##
* *Reflection: Checks for Understanding
Patterns in Larger Numbers - Section 1: Warm Up

When I placed these patterns on the board, I made some assumptions in my head about the students for whom this might be a bit easy, or a bit difficult. I walked around to check for understanding as students completed the patterns, and I realized my assumptions were not always correct.

One of my students who usually quickly grasps new concepts rushed through the work. He solved the first pattern and then went on to solve the second pattern in the same way (forwards by 2), even though the numbers were now counting by 5s backwards. When I questioned him about what he had written, he was sure he was correct.

When we went over it as a class, he was surprised to find that he was incorrect.

For several other students who struggle more, they were careful to count, to use their number grids and number lines and to figure out the problems.

As teachers, we need to check for understanding, and also look at how children persevere in solving math problems (MP1). We are also looking to see if students are careful in what they are doing. Are they attending to the problem carefully? Are they really looking at how their answer relates to the problem? (MP6) These are Common Core mathematical practices that we should encourage in all children. We must especially do this with our brighter learners who are used to everything coming easily. We want to make sure that we encourage them to try harder problems and to persevere in solving them.

*Don't Assume Hard or Easy*

*Checks for Understanding: Don't Assume Hard or Easy*

# Patterns in Larger Numbers

Lesson 4 of 14

## Objective: SWBAT find the patterns in numbers above 100 and use those patterns to add and subtract.

*50 minutes*

#### Warm Up

*15 min*

I put a set of numbers on the board and ask students to copy them and identify the pattern to continue the count. I want students to identify that numbers have patterns that may be found in the ones, tens or hundred's place in a 3 digit number. I hope that students will see that if they are counting by tens, only the 10's digit will change (the ones stays the same and the hundreds will only change after they have moved across a century).

327, 329, 331, 333, _________, _____________, _____________, ____________

785, 780, 775, 770, _______, _________, _____________, ____________

254, 264, 274, 284 ________, _________, __________, ____________*

* For some students crossing over the century to 304 will be difficult. At this point in the lesson I watch to see how students handle the change. I provide support with crossing the century as we check the problems. I help students notice that after 294, if they count up ten what would happen? We count aloud together by one from 294 to 304, stopping to stress the change from 299 to 300. Counting by ones the students are more likely to see the change across centuries. I note if any students are still struggling with the change so I can work with them later on counting activities.

We check the answers and discuss the patterns that students have identified as they solved the problems.

Next I have students complete a 2 minute fact practice to identify the student's automaticity with math facts. Math practice sheets can be made at http://www.mathfactcafe.com Students need to begin to show automaticity with math facts up to the 10s.

*expand content*

#### Using Patterns Game

*15 min*

In a previous lesson students made "roads" (number paths) and numbered the squares counting by 100, starting at 243. I ask students to take out that road. I have made additional roads counting by 10s for each set of players. I tell them that today we will play "Guess the Number" with partners, and we are going to use place value clues instead of saying larger than smaller than. They will use their own roads and the roads that I hand out, trying the game with both sets of roads. This is a review of the game they played several days ago. My goal is to increase their awareness of place value terms and meanings as they ask their partners place value questions to guess the number. I am hoping that students will look for and make use of the structure of numbers as they try to figure out the number their partner has chosen. (MP7)

I tell them that we will play a round together first. I invite students to the rug. I remind them that we played this game several days ago. I tell them that today they will need to ask questions such as, "does it have a 2 in the tens place?" "does it have a 5 in the hundred's place? etc." I think of a number on the board. I invite students to ask questions. I use colored chips to cover the numbers that have been guessed until students figure out the actual number I was thinking.

I have students partner up and play the game for 10 minutes. I circulate around to support any students who may be having trouble with the game in its new form.

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#### Independent Practice

*20 min*

For independent practice today, I have created a series of number patterns, and then several word problems for students to try to solve. I have made 2 different levels of work to support all students in the classroom.

While students are working I will also have a small group activity going for 4 students who are struggling with place value. They will look for place value patterns in sets of numbers. I can also support their work with the independent practice.

*expand content*

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Using A Pattern to Solve A Problem
- LESSON 2: Skip Counting Patterns
- LESSON 3: Extending Partners of 10 and 100
- LESSON 4: Patterns in Larger Numbers
- LESSON 5: Larger Numbers: A Tie to Social Studies
- LESSON 6: Doubles and Halves are Patterns Too
- LESSON 7: Smiley Faces and Up
- LESSON 8: Put It Together and Take It Apart
- LESSON 9: Pets, Pets and More Pets
- LESSON 10: Larger Number Patterns
- LESSON 11: Let's Review
- LESSON 12: Patterns in Nature
- LESSON 13: Writing and Solving Number Stories
- LESSON 14: Trimester Assessment Day