Exploring Ontario's Patterns · 2018-03-27 · Exploring Ontario's Patterns Page 1 An Integrated Grade 4 Math Unit An Integrated Unit for Grade 4 Task Context "Exploring Ontario's

Patterns, Patterns Everywhere!Growing, Growing, Gone!

Picnic PatternsTree-mendous T-tables!

Glorious GardensParade Patterns

Culminating Task - Design, Design, Design!

Including:

August 2001

Written by:

Lynn Dillabaugh, Lori Bryden, Tammy Clune (Project Manager)

Exploring Ontario'sPatterns

An Integrated Grade 4 Math Unit

Length of Unit: approximately: 17 hours

An Integrated Unit for Grade 4

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:26:13 PM

Exploring Ontario's PatternsAn Integrated Grade 4 Math Unit An Integrated Unit for Grade 4



Holy Cross / St. Edward(613)258-7457

The Catholic District School Board of Eastern Ontario

Holy Cross / St. Edward / CDSBEO(613)258-7457

The Catholic District School Board of Eastern Ontario

Based on a unit by:

An Integrated Unit for Grade 4Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

The developers are appreciative of the suggestions and comments from teacher colleagues involvedthrough the internal, external and theological review.

A sincere thank you to Gerry Bibby, Executive Director of the EOCCC, who facilitated the partnership of thelead board of the Catholic District School Board of Eastern Ontario, Algonquin Lakeshore Catholic DistrictSchool Board, Renfrew County Catholic District School Board and the Ottawa-Carleton Catholic DistrictSchool Board.

The following organizations have supported the elementary unit project through team building andleadership:

The Council of Directors of OntarioThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment BranchEastern Ontario Catholic Curriculum Cooperative (EOCCC)

A Special thank you to The Institute for Catholic Education who providedleadership, direction and support through the Advisory and CurriculumCommittees.


Exploring Ontario's Patterns Page 1

An Integrated Grade 4 Math Unit An Integrated Unit for Grade 4

Task Context"Exploring Ontario's Patterns" covers the majority of expectations from the Ontario Grade 4 Math CurriculumDocument pertaining to the strands of Patterning and Algebra, as well as Data Management. The studentswill be given a situation where they have to design and build a new Ontario community. Students will haveconstructed the skills and knowledge necessary to design and build this community and complete the unittest.

In completing the subtasks, students will work to explore linear and non-linear geometric patterns, numberand measurement patterns, as well as patterns in their environment. Students will explore, identify, create,and extend patterns in Ontario communities. Students will work cooperatively to focus on particular skills thatwill facilitate the completion of the culminating task. These skills will be consolidated through individualassignments and self-assessments. Students will demonstrate their learning through the use ofmanipulatives, graphs, charts, and T-tables. Students will apply these new skills and understandings tocomplete the culminating task. Throughout the subtasks, students will complete activities that will be savedas display for the celebration at the end of the unit.

The Catholic student is expected to "work effectively as an interdependent team member"; "think criticallyabout the meaning and purpose of work"; "respect and affirm the diversity and interdependence of theworld's peoples and cultures"; "respect and understand the history, cultural heritage, and pluralism oftoday's contemporary society"; as well as "develop attitudes and values founded on Catholic social teachingand acts to promote social responsibility, human solidarity, and the common good."

The unit, "Exploring Ontario's Patterns," encourages students to solve problems in real life contexts. Itprovides students with many opportunities to demonstrate and develop group and leadership skills whileapplying important mathematical concepts. The study of Ontario allows the students to see how members ofa community work together and are interdependent. Students will acquire knowledge of utilizing the calmingeffects of patterns in nature and human-made construction. In the end, students will be building models of avariety of structures, then presenting these models for approval.

Task SummaryStudents will begin their investigations of patterns by becoming "pattern detectives." They will take a walk toidentify patterns in their environment (school yard, community). Throughout the various subtasks, studentswill build on their prior knowledge of patterns by creating and extending linear and non-linear geometricpatterns using various manipulatives such as craft sticks, toothpicks, tiles, interlocking cubes, and patternblocks. Students will communicate their knowledge of patterns in the form of T-tables, charts, graphs, andword problems. Students will complete self-assessments and journal entries which will demonstrate theirability to communicate reflectively and creatively.

Students will prepare for the culminating task of building a new community through various activities exploringascending and descending number and measurement patterns. Students will solve area and perimeterproblems by extending a geometric grid pattern, explore number patterns through the use of calculators,apply patterning strategies to problem-solving situations by planning a class picnic, and explore how growthpatterns occur in the environment by completing activities about pine tree growth in Canada. During thissubtask, students will work cooperatively to defend their choices of patterning rules. They will be introducedand will use the IDEAL (Identify, Decide, Estimate, Answer, Look back) Problem Solving-Strategy. As analternative strategy, teachers may use the Inquiry Model from the Ontario Curriculum Mathematics Document.After investigating problems dealing with garden patterns, students will have the opportunity to design andconstruct a "patterned" garden using art materials.

Students will work in cooperative groups to plan how they could design a layout for a new community inOntario. They will use their knowledge of patterns and data management which they gained through the

Unit Overview

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previous subtasks. Students will communicate their knowledge of what has been learned aboutmathematical patterns through writing a proposal, including a diagram of their new Ontario community; aswell as creating their new three-dimensional rural or urban community. They will independently complete aunit test to demonstrate all of their new learning.

Culminating Task AssessmentThe students will be members of a landscape design and building company, hired to design the layout for anew community. Members of a very rich investment consortium are financing the building of the community(rural) and are interested in creating one which utilizes patterns in nature and human-made construction. Thestudents will be responsible for preparing maps of the community and building models of a variety ofstructures. Students will have to present their new community to the rest of the class. As studentsconstruct their new communities, they will contribute to the success of their team by working cooperativelywith their team members. As well, they will demonstrate a recognition of the importance of striving tobecome responsible citizens by attempting to create a community which shows a balance of natural andhuman-made living spaces while incorporating patterns. In creating thes new communities, students willapply what they have learned about patterns in the previous subtasks. Each student will complete a unit testwhich will demonstrate and assess their learning of this unit.

Catholic Graduate Expectation:CGE 7j - contributes to the common good.

Links to Prior KnowledgeFrom previous grades, it is expected that students will have a good understanding of patterns. Studentsshould be able to recognize that patterning results from repetition. They should be able to identify, extend,and create linear and non-linear geometric, number, and measurement patterns, as well as patterns in theenvironment. Students should also be able to identify and create a pattern in which two or more attributeschange. The initial subtask will help teachers determine the depth of a student's prior knowledge.

Considerations

Notes to TeacherThis mathematics unit is designed to complement the grade 4 Social Studies strand 'The Provinces andTerritories of Canada.' It would be beneficial to complete this Mathematics unit at the same time or after theSocial Studies unit has been taught. This unit is rich in Social Studies and Language activities. Throughoutthe subtasks on Ontario, students will be learning more about their province. Lessons may be extendedusing the resources and information from the unit-wide resources. Individual teachers may wish to createtheir own assessments in order to evaluate student learning in the areas of Social Studies and Language.A variety of teaching and learning strategies will be used throughout the unit such as brainstorming,think/pair/share, rehearsal, learning logs, IDEAL Problem-Solving Strategy, graphing, direct teaching, andmodel making. Students will work individually, in pairs, in small groups, and as a whole class to complete theactivities. Journals, self-assessments, peer assessments, teacher observation, and rubrics will be used forassessment and evaluation.

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Subtask List Page 1List of Subtasks

Patterns, Patterns Everywhere! During this subtask, students will have opportunities to communicate effectively by speaking, writing,and listening. A variety of introductory patterning activities will enable students to demonstrate theirprevious knowledge of patterns. Teachers may assess this prior knowledge through observation ofstudents' participation in the activities, as well as assessing how students complete the performancetask and math journals. Students will recognize that patterning results from repetition by listening,reading, and responding to a pattern poem. Students will take a walk to identify patterns in theirenvironment (school yard, community, etc.) by being "pattern detectives." Students willthink/pair/share their observations and then record their findings in Math Journals. Students will thenidentify, extend, and create linear geometric patterns using craft sticks and communicate theirunderstanding using the blackline master. Students are encouraged to use their individuality andcreativity when communicating, and to support the work of others through positive, Christiancomments.

Catholic Graduate Expectations:CGE Overall - an effective communicator who speaks, writes, and listens honestly and sensitively,responding critically in light of gospel values.

1

Growing, Growing, Gone! In this subtask, students will be introduced to various patterning activities which will prepare them forthe culminating task of designing and building a new Ontario community. All of these activities focuson patterns of growth. The focus of this subtask will be to expand student knowledge of growthpatterns in the areas of linear, non-linear geometric, number, and measurement. Students will beintroduced to various methods of recording patterns such as T-tables. In various activities, studentswill reflect on how they prepared growth patterns in their math journals. They will be encouraged todevelop their own patterns. Additionally, original ideas/responses could be modelled by the teacher.Students will describe patterns encountered in a pattern story and a cooperative game. They willidentify, extend, and create linear geometric patterns using manipulatives (pattern blocks, tiles, andtoothpicks). Students will solve area and perimeter problems by extending a geometric grid pattern andhave the opportunity to use calculators to explore these patterns. Students will explore numberpatterns as they relate to multiplication.

Catholic Graduate Expectations:CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.

2

Picnic PatternsDuring this subtask, students will listen actively during group discussion. They will be workingindividually, in pairs, and in small groups throughout this subtask. This will enable the teacher toobserve and track their cooperative and collaborative work skills, such as cooperation, participation,contributing ideas in large and small group discussions, etc. Students can evaluate comments andcritically solve meaningful word problems encountered in planning a class picnic. Students will applypatterning strategies to solve these problems. They will record their information in a T-table anddescribe their patterns in math journals. Students will gain further knowledge of identifying andextending patterns by solving word problems in meaningful contexts, using the appropriatemathematical language.

Catholic Graduate Expectations:CGE 5a - works effectively as an interdependent team member.

3

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Tree-mendous T-tables! In this subtask students will apply knowledge gained about growth patterns and T-tables. Studentswill explore how growth patterns occur in the environment, paying particular attention to pine trees inOntario. They will learn to use the IDEAL (Identify, Decide, Estimate, Answer, Look back)Problem-Solving Strategy and will apply this strategy in small groups. Students will discuss anddefend their choices of pattern rules. They will extend this activity by graphing the growth rate of pinetrees. This is a good time to remind the students how Jesus went around the countryside preaching,teaching, visiting friends, healing, helping people in hopes of promoting a peaceful and holy society.

Catholic Graduate Expectations:CGE 4f - applies effective communication, decision-making, problem- solving, time and resourcemanagement skills.

4

Glorious GardensThe focus of this subtask is to have students apply what has been learned about growth patternsthrough the previous subtasks. Students will investigate garden patterns, and complete problems andT-tables about these garden patterns. They will identify, extend, and create patterns, found in theirenvironment. Students will be introduced to a mathematical investigation using spirolaterals which willstrengthen their knowledge of mathematical relationships in patterns (see Notes to Teacher). Finally,in small groups, students will design a garden using their knowledge of patterns gained in all of theprevious subtasks. In this activity, the students will be required to perform a certain cooperativelearning role while completing the task expectations. These could include: material handler,timekeeper, recorder, reporter, encourager, etc.

Catholic Graduate Expectations:CGE Overall - a collaborative contributor who finds meaning, dignity, and vocation in work whichrespects the rights of all and contributes to the common good.

5

Parade PatternsThe activities in this subtask have been designed to further student knowledge of patterning rules andthe mathematical relationships in patterns. Students will spend a great deal of time analysing numberpatterns and solving problems by applying patterning strategies. Students will apply what has beenlearned by creating geometric patterns. Students will use manipulatives such as interlocking cubes todemonstrate their understanding of these concepts before completing the individual and small groupworksheets. All of the activities in this subtask will help the student acquire and consolidate theknowledge of patterning that is necessary for the culminating task. Through working in pairs and smallgroups, the students will describe patterning rules and work collaboratively with their peers to solveproblems within the allotted time.

Catholic Graduate Expectations:CGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills

6




Culminating Task - Design, Design, Design!The students will be members of a landscape design and building company, hired to design the layoutfor a new community. Members of a very rich investment consortium are financing the building of thecommunity (rural) and are interested in creating one which utilizes patterns in nature and human-madeconstruction. The students will be responsible for preparing maps of the community and buildingmodels of a variety of structures. Students will have to present their new community to the rest of theclass. As students construct their new communities, they will contribute to the success of their teamby working cooperatively with their team members. As well, they will demonstrate a recognition of theimportance of striving to become responsible citizens by attempting to create a community whichshows a balance of natural and human-made living spaces while incorporating patterns. In creatingthes new communities, students will apply what they have learned about patterns in the previoussubtasks. Each student will complete a unit test which will demonstrate and assess their learning ofthis unit.


7


Exploring Ontario's Patterns Subtask 1Patterns, Patterns Everywhere!

An Integrated Grade 4 Math Unit An Integrated Unit for Grade 4 mins105

Expectations4m93 A – describe patterns encountered in any context

(e.g., quilt patterns, money), make models of thepatterns, and create charts to display the patterns;

4m98 A – discuss and defend the choice of a pattern rule;4m86 A • demonstrate an understanding of mathematical

relationships in patterns using concrete materials,drawings, and symbols;

4m87 A • identify, extend, and create linear and non-lineargeometric patterns, number and measurementpatterns, and patterns in their environment;

4m88 A • recognize and discuss patterning rules;4m89 A • apply patterning strategies to problem-solving

situations.4m92 A – identify, extend, and create patterns by changing

two or more attributes (e.g., colour, size,orientation);

4m94 A – identify and extend patterns to solve problems inmeaningful contexts (e.g., ploughed fields,haystacks, architecture, paintings);

4m99 A – given a rule expressed in informal language,extend a pattern;

DescriptionDuring this subtask, students will have opportunities to communicate effectively by speaking, writing, andlistening. A variety of introductory patterning activities will enable students to demonstrate their previousknowledge of patterns. Teachers may assess this prior knowledge through observation of students'participation in the activities, as well as assessing how students complete the performance task and mathjournals. Students will recognize that patterning results from repetition by listening, reading, andresponding to a pattern poem. Students will take a walk to identify patterns in their environment (schoolyard, community, etc.) by being "pattern detectives." Students will think/pair/share their observationsand then record their findings in Math Journals. Students will then identify, extend, and create lineargeometric patterns using craft sticks and communicate their understanding using the blackline master.Students are encouraged to use their individuality and creativity when communicating, and to support thework of others through positive, Christian comments.

Catholic Graduate Expectations:CGE Overall - an effective communicator who speaks, writes, and listens honestly and sensitively,responding critically in light of gospel values.

GroupingsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesBrainstormingDiscussionThink / Pair / Share

AssessmentTeachers will observe students as they workindividually, with a partner, and in a group.Anecdotal records will be kept with detailednotes of student progress. Students willdemonstrate an understanding thatpatterning results from repetition and theywill be able to identify, extend, and createlinear and non-linear geometric patternsthrough various activities. Students will alsodemonstrate the ability to record tallyinformation in proper bar graph form.

Assessment StrategiesObservationPerformance TaskLearning Log

Assessment Recording DevicesAnecdotal RecordChecklist

Teaching / Learning

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Part A: - Initial Patterning Assessment (20 minutes)

1. "Who can tell me what a pattern is?" (Answers should include that a pattern results from repetition.)

2. Write this poem about Ontario on board or chart paper. Discuss the pattern in this poem. The poembegins with a non-living thing, followed by plant life, animal life, and human life. Two attributes change ineach verse: the theme of the verse and the question asked. Teachers may highlight or underline thechanging attributes.

Water, waterWhat do you say?I say trickle, trickleEvery day.

Tulips, tulipsWhere do you grow?I grow in a gardenRow by row.

Beaver, beaverWhere do you play?I play in a pondNight and day.

Farmer, farmerWhat do you do?I raise cowsThat say moo moo.

In small groups the students will write a new poem, following the same pattern of non-living, plant, animal,and human, as well as the same changing attributes in each verse. All themes must relate to Ontario in someway.

3. Explain to the children that they are going to be "pattern detectives." They will look around their classroomto find at least five examples of patterns. On their "secret paper" (a regular piece of paper folded in half),students will list and draw their patterns (e.g., bulletin board border-circle, square, triangle, circle, square,triangle). "On your mark, get set, go!" Allow 5-10 minutes for the students to complete this activity. Remindstudents to keep their answers a secret!

4. As students present their five patterns, teacher will record the information in a tally chart.

Part B: Patterns in the Environment (60 minutes)

1. Provide each student with a clipboard, drawing paper, and a pencil. Then take a walk through the school yard, neighbourhood, or park. Encourage students to look for repeating patterns in nature. An obvious example is a tree, with repeating patterns of twigs and branches, veins on a leaf, petals on a flower. Once students begin looking for patterns in nature, they will be surprised how easy it is to find them. Students draw sketches of the patterns they find, or write descriptions of the things they see as they make their observations on the walk.

2. On returning to the classroom, students think/pair/share their observations (share ideas in pairs).




Resources

3. In math journals, students will individually record their observations of repeated patterns in nature. Samplequestions to answer in their journals: What patterns did you identify in nature? Describe the pattern ruleused.

Part C: 'Hands-On' Patterns (45 minutes)

1. Provide each student with 10 craft sticks (or any item that is straight).

2. Students will build the following fence patterns under the direction of the teacher. The teacher willcirculate around the classroom to ensure that students are on the right track (see BLM #1 Farm FencingTemplate). Explain that some of these fence patterns may be seen in rural Ontario:

a) fence posts with one wire b) fence posts with three wires c) fence posts and diagonals

3. Students now create their own fence patterns using the craft sticks and glue them together.

AdaptationsTo provide accommodations for the students, a teacher may:

-use simple language and directions for mathematical activities-ensure the student has the prerequisite skills to learn new concepts-use concrete and/or manipulative materials to teach concepts-encourage group/peer discussion when teaching new concepts-use graphic representations wherever possible to clarify mathematical assignments/activities

BLM #1 Farm Fencing 1_1 Farm Fencing.cwk

paper

pencils

chart paper (optional)

clipboard

glue

craft sticks (10 per person)

math journals




Notes to TeacherThe purpose of the initial assessment is to find out what math expectations students have mastered in theprevious grade. From previous grades, it is expected that students will have a basic understanding of patterns.Students should be able to recognize that patterning results from repetition. They should be able to identify,extend, and create linear and non-linear geometric patterns, as well as patterns in the environment. Studentsshould also be able to identify and create a pattern in which two or more attributes change, and to read chartsto display patterns. In Data Management, students should be able to use their own questions as a basis forcollecting data, They should be able to use two or more attributes to sort objects and data and organize thisdata, in charts using selected criteria. The initial subtask will help teachers determine the depth of a student'sprior knowledge.

Teachers should review the terms "community" as well as rural and urban (grade 3 Social Studies). Teachersmay wish to show pictures of both rural and urban communities.

Teachers may wish to extend this activity through language and drama activities. Students could develop theirown verses and record these verses in picture book form. This pattern book lends itself nicely to a study of vividlanguage, adjectives and adverbs. Students could also dramatize their completed verses with or without the useof costumes and props.

Teacher Reflections


Exploring Ontario's Patterns Subtask 2Growing, Growing, Gone!


Expectations4m92 A – identify, extend, and create patterns by changing


4m90 A – recognize mathematical relationships in patterns(e.g., the second term is two more than the first, thesecond shape is the first shape turned through 90º);



4m93 A – describe patterns encountered in any context(e.g., quilt patterns, money), make models of thepatterns, and create charts to display the patterns;

4m96 A – pose and solve problems by applying a patterningstrategy (e.g., solve an area problem by extending ageometric grid pattern);

4m86 A • demonstrate an understanding of mathematicalrelationships in patterns using concrete materials,drawings, and symbols;


4m88 A • recognize and discuss patterning rules;4m89 • apply patterning strategies to problem-solving

situations.4m97 A – analyse number patterns and state the rule for

any relationships;4m98 A – discuss and defend the choice of a pattern rule;

DescriptionIn this subtask, students will be introduced to various patterning activities which will prepare them for theculminating task of designing and building a new Ontario community. All of these activities focus onpatterns of growth. The focus of this subtask will be to expand student knowledge of growth patterns inthe areas of linear, non-linear geometric, number, and measurement. Students will be introduced tovarious methods of recording patterns such as T-tables. In various activities, students will reflect onhow they prepared growth patterns in their math journals. They will be encouraged to develop their ownpatterns. Additionally, original ideas/responses could be modelled by the teacher. Students will describepatterns encountered in a pattern story and a cooperative game. They will identify, extend, and createlinear geometric patterns using manipulatives (pattern blocks, tiles, and toothpicks). Students will solvearea and perimeter problems by extending a geometric grid pattern and have the opportunity to usecalculators to explore these patterns. Students will explore number patterns as they relate tomultiplication.

Catholic Graduate Expectations:CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.

GroupingsStudents Working As A Whole ClassStudents Working IndividuallyStudents Working In Pairs

Teaching / Learning StrategiesDiscussionWorking With ManipulativesRehearsal / Repetition / Practice

AssessmentTeachers will observe students as they workindividually, with a partner, and in a group.Anecdotal records will be kept with detailednotes of student progress. Students willcomplete a self-assessment rubric showinghow they feel about their completed work.

Assessment StrategiesExhibition/demonstrationObservationPerformance Task

Assessment Recording DevicesAnecdotal RecordRubric

Teaching / LearningPart A: Growth Patterns (30 minutes)




1. Review the previous lesson on fence patterns. Students will be introduced to BLM #2 Fence Posts andRails. Students will complete this sheet in pairs to determine the number of fence posts and rails needed.As a class, students will discuss the patterning rule.2. To continue the investigation of growth patterns, the teacher will use BLM #3 Growing Patterns to drawthe first and second pattern of circles.3. The teacher will continue drawing until someone recognizes the pattern (1. one on the bottom; 2. two onthe bottom and one on the top; 3. three on the bottom, then 2, then one on top; 4. four on the bottom, thenthree, then two, then one on top). (See BLM #3 Growing Patterns)4. Discuss how the pattern is growing and changing until students come up with a patterning rule.5. In math journals: Describe your pattern rule for growing patterns. "What do I now know about growingpatterns?"

Part B: The House That Jack Built (30 minutes)

1. Introduce and read the patterned story The House That Jack Built (see BLM #4a). Discuss how thepattern grows with each new verse.2. Students will work in pairs to construct houses using pattern blocks. Give each pair the following patternblocks: orange squares and red trapezoids. Students will be instructed to build houses and complete theT-table following BLM #4b The House That We Built.

OPTIONAL ACTIVITYTeachers may ask their students to write new verses for this story. Students could write these individually,in pairs, or in small groups. These new stories could be presented as dramatic performances.

Part C: Mystery Patterns (20 minutes)

1. Review the names of the pattern blocks (or power polygons). Tell the students that they are going to beplaying a mystery pattern game called Lost in Algonquin Park using these polygons (see BLM #5a). Have thestudents play the game.2. Discuss the game with the entire class asking questions such as: "Did your partner(s) use mathlanguage? How did your partner describe the shape? pattern?"

Part D: Patterns with Tiles (20 minutes)

Introduce the students to BLM #5b Patterns with Tiles. Students will use tiles or to create the patternsfollowing this worksheet. After the students have completed these patterns with manipulatives, they willcomplete this worksheet.

Part E: Ontario Trains (30 minutes)

1. Discuss with the students that in Ontario many products travel by train, for instance, on the ONR (OntarioNorthland Railroad) to get from one place to another. Trains carry a great many of our products across thecountry.2. Give each student 25-30 toothpicks and the activity sheet (BLM #6 Ontario Trains). Tell the students thatthey will create linear geometric growing patterns (patterns that grow in length) using toothpicks.3. On overhead, guide the whole class to make a square and record the number of toothpicks used.4. Connect a second square to it and point out the number of toothpicks used.5. Direct students to continue in this process of connecting squares and counting toothpicks.

Part F: Square Numbers (40 minutes)




1. Review what was learned about squares from the previous lesson (Part E). "How did your patterngrow?"2. Tell the students that there are patterns found in square numbers (a square number is a number multipliedby itself. 2X2-always equals a perfect square).3. Give students manipulatives such as beans, bingo chips, or interlocking cubes.4. On overhead, guide the whole class to set out one object (following BLM #7 Square Numbers).5. Ask "How many objects will it take to build the next perfect square?" (The answer is four.)6. Ask "How many objects will it take to build the next square?" (The answer is nine.)7. Ask "How many objects will it take to build the next square?" (The answer is 16.)8. Students will continue to use the manipulatives to build these squares.9. Discuss what the pattern is. Tell the students that this also relates to multiplication. In multiplication, eachtime a number from one to 10 is multiplied by itself, the answer is a square. The teacher may wish to extendthis activity by having students colour in arrays (a special visual way to look at groups) and find the area ofthe squares.

Part G: Rag Rugs (30 minutes)

1. Show the students pictures of rugs or sample rugs used today. Include samples which are very colourfuland contain patterns. (You may use "Rag Rugs" which can be purchased at department stores.)2. Review the mathematical concepts perimeter and area, asking the students what they remember abouteach term. The teacher may ask students to find the area of their desks or the perimeter of the classroomusing metre sticks). Record on chart paper the formulas for perimeter and area. (Perimeter of a regularfour-sided figure: [length + width] x 2) (Area of a regular four-sided figure: Length x Width) (May measure"Rag Rugs.")3. Following BLM #8 Rag Rugs and using centimetre grid paper, students will draw a small rectangle for thefirst rug. Students will record the length and width of the sides and then determine the perimeter and area ofthe rectangle. Teachers may have the students use calculators if they wish.4. Instruct the students to make a second and third rug by doubling and tripling the length and width of thesides. Students will complete the chart, adding more entries as they continue this pattern.5. Students can colour their rugs in various patterns.

Optional Activity for Extra Practice/RemediationTo further the study of growing number patterns, students will complete BLM #9 Bead Patterns andBLM #10 Inukshuk Patterns.

Enrichment ActivityStudents may complete BLM #11 Cool Calculations as an enrichment activity. This blackline master is anextension of what students learned about multiplication growth patterns.






Resources

Growing, Growing, Gone!

BLM #2 Fence Posts and Rails 2_2 Fence Posts Rails.cwk

BLM #3 Growing Patterns 2_3 Growing Patterns.cwk

BLM #4a The House That Jack Built 2_4a House That Jack Bu.cwk

BLM #4b The House That We Built 2_4b House That We Built.cwk

BLM #5a Mystery Pattern Game-Lost inAlgonquin Park

2_5a Mystery Pattern - Al.cwk

BLM #5b Patterns with Tiles 2_5b Patterns with Tiles.cwk

BLM #6 Ontario Trains 2_6 Ontario Trains.cwk

BLM #7 Square Numbers in Multiplication 2_7 Square Numbers Mul.cwk

BLM #8 Rag Rugs 2_8 Rag Rugs.cwk

BLM #9 Bead Patterns 2_9 Bead Patterns.cwk

BLM #10 Inukshuk Patterns 2_10 Inukshuk Patterns.cwk

BLM #11 Cool Calculations 2_11 Cool Calculations.cwk

The House That Jack Built

Enchanted Learning

toothpicks 25-50

pencils 1

paper

chart paper

centimetre grid paper

metre sticks

coloured pencil crayons

math journals

beans, bingo, chips, or interlocking cubes

overhead projector




pattern blocks

tiles or interlocking cubes

calculators

Notes to TeacherBefore beginning this subtask, teachers should review the concepts of area and perimeter in order toassess prior learning (Grade 3 Math Curriculum). Teachers should also review the characteristics of Urbanand Rural Communities with students and record the characteristics of each (Social Studies Grade 3Curriculum). Students should have an understanding of why people live in certain areas in Ontario.Teachers may have students identify urban and rural communities on various maps of Canada.

Teachers may wish to extend Part E Ontario Trains, into a discussion of import and export between theprovinces and territories of Canada (Social Studies Grade 4 Curriculum).

The nursery rhyme The House That Jack Built may provide further language and drama extensions.Students could rewrite this nursery rhyme and create picture books for younger students. Students inGrade 4 may wish to present their new versions as a dramatization.

Teacher Reflections


Exploring Ontario's Patterns Subtask 3Picnic Patterns


Expectations4m86 A • demonstrate an understanding of mathematical



4m88 A • recognize and discuss patterning rules;4m90 A – recognize mathematical relationships in patterns

(e.g., the second term is two more than the first, thesecond shape is the first shape turned through 90º);



4m97 A – analyse number patterns and state the rule forany relationships;

4m98 A – discuss and defend the choice of a pattern rule;4m89 A • apply patterning strategies to problem-solving

situations.4m95 – use a calculator and computer applications to

explore patterns;4m96 – pose and solve problems by applying a patterning

strategy (e.g., solve an area problem by extending ageometric grid pattern);

4m99 – given a rule expressed in informal language,extend a pattern;

4m101 • collect and organize data and identify their use;

DescriptionDuring this subtask, students will listen actively during group discussion. They will be workingindividually, in pairs, and in small groups throughout this subtask. This will enable the teacher to observeand track their cooperative and collaborative work skills, such as cooperation, participation, contributingideas in large and small group discussions, etc. Students can evaluate comments and critically solvemeaningful word problems encountered in planning a class picnic. Students will apply patterningstrategies to solve these problems. They will record their information in a T-table and describe theirpatterns in math journals. Students will gain further knowledge of identifying and extending patterns bysolving word problems in meaningful contexts, using the appropriate mathematical language.

Catholic Graduate Expectations:CGE 5a - works effectively as an interdependent team member.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working In Small Groups

Teaching / Learning StrategiesCollaborative/cooperative LearningDemonstrationLearning Log/ Journal

AssessmentTeachers will observe students as they workindividually, with a partner, and in smallgroups. Teachers can complete anecdotalrecords, recording student participation,attitudes towards the activity as well asstudent responses in math journals.Teachers can complete the checklist (BLM#13) to record student knowledge andunderstanding of the performance task.

Assessment StrategiesPerformance TaskObservationLearning Log


Teaching / LearningPart A: Setting the Stage

1. Discuss with the students that in Ontario people often like to have picnics in the summer. Ask the students tohelp you plan a picnic for your class.




Resources

2. Ask the students what they like to eat on a picnic. A class survey and tally chart could be generated fromstudent responses. Sandwiches will probably be a popular choice. Give each student two slices of bread torepresent one sandwich.3. Ask the students questions such as: "If one person needs two slices of bread to make a sandwich, how manyslices of bread are needed for two sandwiches, three sandwiches?" Continue asking questions to see if thestudents see the pattern.4. In order to create more complex t-tables, the students will be asked to compare slices of bread with numbers ofdifferent condiments, such as: pickles in one sandwich, two slices of tomatoes in one sandwich, 4 mL of mustardper sandwich, etc.

Part B: Collecting and Recording Data

In small groups, students will discuss how many slices of bread are needed for everyone in the class and willcomplete the T-table (BLM #12a Picnic Patterns). Students will use manipulatives to represent the slices of bread.Students will then use the information in BLM #12a to complete the numerical patterns in BLM #12b PicnicPatterns.

Part C: Describing Picnic Patterns

1. Ask students to describe the patterns they see and the steps they took to find them. In pairs, have thestudents describe one strategy that was used to complete the T-table.2. Students will record the patterns and strategies in their math journals.3. Ask each student to make up sentences describing their observations, eliciting as many different responsesabout the relationships between the columns of people and slices of bread. For instance: "The number of slices isalways twice as many as the number of sandwiches."

Optional Extension ActivityStudents can use the data collected to figure out how many slices of bread would be needed for 100 people or200 people. Teachers may extend this activity by asking students to figure out how many loaves of bread wouldbe needed for the class if each loaf has 10, 15, or 20 slices of bread.

AdaptationsTeachers will adapt the expectations of this task to meet the individual needs of their students.

BLM #12a Picnic Patterns 3_12a Picnic Patterns.cwk

BLM #12b Picnic Patterns 3_12b Picnic Patterns.cwk

BLM #13 Checklist of Performance Task 3_13 Obs Checklist.cwk

pencils 1

copy of T-table 1

slices of bread 2

math journals

interlocking cubes




Notes to TeacherTeachers may wish to extend this activity by celebrating with a class picnic. Students could help plan everythingthat is needed for this picnic.

Teacher Reflections


Exploring Ontario's Patterns Subtask 4Tree-mendous T-tables!






situations.4m90 A – recognize mathematical relationships in patterns


4m92 A – identify, extend, and create patterns by changingtwo or more attributes (e.g., colour, size,orientation);



4m95 A – use a calculator and computer applications toexplore patterns;


4m98 A – discuss and defend the choice of a pattern rule;4m103 A • interpret displays of data and present the

information using mathematical terms;4m106 A – identify examples of the use of data in the world

around them;4m100 A – determine the value of a missing term in equations

involving addition and subtraction, with and withoutthe use of concrete materials and calculators.

DescriptionIn this subtask students will apply knowledge gained about growth patterns and T-tables. Students willexplore how growth patterns occur in the environment, paying particular attention to pine trees in Ontario.They will learn to use the IDEAL (Identify, Decide, Estimate, Answer, Look back) Problem-SolvingStrategy and will apply this strategy in small groups. Students will discuss and defend their choices ofpattern rules. They will extend this activity by graphing the growth rate of pine trees. This is a good timeto remind the students how Jesus went around the countryside preaching, teaching, visiting friends,healing, helping people in hopes of promoting a peaceful and holy society.

Catholic Graduate Expectations:CGE 4f - applies effective communication, decision-making, problem- solving, time and resourcemanagement skills.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesIdeal Problem Solving StrategyGraphing

AssessmentTeachers will observe students as they workindividually, as a class, and in small groups.Teachers can complete anecdotal records,recording student participation, attitudestowards the activity as well as studentresponses in math journals. Teachers mayalso complete BLM #16 Checklist ofPerformance Task.

Questions teachers may use to assessstudent knowledge:

Can the student complete and extend theT-table?Can the student analyse and state thepattern?Can the student determine the value of themissing term?Can the student graph the relationship ofthe pattern?

Assessment StrategiesLearning LogObservation





Resources

Teaching / LearningPart A: Setting the Stage

1. Tell the students that there are many patterns of growth in the environment. Discuss these patterns ofgrowth and make a cooperative class list on chart paper. Tell the students that in Ontario, pine trees are avery common kind of tree. Teachers may show pictures of pine trees to familiarize students with this type oftree.2. Students are going to pretend that they are tree planters who have been asked to study pine tree growthfor various areas of Canada.3. Discuss and review the measurement terms: centimetre and metre. Ask the students which term wouldbe used in measuring the height of pine trees.

Part B: Pine Tree Growth in Canada

1. Teachers will introduce the IDEAL (Identify, Decide, Estimate, Answer, Look back) Problem-SolvingStrategy using chart paper and examples. Please refer to Notes to Teacher.2. In small groups, students will investigate the problem on BLM #14 Pine Tree Growth in Canada. Studentswill discuss and complete these questions, using the IDEAL Problem-Solving Strategy.

Part C: Graphing Pine Tree Growth

1. Review what students know about bar graphs. Teachers may ask questions such as: "When do we usebar graphs?" "What do bar graphs tell us?" Look for everyday examples of bar graphs around the room, inmath textbooks, etc.2. Review the purposes of different parts of a graph: title, labels, axes.3. Using graph paper, students will construct a bar graph showing the growth rate for a pine tree inONTARIO (students will use the information shown on BLM #14 Pine Tree Growth in Canada).4. Optional Activity: Students could extend this graph to show the growth rate to 10 years, 20 years, 35years, etc. (with or without calculators).

Part D: Pine Tree T-tables

1. As a class, review what was learned about pine trees in Part A.2. In small groups, students will investigate the problem on BLM #15 Patterns in Tree Growth, complete theT-table, and answer the questions.

AdaptationsTeachers will adapt the expectations of this task to meet the individual needs of their students.

BLM #14 Pine Tree Growth in Canada 4_14 Pine Tree Growth.cwk




BLM #15 Patterns in Tree Growth 4_15 Patterns in Tree Gr.cwk

BLM #16 Checklist of Performance Task 4_16 Checklist of Perf T.cwk

pencils 1

graph paper 1

chart paper

calculators

Notes to TeacherStudents in grade 4 should have an understanding of plants and their habitats (grade 3 Science-Life Systems).Teachers should have available some pictures of pine trees as well as a map of Canada to show the areas ofOntario, British Columbia, and Newfoundland. Teachers may wish to show students vegetation maps ofCanada.

Students will also have prior knowledge of how to construct bar graphs independently (Grade 3 MathCurriculum).

The IDEAL problem-solving strategy:• requires that students see that all problem solving has similar components with some specific variations (e.g.,that compare the scientific problem-solving model with the one for math);• requires that students know appropriate techniques for accurate estimating in mathematics;• helps students see mathematics as more than just calculation.

The teacher:• models the strategy to students;• provides a frame to reinforce the use of the strategy;• has the model displayed in the classroom for frequent reference;• provides sufficient opportunities for students to use the strategy;• encourages independent problem solving;• ensures that students understand the value and importance of making estimations based on sound reasoning.

Teacher Reflections


Exploring Ontario's Patterns Subtask 5Glorious Gardens





4m90 A – recognize mathematical relationships in patterns(e.g., the second term is two more than the first, thesecond shape is the first shape turned through 90º);



4a43 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) thatcommunicate thoughts, feelings, and ideas forspecific purposes and to specific audiences (e.g.,create a poster for display in the school library tocommemorate a personal literary hero, using anadditive form of printmaking);

DescriptionThe focus of this subtask is to have students apply what has been learned about growth patternsthrough the previous subtasks. Students will investigate garden patterns, and complete problems andT-tables about these garden patterns. They will identify, extend, and create patterns, found in theirenvironment. Students will be introduced to a mathematical investigation using spirolaterals which willstrengthen their knowledge of mathematical relationships in patterns (see Notes to Teacher). Finally, insmall groups, students will design a garden using their knowledge of patterns gained in all of the previoussubtasks. In this activity, the students will be required to perform a certain cooperative learning role whilecompleting the task expectations. These could include: material handler, timekeeper, recorder, reporter,encourager, etc.

Catholic Graduate Expectations:CGE Overall - a collaborative contributor who finds meaning, dignity, and vocation in work whichrespects the rights of all and contributes to the common good.

GroupingsStudents Working IndividuallyStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesModel MakingMini-lessonDirect Teaching

AssessmentTeachers will observe students as they workindividually, as a class, and in small groups.Teachers can complete anecdotal records,recording student participation, attitudestowards the activity as well as their ability toresolve conflicts as they arise. Teachers willcomplete the rubric called Glorious Gardensafter the activities have been completed.Students will complete BLM #20Self-Assessment after all actiivities havebeen completed and their "patterned"garden has been presented to peers.

Assessment StrategiesSelf AssessmentClassroom PresentationLearning Log

Assessment Recording DevicesRubricAnecdotal Record

Teaching / Learning




Resources

Part A: Patterns in Gardens (30 minutes)

1. Begin with a class discussion about gardens in students' communities. Students will be required to useprevious knowledge of plants and soil from Grade 3 Science. Discuss kinds of plants found in gardens(types, shapes, sizes). Display pictures and discuss patterns found in gardens (carrots in rows etc.).2. On the blackboard, display types of plants (vegetables and fruits) found in gardens. Have the studentscreate a pattern in their math journal to show a repeating flower garden pattern.3. Distribute BLM #17 Glorious Gardens and have the students read the instructions. Students will completethis worksheet independently.

Part B: How Does Your Garden Grow? (60 minutes)

1. Using interlocking cubes of different colours, display a repeating pattern (for example: red, blue, green,orange, yellow, red, blue, green, ?). Ask students what they think will come next and how the pattern willrepeat. Assign BLM #18 How Does Your Garden Grow?2. Teachers can discuss living things found in gardens. Students will offer suggestions. One suggestion willprobably be an earthworm. Teachers will read BLM #19a Spirolateral Math Fun Directions with the studentswhich explains the concept of spirolaterals and how this concept relates to earthworms. Using grid paper onthe overhead (use BLM #19b Spirolateral Math Fun), teachers can draw the patterns followed by anearthworm (up 3 units, over 5 units, down 2 units). At the end of each path, the earthworm turns90-degrees. Teachers should demonstrate how to make a 90-degree turn.3. On grid paper, students will make their own spirolateral patterns following BLM 19b.

Part C: Garden Creations (60 minutes)

1. Teachers will show the materials available that the students will use to make a three-dimensional garden.(construction paper, modelling clay, artificial grass, small paper, or plastic flowers, etc.) Students will beworking in cooperative groups to build this three-dimensional garden. Teachers will discuss with the classhow to be "collaborative contributors," stressing respect for others rights. Examples will be given of positiveroles the students can perform, such as timekeeper, reporter, recorder, encourager, etc. in order to solvethese conflicts.2. Each group will have the opportunity to present their model gardens when completed.


-use simple language and directions for mathematical activities-ensure the student has the prerequisite skills to learn new concepts (e.g., teachers may want to spend extra timeexplaining the concept of spirolaterals and have students work in pairs to complete the grid)-use concrete and/or manipulative materials to teach concepts-encourage group/peer discussion when teaching new concepts-use graphic representations wherever possible to clarify mathematical assignments/activities

Glorious Gardens

BLM #17 Glorious Gardens 5_17 Glorious Gardens.cwk




BLM #18 How Does Your Garden Grow? 5_18 How Ds Yr Garden G.cwk

BLM #19a Spirolateral Math Fun Directions 5_19a Spirolaterals Direc.cwk

BLM #19b Spirolateral Math Fun 5_19b Spirolateral Math .cwk

BLM #20 Self-Assessment 5_20 Self Assessment.cwk

Quest 2000 Grade 4 Wortzman, Harcourt, Kelly, Charles, Brummett, Barnett

Spirolaterals

Ivars Peterson's MathTrek

coloured pencils, markers, or crayons

pencils 1

pictures of gardens

centimetre grid paper




Notes to TeacherStudents will have been introduced to many different kinds of plants in Grade 3 (Grade 3 Science-LifeSystems). Teachers may want to begin with a class discussion about what students remember aboutplants and their natural habitats. Videos or pictures may be shown.This subtask lends itself very nicely to integration with science and art. It will be up to the individual teacherto decide how extensively these integrations will be investigated. Teachers may wish to apply the conceptof spirolaterals to have students complete "geometric art."

The following is background information on spirolaterals:

What Are Spirolaterals?

Spirolaterals are figures that are obtained by repeatedly drawing a basic shape made up from acombination of straight lines and constant turns. The procedure for generating spirolaterals is simple butthe patterns that arise can be quite amazing! Spirolaterals are used in architecture and occur in nature.

"Certain prehistoric worms fed on sediment in the mud at the bottom of ponds. Worms had innate 'rules'regarding how close to the eaten path to stay, how far to go before turning around, how sharp a turn tomake, etc. These rules varied from species to species, and paleontologists can trace the development ofspecies and determine the similarity of different species by comparing fossil records of worm tracks." (fromScience 21, November 1969, quoted by Gardner, l973)

There are some interesting mathematical investigations inspired by these prehistoric worms:-worms travel in straight lines until they turn-worms move forward in certain given units-worms can cross their own trails-worms stop if they get back to their starting point

Teacher Reflections


Exploring Ontario's Patterns Subtask 6Parade Patterns


Expectations4m87 A • identify, extend, and create linear and non-linear

geometric patterns, number and measurementpatterns, and patterns in their environment;




4m92 A – identify, extend, and create patterns by changingtwo or more attributes (e.g., colour, size,orientation);




4m98 A – discuss and defend the choice of a pattern rule;4m99 A – given a rule expressed in informal language,

extend a pattern;4m100 A – determine the value of a missing term in equations

involving addition and subtraction, with and withoutthe use of concrete materials and calculators.

4m101 A • collect and organize data and identify their use;4m86 A • demonstrate an understanding of mathematical


DescriptionThe activities in this subtask have been designed to further student knowledge of patterning rules and themathematical relationships in patterns. Students will spend a great deal of time analysing numberpatterns and solving problems by applying patterning strategies. Students will apply what has beenlearned by creating geometric patterns. Students will use manipulatives such as interlocking cubes todemonstrate their understanding of these concepts before completing the individual and small groupworksheets. All of the activities in this subtask will help the student acquire and consolidate theknowledge of patterning that is necessary for the culminating task. Through working in pairs and smallgroups, the students will describe patterning rules and work collaboratively with their peers to solveproblems within the allotted time.

Catholic Graduate Expectations:CGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills

GroupingsStudents Working In PairsStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesCollaborative/cooperative LearningLearning Log/ JournalModel Making

AssessmentTeachers will observe students as they workindividually, as a class, and in small groups.Teachers can complete anecdotal records,recording student participation, attitudestowards the activity as well as studentresponses in their math journals, completionof worksheets, etc. Teachers may completethe rubric after the activities have beencompleted.

Assessment StrategiesLearning LogPerformance Task

Assessment Recording DevicesRubricAnecdotal Record

Teaching / LearningPart A: Parade Patterns (30 minutes)

1. There are many parades in Ontario throughout the year, for instance, Canada Day Parade, Remembrance




Resources

Day Parade, and the Santa Claus parade. Discuss parades with the students, asking questions such as:"Who has been to a parade?" "What was in the parade?" "Where was the parade?" "What type of paradewas it?"2. Tell the students that there are many patterns found in parades, such as clothes, balloons, types of floats,order of program. Make a chart of student answers.3. Introduce BLM #21 Parade Patterns. Explain that each path is a counting pattern. Students will completethis blackline master (independently or as a large group using the overhead).

Part B: Creating Parade Paths (30 minutes)

1. Students will independently create their own parade paths on the BLM #22 Parade Pattern Problems.Students will fill the numbers in on the parade path (as was done in BLM #21). Students will then describethe patterning rule using correct mathematical language.2. Teachers may wish to give similar examples for the class to do before attempting #3 and #4 of the BLM.Students will then complete the remainder of this worksheet independently.

Part C: Ontario Skyscraper Patterns (40 minutes)

1. Have a class discussion about what types of buildings are seen in an urban community (city). Discussthe situation in BLM #23a Ontario Skyscrapers (using the overhead). Students will create the towers usinginterlocking cubes and will independently complete the worksheet.2. Discuss what was learned about towers in BLM #23a. In pairs, students will discuss the questions abouttowers in BLM #23b Ontario Skyscraper Patterns. Students will cooperatively solve the problems and recordthe patterning rule in their math journals.



Parade Patterns

BLM #21 Parade Patterns 6_21 Parade Patterns.cwk

BLM #22 Parade Pattern Problems 6_22 Parade Pattern Probl.cwk

BLM #23a Ontario Skyscrapers 6_23a Ontario Skyscrap.cwk

BLM #23b Ontario Skyscraper Patterns 6_23b Ontario Skyscraper P.cwk

chart paper

an assortment of arts and craftsmaterials (recyclable materials)




pencils

math journals

interlocking cubes

overhead projector

Notes to Teacher

Teacher Reflections


Exploring Ontario's Patterns Subtask 7Culminating Task - Design, Design, Design!


Expectations4m93 A – describe patterns encountered in any context

(e.g., quilt patterns, money), make models of thepatterns, and create charts to display the patterns;

4m98 A – discuss and defend the choice of a pattern rule;4m92 A – identify, extend, and create patterns by changing





4m86 A • demonstrate an understanding of mathematicalrelationships in patterns using concrete materials,drawings, and symbols;





4m91 A – demonstrate equivalence in simple numericalequations using concrete materials, drawings, andsymbols (e.g., 13 + 7 = 19 + 1);

4m95 A – use a calculator and computer applications toexplore patterns;


4m100 A – determine the value of a missing term in equationsinvolving addition and subtraction, with and withoutthe use of concrete materials and calculators.

DescriptionThe students will be members of a landscape design and building company, hired to design the layout fora new community. Members of a very rich investment consortium are financing the building of thecommunity (rural) and are interested in creating one which utilizes patterns in nature and human-madeconstruction. The students will be responsible for preparing maps of the community and building modelsof a variety of structures. Students will have to present their new community to the rest of the class. Asstudents construct their new communities, they will contribute to the success of their team by workingcooperatively with their team members. As well, they will demonstrate a recognition of the importance ofstriving to become responsible citizens by attempting to create a community which shows a balance ofnatural and human-made living spaces while incorporating patterns. In creating thes new communities,students will apply what they have learned about patterns in the previous subtasks. Each student willcomplete a unit test which will demonstrate and assess their learning of this unit.


GroupingsStudents Working In Small Groups

Teaching / Learning StrategiesModel MakingWorking With Manipulatives

AssessmentEach student will be provided with apreparation checklist. The team will preparetheir self-assessment using this checklist andthey will be assessed by their teacher usingthe same form.During their presentation, the presenters'classmates must first try to identify as manyof their peers' patterns. After severalguesses, the presenters can then share alltheir patterns with the class.A unit test is also provided if the teacherwishes to use this method of assessment

Assessment StrategiesClassroom PresentationExhibition/demonstration

Assessment Recording DevicesChecklist




Teaching / LearningBrainstorming (10 minutes)

1. As a class, brainstorm examples of pattern in a community in Ontario. Ensure that there are a variety ofsizes of buildings; colour of plants; colouring of siding; shape of buildings, etc.

Grouping (60 minutes)

1. The teacher creates heterogeneous ability groups of three or four.2. In groups, the students think of a name for their design/building company.3. They then prepare a proposal of maps/pictographs with aerial views of their communities.4. They will colour all vegetation including a variety of patterns and they will leave spaces for human-madestructures, including buildings, fences, parks benches, gardens, telephone poles, etc.

Proposal (15 minutes)

1. When each group has completed the plan of its new Ontario community, this proposal must be checked bythe teacher to assure financing will be possible. If verified, the group may then go on to construct their newcommunity structures.2. Each group is responsible for supplying recyclable materials necessary to create its new stuctures and itssurrounding landscape design.

Planning/Construction (120-180 minutes)

1. Students will brainstorm patterns in the community design, for instance: fire hydrants every 500 m, hydropoles every 100 m, gas stations on diagonal corners, etc.2. Allow enough time for each group to complete their new community for Ontario. This should takeapproximately two or three one-hour periods.

Presentation (90 minutes)

1. Allow each team 15 minutes to plan their presentation, ensuring all members of the team are involved.2. Review aspects of a good presentation:-speaking clearly in a loud voice-facing the audience-standing still-looking at the audience-using gestures when presenting-including patterning vocabulary3. Each team takes its turn presenting to the class. Allow 10 minutes maximum4. Teacher can use the rubric included in blackline masters for assessment.

Extension 1Instructions for the preparation of a class liturgy can be found with the BLM #24.

Extension 2BLM #25 is a summative unit test which may be used as a whole or in part as another form of evaluation.

Adaptations




Resources

Constructing and Presenting a NewOntario CommunityBLM #24a Preparing the Celebration 7_24a Preparing Celebrat.cwk

BLM #24b Celebration Liturgy 7_24b Celebration Litu.cwk

BLM #25 Unit Test 7_25 Unit Test.cwk

BLM #26 Preparation Checklist 7_26 Preparation Checkl.cwk

recycled boxes, cans, plastics, etc.

glue

pencils 1

scissors

erasers

markers

models/toys of trees, benches, people,etc.

Notes to TeacherHave small work areas around the classroom where each group may work. Providing boxes/containers may be agood idea to store all the materials required to build the new community.The classroom teacher should create the groups which will be working together, to ensure that the groups havea variety of knowledge of abilities.Expect a fair amount of noise during this subtask, as long as it is a "busy noise."It is important to be roaming about the room and keeping an eye on the activities so as to ensure on-taskbehaviour.Watch for students that are being "left out"; these groups may need more guidance on cooperation.Teacher may consider inviting a landscape architect to the class prior to the construction of the community.

Teacher Reflections


Black Line Masters:

Exploring Ontario's PatternsAn Integrated Grade 4 Math Unit

Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List


Page 1

Rubric

Constructing and Presenting a New OntarioCommunity

Teachers may use this rubric to evaluate each student'sapplication of the skills that he/she has learned duringthis unit.

2

ST 7

Glorious Gardens

This rubric may be used as an assessment tool afterthe activities in this subtask have been completed.

2ST 5

Growing, Growing, Gone!

This rubric may be used as a teacher assessment toolof knowledge gained about patterns.

2ST 2

Parade Patterns

This rubric may be used as a teacher assessment toolwhen the activities in this subtask have beencompleted. Many of the patterning expectations may beassessed using this rubric.

2ST 6

Blackline Master / File

BLM #1 Farm Fencing1_1 Farm Fencing.cwkThis blackline master may be used as an introduction topatterning. Students will draw the fence post patternsfollowing teacher examples.

ST 1

BLM #10 Inukshuk Patterns2_10 Inukshuk Patterns.cwkThis blackline master may be used as a studentworksheet.

ST 2

BLM #11 Cool Calculations2_11 Cool Calculations.cwkThis blackline master may be used as an enrichmentactivity.

ST 2

BLM #12a Picnic Patterns3_12a Picnic Patterns.cwkThis blackline master is the first part of the lesson onPicnic Patterns. Students will use unifix cubes tocomplete the T-table.

ST 3

BLM #12b Picnic Patterns3_12b Picnic Patterns.cwkThis blackline master can be used as a worksheet forthe students to complete following Blackline Master#12a Picnic Patterns

ST 3

BLM #13 Checklist of Performance Task3_13 Obs Checklist.cwkThis blackline master may be used as an assessmenttool.

ST 3

BLM #14 Pine Tree Growth in Canada4_14 Pine Tree Growth.cwkThis blackline master will be used as an activity sheetfor students to complete in small groups.

ST 4

BLM #15 Patterns in Tree Growth4_15 Patterns in Tree Gr.cwkIn small groups, students will use this blackline masterto further investigate their knowledge of growthpatterns.

ST 4

BLM #16 Checklist of Performance Task4_16 Checklist of Perf T.cwkTeachers may use this checklist to record observationsof student progress in Subtask 4.

ST 4

BLM #17 Glorious Gardens5_17 Glorious Gardens.cwkThis blackline master may be used to introducestudents to Subtask 5 Glorious Gardens. Students willobserve how patterns occur in nature (gardens). Theywill extend and create their own garden patterns.

ST 5

BLM #18 How Does Your Garden Grow?5_18 How Ds Yr Garden G.cwkThis blackline master may be used as a studentworksheet.

ST 5

BLM #19a Spirolateral Math Fun Directions5_19a Spirolaterals Direc.cwkThis blackline master could be used to introduce theconcept of spirolaterals. Students will follow thedirections on this sheet (as well as the directions onBLM #19b) to create their own spirolaterals on gridpaper.

ST 5

BLM #19b Spirolateral Math Fun5_19b Spirolateral Math .cwkTeachers may use this blackline master as an overheadto show students how to create spirolaterals. Studentswill then follow these directions to make their ownspirolaterals on grid paper.

ST 5

BLM #2 Fence Posts and Rails2_2 Fence Posts Rails.cwkStudents will complete this sheet in pairs to determinethe number of fence posts and rails needed. As aclass, students will discuss the patterning rule.

ST 2

BLM #20 Self-Assessment5_20 Self Assessment.cwkThis blackline master may be used as a studentself-assessment after all of the activities in Subtask 5have been completed.

ST 5

BLM #21 Parade Patterns6_21 Parade Patterns.cwkThis blackline master may be used by the teacher as anoverhead lesson or a worksheet in order to introducethe concepts in this subtask.

ST 6

BLM #22 Parade Pattern Problems6_22 Parade Pattern Probl.cwkThis blackline master may be used as a worksheet forstudents to complete after completing page 1 BLM#20a.

ST 6

BLM #23a Ontario Skyscrapers6_23a Ontario Skyscrap.cwkStudents may complete this worksheet after exploringpatterns using unifix cubes.

ST 6

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:26:51 PM Page D-1


Resource List


Page 2

BLM #23b Ontario Skyscraper Patterns6_23b Ontario Skyscraper P.cwkThis blackline master is to accompany BLM #23a OfficeTower Patterns.

ST 6

BLM #24a Preparing the Celebration7_24a Preparing Celebrat.cwk

ST 7

BLM #24b Celebration Liturgy7_24b Celebration Litu.cwk

ST 7

BLM #25 Unit Test7_25 Unit Test.cwk

ST 7

BLM #26 Preparation Checklist7_26 Preparation Checkl.cwk

ST 7

BLM #3 Growing Patterns2_3 Growing Patterns.cwkTeachers may use this blackline master as an overheadto teach growing patterns.

ST 2

BLM #4a The House That Jack Built2_4a House That Jack Bu.cwkTeachers may use this blackline master to introduce thepatterned story The House That Jack Built.

ST 2

BLM #4b The House That We Built2_4b House That We Built.cwkThis blackline master may be used as a studentworksheet.

ST 2

BLM #5a Mystery Pattern Game-Lost inAlgonquin Park

2_5a Mystery Pattern - Al.cwkThis game may be played with a partner or a smallgroup.

ST 2

BLM #5b Patterns with Tiles2_5b Patterns with Tiles.cwkThis blackline master may be used as a studentworksheet.

ST 2

BLM #6 Ontario Trains2_6 Ontario Trains.cwkStudents will construct squares using toothpicks. Eachsquare connects to the previous one sharing a side andforming a train. For each square added students willrecord the number of toothpicks in the T-table.

ST 2

BLM #7 Square Numbers in Multiplication2_7 Square Numbers Mul.cwkThis blackline master may be used on the overhead todemonstrate the patterns of square numbers inmultiplication.

ST 2

BLM #8 Rag Rugs2_8 Rag Rugs.cwkThis blackline master is intended for student use. Itmay be presented as an overhead and then copied forthe students to record their information on.

ST 2

BLM #9 Bead Patterns2_9 Bead Patterns.cwkThis blackline master may be used for student practice.

ST 2

Print

50 Problem Solving Lessons Marilyn Burns

This teacher resource is published by Math SolutionsPublications. It includes excellent math lessons usingmanipulatives.

ISBN 0-941355-16-0

Unit

Interactions Grade 4Jack Hope, Marian Small, Dale Drost

This excellent math program is published by PrenticeHall Ginn Canada.

ISBN 0-13-858564-4

Unit

Mathematics ... A Way of ThinkingRobert Baratta-Lorton

This is an excellent math resource which is published byAddison-Wesley Publishing Company

ISBN 0-201-04322-X

Unit

Nelson Language Arts Grade 4- And Who AreYou

Unit

Nelson Language Arts-Grade 3 Hand in Hand Unit

Ontario and Canada- A Journey Far and WideLoredana Sposato, Jo McElligott, Brenda Kruter,NathalieDesmaraisThis is an integrated unit for Grade 3/4 written byteachers for the Catholic Curriculum Cooperative.Activities in this unit focus on the combinedexpectations found in Grade 3 "Urban and RuralCommunities and Grade 4 "The Provinces and Territoriesof Canada.

Unit

Ontario: Ours to Discover-CCCSamantha McDonagh, Lisa True, Alison MacaulayThis is an integrated unit for Grade 4 written byteachers for the Catholic Curriculum Cooperative. Thereare activities which introduce students to the physicalcharacteristics of Ontario.

Unit

Quest 2000 Grade 4Brendan Kelly

This is an excellent Math program which covers theexpectations of the Ontario Math Curriculum.

ISBN 0-201-83006-X

Unit

Quest 2000 Grade 4Wortzman, Harcourt, Kelly, Charles, Brummett,Barnett

Unit 9: Discovering Patterns and Relationships beginswith a picture of a garden. Students are to answerquestions pertaining to this garden picture. This wouldtie in nicely with Subtask 5.

ISBN 0-201-83006-X

ST 5

Tapestry 4 Social StudiesLes Asselstine, Rod Peturson

This Ontario Edition is published by Harcourt CanadaLtd. There is a teacher's guide as well as studentbooks. The information and the activities in thisresource cover the majority of the Grade 4 SocialStudies expectations.

ISBN 0-7747-0588-4

Unit



Resource List


Page 3

The House That Jack BuiltThe House That Jack Built is a familiar nursery rhymewhich has been told and adapted throughout the years.

ST 2

The Inukshuk BookMary Wallace

A great resource to read to the children. It teachesabout Inuit culture as well as how to build an Inuksuk.

ISBN 1-895688-91-4

Unit

Website

EduNET

EduNET is a valuable resource for both students andteachers in an easy to navigate environment. It is aCanadian site, based in Toronto.

http://www.edunetconnect.comUnit

Enchanted Learning

This is an interactive web-site that is useful to bothstudents and teachers. It provides a wealth ofinformation on a variety of subjects.

http://www.enchantedlearning.com/Jackshouse.htmlST 2

Excite Travel-Ottawa

This website may be used as a teacher resource site tofind out more information about Ontario.

http://www.city.net/countries/canada/ontario/ottawaUnit

Ivars Peterson's MathTrek

This website describes activities using spirolaterals.These are called Turtle Tracks.

http://www.maa.org/mathland/mathtrek_7_24_00.html

ST 5

Link to Learning

This is an excellent website written by Ontario teachers.It has a variety of lessons and resources on OntarioCurriculum. It can even be used by students toresearch information about topics.

http://www.linktolearning.com/grade4ss.htmUnit

National Library of Canada

An information site for Ontario teachers.http://www.nlc-bnc.ca/ehome.htm

Unit

News Ontario-Curriculum Resources

Lessons and activities are provided which mayaccompany a newspaper study.

http://www.cses.scbe.on.ca/newsontario/no97_cr.htm

Unit

Spirolaterals

This website offers a description of spirolaterals as wellas extension activities.

http://maths.newcastle.edu.au/`mmmjr/spiro.htmST 5

The Math Forum at Swarthmore

This website is an excellent general Math website withlinks to other sites.

http://www.forum.swarthmore.edu/Unit

The Staff Room for Ontario's Teachers

This is an excellent website with information and lessonplans on the Ontario Curriculum. Many links for varioussubjects are provided.

http://www.odyssey.on.ca/`elaine.coxon/subjects/mathematics.htm

Unit

TV Ontario PD Online

This website offers many resources for Ontarioteachers.

http://www.tvo.org/pdonline/Unit

TVO's Great Canadian Challenge

A site for students and teachers.http://www.tvo.org/eh/main.html

Unit

TVOntario

An excellent website for student use.http://www.tvontario.org/oeca/

Unit

Material

an assortment of arts and crafts materials(recyclable materials)

These materials will be used in the building of thecommunity.

ST 6

beans, bingo, chips, or interlocking cubesper person

ST 2

centimetre grid paper ST 2

centimetre grid paperGrid paper can usually be found in many Mathprograms. If grid paper is unavailable, graph paper maybe used.

ST 5

chart paper ST 2

chart paper ST 4

chart paper ST 6

chart paper (optional)per class

ST 1

clipboardper person

ST 1

coloured pencil crayons ST 2

coloured pencils, markers, or crayons ST 5

copy of T-table1per group

ST 3

craft sticks (10 per person)per person

ST 1

erasersper person

ST 7

glueper person

ST 1

glueper person

ST 7

graph paper1per person

ST 4

markersper person

ST 7

math journalsper person

ST 1



Resource List


Page 4


ST 2


ST 3

math journals ST 6

metre sticks ST 2

paperper person

ST 1

paper ST 2

pencilsper person

ST 1

pencils1per person

ST 2

pencils1per person

ST 3

pencils1per person

ST 4

pencils1per person

ST 5

pencils ST 6

pencils1per person

ST 7

pictures of gardensPictures of gardens may be found in student textbooks,in magazines or on the internet.

ST 5

recycled boxes, cans, plastics, etc.

Students are asked to bring these items from home.per group

ST 7

scissorsper person

ST 7

slices of bread2per person

ST 3

toothpicks25-50per person

ST 2

Equipment / Manipulative

calculators ST 2

calculators ST 4

interlocking cubes(optional)

ST 3

interlocking cubes ST 6

models/toys of trees, benches, people, etc.

Students are required to bring these items from home.per group

ST 7

overhead projector ST 2

overhead projector ST 6

pattern blocks ST 2

tiles or interlocking cubes ST 2

Parent Community

Ministry of Natural Resourceswill vary according to the areaTeachers may contact their local Ministry of NaturalResources to acquire information regarding patterns inthe environment.

Unit


Subtask 1BLM #1

Blackline Master #1Farm Fencing

Fences are made with interesting patterns. Following the teacher’s direction, build the fence patterns. The first two examples have been provided.

- fence posts with one wire

- fence posts with three wires

- fence posts with wires and diagonals

BLM #10Subtask 2

Blackline Masters #10Inukshuk Patterns

On a class trip to the Ontario Museum of Civilization, students were fascinated by interesting rock patterns. A display of stones were built in the shape of a man. These stones are called Inukshuk (“in-NOOK-soo-it”) and are built by native people. Built of large stones, some are more than two metres high and thousands of years old. With no roads, maps, or street signs to direct them, Aboriginal people originally built these stone markers to guide travellers. Inukshuk were also built to point out a good fishing spot or to mark where a family camped and hunted.

This is a sample Inukshuk:

Complete the Inukshuk problems below with a partner:

small medium flat stone stone stone Vanessa and her friends were building Inukshuk. Their first Inukshuk had seven small stones, two medium-sized stones, and two flat stones. They decided that each subsequent Inukshuk should have twice the number of stones. Discuss this situation with your partner and complete the chart below:

Stones First Second Third Fourth Inukshuk Inukshuk Inukshuk Inukshuk

Small Stones 7

Medium Stones 2

Flat Stones 2

BLM #11Subtask 2

Cool Calculations

There are many ways to multiply numbers. One way is called “doubling and halving”. Below are two examples.

4X8 16X4 = 2X16 = 8X8 = 1X32 = 16X4 = 32 = 32X2 = 64X1

1. Can you use this pattern to multiply these numbers?

4 X 15 8 X 31 16 X 23

____________ ____________ _____________ ____________ ____________ _____________ ____________ ____________ _____________ ____________ ____________ _____________

2. Now try these larger numbers.

32 X 98 64 X 234 128 X 456

____________ _____________ ____________ ____________ _____________ ____________ ____________ _____________ ____________ ____________ _____________ ____________ ____________ _____________ ____________ ____________ _____________ ____________ ____________ _____________ ____________ ____________ _____________ ____________

In your math journal, describe what you learned about multiplying larger numbers.

Subtask 1BLM #2

Blackline Master #2Fence Posts and Rails

With your partner, draw the next post and rail pattern below:

Blackline Master #3 Subtask 2

Growing Patterns

What would be the next pattern in this series? Draw this pattern in your math journal and explain the patterning rule.

Blackline Master #4a Subtask 2

The House That Jack Built

This is the house that Jack built.This is the carrot,

That lay in the house that Jack built.

This is the rat, That ate the carrot,


This is the cat,

That chased the rat, that ate the carrot,That lay in the house that Jack built.

This is the dog that worried the cat,That chased the rat, that ate the carrot,


This is the cow with the crumbled horn,That tossed the dog, that worried the cat,That chased the rat, that ate the carrot,


Blackline Master #4bThe House That We Built

Subtask 2

Student Instructions:Using pattern blocks (power polygons), make a house with four orange squares for the walls, plus a red trapezoid for the roof. Start a T-table to record how many blocks were used to build one house. Make two houses, then three, four, and five. Each time, record how many blocks were used. Do you see a pattern in the table? Describe this pattern below the T-table.

Trapezoid Squares 1 4 2

Describe the pattern that you see: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Mystery Pattern Game-Lost in Algonquin Park

Materials Needed:1. Cardboard or Manila folder to divide the workspace2. Pattern blocks

Procedure:1. Students may work in pairs or in groups of four. The leader, who is called the Park Ranger, will choose three types of pattern blocks. The leader will then make a pattern on his or her desk using these pattern blocks. This pattern will be kept a secret (with the use of the cardboard divider or Manila folder) from the leader’s partner or group members who are called Junior Rangers.2. The Junior Rangers are on a mission and have encountered problems. They have only one-way communication with the Park Ranger! In order to find their way home they must follow the Park Ranger’s orders exactly to rebuild their panel of controls.3. Remind the students that there is only one-way communication meaning that ONLY the Park Ranger may speak! The Ranger will carefully describe the position of the shapes using as much mathematical vocabulary as possible in order to assist the crew in constructing their panels, which will enable them to return to the camp.4. As the Ranger speaks, the Junior Rangers listen and construct their panels using his or her descriptions.5. When the instructions are completed, the Junior Rangers will compare their control panel with that of the Park Ranger. If the panels are exactly the same, they may return to the camp. If the panels are not exactly the same, the group is lost in Algonquin Park.6. Continue the game until all members have had a turn being The Park Ranger.

Blackline Master #5b Subtask 2

Patterns with Tiles

Complete the tile patterns below drawing the next step in each set of tiles:

Use tiles to form each of the following patterns. For each pattern use tiles to show what the next tile pattern would be. Now draw what the next tile pattern would be.

After building the tile patterns with manipulatives, draw what the next tile pattern would look like. Write about what you learned about patterns in this activity:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Ontario Trains

# of squares # of toothpicks used

Look for a pattern in the table. Can you determine a rule by looking at the pattern? Write the rule: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Square Numbers in Multiplication

Objective: The student should observe that there are patterns in multiplication and that each time a number one through ten is multiplied by itself, the answer is a square. This lesson will begin by using the overhead and pattern blocks, and will extend to the use of arrays.

Materials: overhead projector, pattern blocks (squares), centimetre grid paper, coloured pencils

Activities: 1. Place an orange square on the overhead projector and ask students to imagine how they might use additional orange squares to build a larger square. Tell the students that the rule is: The enlarged shape must have exactly the same shape as the original block (i.e., it must be a perfect square). Students can perform this task using orange squares at their desks. Observe students as they make squares, checking to see that they aren’t making other shapes instead. 2. After the students have experimented, they should observe that the next possible perfect square can only be made with four orange squares.3. Students will experiment to see how many orange squares it will take to build the next perfect square. Continue this practice, discussing the rule each time a square is made.

?

1 4 9

BLM #7 cont’d

4. Using centimetre grid paper, students will make arrays (an array is a special visual way to look at equal groups) by colouring in one square, then colouring in the next perfect square (following the example of what was shown on the overhead), etc.5. Discuss the concept of multiplication and how it relates to these perfect squares. (The first perfect square is the product of 1x1; the second perfect square is the product of 2x2; the third perfect square is the product of 3x3, etc.) 6. Students may then colour in more squares, recognizing that when a number is multiplied by itself it always equals a perfect square. Students should be able to predict that a two-or three-digit number times itself will also make a square.7. Teachers may wish to extend this activity to discuss area and how it relates to multiplication.Students will observe that length x width = area (i.e., the numbers of boxes down x the number of boxes across. Students will be able to quickly find the areas of the squares that they’ve made on the graph paper and will learn that area is calculated in square units.


Rag Rugs

Overview: Following a discussion of rugs used in Ontario, students will construct rectangles (which represent rugs) on centimetre grid paper. Students will calculate the perimeter and area of the rectangles and record the patterns on a chart.

Materials: centimetre grid paper, pictures of pioneer rugs, calculators (if needed)

Student Instructions: Draw a small rectangle on grid paper for the first rug. Make the second and third rug by doubling and tripling the length and width. Record your results on the chart below:

Rug Length Width Perimeter Area 1st 4 5 18 20

2nd

3rd

You may continue to add more rows to your chart after drawing your rugs on grid paper. You may colour them by using various patterns.

BLM# 9Subtask 2

Blackline Masters #9

Bead Patterns

The Aboriginal people of Ontario use colourful bead designs to decorate their clothing. Complete the bead problems below:

How many beads does this pattern use? ____________ Write a multiplication sentence to describe the bead pattern: _______________________________________

Tell how you can use this pattern to find out how many beads there are in these growing patterns: 7X4 8X5 10X6

Draw the bead patterns below and write the total amount for each bead pattern:

Subtask 3

Blackline Master #12a

Picnic Patterns

For our picnic, you will need one sandwich (or two slices of bread) for each student. Calculate the number of slices of bread you would need for everyone in your class. First, use interlocking cubes to create the pattern following this T-table. People Slices of Bread

1 2

2 4

Blackline Master #12b Subtask 3

Picnic Patterns

Complete the T-table below using the information from BLM #12a Picnic Patterns:

People Slices of Bread

Extend this T-table in your math journal in order to determine how many slices of bread are needed for the entire class. Describe the strategy your group used to arrive at the answers. Record as many sentences as you can to describe your observations. For example, “There are always more slices of bread than sandwiches,”or “the number of slices is always twice as big as the number of sandwiches”. Examine the relationship between the columns in your T-table (e.g., between the number of people and the number of slices of bread).

Blackline Master #13Checklist of Performance Task Levels of Achievement1 rarely 2 sometimes 3 usually 4 almost always

Student

1 2 3 4 5 6 7 8 9101112131415161718192021222324252627282930

Student determines a rule without assistance

Student identifies and extends the pattern

Student discussespatterning rules

Student can record patterns independently

Subtask 3

313233

Blackline Master #14Pine Tree Growth in Canada

Identify Decide Estimate Answer Look Back

You have been hired to plant pine trees in Canada. With yourco-workers (your cooperative group), discuss and answer the questions about pine tree growth using the IDEAL problem-solving strategy.

In different areas of Canada, pine trees grow at different rates. A tree planter recorded the following data for three different pine trees (height is measured in metres).

Ontario British Columbia Newfoundland

Year Height Year Height Year Height

1 1 1 4 1 3 2 3 2 8 2 4 3 5 3 12 3 5 4 7 4 16 4 6 5 9 5 20 5 7Answer the following questions in your small group:1. What is the total growth for the pine tree in Ontario, British Columbia, and Newfoundland?2. State your answer as a pattern rule.3. What would each tree’s height be on Year 15, Year 20, Year 25?

Subtask 4

Blackline Master #15Patterns in Tree Growth

A three-metre pine tree has seven pine cones. A four-metre pine tree has nine pine cones. A five-metre pine tree has eleven pine cones. If this pattern continues, how many pine cones will a twelve-metre pine tree have?

Create a T-table in your math journal to record the data and answer the questions completely.

Height in m Number of Pine Cones

3 7 4 9 5 11 6 7 8 9 10 11 12

Using pictures, numbers, or words describe the patterning rule. What strategies did you use to arrive at your answer?

Subtask 4

Blackline Master #16Checklist of Performance Task Levels of Achievement1 rarely 2 sometimes 3 usually 4 almost always

Student

1 2 3 4 5 6 7 8 9101112131415161718192021222324252627282930

Student completes and extends the T-table

Student states the pattern rule

Student graphs the relationship of the pattern

Student uses language effectively

Subtask 4

313233


Glorious GardensThere are many patterns found in gardens. Two garden patterns were created below using lettuce, celery, carrots, red peppers, corn, and radish. Finish the

following patterns:

?

?

Using the space below and using a variety of vegetables, make up a garden pattern of your own. Be as creative as you can. Colour your pattern when finished.


How Does Your Garden Grow?

Mara had a garden. She planted the garden in rows from left to right.

Here is Mara’s pattern:

C is for corn E is for eggplant W is for watermelon

Complete the pattern in Mara’s garden:

C E W W E

E C E W W

E E

Extend the pattern to include more rows. Name the row where the pattern is exactly the same as it is in Row 1.

Row _____ has exactly the same pattern as Row 1.


Spirolateral Math Fun Directions

Prehistoric worms have been an inspiration to mathematicians. Mathematicians have found that certain prehistoric worms had rules regarding how far to go to get food. They found some very amazing facts about worms:- worms travel in straight lines until they turn;- worms move forward in certain given units;- worms can cross their own trails;- worms stop if they get back to their starting point.

Mathematicians call this pattern of movement “spirolaterals.”

Follow the directions given below, as well as the directions on the next sheet (BLM #19b), to create your own amazing spirolateral.

How to Make Spirolaterals:

A worm travels paths of lengths 3, 5, 2. At the end of each path, the worm turns right 90 degrees. Practise on grid paper and follow the picture examples. Remember, the starting direction is up. Have fun!

1. First go up 3 units

2. Next, make a right 90 degree turn

3. Go forward 5 units

4. Make a right turn

5. Go down 2 units

6. Begin 2nd sequence witha right turn.

7. Move left 3 units.

8. Make a right turn and go up5 units.

9. Make a rightturn, then move2 units.

10. 3rd sequence: right turn, then go down 3 units.

11. Make a right turn, then move 5 units.

12. Make aright turn, then move up 2.

13. 4th sequence: turn right 90, then move 3 units

14. Turn right 90, then move down 5 units.

15. Finally, end witha right turn, thenmove up 2 units.

You’re Home!

Spirolateral Math Fun

Name: ________________ Blackline Master #19b

Subtask 5


Glorious Gardens Self-Assessment

Name: _________ Date: _________________

Type of Evaluation: self peer teacher

CRITERIA

1) I listened and participated in class discussions. 1 2 3 4

2) I completed the worksheets to the best of my ability. 1 2 3 4

3) I identified all of the patterns. 1 2 3 4

4) I created the patterns independently. 1 2 3 4

5) I extended the patterns carefully. 1 2 3 4

6) I worked cooperatively with my group. 1 2 3 4

7) I presented the garden to my peers. 1 2 3 4

Subtask 6

Blackline Master #21 Parade PatternsPeople throughout the province of Ontario enjoy parades. Complete the following parade paths

Path 1: 150 250 100 200

Path 2: 57

63 66

Path 3: 1400 18001000

Subtask 6

Blackline Master #22Parade Pattern Problems

1. Create your own parade path below following the circle patterns on page 1:

2. Describe your patterning rule: ___________________________________________________________________________________________________________________________________________________________________________

3. In one town, certain houses on Poplar Street were painted purple. These are the houses that were painted purple: #5, #8, #12, #17, #23. They decided that there was a pattern to the houses that were painted purple. Can you describe what the pattern is?

The purple painted house pattern is: _____________________________________________________________________________________________________________________________________________________________________

The pattern rule is: ____________________________________________________________________________________________________________________________________________________________________________________

4. There was even a purple poodle at the parade. The poodle barked in an interesting pattern. Fill in the next three numbers in the barking pattern:

4, 12, 5, 8, 24, 10, 12, 36, 15, __, ___, ___

Name: _________________ Subtask 6

Blackline Master #23a

Ontario Skyscrapers

There were certain patterns being used in the building of the office towers. Look at the towers built from bricks below. It takes three bricks to make a tower two bricks high, six bricks to make a tower three bricks high, and ten bricks to make a tower four bricks high.

In the box below, draw a tower that is five bricks high:

Subtask 6

Blackline Master #23bOntario Skyscraper Patterns

Discuss the following questions with a partner and then record your answers in your math journals using pictures, numbers, and words:

The bricks were shaped like rectangles. How many rectangles are needed to build towers that are

seven rectangles high?

10 rectangles high?

25 rectangleshigh?

How did you find out the answer to each pattern?

Write the patterning rule in your math journal.

PREPARING Subtask 7 BLM #24a

THE CELEBRATION/LITURGY

-Religion table-candle, bible, flowers, cross/crucifix (all these items will be placed on Religion table by students during celebration)-all communities made from culminating task-tables to display communities-signs hanging above/near Religion table “EXPLORING OUR OWN “NEW” ONTARIO COMMUNITIES” -music from Grade 4 Religion program Come and See (# 1 “Part of a Circle” and #12 “Children of the Light”)-flashlights (six or more)

Celebration - Liturgy BLM #24b Subtask 7

GATHERINGAs you gather in a circle around your religion table, sing “Part of a Circle” (#1 in Grade 4 Religion program Come and See). Some students can process in with candle, bible, flowers, cross/crucifix, and set them on the Religion table.

GREETINGTeacher: The Lord be with you.

Students: And also with you.

Teacher/Student speaker: We are gathered here today, as a group of friends, to thank God for all the wonderful gifts of nature He has blessed us with on this earth. We are fortunate to have such beautiful surroundings in our community: trees, flowers, grass, rivers, colour, patterns. We are blessed with the many talents of the various people who have made our world such a great place to live.

OPENING PRAYERTeacher/Student speaker reads the following prayer one line at a time, while students repeat it.

O God, our Creator,Today we praise and thank youWith all our heartsFor all your wonderful gifts.We want to thank you speciallyFor all the knowledge you have given usIn our “Exploring Ontario’s Communities” unit.O Lord, you are so great and so good!

RITUAL ACTIONAs reflective music plays, go around the circle (with the teacher starting) and have each person say, “We praise you God, for_______.” (the snow, the sun, gardens - anything related to nature and/or this unit).

CLOSINGTeacher/Student Speaker: Through the gift of your spirit, loving God, we are appreciative for all the wonderful aspects of nature you have given us in this world. Let us pray for the ones who are not as fortunate as us, that they may someday enjoy clean water and plentiful crops. Give them the same joy we have, and help us share it with all people. Let us pray for the many gifts and talents you have given us: patience, kindness, love, and understanding. We ask this through Jesus Christ who lives and reigns with you in the unity of the Holy Spirit, one God, for ever and ever, Amen.

Students: Amen.

Together sing “Children of the Light” (#12 in Grade 4 Religion program Come and See). As this is being sung, turn off lights and have some students shining flashlights on display.

EXTENSIONTake a photo of students and display (and teacher!) with school camera.

Invite parents, principal, secretaries, parish priest, etc. to join in the celebration/liturgy.

Have someone (principal, parent) videotape entire celebration/liturgy. Invite younger grades to come and observe the class’ display of “Exploring Ontario’s Communities.” The Grade 4 students could “buddy up” with the younger students and briefly explain the parts of the display. This will give the Grade 4 students a sense of accomplishment, and they will feel proud of their hard efforts.

BLM #25

SUBTASK 7

TEST EXPLORING ONTARIO’S COMMUNITIES 1. Verse 1 Sky, sky Why are you so blue? Because it’s a nice day That much is true. Verse 2 Dandelions, dandelions Are you a weed? Yes, I am I am indeed. Make up the next two verses of this poem, following the same pattern.

Verse 3 _________________________________________ _________________________________________ _________________________________________ _________________________________________

Verse 4 _________________________________________ _________________________________________ _________________________________________ _________________________________________ 2. Extend these patterns: ABBCDDDE ABBCDDDE __________________ ________________ 1231212 1231212 __________________ ________________

page 2 of TEST: Exploring Ontario’s Communities BLM #25

Subtask 7

Continue this geometric pattern:

3. Record, in pictures and words, two different patterns you see in your classroom.

Words: Picture: _________________________ _________________________ _________________________ _________________________

Words: Picture:

_________________________ _________________________ _________________________ _________________________ 4. A bear ate four fish on a Sunday. The bear ate four fish each day after that. How many fish would he have eaten by Saturday? Complete the T-table below (from Sunday to Saturday) to show your answer.

day of the week # of fish eaten by bear

Sunday 4

page 3 of TEST: Exploring Ontario’s Communities BLM #25

Subtask 7

Describe how your pattern grows._____________________________________ ___________________________________________________________________

5. Complete the following numerical equations:

5+2=6+1 25-2=22+1 5+3=7+1 26-2=23+1 5+4=8+1 27-2=24+1 ________ ___________ ________ ___________ ________ ___________ ________ ___________

Describe the pattern rule in each of the equations: ___________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

6. Follow this pattern and draw the next perfect square. Complete the multiplication sentence below your picture. Stop your pictures and multiplication sentences when your answer equals 81.

1X1 2X2

page 4 of TEST- Exploring Ontario’s Communities BLM #25 Subtask 7 7. Look for the pattern. Finish each row and state the rule.

a) 60 120 180 ___ ___ ___ Rule:_________________________________

b) 101 201 301 ___ ___ ___ Rule:_________________________________

c) 338 676 1352 ___ ___ ___ Rule: ________________________________

d) 1887 1886 1885 ___ ___ ___ Rule:_________________________________

e) 2050 2130 2210 ___ ___ ___ Rule:_________________________________

8. Ten houses are to be put in a straight line with two metres between each house (each house is 20 metres long). a) What will the distance be between the first and last house?

-2m- 20 m 20 m

b) What will the distance be between 20 houses?

-2m- 20 m 20 m

c) What will the distance be between 30 houses?

-2m- 20 m 20 m

page 5 of TEST: Exploring Ontario’s Communities BLM #25 Subtask 7 9. On a calculator, press + 2 = = = = = Complete the following:

the 3 times table __ __ __ __ __ __

the 7 times table __ __ __ __ __ __

the 9 times table __ __ __ __ __ __ 10. Look for the nines patterns by answering these questions:

a) 1 X 9 = 2 X 9 = 3 X 9 = 4 X 9 = 5 X 9 = 6 X 9 = 7 X 9 = 8 X 9 = 9 X 9 = 10 X 9 =

b) What interesting facts did you discover about the table of 9?

12. On grid paper draw a garden that has a length of 6 centimetre squares and a width of 7 centimetre squares. Beside this garden draw a second garden which has a length and width that is double the first garden. Draw a third garden which is double the length and width of the second garden. a) What is the length and width of the second garden? _______________________________________________

b) What is the length and width of the third garden? __________________________________________________

BONUS:

c) If this pattern continues, what would be the length and width of the tenth garden? _____________________________________________________

HAPPY PATTERNING!

Preparation Checklist subtask 7

Part OneWhen you are preparing your community maps and models, you will have many great and creative ideas. You will be able to include many of these in your final product. However, within your final work you must include the following elements or ones which show the same type of patterning.

This is designed to help you show all that you have learned throughout this unit.

Make sure that you have the following or something very similar:

- farmers’ fields with a measureable pattern of size change (this means that the fields get larger or smaller in some interesting pattern) and a noticeable pattern of colours;

- telephone poles with predictable distance between each;- series of poles with wires; for instance, one series having one

wire, the next having two wires, followed by the third having three wires ... you may want to get more complicated here;

- placement of dwellings out in order to create a pattern which includes several forms of dwellings;

- colours of dwellings in a pattern.

Part TwoDuring your presentation, your teacher will select one of your patterns. Your team will then be responsible for identifying the pattern; stating the pattern rule; extending the pattern; and, finally, drawing a T-table on the board to represent the pattern. All members of your group could be asked any of these questions so make sure you each know the answers.

Expectations for this Subtask to Assess with this Rubric:

Problem solving(problem solves tocreate growth patternsin linear, non-lineargeometric, number, andmeasurement)

Understanding ofconcepts(demonstrates anunderstanding ofgrowth patterns)

Application ofmathematicalprocedures(applies knowledge ofgrowth patterns throughT-tables and individualworksheets)

Communication ofrequired knowledgerelated to concepts,procedures, andproblem solving (growthpatterns in math journals)

– with a limited range ofappropriate strategies– rarely accurately

– that are considered to bebasic in solving problems– with major errors and/oromissions

– unclearly and imprecisely– rarely using appropriatemathematical terminology

– with appropriate strategies– frequently accurately

– by giving appropriate butincomplete explanations– using more than half of therequired concepts

– that are considered to beappropriate in solvingproblems– with several minor errorsand/or omissions

– with some clarity and someprecision– sometimes usingappropriate mathematicalterminology and symbols

– by choosing the mostappropriate strategies– usually accurately

– by giving both appropriateand complete explanations– using most of the requiredconcepts

– that are considered to bethe most appropriate insolving problems– with a few minor errorsand/or omissions

– clearly and precisely– usually using appropriatemathematical terminologyand symbols

– by modifying knownstrategies or creating newstrategies– almost always accurately

– by giving both appropriateand complete explanations,and by showing that he orshe can apply the conceptsin a variety of contexts– using all of the requiredconcepts

– that are considered to be themost appropriate in solvingproblems, and justifies thechoice– with practically no minor errorsand/or omissions

– clearly, precisely, andconfidently– almost always usingappropriate mathematicalterminology and symbols

Level 1 Level 2 Level 3 Level 4

Growing, Growing, Gone!for use with Subtask 2 : Growing, Growing, Gone!

from the Grade 4 Unit: Exploring Ontario's PatternsStudent Name:Date:

– by giving partially completebut inappropriateexplanations– using only a few of therequired concepts

4m86 • demonstrate an understanding of mathematical relationships in patterns using concrete materials, drawings, and symbols;

4m87 • identify, extend, and create linear and non-linear geometric patterns, number and measurement patterns, and patterns in their environment;

4m93 – describe patterns encountered in any context (e.g., quilt patterns, money), make models of the patterns, and create charts to display the patterns;

4m96 – pose and solve problems by applying a patterning strategy (e.g., solve an area problem by extending a geometric grid pattern);

Category/Criteria

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Problem solving(applying patterningstrategies whenconstructing 3-D garden)

Understanding of concepts(demonstrate an understandingof mathematical relationshipsin patterns using concretematerials

Application of mathematicalprocedures(apply, identify, extend, andcreate linear and non-lineargeometric patterns)

Communication of requiredknowledge related to concepts,procedures, and problemsolving (recongnize anddiscuss patterning rules)


– with major errors and/oromissions




– with several minor errorsand/or omissions





– clearly and precisely– usually using appropriatemathematical terminologyand symbols



– that are considered to bethe most appropriate insolving problems, andjustifies the choice– with practically no minorerrors and/or omissions



Glorious Gardens for use with Subtask 5 : Glorious Gardens





4m88 • recognize and discuss patterning rules;

4m89 • apply patterning strategies to problem-solving situations.

Category/Criteria



Problem solving

Understanding ofconcepts

Application ofmathematicalprocedures

Communication ofrequired knowledgerelated to concepts,procedures, andproblem solving





– by giving appropriate butincomplete explanations– using more than half of therequiredconcepts






– clearly and precisely– using appropriatemathematical terminologyand symbols


– by giving both appropriateand complete explanations,and by showing that he orshe can apply the conceptsin a variety of contexts– using all of the requireconcepts




Parade Patternsfor use with Subtask 6 : Parade Patterns





4m88 • recognize and discuss patterning rules;

4m89 • apply patterning strategies to problem-solving situations.

4m93 – describe patterns encountered in any context (e.g., quilt patterns, money), make models of the patterns, and create charts to display the patterns;

Category/Criteria



Problem solving:-incorporate patterns innatural andhuman-made settings

Understanding ofconcepts:-create patterns

Application ofmathematicalprocedures:-extend patterns

Communication ofrequired knowledgerelated to concepts:-defend choice andplacement of patterns-describe patterns











– clearly and precisely– using appropriatemathematical terminologyand symbols






Constructing and Presenting a New Ontario Communityfor use with Subtask 7 : Culminating Task - Design, Design, Design!



Category/Criteria


Expectation List

Selected


Page 1

Assessed

Mathematics---Number Sense and Numeration• select and perform computation techniques appropriate to specific problems involving whole numbers and decimals, and

determine whether the results are reasonable;14m6

• solve problems involving whole numbers and decimals, and describe and explain the variety of strategies used; 14m7

• justify in oral or written expression the method chosen for calculations beyond the proficiency expectations forpencil-and-paper operations: estimation, mental computation, concrete materials, algorithms (rules for calculations), orcalculators.

14m8

– recognize and read numbers from 0.01 to 10 000; 14m9

– count by 3’s, 4’s, 6’s, 7’s, 8’s, 9’s, and 10’s to 100; 14m11

– multiply whole numbers by 10, 100, and 1000; 14m14

– represent and explain number concepts and procedures; 14m15

– multiply and divide numbers using concrete materials, drawings, and symbols 14m24

– interpret multiplication and division problems using concrete materials, drawings, and symbols; 14m25

– select the appropriate operation and solve one-step problems involving whole numbers and decimals with and without acalculator (e.g., how much change will you receive when you purchase an $8.95 item with $10?);

14m30

– pose problems involving whole numbers and solve them using the appropriate calculation method: pencil and paper, orcalculator or computer (e.g., what 2 items whose total cost is less than $20 can I buy from this catalogue?);

14m31

– explain their thinking when solving problems involving whole numbers; 14m32

– recognize situations in problem solving that call for multiplication and division and interpret the answer correctly (e.g.,recognize that multiplication is required in problems involving area and that the solution is in units squared).

14m33

Mathematics---Patterning and Algebra• demonstrate an understanding of mathematical relationships in patterns using concrete materials, drawings, and symbols; 84m86

• identify, extend, and create linear and non-linear geometric patterns, number and measurement patterns, and patterns in theirenvironment;

84m87

• recognize and discuss patterning rules; 74m88

• apply patterning strategies to problem-solving situations. 1 64m89

– recognize mathematical relationships in patterns (e.g., the second term is two more than the first, the second shape is thefirst shape turned through 90º);

74m90

– demonstrate equivalence in simple numerical equations using concrete materials, drawings, and symbols (e.g., 13 + 7 = 19+ 1);

24m91

– identify, extend, and create patterns by changing two or more attributes (e.g., colour, size, orientation); 64m92

– describe patterns encountered in any context (e.g., quilt patterns, money), make models of the patterns, and create charts todisplay the patterns;

1 64m93

– identify and extend patterns to solve problems in meaningful contexts (e.g., ploughed fields, haystacks, architecture,paintings);

84m94

– use a calculator and computer applications to explore patterns; 1 34m95

– pose and solve problems by applying a patterning strategy (e.g., solve an area problem by extending a geometric gridpattern);

1 44m96

– analyse number patterns and state the rule for any relationships; 64m97

– discuss and defend the choice of a pattern rule; 74m98

– given a rule expressed in informal language, extend a pattern; 1 54m99

– determine the value of a missing term in equations involving addition and subtraction, with and without the use of concretematerials and calculators.

44m100

Mathematics---Data Management and Probability• collect and organize data and identify their use; 1 14m101

• interpret displays of data and present the information using mathematical terms; 14m103

– identify examples of the use of data in the world around them; 14m106

The Arts---Visual Arts– produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting,

sculpting, printmaking) that communicate thoughts, feelings, and ideas for specific purposes and to specific audiences (e.g.,create a poster for display in the school library to commemorate a personal literary hero, using an additive form ofprintmaking);

14a43

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Expectation Summary


Selected Assessed

English Language4e1 4e2 4e3 4e4 4e5 4e6 4e7 4e8 4e9 4e104e11 4e12 4e13 4e14 4e15 4e16 4e17 4e18 4e19 4e204e21 4e22 4e23 4e24 4e25 4e26 4e27 4e28 4e29 4e304e31 4e32 4e33 4e34 4e35 4e36 4e37 4e38 4e39 4e404e41 4e42 4e43 4e44 4e45 4e46 4e47 4e48 4e49 4e504e51 4e52 4e53 4e54 4e55 4e56 4e57 4e58 4e59 4e604e61 4e62 4e63 4e64 4e65 4e66 4e67 4e68 4e69 4e70

French as a Second Language4f1 4f2 4f3 4f4 4f5 4f6 4f7 4f8 4f9 4f104f11 4f12 4f13 4f14 4f15 4f16 4f17 4f18 4f19 4f20

Mathematics4m1 4m2 4m3 4m4 4m5 4m6 1 4m7 1 4m8 1 4m9 1 4m104m11 1 4m12 4m13 4m14 1 4m15 1 4m16 4m17 4m18 4m19 4m204m21 4m22 4m23 4m24 1 4m25 1 4m26 4m27 4m28 4m29 4m30 14m31 1 4m32 1 4m33 1 4m34 4m35 4m36 4m37 4m38 4m39 4m404m41 4m42 4m43 4m44 4m45 4m46 4m47 4m48 4m49 4m504m51 4m52 4m53 4m54 4m55 4m56 4m57 4m58 4m59 4m604m61 4m62 4m63 4m64 4m65 4m66 4m67 4m68 4m69 4m704m71 4m72 4m73 4m74 4m75 4m76 4m77 4m78 4m79 4m804m81 4m82 4m83 4m84 4m85 4m86 8 4m87 8 4m88 7 4m89 61 4m90 74m91 2 4m92 6 4m93 61 4m94 8 4m95 31 4m96 41 4m97 6 4m98 7 4m99 51 4m100 44m101 11 4m102 4m103 1 4m104 4m105 4m106 1 4m107 4m108 4m109 4m1104m111 4m112 4m113 4m114 4m115 4m116 4m117 4m118 4m119

Science and Technology4s1 4s2 4s3 4s4 4s5 4s6 4s7 4s8 4s9 4s104s11 4s12 4s13 4s14 4s15 4s16 4s17 4s18 4s19 4s204s21 4s22 4s23 4s24 4s25 4s26 4s27 4s28 4s29 4s304s31 4s32 4s33 4s34 4s35 4s36 4s37 4s38 4s39 4s404s41 4s42 4s43 4s44 4s45 4s46 4s47 4s48 4s49 4s504s51 4s52 4s53 4s54 4s55 4s56 4s57 4s58 4s59 4s604s61 4s62 4s63 4s64 4s65 4s66 4s67 4s68 4s69 4s704s71 4s72 4s73 4s74 4s75 4s76 4s77 4s78 4s79 4s804s81 4s82 4s83 4s84 4s85 4s86 4s87 4s88 4s89 4s904s91 4s92 4s93 4s94 4s95 4s96 4s97 4s98 4s99 4s1004s101 4s102 4s103 4s104 4s105 4s106 4s107 4s108 4s109 4s1104s111 4s112 4s113 4s114 4s115 4s116 4s117 4s118 4s119 4s1204s121 4s122 4s123

Social Studies4z1 4z2 4z3 4z4 4z5 4z6 4z7 4z8 4z9 4z104z11 4z12 4z13 4z14 4z15 4z16 4z17 4z18 4z19 4z204z21 4z22 4z23 4z24 4z25 4z26 4z27 4z28 4z29 4z304z31 4z32 4z33 4z34 4z35 4z36 4z37 4z38 4z39 4z404z41 4z42 4z43 4z44 4z45 4z46 4z47 4z48 4z49 4z504z51 4z52 4z53 4z54 4z55 4z56 4z57 4z58 4z59 4z604z61 4z62

Health & Physical Education4p1 4p2 4p3 4p4 4p5 4p6 4p7 4p8 4p9 4p104p11 4p12 4p13 4p14 4p15 4p16 4p17 4p18 4p19 4p204p21 4p22 4p23 4p24 4p25 4p26 4p27 4p28 4p29 4p304p31 4p32 4p33 4p34 4p35 4p36

The Arts4a1 4a2 4a3 4a4 4a5 4a6 4a7 4a8 4a9 4a104a11 4a12 4a13 4a14 4a15 4a16 4a17 4a18 4a19 4a204a21 4a22 4a23 4a24 4a25 4a26 4a27 4a28 4a29 4a304a31 4a32 4a33 4a34 4a35 4a36 4a37 4a38 4a39 4a404a41 4a42 4a43 1 4a44 4a45 4a46 4a47 4a48 4a49 4a504a51 4a52 4a53 4a54 4a55 4a56 4a57 4a58 4a59 4a604a61 4a62 4a63 4a64 4a65 4a66 4a67 4a68 4a69 4a70

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Page 1Unit Analysis

Assessment Recording Devices

6 Anecdotal Record4 Checklist3 Rubric

Assessment Strategies

2 Classroom Presentation2 Exhibition/demonstration5 Learning Log4 Observation4 Performance Task1 Self Assessment

Groupings

5 Students Working As A Whole Class3 Students Working In Pairs5 Students Working In Small Groups4 Students Working Individually

Teaching / Learning Strategies

1 Brainstorming2 Collaborative/cooperative Learning1 Demonstration1 Direct Teaching2 Discussion1 Graphing1 Ideal Problem Solving Strategy2 Learning Log/ Journal1 Mini-lesson3 Model Making1 Rehearsal / Repetition / Practice1 Think / Pair / Share2 Working With Manipulatives

Analysis Of Unit Components

7 Subtasks110 Expectations108 Resources 67 Strategies & Groupings

-- Unique Expectations -- 31 Mathematics Expectations 1 Arts Expectations

Resource Types

4 Rubrics 32 Blackline Masters 0 Licensed Software 12 Print Resources 0 Media Resources 13 Websites 37 Material Resources 9 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 1 Parent / Community 0 Companion Bookmarks

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Exploring Ontario's Patterns · 2018-03-27 · Exploring Ontario's Patterns Page 1 An Integrated Grade 4 Math Unit An Integrated Unit for Grade 4 Task Context "Exploring Ontario's