 Taken From- Math Makes Sense 5 Developing Strategies P 5.1 Represent, analyze, and apply patterns using mathematical language and notation.  f) Solve problems and make decisions based upon the mathematical analysis of a pattern and other contributing factors.  1 cm Grid Paper, Pencil  Students are to review rules of the tic-tac-toe game and are told to develop strategies to tie or win the game in a 3x3 grid. To win students must be first to get three of their letters in a row (horizontally, diagonally, vertically). The game can be played repeatedly and a score can be kept. Then students can share in small groups or as a class their strategies for winning.  For students who find the activity challenging the game can be played in groups of four and the pairs can make the decision together as to where to put their x or o. For students who find the activity unchallenging it can be adapted and altered to be played in a 4x4 grid. This way the goal can be to not get a line (opposite) of the first challenge. This allows the students to create different strategies.
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