“What’s My Rule?”
Objective To provide opportunities to review and solve
“What’s My Rule?” problems.
www.everydaymathonline.com
ePresentations
eToolkit
Algorithms
Practice
EM Facts
Workshop
Game™
Teaching the Lesson
Key Concepts and Skills
• Use basic facts to compute extended facts. [Operations and Computation Goal 1]
• Describe rules for patterns and use them
to solve problems. [Patterns, Functions, and Algebra Goal 1]
• Describe rules and patterns in “What’s My
Rule?” tables; use them to solve addition
and subtraction problems. [Patterns, Functions, and Algebra Goal 1]
Key Activities
Children discuss problems in which one
quantity depends on another. They illustrate
this kind of relationship between pairs of
numbers with a function machine and
“What’s My Rule?” tables. They solve
“What’s My Rule?” problems.
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
1 2
4 3
Playing Fact Games
Student Reference Book, pp. 278 or
310 and 311
Beat the Calculator
per group: 4 each of number cards
0–9 (from the Everything Math Deck, if
available), calculator
Subtraction Top-It
per group: 4 each of number cards
0–10 and 1 each of number cards
11–20 (from the Everything Math
Deck, if available)
Children maintain and/or practice basic
fact fluency.
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Acting Out a Function Machine
cardboard box counters
Children act out a function machine.
ENRICHMENT
Creating “What’s My Rule?” Tables
Math Masters, p. 41
Children work together to make up their
own “What’s My Rule?” tables.
Math Boxes 2 3
Math Journal 1, p. 35
Children practice and maintain skills
through Math Box problems.
Ongoing Assessment:
Informing Instruction See page 114.
Home Link 2 3
Ongoing Assessment:
Recognizing Student Achievement
Math Masters, p. 42
Children practice and maintain skills
through Home Link activities.
Use journal page 34. Curriculum
Focal Points
[Patterns, Functions, and Algebra Goal 1]
Key Vocabulary
function machine input rule output “What’s My Rule?”
Materials
Math Journal 1, p. 34
Home Link 22
transparency of Math Masters, p. 41
(optional)
Advance Preparation
Teacher’s Reference Manual, Grades 1–3 pp. 18, 19, 209–215
112
Unit 2
Adding and Subtracting Whole Numbers
112_EMCS_T_TLG1_G3_U02_L03_576809.indd 112
2/4/11 9:35 AM
Getting Started
Mental Math and Reflexes
Math Message
Pose “What’s My Rule?” riddles. Ask children to say a
number. Apply a secret rule and tell them the new
number. For example, a child might say 48. Apply the rule “Add
10” and tell the new number, 58. Continue as above until most
children know the secret rule. Then you say a number and ask
children to apply the rule and tell you the new number.
Some bacteria double in number every 20 minutes.
Use this information to complete the table.
Now
Secret rules: Add 10; Subtract 10
Secret rules: Add 5; Subtract 5
Secret rules: Add 8; Subtract 8
Home Link 2 2 Follow-Up
20 min later
8
16
50
100
200
400
75
150
150
300
Unit
bacteria
Go over answers as necessary. Review the idea
that basic facts can be used to solve problems
with larger numbers.
1 Teaching the Lesson
Math Message Follow-Up
WHOLE-CLASS
DISCUSSION
Algebraic Thinking Draw or display a function machine and
“What’s My Rule?” table. Ask children to imagine that the
function machine works like this:
●
A number (the input) is dropped into the machine.
●
The machine changes the number according to a rule.
●
A new number (the output) comes out the other end.
in
in
out
8
16
Rule
50
100
Double
200
400
75
150
150
300
out
The rule for the Math Message problem is Double the number.
Write the word Double in the function machine. Point out the
“What’s My Rule?” table that you have displayed. Discuss the 8
in the in column and the 16 in the out column. Explain to children
that numbers in the in column represent the number of bacteria
now. Corresponding numbers in the out column represent the
number of bacteria 20 minutes from now.
Review the answers to the Math Message problem by posing
questions in the following manner:
●
If 50 is dropped into the function machine, which number will
come out? 100 Enter the appropriate numbers in the in and out
columns. Repeat with the other numbers in the problem.
Lesson 2 3
EM3cuG3TLG1_113-116_U02L03.indd 113
113
11/11/10 12:14 PM
Type 1
Type 2
Type 3
Rule
Rule
Rule
Subtract 9
Add 5
Add 10
(Math Masters, p. 41)
out
in
out
in
out
13
4
7
12
10
20
10
1
10
15
20
30
17
8
21
26
30
40
18
9
45
50
50
60
Algebraic Thinking If you made a transparency of Math Masters,
page 41, you can demonstrate each type of “What’s My Rule?” table
on the overhead. Otherwise, draw the tables on the board. In the
Math Message problem, the rule and sample inputs are known,
and the outputs must be determined. (See Type 1 in the margin.)
In a second type of “What’s My Rule?” problem, the rule and
sample outputs are known, but the inputs must be determined.
(See Type 2 in the margin.)
Type 5
Rule
Rule
Subtract 20
Mark is 4 years
younger than
his sister Susie
in
out
in
out
45
25
13
9
30
10
23
19
100
80
43
39
52
32
53
49
WHOLE-CLASS
ACTIVITY
“What’s My Rule?” Routine
in
Type 4
Reviewing Variations of the
In a third type of “What’s My Rule?” problem, the inputs and
outputs are known, and the rule must be determined. (See
Type 3 in the margin.)
In a fourth type of “What’s My Rule?” problem, some inputs
and outputs are known; missing numbers and the rule must
be determined. (See Type 4 in the margin.) To find the rule in
problems like these, children should use the pairs in which
both in and out numbers are given. Then, after the rule is
discovered, children can use the rule to fill in the missing in
and out numbers. Pose problems like the fourth type to
the class.
In a fifth type of “What’s My Rule?’’ problem, rules are often
stated as simple commands to perform a specific operation,
such as Add 5. However, rules may also be stated in a context—“Mark is 4 years younger than his sister, Susie” or as in
the Math Message—“Some bacteria double in number every 20
minutes.” (See Type 5 in the margin.) Encourage children to
supply both types of rules.
Student Page
Date
Completing “What’s My Rule?”
Time
LESSON
23
䉬
“What’s My Rule?”
Fill in the blanks.
夹
1.
in
in
100
Rule
Subtract 50
out
50
70
150
200
out
夹
2.
50
0
20
100
150
in
Rule
Add 9
out
Answers vary.
3.
in
in
Rule
Add 8
out
5
15
35
65
85
out
in
in
4.
13
in
6
Rule
Subtract 30
43
out
73
93
Add 7
out
13
5
16
12
4
11
11
18
9
Answers vary.
14
23
34
43
44
53
64
73
94
103
in
Rule
23
out
out
Answers vary.
60
80
130
230
30
out
30
50
6.
in
in
Rule
Subtract 15
out
Tables
PROBLEM
PR
PRO
P
RO
R
OBL
BLE
B
LE
L
LEM
EM
SO
S
SOLVING
OL
O
LV
VIN
ING
(Math Journal 1, p. 34; Math Masters, p. 41)
Algebraic Thinking Children may work in partnerships
or independently to complete the journal page. Note that
the last row in each table is left blank. Encourage children
to create difficult problems. Math Masters, page 41 may be used to
provide additional practice with “What’s My Rule?” tables.
100
200
0
Answers vary.
Answers vary.
5.
in
PARTNER
ACTIVITY
Ongoing Assessment: Informing Instruction
out
35
20
60
45
20
5
50
35
46
31
Watch for children who have difficulty finding the missing in numbers. Have them
check their work by reading the number sentence formed by the in number, the
rule, and the out number.
Answers vary.
Math Journal 1, p. 34
114
Unit 2 Adding and Subtracting Whole Numbers
EM3cuG3TLG1_113-116_U02L03.indd 114
11/11/10 12:14 PM
Student Page
Date
Time
LESSON
Ongoing Assessment:
Recognizing Student Achievement
Journal
Page 34
Math Boxes
23
䉬
Put these numbers in order from
smallest to largest.
1.
8,596
32,199
85,096
100 more
994
2,462
3,965
4:35
What time will
it be in 20
minutes?
4.
$2.12
18 19
6.
11
10
12
1
Measure the line segment to the
1
nearest ᎏᎏ inch.
1
2
9
2 ᎏ2ᎏ
3
8
7 8
You spent $7.88 at the store. You
gave the cashier a $10 bill. How
much change should you receive?
100 less
714
514
1,094 894
2,562 2,362
4,065 3,865
What time is it?
5.
2
inches
4
7
4:55
SMALL-GROUP
ACTIVITY
(Student Reference Book, pp. 278
or 310 and 311)
1,104
1,114
20
614
Playing Fact Games
1,094 1,095
Write the numbers that are 100
more and 100 less than each given
number.
3.
[Patterns, Functions, and Algebra Goal 1]
2 Ongoing Learning & Practice
Fill in the missing numbers.
1,072 1,073 1,074 1,075
1,082 1,083 1,084 1,085
8,596
32,199
32,764
85,096
32,764
Use journal page 34, Problems 1 and 2, to assess children’s ability to write and
use rules for functions involving addition and subtraction. Children are making
adequate progress if they are able to complete Problems 1 and 2. Some children
may be able to complete the remaining problems involving missing rules and
numbers.
2.
6
5
How many minutes
until 5:15?
40 min
143–145
Math Journal 1, p. 35
Have children play either Beat the Calculator (Addition) or
Subtraction Top-It to maintain and/or practice basic fact fluency.
Review the rules for these two games in the Student Reference
Book (page 278 for Beat the Calculator and pages 310 and 311 for
Subtraction Top-It).
Continue to provide children with opportunities to play fact games
regularly.
Math Boxes 2 3
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 35)
Mixed Practice Math Boxes in this lesson are paired with
Math Boxes in Lesson 2-1. The skill in Problem 6 previews
Unit 3 content.
Writing/Reasoning Have children write an answer to the
following: Explain your strategy for Problem 4. Sample
answer: I counted up $0.12 from $7.88 to get to $8.00.
From $8.00 to $10.00 is $2.00. The change is
$2.00 + $0.12 or $2.12.
Home Link Master
Name
HOME LINK
23
䉬
Family
Note
Date
“What’s My Rule?”
You can find an explanation of function machines and “What’s My Rule?” tables on pages
202–204 in the Student Reference Book. Ask your child to explain how they work. Help your
child fill in all the missing parts for these problems.
Practice facts and fact extensions. Complete the “What’s My Rule?”
problems. Make up problems of your own for the last table.
1.
in
Rule
(Math Masters, p. 42)
in
out
14
7
0
5
8
3
14
7
12
INDEPENDENT
ACTIVITY
out
15
10
PROBLEM
PR
PRO
P
RO
R
OB
BLE
BL
LE
L
LEM
EM
SO
S
SOLVING
OL
O
LV
LV
VING
VIN
IIN
NG
Home Connection Children practice facts and fact
extensions in the “What’s My Rule?” format. “What’s My
Rule?” may not be familiar to parents, so you might want
to send home the Student Reference Book.
202 204
Please return this Home Link to school tomorrow.
Subtract 7
Home Link 2 3
Time
21
3.
in
Rule
Add 30
out
in
out
70
100
20
50
30
60
90
120
50
80
2.
in
Rule
Add 9
out
in
out
7
16
9
18
37
46
77
86
49
58
Answers vary.
4.
in
in
out
Answers vary.
Rule
out
Answers vary.
Math Masters, p. 42
Lesson 2 3
EM3cuG3TLG1_113-116_U02L03.indd 115
115
12/30/10 11:53 AM
Teaching Master
3 Differentiation Options
READINESS
Acting Out a Function Machine
SMALL-GROUP
ACTIVITY
5–15 Min
Algebraic Thinking To explore function machines using a concrete
model, use a cardboard box without a lid to demonstrate how a
function machine works.
Draw a picture of an Everyday Mathematics function machine on
one side of the box. Place 15 counters inside the box. To begin the
demonstration, put 3 counters into the machine. Take 6 counters
out of the machine. Repeat with additional numbers of counters
(4 and 8, 5 and 10). Then ask children how the machine is
changing the number of counters each time. Children should try to
state the rule the machine is using. (In the example, the machine
doubles the number.) Repeat with other rules (for example, +4,
–2). As children understand the process, have them serve as
the rule makers.
Math Masters, p. 41
ENRICHMENT
Creating “What’s My Rule?”
Tables
PARTNER
ACTIVITY
15–30 Min
ELL
(Math Masters, p. 41)
To provide further exploration of “What’s My Rule?”
problems, have children create their own “What’s My
Rule?” tables. Encourage them to use negative numbers,
larger numbers, or rules stated in a context (such as Type 5 in the
margin on page 114.) To support English language learners, have
children read their rules. Consider having them state their rules
in different ways. For example, “My rule is to add 2. Plus 2 is
another way to say my rule.”
116
Unit 2 Adding and Subtracting Whole Numbers
EM3cuG3TLG1_113-116_U02L03.indd 116
11/11/10 12:14 PM