Rescue the Pattern (Grades 6-7)

Master Teacher

April Ulmer

Time Allotment

Two 45-minute lessons

Overview

Patterns are sequences that repeat or have some kind of order to them. Patterns can also consist of double patterns. You can use patterns to help you predict what will come next in a sequence.

Through activities presented in this lesson, including video and Internet, students will be able to become more familiar with single and double patterns.

Subject Matter

Math

Learning Objectives

Students will be able to:

South Carolina Standards

(These Standards are available online at http://www.myscschools.com/offices/cso/standards/math/default.cfm.)

Grades 6-8 Mathematics

Students will be able to understand patterns, relations, and functions. That is, students will be able to:

Media Components

Video

Cyberchase, Lesson 107: "The Poddleville Case"

Web Site

Cyberchase: Pattern Quest Web site at

(http://pbskids.org/cyberchase/games/data/data.html) This page contains highly interactive games that go along with the Cyberchase video shows. This page challenges students to determine the secret pattern that the computer is picking. They have eight chances to determine the pattern.

Pattern Player

(http://pbskids.org/cyberchase/games/patterns/patterns.html) This site is optional. But, if there is time, the class will enjoy this site because it combines sound and sight patterns.

Materials

Overhead copies of 12 cards from a deck of playing cards.

A deck of playing cards for each group of 2 to 3 students.

Equipment

(Note to Teacher: You will need an AverKey if you plan to display the Web site to the entire class for interaction and discussion.)

Prep for Teachers

Prior to teaching the lesson, bookmark the Web sites used in the lesson on each computer in your lab or classroom.

Cue the video to the first segment.

Make a transparency of the playing card sheets and cut the cards out.

Obtain a set of playing cards for every group of  2 to 3 students in your class.

When using media, provide students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or other multimedia elements.

Introductory Activity

Step 1: Turn on the overhead and direct the students' attention to the screen.

Step 2: Tell the students that you have a trick to show them using your playing cards.

Step 3: Pick out one student from the class and ask that person to be your "helper."

Step 4: Start placing your cards out on the overhead in 3 columns with a total of 4 rows.

Step 5: Ask the student to pick a card and NOT tell you what card it is.

Step 6: Ask the student to tell you what column (1, 2, or 3) his/her card is in.

Step 7: When the student has told you what column the card is in, pick that column up first and put it in your hand face up. Then pick the other two columns up and put them on top of the column that is already in your hand. Turn the cards over so that you cannot see what card is on top.

Step 8: Lay the cards out again as in Step 4 and repeat the process until you, the teacher, have decided what card the student chose.

Step 9: Ask the class if they know how you determined what card the student had chosen.

Step 10: You might want to pick another student out of the class with whom to repeat Steps 1-8.

Step 11: Ask the students if there are any students who feel that they can be the dealer and determine what card someone has chosen.

Step 12: When you have volunteers, split the class up into groups of 2 to 3.

Step 13: Allow the students to investigate with the activity. Let the students in the group switch off "dealer" positions.

Step 14: Ask the students if they can tell you how the dealer determines what card has been chosen. (By finding the pattern)

Step 15: Tell the students that today you are going to be investigating patterns. You will describe, extend, and write rules for a variety of patterns.

(Note to Teacher: For an example of this card "trick," go to the end of this lesson.)

Learning Activities

Step 1: CUE the video up to the beginning of the lesson where the kids first enter Poddleville.

Step 2: PLAY video until Pattern shows up with the numbers 1, 1, 2, 3, 5, 8, ?

Step 3: STOP the video when the numbers are on the screen. Provide the class with a Focus for Media Interaction by asking them if they know what the pattern is. (Add the 1^st two numbers together to get the 3^rd. Add the 2^nd and 3^rd numbers together to get the 4^th.  Add the 3^rd and 4^th numbers together to get the 5^th. ..)

Step 4: Provide the class with a Focus for Media Interaction by asking them what they think the next number will be? (13)

Step 5: PLAY the video to see if the class is right. STOP when the number has been found. Discuss the Fibonacci Sequence.

Step 6: Say: "We have to help stop Hacker from destroying Poddleville. We have already solved one pattern. Can we help save Poddleville?" The class should say "YES."

Step 7: Provide students with a Focus for Media Interaction by asking them to look for the pattern needed to open the gate.

Step 8: FAST FORWARD to where you need a secret code to open the gate. Watch the little boy try to open the gate twice.

Step 9: STOP the video before the kids determine the pattern to open the gate.

Step 10: Discuss with the class the pattern.

Step 11: Provide a Focus for Media Interaction by asking the class what they think the next two patterns should be? (A circle and then a triangle)

Step 12: PLAY the video to see if the class is right.

Step 13: FAST FORWARD the video to where the kids are in jail and the pod is telling them what shapes and numbers have been stolen.

Step 14: PLAY the video until Motherboard finishes saying, "The power is in the pattern."

Step 15: STOP the video when all you see are the numbers.

Step 16: Discuss the pattern with the class. (All numbers are odd.)

Step 17: Provide a Focus for Media Interaction having the class determine what number and shape will be stolen next. (Triangle 1)

Step 18: PLAY the video to see if the class is right.

Step 19: After the kids have determined the next number and shape to be stolen and have huddled together, FAST FORWARD to the power vault.

Step 20: PLAY the video until the first three numbers are found.

Step 21: PAUSE the video and discuss the pattern with the class. (Odd numbers descending starting with 11) Ask the class if they can possibly see another pattern. (shape pattern: square, circle, triangle)

Step 22: Provide a Focus for Media Interaction by asking the class what the next three numbers will be? (square 5, circle 3, and triangle 1)

Step 23: PLAY the video to see if the class was right.

Step 24: Tell the class "Congratulations, you have solved the case and saved Poddleville."

Step 25: Now tell the class that they are going to take any pattern skills they learned and apply them to a game. You are now ready to start the Culminating Activity.

Culminating Activity

Pattern Quest

(http://pbskids.org/cyberchase/games/data/data.html) Provide students with a Focus for Media Interaction on this Web site by asking them to determine the secret pattern that the computer is picking. They have eight chances to get the pattern right.

(Note to Teacher: Let the kids start with the easy level and then work their way to the hard level.)

Assessment

As the students are working on the Culminating Activity, walk around to observe how well they are completing the pattern on the game. The Assessment for this activity is teacher observation of the Culminating Activity.

Cross-Curricular Extensions

Language Arts: Have students write shape poems.

Science: Have students investigate the patterns in the life cycles of animals.

Art: Create abstract drawings by using patterns.

Community Connections

If you have a step/stomp team at school, you could have them come to your class to perform a presentation.

Have a speaker from the local zoo come to talk to the class about patterns in the animal world.

Student Materials

Access to computers and the Internet.

Activity Sheet (PDF)