Reflection: Diverse Entry Points Using A Pattern to Solve A Problem - Section 1: Warm Up


Patterns and geometry often take a different type of understanding than computation and operations. Children who quickly grasp computational operations often struggle with the more visual patterns and geometry.

Today one of the children who struggles with computation suddenly saw the computation pattern that was laid out in the puzzle. While everyone else was still trying to figure out how the triangle worked, she had completed it and was trying to create her own row based on the pattern. She had to think about the computation involved, but she had clearly figured out how the puzzle worked and was forging ahead, well ahead even of the children who are usually the first to complete a math assignment.

When we moved forward to the Gingerbread house, she again quickly grasped how the coordinates worked and she was half way through the directions when her classmates had not even finished the first 4 or 5 directions.

I often see this happen with the geometry and fraction units as well. This type of math is more visual and almost artistic in nature, and it is always a different group of students who excels at it. 

This is an important case for not grouping children in permanent groupings. Different children have different strengths  so be careful to watch for those children who may struggle in one area and shine in another. Respect the diversity of their skills, and support all the levels of learning that a child may show.

  Different Understandings
  Diverse Entry Points: Different Understandings
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Using A Pattern to Solve A Problem

Unit 8: Numbers Have Patterns
Lesson 1 of 14

Objective: SWBAT identify structures and patterns that can help them to solve problems.

Big Idea: Patterns are prevalent in all levels of math. Common Core Standards expect students to be able to use structure - like that found in repeating the patterns of odd and even numbers or counting by 5s or 10s - to solve problems (MP7).

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