Application Exercise 13.1

Application Exercise 13.1: Study of Patterns and Functions Apply your understanding of the learning from this chapter. When finished, submit your answers. Watch as this first-grade teacher introduces the ideas of a symbolic pattern. Lynda Penry 1st Grade: Using Symbols https://mediaplayer.pearsoncmg.com/assets/MM02_135_iPad Question Part 1 What type of patterns are the children making in this video? Part 2 How does the teacher engage the children to identify the core of the pattern? Part 3 Near the end of the clip how does the teacher reinforce the learning of repeating patterns? Part 4 “Repeating patterns are everywhere!” What happens in this lesson that demonstrates this to be true? Application Exercise 13.2: Observing and Responding to Student Thinking Click the link below to watch a fifth-grade student solve the problem, “Gary ate 5 strawberries and Jeremy ate some too. The container of 12 was gone! How many did Jeremy eat?” then answer the questions that follow. Variables Used as Unknown Value https://mediaplayer.pearsoncmg.com/assets/chapter_14_p_329_mw_gr5 Question content area bottom Part 1 Variables can be interpreted in many ways. Describe two ways in which variables can be used? Part 2 Based on the ideas discussed in question 1, describe the purpose of the unknown (or variable) in this scenario? Part 3 What strategy does the student use to find the value of the unknown (missing variable)? Part 4 Based on your analysis of this student’s work, what conclusion can you make about her use of the standard algorithm for subtraction? Application Exercise 13.3: Observing and Responding to Student Thinking Click the link below to watch an eighth-grade student solve the problem, “Can you figure out the weight of each ball, given the following facts?” then answer the questions that follow. Variables Used as Unknown Values: Ball Weights https://mediaplayer.pearsoncmg.com/assets/chapter_14_p_329_jw_gr7 Question content area bottom Part 1 What question(s) might a teacher pose for students who have not yet experienced the formal use of variables to represent unknown values? Part 2 This student solves this problem by using a system of equations. Therefore, why does the student add the sums of the first two equations? Part 3 This student artifact is a good example of the power of having access to a video/audio screen capture. Without both, what might be confusing to assess about this student’s understanding?