PED 3119 Maker Project
- hwalt073
- Mar 29, 2017
- 3 min read
MAKER PROJECT
PED 3119
Hillary Walter
Thursday March 30th, 2017
OVERVIEW & PURPOSE
Grade: Gr. 5
Subject/Course: Mathematics
Strand: Patterning and Algebra
Overall Curricular Overall Expectations:
determine, through investigation using a table of values, relationships in growing and shrinking patterns, and investigate repeating patterns involving translations;
demonstrate, through investigation, an understanding of the use of variables in equations.
Specific Curricular Expectations Covered Throughout Project:
create, identify, and extend numeric and geometric patterns, using a variety of tools (e.g., concrete materials, paper and pencil, calculators, spreadsheets);
build a model to represent a number pattern presented in a table of values that shows the term number and the term;
make a table of values for a pattern that is generated by adding or subtracting a number(i.e., a constant) to get the next term, or by multiplying or dividing by a constant to get the next term, given either the sequence (e.g., 12, 17, 22, 27, 32, …) or the pattern rule in words (e.g., start with 12 and add 5 to each term to get the next term);
make predictions related to growing and shrinking geometric and numeric patterns (Sample problem: Create growing L’s using tiles. The first L has 3 tiles, the second L has 5 tiles, the third L has 7 tiles, and so on. Predict the number of tiles you would need to build the 10th L in the pattern.)
demonstrate, through investigation, an understanding of variables as unknown quantities represented by a letter or other symbol (e.g., 12 = 5 + _ or 12 = 5 + s can be used to represent the following situation: “I have 12 stamps altogether and 5 of them are from Canada. How many are from other countries?”)
BIG IDEAS
Patterns and relationships
Variables, expressions, and equations
ESSENTIAL QUESTIONS
How can you create a pattern using a variety of tools?
How are numeric and geometric patterns recognized, extended, and generalized?
How can you identify relationships between pairs of numbers in a table using an algebraic equation?
UNIT OVERVIEW
Throughout the unit students gained an understanding of how to create, identify, and extend geometric and numeric patterns in both mathematical and everyday settings. Students have learned how to create a table of values for a pattern that is growing by using the stage number and number of terms. Students have strengthened their problem solving skills by recognizing, describing and extending patterns throughout the unit. Beginning with simple patterns then moving to more complex patterns students worked to figure the specific algebraic equations and expressions associated.
Students have had instruction and practice using both the Tinkercad site and the Cura 3D Printing software. Students have taken the time to create and experiment using the Tinkercad site to create different shapes and objects.
CULMINATING TASK DESCRIPTION
Students will use their knowledge of patterning and algebra to create a 3D model visual growing pattern. In groups of three students will work together to brainstorm and create their pattern using the Tinkercad website and Cura printing software. Using the 3D printing software was essential for students to bring the 2D object to life to be able to meet curriculum expectations. Creating a pattern and Once each group has printed their model, students will take part in a sharing fair. During which time students will be tasked with solving each others patterns using an algebraic equation.
Along with a written description of the task, instruction will be supplemented with a Screencast describing the task and crucial tips for using the software. This screencast was essential to create a visual representation for students to refer back to for an explanation.
LEARNING OUTCOMES
Students will benefit from this culminating task by putting their knowledge of describing, extending and creating a variety of numeric and geometric patterns into practice. Furthermore, students will use their working knowledge of 3D printing software to help synthesize their learning in a real life situation. By the end of this maker project, students will be able to create, identify and extend growing visual patterns using their 3D model to create an algebraic expression to create a pattern rule.
The following Google Docs contain important information for the Maker Project:
Click the following link to view the Student Set of instructions:
Click the following link to view the Culminating Task Rubric:
Click the following link to view the Group Work Self Reflection:
As well, a screencast has been created to help supplement learning and provide guidance for all types of learners. This screencast can be accessed using the Youtube video below:
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