The Number Line, Patterns, and Units

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Objective

SWBAT use units to understand problems, and choose appropriate scale on a horizontal axis.

Big Idea

Units of measurement add context to the number lines that we've been creating.

Patterns Quiz

15 minutes

For the first 15 minutes of today's class, students will take their second Patterns Quiz  of the year.  

As students arrive, I've posted the rubric from our previous Patterns Quiz, which looks like this: Patterns Quiz Rubric.  I post this photograph on the board, and tell students that they'll be graded in exactly the same manner as last time, with an emphasis on trying every problem.

This is a second chance for students to take this quiz, and another opportunity for me to learn about my students.  One thing I'll learn is how well they can retain information or reference prior notes.  It's been two weeks since they took the previous quiz, and we haven't specifically studied these sorts of problems in the last few classes.  All of my quizzes are open-notebook, so as kids take this one, I'm looking to see who can use those "older" notes, and who's completely at a loss in that regard.

Also, even though it's been a few days since we've gone over the algorithms for thinking about these problems, our work has involved patterns in other ways: on the addition and multiplication tables, we've seen all sorts of patterns, and then on Part 2c of the Number Line Project, kids have been describing those patterns in words.  I'm curious to see if any of this work helps them solve pattern problems like those on this quiz, and I'm looking for kids who reference that project work while taking the quiz.

The Number Line Project, Part 3

23 minutes

Part 3 of the Number Line Project follows an arc similar to that of Part 1.  Part 3a, which I introduce here, is fairly algorithmic and guides students with various scaffolds.  Part 3b requires students to make a similar set of number lines from scratch, on loose-leaf, with no scaffolding.  Part 3c is like Part 3b, with a little greater complexity.  What's interesting about 3b and 3c is that they're actually pretty simple once a student makes it that far: if they've been successful on all the other parts of this assignment, these last pieces (which I describe in tomorrow's lesson) should not be too difficult.

Please check out my narrative video for an overview of Part 3a.

Closing: Get organized, because the project is due on Friday (in two days)

5 minutes

With about five minutes left in the class, I remind everyone that the whole project is due on Friday (two days from now).  I tell students that when they show up for class on Friday, I'll expect them to bring everything they've done.  They will fill out a reflection sheet, paper clip everything together, then submit their work.  "There won't be much time for you to complete unfinished work on Friday," I say.  "So make sure that you get done whatever you can tonight."  

Most students started Part 3a in the 25 minutes they had to work today, so that's likely to be the homework for most kids.  I tell everyone to make sure that they've recorded whatever they're assigning themselves on this week's homework sheet.  I advise everyone to decide what they're going to accomplish tonight and get organized in these last few minutes of class, then I circulate to help anyone who needs it.