![]() ![]() So that would be 9/26ths."įran: That's kind of a big "AHA!" moment for the kids, and once they get there, I, I found that solutions came flying out of them, and they were really ready to, to push the boundary of the concept of the whole. ![]() Student: "All of these pieces make up the whole, so that's, well all the triangles that make up these pieces make the whole, so that's 26 triangles. In the big picture, this is about having a flexible mindset, being able to call something the "one" but it doesn't have to physically look like just one piece. Fifth graders have to think about the idea of the whole changing. We've, we found our answer, but we're trying to like explain it in words now."įran: It's really important for learners to uh, play around with the concept of one. Student: "There are 32 triangles in this shape, and nine of them are red. Twelve were red, so 12 is the number on the top, which makes 12/32 the answer." There were 32 triangles, so the total number is 32 on the bottom. Student: "First I divided the entire design into triangles. Student: "We're gonna build uh, this, and then we're gonna find out the different ways to solve it." Otherwise, it doesn't make sense for our story." This is also a cross-curricular booklet as students will learn how to say the shape name as well. Students can trace, glue on pre-made shapes or free draw 2D shapes as well as discuss the attributes of the shapes. We have to be able to represent it in that way as well. Use this wonderful booklet alongside wooden pattern blocks to help teach students about the names and properties of 2D shapes. "When I ask you to represent your answer using these multiple representations, the reason I'm asking you to do that is because if you can do it in the numeric way, it has to be done in the geometric way as well. In addition to asking them to investigate the patterns, I'm also instructing them to use multiple representations. Student: "The yellow is the 18, and then the whole is the 36." "Which one of these two numbers, the numerator or the denominator in Sam's answer, represents the whole? And, which one of these represents the yellow part?" Student: "I did it in hexagons, uh, trapezoids, triangles, and rhombuses."įran: In their work, I'm looking for the learners to, in the numerator, identify the parts that are in the color that they're being asked to find. So, our fraction is 23 out of 103."įran: And so learners were using any strategy that they could, using pattern blocks, numbers, words, to describe what they see. Student: "So, we just counted all the triangles in this, and then, that was 103, and then the green ones were, we found 23 green triangles. Student: "I'm counting, uh, how many triangles there are in this pattern because all the shapes could be measured in triangles." Student: "Six out of 15 is in uh, rhombuses. What fractional part is yellow, red, green, whatever. The learners are instructed to go ahead and solve the pattern block design. So, when we come and we're solving Bryan's pattern, we're gonna be looking for what fractional part the green pieces are. "So, for example, Bryan here has, on his pattern block triangle paper, uh, what fraction of the design is green. We started off having the learners look at the fractional parts of my original design, and then from there, create their own. "So what fractional part of my design was blue?" And uh, one of the ways I get my kids to think about fractions, and the concept of the whole, is by investigating with pattern blocks.Īn abstract concept such as fractions, really does require some hands on manipulatives, and so the manipulative that we choose to use for fractions is pattern blocks. My name is Fran Dickinson, and I teach fifth and sixth grade math. This activity is great for tactile learning and fine motor practice.Great Lesson Ideas: What Fraction of this Shape is Red?įran: Hi. Pattern block alphabet mats are a fun and hands-on way for students to practice making letters. Pattern block puzzles can extend beyond math too! You may consider incorporating the blocks into another skill or concept you are working on. This is a great activity for classrooms with limited supplies, one-to-one devices, or even a blended learning classroom. You can also create a hands-on experience using technology with these digital pattern block mats. Then they count to record how many of each shape they have used. They determine which shapes they need and how they must be placed to fit together. Students search for shapes they recognize in the picture and then identify the same shapes from a group of blocks. One of our favorite ways to introduce pattern blocks is by having students find shapes within pictures of familiar animals and objects. Students quickly find that the blocks can be used much like puzzle pieces to build pictures and designs. ![]()
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