ALEX Lesson Plan

     

Find a Pattern Using Children's Literature

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  This lesson provided by:  
Author:Joni Briscoe
System: Cullman County
School: Cullman County Board Of Education
  General Lesson Information  
Lesson Plan ID: 5599

Title:

Find a Pattern Using Children's Literature

Overview/Annotation:

Students use the problem solving strategy of "find a pattern" to predict the number of grains of rice Rani (from the book, One Grain of Rice: A Mathematical Folktale by Demi) will receive after 30 days. Students use a spreadsheet to illustrate data from the story.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 6
5. Fluently divide multi-digit whole numbers using a standard algorithm to solve real-world and mathematical problems.
Unpacked Content
Evidence Of Student Attainment:
Students:
Given a context which calls for the division of two whole numbers,
  • Choose the most appropriate strategy for computing the answer.
  • Produce accurate results using a standard algorithm when appropriate.
Teacher Vocabulary:
  • Standard algorithm
  • Dividend
  • Divisor
  • Quotient
Knowledge:
Students know:
  • strategies for computing answers to division mathematical and real-world problems using the standard division algorithm.
Skills:
Students are able to:
  • Strategically choose and apply appropriate strategies for dividing.
  • Accurately find quotients using the standard division algorithm.
Understanding:
Students understand that:
  • Mathematical problems can be solved using a variety of strategies, models, and representations.
  • Efficient application of computation strategies is based on the numbers and operations in the problems,
  • The steps used in the standard algorithms for division can be justified by using properties of operations and understanding of place value.
  • Among all techniques and algorithms that may be chosen for accurately performing multi-digit computations, some procedures have been chosen with which all should be fluent for efficiency, communication, and use in other mathematics situations.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.6.5 Apply the concepts of dividing multi-digit numbers without remainders to real-world problems.


Mathematics
MA2019 (2019)
Grade: 6
6. Add, subtract, multiply, and divide decimals using a standard algorithm.
Unpacked Content
Evidence Of Student Attainment:
Students:
Given a context which calls for complex computation involving multi-digit decimals,
  • Choose the most appropriate strategy for computing the answer.
  • Produce accurate results efficiently using a standard algorithm for each operation when appropriate.
Teacher Vocabulary:
  • Standard algorithms (addition, subtraction, multiplication, and division)
  • Quotient
  • Sum
  • Product
  • Difference
  • Tenths
  • Hundredths
  • Thousandths
  • Ten thousandths
  • Hundred thousandths
Knowledge:
Students know:
  • Place value conventions (i.e., a digit in one place represents 10 times as much as it would represent in the place to its right and 1/10 of what it represents in the place to its left).
  • Strategies for computing answers to complex addition, subtraction, multiplication, and division problems involving multi-digit decimals, including a standard algorithm for each operation.
Skills:
Students are able to:
  • Strategically choose and apply appropriate computation strategies.
  • Accurately find sums, differences, products, and quotients using the standard algorithms for each operation.
Understanding:
Students understand that:
  • Place value patterns and values continue to the right of the decimal point and allow the standard algorithm for addition and subtraction to be applied in the same manner as with whole numbers.
  • Mathematical problems can be solved using a variety of strategies, models, and representations.
  • Efficient application of computation strategies is based on the numbers and operations in the problem.
  • The steps used in the standard algorithms for the four operations can be justified by using properties of operations and understanding of place value.
  • Among all techniques and algorithms that may be chosen for accurately performing multi-digit computations, some procedures have been chosen with which all should be fluent for efficiency, communication, and use in other mathematics situations.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.6.6 Solve two-factor multiplication problems with products up to 100 (whole numbers only).


Local/National Standards:

Goals: 1) Apply guess and check, find a pattern, draw a diagram and other problem-solving strategies to develop inductive and deductive thinking. 2) Students will algebraically respresent, model, analyze, and solve mathematical and real world problems involving patterns and functional relationships

Primary Learning Objective(s):

Students will apply find-a-pattern and make-a-table strategies in order to solve problems. Students will record data needed to solve a problem expressed in words. Students will explore, describe, and extend patterns. Students will make generalizations about a pattern.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

The book, One Grain of Rice: A Mathematical Folktale, by Demi; small handful of rice

Technology Resources Needed:

Computer, Microsoft Excel or other spreadsheet software, calculators

Background/Preparation:

Vocabulary: patterns, table, Rani (girl's name in the story), raja (Indian king), famine (a drastic shortage)

  Procedures/Activities: 
1.)Procedure: Explain the objectives of the lesson, and then begin reading the story. (Brief summary of story: During a famine, Rami outsmarts the raja by asking him to give her one grain of rice to be doubled every day, for 30 days.) Stop reading the story on the ninth day and ask students,"What is the pattern?" Ask students to share the patterns that they have noticed. Students will now predict how many grains of rice she will have on the 30th day. Finish reading the story to see if students' calculations were correct.

2.)Students will be given an opportunity to construct a table illustrating the data in the story using either spreadsheet software or a calculator with paper and pencil. Compare the two methods and their results. Which one was quicker? Which one gave the most accurate results?

  Assessment  

Assessment Strategies

1. How many grains of rice did Rani receive in all? (1,073,741,823) More than a billion 2. What did you notice about the grains she received each day? (doubled or multiplied by 2)

Acceleration:

 

Intervention:

 

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.