©Marian Small, 2011 Big Ideas 4 - 6 Session 3
Jan 05, 2016
©Marian Small, 2011
Continuing with..
• Tonight we will finish our work with number operations and go on to patterns and relations and statistics and probability.
©Marian Small, 2011
Alternate algorithms
• We ended last time talking about the value of alternate strategies (or algorithms).
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Would you…
• calculate 532 – 99 the same way you would calculate 532 – 111?
• Use a √ for yes and an x for no.
©Marian Small, 2011
Would you…
• calculate 532 – 99 the same way you would calculate 532 – 111?
• Use a √ for yes and an x for no.
• Should students?
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22 x 13• Here are two ways to represent 22 x 13.
22
x13
66
+220
286
Which one do you prefer?
Use √ for the left and x for the right.
20 2
10
3
200 20
60 6
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What about division?
Let’s think about both
• what it means and
• how to calculate
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Which representation?
• Which picture best shows what 72 ÷ 3 means? (You will vote soon.)
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Which representation?
• Which picture best shows what 72 ÷ 3 means? (You will vote soon.)
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Vote
• A for 1st picture
• B for 2nd picture
• C if you think they’re equally good
• D if you think neither is good
I will ask a few people to explain their thinking.
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And what procedure?
• What do each of the procedures on the next screen help a student see better than the other ones?
• Vote A,B or C to tell me which you are willing to talk about in terms of what is good about it.
• I will call on people in each category.
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115 ÷ 5 23 10 + 10 + 3
5 115 5 115 5 50 + 50 + 15
-100 - 50 10
15 65
- 15 - 50 10
0 15
- 15 3
0 23
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What about estimating?
• Let’s think about estimating questions.
• It’s no longer just about rounding rules.
• Consider these questions.
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I added….
• 3 numbers.
• One is little.
• One is close to double the other.
• The sum is 5000.
• What could the numbers be?
• Type your numbers on next empty screen.
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I subtracted…
• a number from 3000.
• The result had the digits 3 and 4 in it.
• What could the subtraction have been?
• Write some numbers on next empty screen.
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The product is..
• The product of two numbers is almost 400.
• What might the numbers be?
Raise your hand to respond.
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I wonder..
• I divided []3[] by 4.
• The answer was a 3 digit number.
• Tell me anything about []3[] that you’re sure of.
Raise your hand to respond.
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WNCP Pattern Outcomes
• Grade 4- focus on identifying patterns and relationships in tables and charts
• Grade 5- focus on pattern rule to predict
• Grade 6- focus on table of value relationships
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Here is a multiplication table
X 0 1 2 3 4 5 6 7 8 9
0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9
2 0 2 4 6 8 10 12 14 16 18
3 0 3 6 9 12 15 18 21 24 27
4 0 4 8 12 16 20 24 28 32 36
5 0 5 10 15 20 25 30 35 40 45
6 0 6 12 18 24 30 36 42 48 54
7 0 7 14 21 28 35 42 49 56 63
8 0 8 16 24 32 40 48 56 64 72
9 0 9 18 27 36 45 54 63 72 81
©Marian Small, 2011
Here is a multiplication table
X 0 1 2 3 4 5 6 7 8 9
0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9
2 0 2 4 6 8 10 12 14 16 18
3 0 3 6 9 12 15 18 21 24 27
4 0 4 8 12 16 20 24 28 32 36
5 0 5 10 15 20 25 30 35 40 45
6 0 6 12 18 24 30 36 42 48 54
7 0 7 14 21 28 35 42 49 56 63
8 0 8 16 24 32 40 48 56 64 72
9 0 9 18 27 36 45 54 63 72 81
©Marian Small, 2011
Here is a multiplication table
X 0 1 2 3 4 5 6 7 8 9
0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9
2 0 2 4 6 8 10 12 14 16 18
3 0 3 6 9 12 15 18 21 24 27
4 0 4 8 12 16 20 24 28 32 36
5 0 5 10 15 20 25 30 35 40 45
6 0 6 12 18 24 30 36 42 48 54
7 0 7 14 21 28 35 42 49 56 63
8 0 8 16 24 32 40 48 56 64 72
9 0 9 18 27 36 45 54 63 72 81
©Marian Small, 2011
Look at this
• To show the final digits of the multiples of 8:
01
2
3
45
6
7
8
9
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Look at this
• To show the final digits of the multiples of 6. Someone take the pen.
01
2
3
45
6
7
8
9
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Or another pattern
X 0 1 2 3 4 5 6 7 8 9
0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9
2 0 2 4 6 8 10 12 14 16 18
3 0 3 6 9 12 15 18 21 24 27
4 0 4 8 12 16 20 24 28 32 36
5 0 5 10 15 20 25 30 35 40 45
6 0 6 12 18 24 30 36 42 48 54
7 0 7 14 21 28 35 42 49 56 63
8 0 8 16 24 32 40 48 56 64 72
9 0 9 18 27 36 45 54 63 72 81
©Marian Small, 2011
Picture a 100 chart
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
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How else could you…
• What pattern do you see?
Term number Term value
1 2
2 5
3 8
4 11
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How else could you…
• What pattern do you see?
Term number Term value Related pattern
1 2 3
2 5 6
3 8 9
4 11 12
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Variables and equations
• Grade 4- problems as equations with unknowns; solve one-step equations
• Grade 5- single-variable, one-step equations
• Grade 6- generalizations written using variables; model equality preservation
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Try this
• What situation might 2w describe?
• Type some possibilities on the next screen.
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Try this
• Jeff got $12 in allowance every week.
• What does 6 x w tell about the situation?
A: his allowance
B: his allowance in w weeks
C: his allowance in 2 xw weeks
D: his allowance in w ÷ 2 weeks
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Try this
• Jeff got $12 in allowance every week.
• What does 12w tell about the situation?
• What equation would you solve to find out how many weeks until he had $156?
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The solution is…
• The solution to an equation is x = 2.
• What might the equation have been?
• Type some possibilities on the next screen.
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Data
• Grade 4- many-to-one correspondence for
pictographs and bar graphs
• Grade 5- double bar graphs
• Grade 6- line graphs
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What’s going on?
• Vote for A or B in terms of which makes it easier for you to tell what’s going on?
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A
• Kids who like chocolate chip cookies most: Jane, Kyle, Ravi, Shilpa, Elaine, Jar-Ye, Sindy, Amy, Liam
• Kids who like oatmeal cookies most: Aaron, Amanda, Diana, Carolyn, Geoffrey, Suhana, Jeremy, Terry-Lynn
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Which graph would you use?
• Vote:
• A for bar graph with scale of 2
• B for bar graph with scale of 5
• C for pictograph with scale of 2
• D for pictograph with scale of 5
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Let’s compare bar graphs
• Do the two graphs on the next two slides give you the same impression about the following data?
• Use √ for yes and x for no.
Favourite Pets
Dog 20
Cat 15
Rat 2
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What will happen
• I will show you a graph.
• I will mention some things you might think it shows well.
• If you think it is easy to see, click a happy face.
• If not, click a thumbs down.
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Other important big ideas
• Pictographs and bar graphs are particularly useful for comparing frequency of data in different categories.
• Line graphs are particularly useful for showing relationships between quantities and trends.
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Probability
• Grade 5- verbal comparisons of likelihood
• Grade 6- experimental/theoretical probability
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Using probability language
• Choose which is most likely about a new kid joining a Grade 5 class:
• A: It’s a boy.
• B: The student is the same age as lots of other kids in the class.
• C: The student lives in the area.
• D: The student is human.
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Now…
• You write a phrase that is:
• Almost certain
• Impossible
• Very likely
• Very unlikely
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You just flipped a coin and…
• You got
• H H H H H H H H H
Vote:
√ if you think a H next time
X if you think a T next time
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Experimental probability
• You are going to create an experiment using ONE die.
• The result you want should happen about three-fourths of the time.
• What would you choose for your result?
• Some choices are on the next screen.
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Choices
• A: an even number
• B: a number more than 2
• C: anything but 1
• D: a number less than 5