How Many Floors? How Many Rooms?

Unit #5 nd 2 GRADE Patterns, Functions, and Change

Mathematical Emphases: Linear Relationships Describing and representing ratios Using Tables and Graphs Using tables to represent change Number Sequences- Patterns Manipulative materials needed for unit: Interlocking cubes (Investigations calls them connecting cubes) Pattern Blocks Lesson Summary, Student Sheets, and TEKS addressed Investigations 1: Hundreds, Tens, and Ones Session 1.1 How Many Floors? How Many Rooms? Pg. 28-29 2.6A, 2.6B Connecting cubes Student Activity Book p.1 Unit 5 M3 Reference and Review: Student Math Handbook p. 96 Overhead coins (Quick Images) Students build cube houses that have a constant ratio of rooms and floors. They consider how to figure out the number of rooms when they know the number of floors. **This session could possibly be combined with session 1.2 when they explore recording their information in tables. Session 1.2 Using Tables to Record Pg.37-43 2.6A, 2.6B Connecting cubes Student Activity Book p.3-4 Chart: Building A Chart: Building B Reference and Review: Student Math Handbook p. 93, 94-98 Students learn to use a table to record how the total number of rooms in their cube buildings change in relation to the number of floors.

Math Investigation Unit Summary, 2008, 2nd GRADE, UNIT #5

How Many Floors? How Many Rooms? Unit #5 nd 2 GRADE Patterns, Functions, and Change
Session 1.3 Comparing Tables Pg. 44-52 2.6A, 2.6B Connecting cubes A cube model of Building B Student Activity Book p.3-4,6-8 Charts: Building C, Building E, Building I Transparency- T45 (or paper divided into large squares) Reference and Review: Student Math Handbook p. 96-98 Students complete more cube buildings and compare the buildings with a 1 X 4 and 2 X 2 floor plan. They will consider why the values in the tables for these two buildings are the same. Session 1.4 Assessment: Understanding Tables Pg. 53-60 2.6A, 2.6B Connecting cubes A cube model of Building B Student Activity Book p.4, 6-7, 11-22 Reference and Review: Student Math Handbook p. 94-98 Unit 5 M7 (This is the assessment checklist that you will use to record your observations) Students use partial information in a table to construct a cube building that matches the ratio relationship in a table and to fill in missing information in that table. They are assessed on how they connect information in the table to the situation it represents. Session 1.4 Assessment: Understanding Tables Pg. 53-60 2.6A, 2.6B Connecting cubes A cube model of Building B Student Activity Book p.4, 6-7, 11-22 Reference and Review: Student Math Handbook p. 94-98 Unit 5 M7 (This is the assessment checklist that you will use to record your observations) Students use partial information in a table to construct a cube building that matches the ratio relationship in a table and to fill in missing information in that table. They are assessed on how they connect information in the table to the situation it represents.

Math Investigation Unit Summary, 2008, 2nd GRADE, UNIT #5

How Many Floors? How Many Rooms? Unit #5 nd 2 GRADE Patterns, Functions, and Change
Session 1.5 Ratio Relationships with Pattern Blocks 2.6A, 2.6B Pattern Blocks Connecting Cubes (20 per student) Student Activity Book p. 24-33 Reference and Review: Student Math Handbook p. 96-100 Unit 5 M8-M9 Table Hexagon and Trapezoid from page 62 in TE Table Mystery Shape 1 copy from Student Activity Book page 25 on chart paper and post Transparencies: T46-T47 Create a Building (optional) Quick Images: Strips and Singles (T38) Students use tables to represent ratio relationships between pattern block shapes and determine which pattern block relationships are represented by partially completed tables. Session 1.6 Ratio Relationships with Pattern Blocks- CONTINUED 2.6A, 2.6B Pattern Blocks Connecting Cubes (20 per student) Unit 5 M8-M9 (from 1.5 if needed) Table Hexagon and Rhombus copy from Student Activity Book page 24 Table Hexagon and Triangle copy from Student Activity Book page 24 on chart paper and post Tables from previous lessons Transparencies: T46-T47 Create a Building (optional) Students continue to work with tables and buildings from previous lessons. There is also a discussion comparing all of the charts/buildings made during this investigation. The goal is to have the students think about why some tables that describe different contexts look the same. Investigations 2 Most of the sessions can be combined to create a general review of patterning concepts that should have been introduced and or mastered in K or 1 st grade. The focus of these sessions should be the recording in tables and distinguishing the patterns within the tables, not just the building of patterns. Session 2.1 Cube Train Patterns p. 76 (AB pattern- combine with Session 2.2, and 2.3) 2.5A with the 100s chart, 2.6B Math Investigation Unit Summary, 2008, 2nd GRADE, UNIT #5

How Many Floors? How Many Rooms? Unit #5 nd 2 GRADE Patterns, Functions, and Change
Connecting Cubes Student Activity Book p. 37,38,39 Markers of crayons Number Strip * see page p 75 in TE to prepare Blank 100s chart (optional) Reference and Review: Student Math Handbook p. 96-103 Students construct and describe repeating patterns, using body movements and colored connecting cubes. They determine what colors are associated with certain numbers on a number strip. Session 2.2 Counting by 2s p. 82 2.5A, 2.6B Connecting Cubes Student Activity Book p. 38 (from Session 2.1), 40-41 Yellow, Red, and Blue cubes Yellow, Red, and Blue crayons or markers Quick Images: overhead coins Reference and Review: Student Math Handbook p. 37,41-42,103 Students describe the number sequences associated with each color in their color patterns, including the even and odd number sequences. They use number sequences to determine what comes in a particular position in the pattern. Session 2.3 Counting by 3s p. 89 2.5A, 2.6B Connecting Cubes Markers or Crayons: yellow, green, orange Student Activity Book p. 40-41, 45 Reference and Review: Student Math Handbook p. 103 The class discusses the number associated with each color in their yellow- red- blue color pattern, 3,6,9,.;1,4,7,.; and 2,5,8,.They construct and describe an AABBC pattern. Session 2.4 How is Red-Blue-Brown-Green Like Yellow-Black-White-Orange? Connecting Cubes Student Activity Book p. 45, 47-49 Number Strips 1, 2, and 3- see p. 75 in TE to prepare Green Squares table- see p. 75 in TE to prepare Reference and Review: Student Math Handbook p. 101, 103

Math Investigation Unit Summary, 2008, 2nd GRADE, UNIT #5

How Many Floors? How Many Rooms? Unit #5 nd 2 GRADE Patterns, Functions, and Change
The class discusses the number sequences associated with the last element in the unites of 5-element (AABBC) and 4-element (ABCD) patterns. They compare two ABCD patterns made with different colors. Session 2.5 End-of-Unit Assessment p. 101 Quick Images: Pattern Blocks from T49-T50 (cut and store in a labeled baggie) M14-M17 see p. 75 in TE to prepare Reference and Review: Student Math Handbook p. 93,94,100,101 Students work on 2 problems as an end of the unit assessment.

Math Investigation Unit Summary, 2008, 2nd GRADE, UNIT #5