Math.Practice.MP3

Common core State Standards

• Math:  Math
• Practice:  Mathematical Practice Standards
• MP3:  Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and--if there is a flaw in an argument--explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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Math.Practice.MP7

Common core State Standards

• Math:  Math
• Practice:  Mathematical Practice Standards
• MP7:  Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property.

In the expression x2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective.

They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

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Math.3.OA.D.9

Common core State Standards

• Math:  Math
• OA:  Operations & Algebraic Thinking
• D:  Solve problems involving the four operations, and identify and explain patterns in arithmetic
• 9:
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Discover Number Patterns With Skip Counting
Lesson Objective: Look for patterns when counting by 200s
Grade 3 / Math / Number Sense
Math.Practice.MP3 | Math.Practice.MP7 | Math.3.OA.D.9

#### Thought starters

1. Why is each part of the "Think, Pause, Share" strategy important?
2. How does Ms. Todd use different color markers to help students see patterns?
3. Notice the questions Ms. Todd asks at the end of the lesson. What is the purpose of the questions?
4. What makes them effective?
I enjoyed watching the ease of the lesson and the students interaction. Allowing students the think time is key for understanding math concepts . Thank you for this lesson. Will be using it...:)
Recommended (0)
I loved not only the math strategies shared but also her behavioral management techniques while students learning in whole group setting. Thanks for sharing.
Recommended (0)
The lesson was nicely done. Ms. Todd had her lesson clearly stated and she also had the students repeat what the lesson objective was. Ms. Todd clearly had students engaged during the lesson and her use of think, pause, and share helped students to discuss the patterns when counting by 200s. At the end of the lesson it was a nice wrap up bu asking the students understanding of how the patterns work when counting by 200s.
Recommended (0)
Ms. Todd, you present this lesson beautifully and your steady and reinforcing prompts around the lessons keep students mindful of what they are learning. Thanks.
Recommended (0)
Well done expanding a lesson that could have been rote to becoming one where students think and justify their thinking. I would love to see a video of your classroom culture being created!
Recommended (0)

#### Transcripts

• Discover Number Patterns With Skip Counting Transcript
Luna Productions
Transcript of completed program
Choral Counting v4

Buenos dias ….

Choral counting

Discover Number Patterns With Skip Counting Transcript
Luna Productions
Transcript of completed program
Choral Counting v4

Buenos dias ….

Choral counting is when I set an objective for students to count by a certain number and today the objective was for them to count by 200s and then to look for patterns in those numbers.

Teacher: All right, guys. We’re going to do a choral count, counting by 200s today. Big number. Can you repeat what I just said, Jason. We’re going to do a choral count, counting by what?

Student: 200

Teacher: Good job. What are we counting by?

Students: 200

Teacher: 200s. And we’re going to start at the number 5,000. So we’re going to do a choral count starting at 5,000, counting by 200s, and when we do that we’re going to also look for patterns in numbers. What are looking for in numbers today, S___?

Student: Numbers and patterns.

Teacher: Good job. Sarah, can you repeat what he just said.

Student: Number and patterns

Teacher: Patterns and numbers that we’re counting today. So we’re going to start at 5,000. I want you to watch my pen and count with me. What do you think the next number is going to be before we get started, Anike?

Student: 5,200

Teacher: 5,200. OK? So watch my pen and we’re going to count together. Ready? Begin.

Student: 5,000, 5,200, 5,400, 5,600

So we would continue counting by 200s and then I would get to a certain point when I noticed students could see a pattern, I would stop and say OK, can you tell me what the next number is going to be.

Student: 6,400

Teacher: OK, stop there. Take a look at those numbers that you just counted. What do you think is going to be here? Think about it first.

So one thing that I do during my lessons quite often is I’ll ask a question so that the entire class can hear it and before any students raise their hand I have them think, just think first about what I just asked, and I give them about 10 seconds to think about it, and then they share with the partner around them.

Teacher: Now turn and talk to a partner

After they talk I bring the whole class back together again, and then I have quite a few students share what either they said or what they heard in their conversations.

Teacher: OK, finish up your conversations. Give me five. Who can tell me what number comes next? What did you hear or say?

I like to give students an opportunity to talk first because so many of them want to share individually. So I feel like if I do turn and talk everybody gets a chance to have a voice. If they’re talking in groups they can hear so many things going on, different ideas from their classmates, and then most of them are ready to be called on.

Student: We said that they line up and we’re counting by 200s so …..

Student: If you take the 100s out of them you’re counting by 2s so 2, 4, 6 and then so on, so on, so on.

Teacher: So you’re noticing a pattern, 2, 4, 6, and so that makes you think 6,600 is going to come next?

Student: Yeah

Teacher: So I’m going to go ahead and show you that pattern. _____ on your chest or a connection if you noticed that we’re adding 200 every time. All right so I’m going to go ahead and point that pattern out and show it to you. So from 5,000, 5,200, we’re adding 200. Does that pattern continue here?

Students: Yes

I used green today just to show the jumps of 200 so students could understand those five jumps of 200 equal 1,000. I used red to show how one column when we switch to a new column it’s adding 1,000, and I used red also when I underlined the place value 1,000, when one of my students mentioned that he noticed that there’s fives going down one column, there’s six going down the second column and there’s sevens going down the third column.

Teacher: I’ll go ahead and underline your 1,000s that you pointed out. They’re all the same on each column. I wonder why. What do you think about that? That pattern that _____ noticed, Jason?

Student: Well I said ….Omar said ….

Student: I said we’re counting by 200 so we have to take five times to get all the way to 6,000.

Teacher: So Omar said we’re counting by 200s so you have to take that five times to get to ….to get to 6,000? Did you say 6,000? OK. Agree, disagree, add on? Anike?

Student: I agree with Omar because if you do plus 200 five times, well four times and you get to 5,800 and then you add one more you’ll get the next thousand. So if you do that a whole bunch of times ….Like if you do it four times you’ll get to 8,800.

Teacher: So how many 200s does it take us to get to 1,000? Think. How many 200s did it take us to get to a thousand more. Share.

Students: Five

Teacher: Because five jumps of 200. Nice job. And before we finish I want you to count by 200s. Because we said it took five 200s to get to 1,000 we’re going to count by 200s on one hand to see what we land on. Ready? Begin.

Students: 200, 400, 600, 800, 1,000.

Teacher: So think about what you just did. Would we land on 10,000 if we kept counting? Think. Share.

Students: Yes

Teacher: Nice job. Why would we land on 10,000? I’m not going to let you get away with that. Why would we land on 10,000, can you add on to that?

Student: We’re going to land on 10,000 because we’re counting by 200s, and 200s always gets us to the next thousand. So for example if we’re on 9,800, the next number will be 10,000 because we’re counting each time 200s, we’re adding 200 each time. So that’s how we’re going to get to 10,000.

Teacher: Nice job. You guys did awesome

I feel like they really enjoy choral counting because they feel successful. They’re not counting just to be counting, they’re counting and they’re understanding place value, they’re understanding patterns, and then they’re able to share those patterns with their classmates, and then they can share it in different ways with the whole group.

? end of transcript

#### School Details

Lakeridge Elementary School
7400 South 115th St
Seattle WA 98178
Population: 420

Data Provided By:

Laretha Todd

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