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Math: Unit Plan

Patterns & Relations

Melanie Bartlett, Kelsey MacLeod,

Alisha McCorriston & Sarah Watts
Patterns & Relations: PR1, PR2 & PR3 Grade 3: 20 students
Introduced after the Christmas break
Introduction:
We decided to do our unit lesson plan on Patterns and Relations for the average grade 3
class. These 6 lesson plans build on previous knowledge of patterns and relations and
also introduce algebraic thinking. We included all three curricular outcomes PR1, PR2,
and PR3 from the NB curriculum as well as NCTM standards. This unit would most
likely be taught in the spring, so students would have had most of the year to build on
other mathematical concepts which are foundational for algebra such as number sense,
proportional reasoning, measurement, data analysis and geometry.

These interactive lessons include virtual, visual, and concrete manipulatives to help
students understand difficult concepts. Different teaching strategies will be used
throughout the unit and students will have opportunities to work individually, in pairs,
and collaboratively in heterogeneous and homogeneous groups. Communication,
explanation, and creation are skills are encouraged throughout this unit for students to
develop and practice their higher-order thinking skills.
Summary:
Algebra is where students begin to see letters in place of numbers, they may experience
seemingly nonsensical manipulations of equations, and where everything they learned in
elementary school math no longer seems applicable. Throughout Canada, algebraic
thinking has become an important theme across the curriculum in the elementary and
middle years in topics such as patterns, relations, number properties, variables, and
equations, and functions. The algebra envisioned for these grades is not the algebra that
many have experienced which included primarily symbol manipulation procedures and
artificial applications with little connection to the real world. The focus is now on the
type of thinking and reasoning that prepares students to think mathematically across all
areas of math. Algebraic thinking or reasoning involves forming generalizations from
experiences with number and computation, forming these ideas with the use of a
meaningful symbol system, and exploring the concepts of pattern and functions.
Algebraic thinking begins in pre-kindergarten and continues through high school.
Algebraic thinking continues to be included in every grade level, with the primary topics
being the use of patterns leading to generalizations, the study of change, and the concept
of function. Close connections between math and algebra exist in the curriculum in every
grade form kindergarten through grade six. Starting in grade seven, algebra becomes a

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more explicit topic and is studied in more abstract and symbolic ways, extending what
was learned in elementary school.
Big Ideas:
1. Algebra is a useful tool for generalizing math 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 math, 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 tells us
that 83 + 27 = 27 + 83 without computing the sums on each side of the equal sign.
4. Patterns, both repeating and growing can be recognized, extended, and
generalized.
5. Functions in K-8 math 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 representation provides a different view of the same
relationship.

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Pattern Pillar Garden
Miss McCorriston
Date: Lesson #1
Topic: Patterns & Relations
Grade: 3
Length of time: 1 hour

NCTM Standards:
Understand patterns, relations, and functions:
- describe, extend, and make generalizations about geometric and numeric patterns

NB Math Curriculum Outcomes:

GCO: Patterns and Relations
SCO: PR1: Demonstrate an understanding of increasing patterns by:
describing
extending
comparing
creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000)

Lesson objective(s): Students will be able to extend numerical patterns. Students will
also predict and increase elements in a repeating pattern that is not their original creation.

Prior knowledge: Students will have been exposed to patterns in previous grades, and
have been developing 2s, 5s, and 10s skip counts in earlier grades.

Materials:
- SMART Board
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Black construction paper

Pastels

Construction paper

Music: https://www.youtube.com/watch?v=4XbI6AAVJlg

Procedure

Engagement (5 minutes)
1) Prior to the students entering the classroom, their desks will be decorated with
construction paper grass and flowers. Ask students if they have ever been through
a pattern pillar garden. Explain that I have a pattern pillar that I have especially

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brought in to show this Grade 3 class. This pattern pillar will be created on black
construction paper, but will be displayed as a photo on the SMART Board.
2) The caterpillar will be made up of 10 circles, with 3 blank at the end. The pattern
in the caterpillar will extend by 2s: 102, 104, 106, 108, 110, 112, 114, ___, ___,
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Exploration (10 minutes)

1) Explain to the students that this pattern pillar is not quite ready to go into the
garden yet. Ask the students:
How can we finish this pattern?
What does the pattern pillar need to be ready for the garden?
2) Go through each number at a time with the students.
3) Tell students that I would really like to add another pattern pillar to my garden.
The one shown on the SMART Board has a different pattern:
4, 7, 10, 13, 16, ___, ___, ___
4) Ask students:
How can we finish this pattern? What does the pattern pillar need to be ready for
the garden?
Explanation (20 minutes)
1) Tell students that they will be making their own pattern pillars to create a pattern
pillar garden in our classroom. Explain that they have the choice to create any
numerical pattern they would like, but they have to leave three empty circles at
the end of their pattern pillar. Before sending students to their seats, brainstorm
some other pattern rules they can explore (e.g., counting by 2s, counting by 5s,
counting by 10s, etc.) They will be using black construction paper and pastels to
create their pattern pillars.
Expansion and Evaluation (15 minutes)
1) Tell students that we will be helping one anothers pattern pillars roam free
around the garden. With a partner, they will be walking through the classroom as
music plays. When the music stops, they have to write down (with a pastel) the
number that comes next in the pattern. This will occur three times until each
pattern pillar is finished. As this is happening, teacher will monitor the students
and observe how they are continuing the patterns.
2) Once this activity is complete, students will come back to group time and share
some of their pattern pillars to the class, explaining its pattern.

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3) Extension activity: To spark some prior knowledge going into the following
lesson, teacher will lead some repeat-after-me clapping in AB, ABBA, etc.
patterns for students to investigate.

Modifications/Classroom Management Notes:

Students who are struggling in the classroom will have support of the brainstorm chart, as
well as teacher support. By working in partners, students will have another peer to verify
their answers.

Assessment:
Teacher will be observing and taking notes on students progress while they create their
pattern pillars. Teacher will use a class list combined with a checklist. When students are
working in pairs and continuing others patterns, the teacher will be carefully observing
and again taking notes to check for understanding. Teacher will collect the pattern pillars
to keep in the students math portfolios once the lesson is completed.
References:
Government of New Brunswick. (2008). Mathematics grade three curriculum. Retrieved
from http://www.gnb.ca/0000/publications/curric/
Mathematics_NB_Curriculum_Grade_3.pdf

Part of lesson adapted from:

Wizeman, Carly. (2012). Patterning musical chairs! Retrieved from http://
firstgradefabulosity.blogspot.ca/2012/01/patterning-musical-chairs.html

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Were Going on a Pattern Hunt!
Miss McCorriston
Date: Lesson #2
Topic: Patterns & Relations
Grade: 3
Length of time: 1 hour

NCTM Standards:
Understand patterns, relations, and functions:
- describe, extend, and make generalizations about geometric and numeric patterns

NB Math Curriculum Outcomes:

GCO: Patterns & Relations
SCO: PR1: Demonstrate an understanding of increasing patterns by:
describing
extending
comparing
creating patterns using manipulatives, diagrams, sounds and actions (numbers to 1000)

Lesson objective(s): Students will be able to extend and recognize patterns. Students will
identify and describe patterns found in the environment.

Prior knowledge: Students will be familiar with increasing numeric patterns from
previous lesson. Students will have been exposed to geometric patterns in previous
grades. This lesson will serve as a review and introduction to geometric patterns.

Materials:
- SMART Board (see Appendix A for PDF)
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Snap cubes

Pattern blocks

Pencils and coloured pencils

Pattern Hunt activity sheet (see Appendix B)

Exit slip (see Appendix C)

Online timer: http://www.online-stopwatch.com/eggtimer-countdown/full-screen/

Procedure
Engagement (15 minutes)
1) Tell students that we are going to be detectives today. Before using our detective
skills around the classroom, we must practice.

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2) On the SMART Board, we will complete three sets of questions. They are as
follows:
A) The first looks at virtual pattern blocks. Students will identify the type of
pattern, its core, and how many elements it has
B) The second question looks at an increasing number pattern. Students will
identify what numbers are next in the pattern, as well as what the pattern is
increasing by
C) * If time is running out, this last step can be skipped:
Using popsicle picks (popsicle sticks with students names), have a student
create their own pattern on the SMART board (manipulatives have an infinite
clone applied to them). As a class, we will work together to identify the type of
pattern, its core, and how many elements it has

Exploration and Explanation (15 minutes)

1) Take the students around the classroom for a pattern hunt. Students will be paired
together to identify what patterns they notice within the room. While this is
occurring, there will be a timer in the classroom so that students are aware of how
much time is left.
2) After 10 minutes, students will come back to group time to discuss and share their
findings.
Expansion (15 minutes) 1) Using snap cubes and pattern blocks provided at each desk, have students create
two patterns. The patterns will have a core of three elements. Their partner beside
them will identify the pattern. This will occur three times.
Evaluation (15 minutes) Using the exit slip provided, students will look at the 3 patterns listed. They will circle
the core and extend each pattern. Students can use the physical snap cubes and pattern
blocks to assist them in this process.

Modifications/Classroom Management Notes:

Students will have a variety of manipulatives (virtual and physical) to support them
during this lesson. Students will be able to work in pairs to assist one another during the
Scavenger Hunt portion of the lesson. For the exit slip, those who are really struggling
can work with a partner.

Assessment:
Teacher will be observing and taking notes on students observations throughout the
scavenger hunt. Teacher will also carefully observe students answers and ideas towards
the SMART Board activity. The exit slip will be collected at the end of the lesson to

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check for understanding and to inform the teacher of the students learning as well as her/
his instruction.

References:
Butkus, Heidi. (2011). Unifix cubes pattern cards. Retrieved from http://
www.heidisongs.com/Free_Downloads/assets/Unifix_Cubes_Directions.pdf
Government of New Brunswick. (2008). Mathematics grade three curriculum. Retrieved
from http://www.gnb.ca/0000/publications/curric/
Mathematics_NB_Curriculum_Grade_3.pdf

Unknown. (n.d.). Back to school with patterns. Retrieved from http://www.nsa.gov/

academia/_files/collected_learning/elementary/
patterns/prob_back_sch_patterns.pdf
Appendix A

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Appendix B

Patterns Scavenger Hunt

Names: ___________________________________________

1)

What was the core of one pattern that you found? Examples:
ABAB

AABB

AAB

ABBA

ABB

ABC

_____________________________________________________________________

_____________________________________________________________________

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2.)

How many elements were in this pattern?

________________________________________________________________________

________________________________________________________________________

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Appendix C

Name: _________________

Exit Slip
Please circle the core and extend the pattern:

_____ ______ ______ ______

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Increasing and Decreasing Pattern Centres
Miss Bartlett
Date: Lesson #3
Topic: Patterns & Relations
Grade: 3
Length of time: 1 hour

NCTM Standards: In Grades 3-5, All students should: Describe, extend and make
generalizations about geometric numeric patterns; Represent and analyze patterns and
functions using words, tables and graphs

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New Brunswick Math Curriculum Outcomes:
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GCO: Patterns (PR): Use patterns to describe the world and solve problems.
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SCO: PR1: Demonstrate an understanding of increasing patterns by: describing

extending comparing creating patterns using manipulatives, diagrams, sounds and
actions (numbers to 1000).

SCO: PR2: Demonstrate an understanding of decreasing patterns by: describing

extending comparing creating patterns using manipulatives, diagrams, sounds and
actions (numbers to 1000). [C, CN, PS, R, V]

Lesson objective(s): Students will continue to develop their understanding of increasing

patterns, and develop an understanding of decreasing patterns.

Prior knowledge: Students will have been exposed to increasing patterns in a previous
lesson, and will extend their knowledge to decreasing patterns.

Differentiation strategies incorporated into this lesson: If students find the patterns
difficult I will be circulating during the rotations, providing the necessary support for
students who are struggling. I will also encourage them to make a more simplified pattern
using the manipulative available and discuss the similarities or differences within their
patterns.

Materials:
Linking cubes
Instruction cards
Pencils
Lego
Pattern blocks
Exit slip
Smart board

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Teacher preparation: Before class the stations must be set up in logical order, easy for
the students to follow. Smart board technology must also be running and ready to
demonstrate to students. Exit slips must be printed and readily available to hand out after
class.

Warm up: Have students break into groups of 2 or 3, with a beanbag. Tell students as
they gently toss the beanbag to the student across from them to count by 2s, or 3,s, (have
them start at 0). After 1 minute, have them stop at the number they have reached and
count backward using the same strategy.

Ask them what they have noticed?

Ask them what we can refer to this sequence as?
Discuss patterns:
Where do we see patterns outside of the classroom?

Engagement:
On Smart board represent a simple pattern using shapes to review the definition of
a pattern, and what it entails. Before telling them its a pattern ask questions to see
if students can activate prior knowledge they may have (What do they notice? Are
there any similarities in the ordering of the shapes?) Once the pattern has been
identified demonstrated increasing patterns and decreasing patterns. Example:

Continue to ask students questions: Does the pattern look the same as the previous
pattern? Why? Why not?, What is different about the pattern? Did the pattern get
bigger? or shrink? Make sure students have a clear understanding of what the
terms increasing and decreasing mean, as these may be new terms to some
students, use a variety of words to describe what is occurring (bigger/smaller,
inflating/shrinking).

Exploration:
When going to each station the students will be able to create their own increasing
and decreasing patterns using manipulatives in a variety of forms: Lego, pattern
blocks, smart board). Students will also be able to interact with their classmates in
their small groups and discuss what they have created and compare.

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Explanation:
Encourage a discussion after the groups have gone to each station, asking students
to share their discoveries and relate patterns to real life. Give students the
opportunity to demonstrate examples on the smart board to reinforce their
understanding of increasing and decreasing patterns.

Expansion:
Ask the students how we can recognize if a pattern is decreasing. How do we
know it is not increasing?

Evaluation:
I will be circulating during their rotations, asking questions to check their
understanding.
An exit slip about the lesson covered will be given at the end of class. This will
allow for a quick check in seeing if students understand the decreasing pattern
concept.
Activity: Have 4 different pattern stations set up in the 4 corners of the classroom. Divide
students into 4 groups. Explain each station thoroughly to ensure students understanding
of what to do. Set a timer and have them rotate in a clockwise direction when the 10
minutes are up. Teacher circulates around the classroom, asking students questions to
check their understanding of the tasks they are completing.
At each station there will be activities that have been numbered prior to the
beginning of class. There will be an instruction card at each station with the
activity clearly described for the students and what is expected of them. Allow
students 10 minutes per station.
Station 1: Pattern Staircase task cards, Have the linking cubes at this station, and
have students build each of the pattern staircase corresponding to the chart they
choose.
Station 2: Have Lego at this station and have students sort the pieces to create a
decreasing pattern.
Station 3: Additional Growing Pattern Task Cards Pattern blocks that
correspond to the cards ready at this station, and have students continue the
pattern that is on the card, and identify that it is an increasing pattern.
Station 4: Smart board: Have a number of shapes on the smart board and have
students work together to create both an increasing and decreasing pattern. Ensure
each student has a turn at the smart board.
If students finish early have students rotate cards at the stations, giving them a more
practice, which will help benefit their understanding.
References:
Department of Education of New Brunswick. (2008). Mathematics Grade 3 Curriculum.
Retrieved from:

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https://www.gnb.ca/0000/publications/curric/Mathematics_NB_Curriculum_Grade_3.pdf
National Council of Teachers of Mathematics. (2014). Standards for School Mathematics:
Number and Operations. Retrieved from: http://www.nctm.org/standards/content.aspx?
id=7564
Appendix A:

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Appendix B

Exit Slip:
Name:
Is this an increasing or decreasing pattern? What number would come next?

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Fun with Fact Families
Miss Watts
Date: Lesson #4
Topic: Patterns & Relations
Grade: 3
Length of time: 1 hour

NCTM Standards:
Understand patterns, relations, and functions.

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NB Mathematics Curriculum Outcome:
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GCO: Patterns& Relations
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SCO: PR1: Apply mental mathematics strategies and number properties, such as:
thinking addition for subtraction to recall basic addition facts to 18 and related
subtraction facts.

Overview:
Understanding fact families is an essential component of understanding the relationship
between addition and subtraction as well as multiplication and division. Students will
learn about the relationship between three integers and how to express subtraction while
thinking in terms of addition as a result of this lesson. Students will learn that the largest
number is always the number that you begin with when subtracting, and that this is the
number at the top of triangle fact family.

Purpose:
In order for students to master the basic facts it is important that they understand the
relationship between addition and subtraction, thus fact families are beneficial to their
learning and understanding as the relationship is highlighted and clearly demonstrated.

Lesson Objective(s): As a result of this lesson students will be able to: Recognize a fact
family, understand the relationship between addition and subtraction, fill in the missing
parts of fact families, and create fact families.

Materials:
Smart Board
Mini White Boards & Markers
Fact Family Triangle Game

Procedure:

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The lesson will begin with a mini-lesson to activate their prior knowledge. Students will
be shown a Smart Board activity of a fish bowl that contains 5 fish, 3 yellow fish and 2
orange fish. The teacher will ask questions such as:

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1. What do you notice about the fish? (There is three yellow and two orange fish.)
2. What additions could you write?
(Possible answers: 3 + 2 = 5, 2 + 3 = 5)

Now that the students see how to represent the fishes as part of a total introduce
subtraction. Remove the two orange fish from the tank and ask how they would represent
that.

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What do you notice about the fish?

Possible answers: there are only two fish or two less fish.
What subtraction could you write about the fish?
(Possible answer: 5 - 2 = 3)

Put the two orange fish back in the tank and then take out the 3 yellow fish. Ask the
students the same questions as when the orange fish were removed. At this point the fact
family has been completed. Write the 4 equations on the board:

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1) 3 + 2 = 5
2) 2 + 3 = 5

3) 5 - 2 = 3
4) 5 - 3 = 2

Now that students see all four equations explain that this is called Fact Family. Explain
that Fact Family includes all the possible addition and subtraction equations for those
three given numbers.

Now that their prior knowledge has been activated and that they have been introduced to
the term Fact Family they will be shown 4 examples on the Smart Board.

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The first one is 6, 7, & 13. The 4 equations of the fact family will be put on the board.
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The second example is a double, 5 + 5 = 10. This is a key example to see that students
understand that there is a difference in the amount of necessary equations. For this
example there is only 2 equations to the fact family. 5 + 5 = 10 and 10 - 5 = 5.

The next example on the Smart Board File is 9, 4, and ? For this example students will
have to come up with the missing integer and then write the 4 equations.

Finally, students will be shown an example without the triangle to see how the equations
can still be shown.

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Now students will work on their mini white boards. For the first two examples I will put
the triangle up with the numbers in their places and ask them to write the corresponding
equations on their mini white board.

Example 1: 8, 4, 12
Example 2: 9, 6, 15

The final two examples I will just give them the numbers and then ask them to write the
equations and they can draw the triangle themselves if that helps them to come up with
the 4 corresponding equations.

Example 3: 6, 5, 11
Example 4: 5, 8, 13

Students should now have a good understanding of Fact Family. They will now play a
game to practice. They divide into pairs and one at a time will show each other a triangle
with three numbers and ask their partner to write the corresponding equations. The
answers are written on the back of the triangles so that they can correct each other.

Assessment:
The assessment will be formative, the teacher will make notes on students and classify
them into one of three categories theyve got it, theyre on target or not yet there. Notes
will be made when they complete the examples on their mini white boards as well as
when they play the game.

Differentiation:
To enrich this lesson, instead of playing the game students could create their own fact
family triangles with larger numbers. They could also stretch their knowledge and try fact
families with multiplication and division. For the students who require extra support they
could use the examples that were presented in class to have a model when playing the
fact family triangle game.

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References
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Department of Education. (2010). New Brunswick Mathematics Grade 3 Curriculum

Guide.Retrievedfrom:http://www.gnb.ca/0000/publications/curric/Mathematics_N
B_Curricu lum_Grade_3.pdf

Van de Walle, J., Folk, S., Karp, K., Bay-Williams, J., McGarvey, L.M., & Folk, S.
(2015). (4th Canadian ed.). Elementary and middle school mathematics: Teaching
Developmentally. Toronto, ON: Pearson.

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Pattern Detectives
Miss Watts
Date: Lesson #5
Topic: Patterns & Relations
Grade: 3
Length of time: 1 hour

NCTM Standards In Grades 3-5, All students should: Describe, extend and make
generalizations about geometric and numeric patterns; represent and analyze patterns and
functions using words, tables and graphs.

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NB Mathematics Curriculum Outcomes:
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GCO: Patterns & Relations (PR): Use patterns to describe the world and solve
problems.

SCO: PR2: Demonstrate an understanding of decreasing patterns by: - Describing Extending - Comparing - Creating patterns using manipulatives, diagrams, sounds and
actions (numbers to 1000).

Objective: Students will continue to build on their prior knowledge of increasing

patterns, and will carry on discussing and exploring decreasing patterns with the
inclusion of numbers.

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Materials: pattern blocks, thousand charts, math journals, smart board
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Engagement- By using clear pattern blocks creates a decreasing pattern that is missing a
step and discuss with the students how they think they could find what is missing. Are
there any other elements of the pattern can they look at to find the answer? Provide a few
more examples with shapes. If time is of concern, use a dry erase marker and draw on a
plastic sheet so examples can be provided more quickly. Next, include some examples
with decreasing number patterns. Again, ask what elements of the pattern we can look at
to help us figure out which number in the pattern in missing. Students can use their
personal thousands chart as a guide. Some examples of decreasing patterns with numbers
can include: - 800 700 600 400 300 200 100 -990 980 970 960 950 940 930 920 910 890

Exploration- Each student will use their individual thousands chart (see Appendix B:
Pages 11- 12) to answer questions that will be asked aloud & written on the Smart Board
by writing their answers in their math notebooks. The questions will be as follows: 1Beginning at the number 500 count back (decrease the pattern) by 10s until you reach
350. 2-Beginning at the number 700 decrease the patterns by 5s until you reach 725. 3What is the decreasing pattern? 99, 97, 95, 93, 91, 89, 87, 85, 83, 81 4-Tell students I am

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thinking of a pattern, and I have landed on the number 200, what could I be decreasing
by? 5-Decrease the pattern three more times: 180, 175, 170, 165, and 160, 155

Explanation- Have students stand up and guide them in various stretches for about 60
seconds. Next, discuss the answers to the questions asked during Exploration. Ask for
student volunteers and provide a visual representation of the answers on the Smart Board.
Discuss the answers students provide and encourage them to express why they chose
these answers, and how they came to their conclusions.

Expansion- Ask the students how we can use decreasing number patterns to identify any
errors in a pattern sequence. The following example can be written on the board: 100, 98,
96, 94, 92, 90, 88, 85, 84, 82, 80, 78, and 76. Give students a minute to think about it, and
have them discuss with a partner at their table by sharing their opinions about any
strategies they can use for finding the error.

Evaluation- Exit Slip (asking questions to see if the students understand what they have
learned). What did you understand? What did you need more work on? Did you like this
activity?

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References:
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Department of Education. (2010). New Brunswick Mathematics Grade 3 Curriculum

Guide.Retrievedfrom:http://www.gnb.ca/0000/publications/curric/Mathematics_N
B_Curricu lum_Grade_3.pdf

Van de Walle, J., Folk, S., Karp, K., Bay-Williams, J., McGarvey, L.M., & Folk, S.
(2015). (4th Canadian ed.). Elementary and middle school mathematics: Teaching
Developmentally. Toronto, ON: Pearson.

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Fun with Pan Balance
Miss MacLeod
Date: Lesson #6
Topic: Math
Grade: 3
Length of time: 1 hr

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NCTM Standards
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Represent and analyze mathematical situations and structures using algebraic symbols:
- identify such properties as commutatively, associativity, and distributive and use them
to compute with whole numbers
represent the idea of a variable as an unknown quantity using a letter or a symbol
express mathematical relationships using equations

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New Brunswick Math Curriculum Outcomes
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GCO: Patterns & Relations (PR): Use patterns to describe the world and solve
problems.

SCO: PR3: Solve one-step addition and subtraction equations involving symbols
representing an unknown number. [C, CN, PS, R, V]

Lesson objective(s):
Working alone and collaboratively:
1) I can describe the relationship between two different shapes by using the pan balance
on the site http://illuminations.nctm.org/Activity.aspx?id=3531.
2) I can determine the relationship between these shapes
3) I can write equations for these relationships.

Prior knowledge: Exposure to relationships between 2 items. Understand the concept of

the balance.

Differentiation strategies incorporated into this lesson:

Students can work alone or in pairs. I would give more prompts to students during the
write equations

Materials:
Laptop
Smart board
Student netbooks, iPads, and/or laptops

http://illuminations.nctm.org/Activity.aspx?id=3531

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Teacher preparation:
The teacher should understand how to use the pan balance on the above website.
Procedure

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Beginning/Warm-up
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Demonstrate how to use the computer program http://illuminations.nctm.org/

Activity.aspx?id=3531
Put one red square on the left pan.

1) I will put red squares on the left side and only circles on the right. Predict how many
of each shape I will need to make it balance.

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Have students write down their prediction
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Put one blue circle on the right pan.

2) Are they equal in weight? If not, which weighs more?
3) What should I do to balance the pan? Why?

Balance the pan by adding either red squares or blue circles to the pans.
(When they balance, an entry will be added to the table.)

4) What do you notice?

(ex: balance is level, 2 squares on left side and 1 circle on the right side)
5) What would be a statement that compares the values of the circle to the square?
(ex: The value of the square is less than the circle, two squares equal a circle)
6) How much smaller is the square than the circle?
(ex: It is one half of the circle)
7) What makes you think that?
(If the circle was worth 2, the squares would be worth 1)
8) Does that also work for other values?
(ex: If the circle was worth 100, each square would be worth 50, 50 is half of 100.)

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Middle- Activity

Those are interesting observations. We will now do an activity using this computer
program. During it, you will think about statements that you can write about what you
observe about the balanced scales.

Students will work individually or in pairs, using class laptops, netbooks, or iPads and
complete these steps for the activity.

Communicate (Analyze)
1) Determine relationships between the circle and other shapes.
Drag circle to left side, drag other shapes (triangle, then kite) to the other side until they
are equal)
2) Write descriptions for the relationship between these shapes (ex: two square have the
same value as one circle)
3) Write 3 equations to represent these relationships (ex: 2S=1C)

Determine values (Evaluate)

4) Click on Guess weights button to see the given value for one of the shapes.
(example: square=1)
5) Evaluate each balance to find the value for each shape. (If the square is worth one,
and the balance shows that 2 squares equal 1 circle, than the circle would be worth 2).

Extension/Enrichment
If the value of the square was doubled, what would each shapes value be? Explain your
answer, and why it is correct.
-challenging task
-must revisit each equation and evaluate it
-consider new value for square and see relationship to other shapes

If students are struggling, have them refer to the balances and use strategies like skip
counting to help them find the new values for the shapes.

Write equations (create)

6) Using the three known equations, create equations to make connections between
shapes (ex if 2S=1C and 1S=1K, then 1C=2K)
-Strategies: use skip counting
If T=3 and C=2 what is the relationship between T and C?
Skip counting by 2s and 3s-the first number they have in common is 6.
Put Ts on one side until they have a value of 6, and then put Cs on the other side until
they have a value of 6.
If T=3, 2T=6
If 3C=6, then C=2

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Closing
7) Click on the Guess Weights button to guess the numerical value of each shape.

Muddiest Point
Students write down one or two parts of the lesson or activity that was the least clear.
The teacher will collect the papers. As a class, teacher and students work together to
try provide clarification for some muddy points.
Assessment:
Formative throughout:
Student participation in discussion and in activity
Muddiest Point: teacher will read students muddiest point and clarify a few at the end
of class. The rest, the teacher will read and use the information to guide future lessons
and discussions.

Collect descriptions and equations students wrote to verify student understanding of

activity and algebraic relationships. Do the same lesson another day but click the
Random button so students can practice the same process with different numbers.

Website Directions for Pan Balance

Begin by choosing a set from the top menu. Random creates a new set every time you
choose it.
Each shape is assigned a certain weight. Try to find equivalent sets of shapes by places
shapes on each side of the balance. To grab a shape, mouse over the shape you want,
move your cursor to the desired pan, and click to drop it. To remove a shape, click it. The
pans move according to which side is heavier and which is lighter. When both sides of
the pan balance, the equivalent relationship is added to the right-hand table.
When you think you know any of the weights, you can check your guess. Click Guess
Weights at the bottom when the pans are balanced. This brings up the Guess Weights
screen. Enter your guess beside your desired shape, and then click Check. Correct values
get a green check. Incorrect values get a red X. Click Close to return to the balance
screen. Note: All shapes always have positive whole number weights.
There are four additional buttons at the bottom to manipulate the tool:
Count Items/Show Array: Toggles between what is shown on the pans, either
counts of how many there are of a shape or each shape separately.
Reset Balance: Removes all shapes from the pans.
New Weights: Changes the weights of the shapes when you are in Random
mode only.
Reset Table: Removes all entries from the table.
When you are finished with a set, select another one from the top menu to
changes the weights of the shapes.

Enrichment/Extension

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Have students try out the following activities on a class netbook, iPad, or laptop.
Balancing
Balancing Act
Balancing Shapes
Balancing Discoveries
Block Pounds
Finding the Balance

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References:
!

National Council of Teachers of Mathematics (NCTM). Principles and Standards for

School Mathematics. Reston, VA: NCTM, 2000. Pan Balance --- Shapes.

Illuminations Activities, Grades 3-5. http://illuminations.nctm.org/Activity.aspx?id=3531

Polly, D. (April 01, 2011). Technology to Develop Algebraic Reasoning.
Teaching Children Mathematics, 17, 8, 472-478.

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Appendix

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