In today's class, I enjoyed the first part with addressing the pros and cons related to the stations that were done the previous week. It was interesting to see how many pros' and con's were similar in each group as well as some of the differences. Then we began to discuss the commutative and distributive properties of multiplication. I found it easy to understand with the visual diagrams that were shown on the board but I also found that this lesson took more of my attention and focus as I haven't thought about these topics in a long while. Some of the visuals of the symbolic recordings I found confusing to process but once they were explained, I understood much more easily. The idea that problem solving should be incorporated in everyday lessons is key to getting students' thinking and learning in a different way and I experienced that when I was trying to problem solve the different ways to show a multiplication or division with the dot sheet and blocks.
Integrated Curriculum Task
Grade 1: Repeating Patterns
Students will be expected to demonstrate an understanding of repeating patterns (two to four elements) by describing, reproducing, extending, and creating patterns using manipulatives, diagrams, sounds, and actions.
Performance Indicator: Describe a given repeating pattern containing two to four elements in its core.
TTM: I chose this task because the story has some repeated patterns in it. For example, when Grandma Lena is trying to pull out the turnip, the order in which her family lines up each time to help pull it out is a pattern. This could easily be used to have kids understand how to generate a pattern themselves if they can visually see and be able to infer who comes next in the line (pattern). To see if a student understands the concept of a repeating pattern, you could remove a person or ask who would come next.
Grade 1: Repeating Patterns
Students will be expected to demonstrate an understanding of repeating patterns (two to four elements) by describing, reproducing, extending, and creating patterns using manipulatives, diagrams, sounds, and actions.
Performance Indicator: Describe a given repeating pattern containing two to four elements in its core.
TTM: I chose this task because the story has some repeated patterns in it. For example, when Grandma Lena is trying to pull out the turnip, the order in which her family lines up each time to help pull it out is a pattern. This could easily be used to have kids understand how to generate a pattern themselves if they can visually see and be able to infer who comes next in the line (pattern). To see if a student understands the concept of a repeating pattern, you could remove a person or ask who would come next.