Common Core in the Classroom: 4.OA.5, MP.1, 3, 4, & 6
Patterns, Rules, and Coordinate Pairs
Common Core in the Classroom Series
The Common Core in the Classroom series was created to provide educators with actual classroom examples of Common Core pracEce. Each video features a classroom lesson aligned with one or more Common Core learning targets. In addiEon to real-­‐life examples of teacher and student engagement, these classroom segments are enriched by excerpts from teacher interviews, reflecEons, and professional learning community (PLC) meeEngs. Each video has an accompanying guidebook which includes the classroom lesson plan provided by the teacher featured in the video. This guidebook also has a viewer response form which helps viewers reflect on the teacher’s lesson and consider what they might apply to their own pracEce.
About this Segment Jamie Wyman, an instrucEonal math coach at Kerrick Elementary in Louisville, Kentucky, guides 5th grade students as they idenEfy the paUern and rule governing the data in a table and then plot the paUern’s ordered pairs on a coordinate grid. In order to prepare her students for the 5th grade math standard represenEng these concepts, Jamie aligns her lesson with 4th grade Common Core math standard operaEons & algebraic thinking 4.5. Featured Common Core Standards • 4.OA.5 Generate a number or shape paUern that follows a given rule. IdenEfy apparent features of the paUern that were not explicit in the rule itself. • MP.1 Make sense of problems and persevere in solving them.
• MP.3 Construct viable arguments and criEque the reasoning of others. • MP.4 Model with mathemaEcs.
• MP.6 AUend to precision.
Guidebook Contents
Video Segment Page .......................................................................................................................................p. 2
Viewer Response Form ...................................................................................................................................p. 3
Teacher Lesson Plan ........................................................................................................................................p. 4
AddiEonal Resources ......................................................................................................................................p. 5
This program is Issue 2145 produced by the School Improvement Network.
PrinAng allowed only by licensed users of CC 360.
©2012 School Improvement Network
Common Core in the Classroom
PaUerns, Rules, and Coordinate Pairs
Opening Ac2vity: Before viewing the video segment, discuss the following prompt with the whole learning group.
What specific skills do students apply when solving a math task
as opposed to solving a series of equa2ons? Video Outline (13:20 in length)
• Jamie Wyman has created an imaginaEve math task for her students to solve: ScienEsts have been studying a unique creature—the Flickerbill—and they need Jamie’s 5th grade mathemaEcians to help them figure out the rule for the creature’s growth paUern; scienEsts want to be able to predict the height of a Flickerbill at any age.
• The students are given a table with two columns: One with the age of the Flickerbill (0-­‐10, 15, and 100) and one with the height in cenEmeters. The first three rows in the table are filled in. • The students need to idenEfy a paUern in the growth, calculate the height of the Flickerbill at different ages, and graph the data in ordered pairs. • Students start by looking for a paUern in the first three rows of the table; they deduce that the Flickerbill has grown 3 cenEmeters a year; the paUern is + 3. Students finish the table up through year 10.
• Next, the students create an equaEon to explain the data; one student deduces that it is (age x 3) + 4.
• All of the students try applying this equaEon to the data on their tables and discover that the equaEon does fit the data.
• Using this formula, students are able to calculate a Flickerbill’s height at age 15 and age 100. • As a class, the students transfer their data on to a graph, recording the ordered pairs on the graph at each point of intersecEon.
• Finally, the students write a leUer to the scienEsts explaining how to find the height of Flickerbill at age 150.
Discussion: Afer watching the video, use the following prompt to facilitate discussion.
(AddiEonal discussion quesEons can be found online with the resources for this video.)
What algorithms and math prac2ces did Jamie’s class need to use
to successfully complete their math task? Reflec2on/Journal Wri2ng:
Following the discussion, ask parEcipants to record new learning and ideas in their journals.
The following quesEons can be used to encourage reflecEon.
(ReflecEon quesEons can also be found online with the resources for this video.)
1. How did Jamie emphasize math pracEce standards 1 (make sense of problems and persevere in solving them), 3 (construct viable arguments and criEque the reasoning of others, 4 (model with mathemaEcs), and 6 (aUend to precision) in her lesson? 2. How does the final step of the math task, wriEng a leUer to the scienEsts, contribute to the students’ mastery of the learning target?
3. How could you turn one of your math lessons into a math task for the whole class to work together? ©2012 School Improvement Network
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Common Core in the Classroom
Common Core Class Session
Viewer Response Form
Filling out this response form will help you analyze the lesson depicted in the video segment. It will also help you evaluate how you might apply techniques or strategies depicted in the video and what you would change or adapt in order to meet the unique needs of your students. Featured Teacher: ___________________________________________
Common Core Standard(s): ____________________________________
Classroom Observation
Rate the featured teacher’s effecEveness. 5 is extremely effecEve and 1 is not effecEve. 1. Student learning targets were clearly communicated.
1 2 3 4 5
2. InstrucEonal acEviEes led students toward meeEng the objecEves.
1 2 3 4 5
3. Students were acEvely engaged.
1 2 3 4 5
4. Teacher differenEated instrucEon.
1 2 3 4 5
5. Assessments effecEvely monitored student progress. 1 2 3 4 5
Re1lection Questions
6. What evidence demonstrated that students are driving their own learning? 7. What worked? 8. What would you do differently?
ReflecEons: ©2012 School Improvement Network
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Common Core in the Classroom
PaUerns, Rules, and Coordinate Pairs
Teacher Lesson Plan
Teacher: Jamie Wyman
Grade Level: 5th grade
Lesson Date: 3/28/2012
Content Area: Math
School Name: Kerrick Elementary
City and State: Louisville, Kentucky
Summary/Overview
Students will work to solve a math task by idenEfying a paUern, figuring out the rule or equaEon that explains the resultant data, and ploong the paUern’s ordered pairs on a coordinate grid. Skill-­‐Based Objectives and Deliverables
IdenEfy the rule of a paUern and graph the ordered pairs on a coordinate grid.
Standard(s) Addressed
• 4.OA.5 Generate a number or shape paUern that follows a given rule. IdenEfy apparent features of the paUern that were not explicit in the rule itself. • MP.1 Make sense of problems and persevere in solving them. • MP.3 Construct viable arguments and criEque the reasoning of others. • MP.4 Model with mathemaEcs.
• MP.6 AUend to precision.
Materials and Resources
Overhead slide or whiteboard projecEon of the Flickerbill math task, Flickerbill growth chart, graphing paper, wriEng utensils.
Plan for Differentiating When students pair off to work on the mask task, ensure math competency in each the Learning
pair.
Procedures
1. Review the learning target and the math task with the class. 2. Ask student pairs to idenEfy what informaEon they will need to proceed with the math task. 3. Pass out Flickerbill growth table.
4. Ask student pairs to detect the paUern of the data already entered on the growth table and use it to fill out the remainder of the table through age 10. 5. Class reassembles. Ask students to deduce an equaEon that would explain their data. Give students the chance to check their equaEon against the data on their table. 6. Next, students plot the ordered pairs from the table (age, height) on a coordinate grid.
7. Finally, students write a leUer to scienEsts explaining how to figure out the height of a 150 year-­‐old Flickerbill using the formula to explain the relaEonship between height and age. ©2012 School Improvement Network
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Patterns, Rules, and Coordinate Pairs To learn more about this video and the Common Core in the classroom, visit the following:
School Improvement Network
32 West Center Street
Midvale, UT 84047
801-­‐566-­‐6500 | 800-­‐572-­‐1153
Fax: 888-­‐566-­‐6888
www.schoolimprovement.com
Resources from the School Improvement Network: “Solving a Playground Problem.” CC 360 classroom video. This video segment featuring a 3rd grade math lesson is found in the Common Core in the Classroom folder under Math Standards/Elementary. hUp://
www.pd360.com.
“Student-­‐Driven Learning.” This video is found in the Equity and InnovaEon: West Hawai’i ExploraEons Academy folder on PD360. hUp://www.pd360.com.
Other resources available on this topic:
Jones, Elizabeth, Glenda Lappan, and Margaret Schwan Smith. Rich and Engaging MathemaAcs Tasks: Grades 5-­‐9. NCTM, 2012.
Kennedy, Nadia Stoyanova. “What Are You Assuming?” MathemaAcs Teaching in the Middle School. September 2012, Volume 18, Issue 2, p. 86. Common Core State Standards IniAaAve. NaEonal Governors AssociaEon & the Council of Chief State School Officers. Web. 25 July 2012. hUp:www.corestandards.org
Grateful appreciaEon to Jefferson County Public Schools
Kerrick Elementary School
Ms. Jamie Wyman and her 5th grade class
for sharing their experiences and experEse.
©2012 School Improvement Network