Introduction to Math Magic

Grade level:

4/5

Subject:

Mathematics

Prepared by:

Sara Peterson

Observation Focus:____________________________
Overview & purpose

The purpose of this lesson is to introduce the use of cards (tricks,

games, and problems) into the classroom. More importantly this
activity will demonstrate the value of these activities
mathematically, establishing the need for numeracy, patterning, and
logical and creative mathematical thinking to complete the activity.

PLO(s):
(Grade 4) Communicate in many ways (concretely, pictorially, symbolically,
and by using spoken or written language) to express, describe, explain and
apply mathematical ideas
(Grade 5) Develop, construct and apply mathematical understanding through
inquiry and problem solving

Essential Questions:
Are mathematical concepts (numeracy, patterning, logic and creativity)
important in card problems?
How is patterning used in this problem? (2 ways)
How can we successfully put both these patterns together? (the movement of
the cards and the resulting pattern of the laid down cards)
How can we clearly communicate this to another person? (writing, drawing)

Formative Assessment:
Check ins: It will be important to check in verbally with
the majority of students (particularly during lessons
involving calculation) and it will be particularly important
for a few (see Considerations).

Summative Assessment:
This lesson will be highly formative, in terms of the unit it will
inform me of how to adjust my plans to integrate card
tricks/problems/games. The nature of this lesson is entirely
formative so no summative assessment will be done.

Discussion: Are students understanding task and

mathematical components of problem (pattering,
recording, logical thinking)?
Observation: Are students focused, engaged with this
activity and the manipulative? Are they frustrated, how
are they dealing with this? Do they need to be pulled
down to the carpet (additional help or management)?

Teacher guide

Student guide

Opening/Preactivit
y

Time

(Housekeeping & Hook,

links to learners lives)

10 minutes

Activities

30 minutes
(activities
and
transitions
)

(Engaging teaching
strategies to introduce
new concepts, different
ways of representing
concepts)

Bring students down to the

carpet and prompt them with
the question: Can math be
important to card
tricks/games/problems? How?

Students will think, pair,

share on this question.
Students have been asked to
bring in cards for the last
two weeks on the mysterious
premise that we will be
doing magic in math. This
activity will be the
hook/introduction to this
mini-unit.

Materials needed

1- (At Carpet) Play the first

video (slowly shows card trick
preformed)
Prompt students with question
What kind of math is
happening here? Facilitate
discussion.

1- Discus the trick being

showed to them (Think, pair,
share)

Other Resources

2- Highlight the patterning (in

two areas; What is patterning?
Prompt them with essential
question: How is patterning
used in this problem?
3- Send kids back to their table
groupings to try and solve
problem
When I say go: please head
back to your desks and find
three things paper, pencil,
cards (1-2 decks per table
group)
4- Circulate to each group,
making sure to visit Tylers,
Yihans and Ollies groups first
(see considerations).
5- Come back down to carpet.
How can we record our
attempts? Who has gotten close
but forgot what they did in the
process?
6- Send back to desks to keep
working to try and solve
problem. Circulate and help
where needed.

2- Watch the video twice and

consider what kind of patters
they see happening, studying
the video with some
guidance from the teacher.
3- Head back to table and
find supplies as instructed.
Begin working on the
problem.
4- Should begin
collaborating, chatting to try
and find solution to the
problem. Do a couple
experiments with the
patterns.
5- Consider different ways
that they can record what
they are doing as they go
and share ideas with class
(picture, symbols equation
ect)
6- Keep working
(collaboratively) but now do
so while recording their
attempts with their chosen
strategy.

Cards (at least 2 decks

per table grouping)
Notebooks & Pencils

Laptop/Projector
Video of card trick
Video of extension
problem

Closure

(How will I close the

lesson in a logical and
meaningful way?)

10 minutes

1- Check in as a class: Did

anyone solve the problem?
Share results. What did you
learn (prompt with essential
question)
2- Reiterated idea of
incorporating this into future
lessons. Show them where
cards ca be kept.
3- Clean up When I say go
Put away your cards, paper,
pencils. (30 second count
down)

Considerations/Adaptations/Extensions:
Considerations:

1-2- Come down to the

carpet and join in discussion.
How did they do? Did they
solve the problem? Was it
hard, why? Is this
mathematical?
3- Get cleaned up and ready
for lunch. Try to beat the
timer to earn gym points!

Additional Notes
If needed, bring class
or group of students
who are struggling
down to the carpet
for help. Introduce
the idea of working
backwards to try and
solve the problem.

How will I meet the needs of various learners?

Yihan: Gets lost during instructions. Make time right after

speaking with the class to take a moment to clarify the
instructions for her.
Olli and Gyuhaun: Will both need clarity of instruction
and support in the beginning. Hopefully Daniel will buddy
up with Gyuhaun, and Ava will assist Ollie. If not, pull
them down to the carpet.
Tyler: May need help focusing, but is generally good with
tactile/hands on activities. If being too silly, pull down to
the carpet to work with me.

Extensions:
Can we do this with more cards?
Are you able to do this and have a number sequence
instead of a colour pattern? (1-6 rather than black/red)
Do you know any card tricks/problems/games that involve
math that you could teach others who are done?