Mathematics Patterns Relations and Functions Grade 4

Grade 4 In the Area of: Patterns, Relations, & Functions
1	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Create and extend multiple element patterns.	Going in Circles activity, pp.3-4 NCTM Addenda, 4th grade.	Integer Triangle and Trees.		- Circle patterns. - The Language of Numbers activity.	- NCTM Addenda, Gr. 4, p. 3-4. -Zounds!, p.86. - NCTM, June.97.
Grade 4 In the Area of: Patterns, Relations, & Functions
2	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Formulate and use multiple strategies to solve a given problem.	Lead a discussion centering around strategies that can be used to solve problems. A list can be developed and posted for students to refer to.	Students work in pairs to solve Colorful Chain of States problems. (both odd and even.)	Colorful Balloon Task: Color the drawing of the six balloons so that no two colors which are alike touch along a border. Use the least number of colors available.	Student creates a colorful map problem choosing any area of the country or world .	- Copies of the Colorful Balloon Task. - Colorful Chain of States odd. - Colorful Chain of States even.
Grade 4 In the Area of: Patterns, Relations, & Functions
3	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Use variables to give general statements of arithmetic functions.	Model string activity using first initial for color names. Table is be constructed of possible pairs.	Tying up Loose Ends activity: Students work in pairs with six pieces of yarn (varied colors) One holds strings laying across palm, closes fist. The other knots the strings in pairs at each end. Discuss resulting patterns, shapes. Diagram and compare.		Repeat activity with four or eight strings.	Yarn - six different colors.
Grade 4 In the Area of: Patterns, Relations, & Functions
4	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Use variables to describe given problem situations.	Models use of variable in place of numeral for any basic facts +, -, x, ÷. Students identify and explain thinking process.	Work with partner to create problem stories that have one variable (letter) in place of numerals. Share problems with classmates. Compare.		Independently chart any problem situation. Use graphic organizer to illustrate variables in situation.
Grade 4 In the Area of: Patterns, Relations, & Functions
5	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Extend numerical relationships using calculator sequencing.	Review skip counting. Apply to calculators. Start at 0: enter 0+3[=][=][=] (multiples of 3) [=] repeat key. Set parameters for student explanation with other processes.	Independently or with partner, explore functions with calculator (repeat key, etc.). Share with class, correlate.		Compare/contrast four functions with scientific calculator. Explain difference in application and usage.	- Overhead calculator. - Calculator for students. - Scientific calculator.
Grade 4 In the Area of: Patterns, Relations, & Functions
6	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Validate solutions to a problem through patterns, relationships, and calculators.	- Prepare materials, set parameters for What's My Rule? activity. - Use guided questions to encourage student's thinking.	What's My Rule? activity from NCTM, Gr. 4 Addenda, pp.4-5.		Invent a function machine (or game) in which one number goes in and another comes out per established rule or pattern. Generalize pattern with letters.	NCTM Addenda, Gr. 4, p. 4-5.
Grade 4 In the Area of: Patterns, Relations, & Functions
7	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Demonstrate simple patterns in art, nature and other fields.	Read aloud Arrow to the Sun. Discusses the plot and style of art . Squares, rectangles and triangles are used to make figures.	Student make simple geometric collages with strips of construction paper cut into a variety of shapes.		Analyze photographs of various flower species for date related to number of petals, etc. Look for other patterns in plant species.	- Arrow to the Sun. - Construction paper scraps. - Glue. - Art paper.
Grade 4 In the Area of: Patterns, Realtions, & Functions
8	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Identify missing numbers in a sequence of numbers.	Model thinking strategy(s) that help identify missing numbers.	Given number line, students fill in missing numbers. Repeat with fractions. Repeat with decimals. Discuss strategies used.		High-Number Toss Game. Establish place value unit. Prepare record sheet: zeroes Player A ___ ___ ___/ ___ Player B ___ ___ ___/ ___ Roll dice four times assign number as desired. Player with larger number wins round.	- Dice. - Teacher-made number line worksheet.
Grade 4 In the Area of: Patterns, Realtions, & Functions
9	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Determine the rule in a sequence of numbers.	Give students an array of 3 number patterns and ask for the rule 2 4 6 ... 200 202 204 ... 157 159 161 ... Then volunteer gives an array that doesn't follow the rule.	May invent their own rules independently or with a partner. Can be done with pattern blocks, Cuisenaire Rods or unifix cubes.		Use digits 1, 2, 3, 4, 5, 6, 7, 8, 9 in that order with any operation sign to reach 100. Find more than 1 solution.