5.

Other

Katie Edney
EDUC 5433 (Section 2)
Dr. S. Wood
12 January 2014
Algebraic Thinking: Generalizations, Patterns & Functions
Algebra is an extremely important theme of mathematics because it is the fundamental
base on which students can expand their mathematical thinking into other themes. Algebraic
thinking is made up of three specific areas of thought which are forming generalizations from
experiences with number and computation, formalizing these ideas with the use of a meaningful
symbol system, and exploring concepts of pattern and function (253). The focus of this
mathematical theme is to promote its usage across mathematical curriculum, this involves
mathematical connections with Number, Place Value, Basic Facts and Computation,
Proportional Reasoning, Measurement, Geometry, and Data Analysis. There are 6 big ideas
outlined in Chapter 14 regarding algebraic thinking, generalizations, patterns and functions.
These 6 big ideas are:
1. Algebra is a useful tool for generalizing arithmetic and representing patterns and
regularities in our world.
2. Symbolism, especially involving equality and variables, must be well understood
conceptually for students to be successful in mathematics, particularly algebra.
3. Methods we use to compute and the structures in our number system can and should
be generalized. For example, the generalization that a + b = b + a tell us that 83
+ 27 =
27 + 83 without computing the sums on each side of the equal sign.
4. Patterns, both representing and growing, can be recognized, extended, and
generalized.
5. Functions in K-8 mathematics describe in concrete ways the notion that for every
input, there is a unique output.
6. The understanding of functions is strengthened when functions are explored across
representations, as each representations provides a different view of the same
relationship.
A young students introduction to algebraic thinking usually begins with identifying and repeating
patterns using mathematic models. Beforehand, students are introduced to patterns in their
every day life through reading books, listening to music; engaging in the learning process from a
mathematical position is one way that students begin to think critically through a mathematical
perspective.
For my lesson, I chose to focus directly on patterning as it is one of the most important and fluid
units that students are taught in the early grades. Patterning helps students develop their

algebraic thinking and by doing so, patterning will help them work with increasingly difficult and
abstract mathematics in the future. My lesson is broken down so that is covers the 5 Es and
incorporates team work and reflection. Students will engage in group work, small group work,
and individual work to better their understanding of translating, creating, reproducing, extending
and describing patterns.

Description
Throughout this lesson, students will be engaged in understanding the repeating of patterns
through engaging in describing, reproducing, extending, and creating patterns. First, students
will do a warm-up activity with the teacher by using actions (clapping, snapping fingers, etc) to
create a pattern that they will repeat. Next, students will work in explore groups and move
through stations where they will be working on each of the 4 elements of creating patterns using
manipulatives. Then, students will re-group and discuss what they did at each table (describe,
create, extend, reproduce) through engaging in group work. Lastly, students will work on their
own practice sheet and each student will do an exit question (assessment).
Note: This lesson is planned with the understanding that it is a lesson within a unit.
Time Required
50 minutes
Outcomes and Standards
NCTM
Content Standards: Algebra
Process Standards: Be able to sort, classify, and order objects by size, number and other
properties; recognize, describe, and extend patterns such as sequences of sounds and shapes
or simple numeric patterns and translate from one representation to another and analyze how
both repeating and growing patterns are generated.
New Brunswick Curriculum Outcomes
GCO: Patterns & Relations (PR): Use patterns to describe the world and solve problems.
SCO: PR1: Demonstrate an understanding of repeating patterns (two to four elements) by:
- describing
- reproducing
- extending
- creating

patterns using manipulatives, diagrams, sounds and actions.

SCO: PR2: Translate repeating patterns from one representation to another
- Represent a given repeating pattern, using another mode (e.g.; actions to sound,
colour to shape, ABCABC to bear eagle fish bear eagle fish).
Materials
- Smart board lesson
- Manipulatives (connecting cubes, cards, pom pom, geometry shapes, etc)
- Practice sheets
- Exit questions
Engagement
- Students will gather in front of Smart board to begin warm-up lesson.
- Teacher will review what a pattern is (core, repeated at least 3 times)
- Teacher will engage the students in an action pattern activity. The teacher will make a pattern
using clapping, stomping and snapping of fingers and the students will reproduce the pattern.
The teacher will then write a letter pattern on the board which the students will extend. The
teacher will re-copy the letter pattern and prompt the students to think of ways that this pattern
can be translated (colours, animals, food, etc). The teacher will call upon a student to come
create a pattern on the Smart board using shapes.
Exploration
- Students will be placed into 4 groups and will all start at a designated table. At the table there
will be manipulatives or worksheets, and directions of what to do with the manipulatives. One
table will be translating, another creating, another extending, and another reproducing.
- Expectations for this explore activity will be that students will work quietly in their groups while
exploring each element for 3-5 minutes at each table.
- Table 1: Create a pattern using connecting blocks.
- Table 2: Reproduce a pattern using geometry shapes.
- Table 3: Translate a pattern using a worksheet and pencil crayons.
- Table 4: Extend a pattern using bear manipulatives.
Explanation
- Regroup students in front of Smart board and go through a review of what happened at each
table. Prompt students to think about what create, reproducing, extending, and translating
means when working with patterns.
- Prompt students to review what kinds of strategies they used during the explore activity
- Go through a connecting activity where students must find the error within a given pattern.

Expansion & Evaluation

- Students will individually complete a practice sheet where they will:
- 1. Create a pattern core using shapes (ie: heart, star, circle)
- 2. Reproduce the pattern they created.
- 2. Extend the pattern they created.
- 3. Translate their pattern into another form (numbers, letters, etc.)
- Students will be called to individually do an exit question with the teacher.
- Exit question: Have a pattern ready at the teachers desk and ask the students to 1.
find the core, and 2. translate the pattern into another form.
Sources
Van de Walle, J.A., Folk, S., Karp, K.S., & Bay-Williams, J.M. (2011). Elementary and middle
school mathematics: Teaching developmentally (3rd ed.). Toronto, ON: Pearson
Canada.
Department of Education and Early Childhood Development. (2009).
Mathematics Grade 2 Curriculum. Retrieved from:
http://www.gnb.ca/0000/publications/curric/Mathematics_NB_Curriculum_Grade_2.pdf