Web Quest
Chapter 1
PATTERNS ALL AROUND US
TASK CONTEXT
Students have been invited to create a display of patterns for a local art gallery. Along with each pattern they create, they will attach a description of the pattern, following some directed questions. Number Patterns provides the opportunity to build number patterns using calendars, on a chessboard using squared numbers and discovering powerful numbers by summing consecutive numbers. The Number Bracelets Game requires the students to use addition facts to generate recursive number patterns, creating interesting "bracelets". Four websites have been provided for the students to create colourful, non-numerical patterns. They can create borders, quilts, patterns with pattern blocks and growing animals (pedes) with square tiles.
GOALS
• Analyze, describe and extend non-numerical patterns.
• Identify number patterns that grow in different ways.
• Track, generate and explain number patterns.
MEETING INDIVIDUAL NEEDS
• The Number Bracelets Game provides an excellent opportunity for enrichment because of the endless possibilities for generating number patterns with any starting numbers.
• Animal Patterns is the simplest activity in these sites. Students who excel in art will enjoy the creative possibilities of the quilt colouring and tessellations pages. Some patterns, for creative students, can become quite complex.
INSTRUCTIONAL SEQUENCE
- Ask the students if any of them have visited an art gallery. What would they expect to find there? Are there only pictures at an art gallery? What else might they see there (statues, carvings, artifacts such as bowls, woven baskets, etc.)?
- Explain to the students that they have been asked to create a display of patterns for an art gallery and discuss what they would like the visitors to the gallery to learn about patterns.
- Have the students read the Introduction, the Task and the Process. Allow them some time to ask questions about the assignment.
- Remind the students to visit several of the websites listed in the
resources before they decide which patterns they will create for the
art gallery.
Key questions to ask while students work:
"Which number pattern did you like creating the most? What did you find interesting about it?"
"How will you display your number pattern so that it will catch the interest of the visitors?"
"What pattern rule will you use to create your own number pattern?"
"Which non-numerical pattern was the easiest (most difficult) to create?"
"How did the colour you chose affect the pattern?"
- Display the patterns and the pattern descriptions in a school or class "art gallery".
Display the patterns and the pattern descriptions in a school or class "art gallery".
RESOURCES
Websites:
Number Patterns
The Number Bracelets Game
Animal Patterns
Patterns at the Museum
Materials:
Calculators
Pattern blocks
Squared paper
Coloured paper
Coloured pens and pencils
Paper to mount patterns for display
ASSESSMENT
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Pattern Effectiveness |
• Display demonstrates an beginning understanding of patterns. |
• Display demonstrates a developing understanding of patterns. |
• Display demonstrates a clear understanding of patterns. |
• Display demonstrates a thorough understanding of patterns. |
Pattern Creativity |
• Each pattern is similar to patterns found on the websites. |
• Each pattern uses some attributes to create a simple pattern. |
• Each pattern uses a variety of attributes in an interesting way. |
• Each pattern using a wide variety of attributes in a complex way. |
Pattern Quality |
• Simple patterns have frequent errors, some major. |
• Simple patterns have a few errors, with no major errors. |
• Simple patterns are correctly created. |
• Patterns are complex and have no errors. |
Explanation/ Description |
• Description of pattern and procedure somewhat unclear. |
• Occasionally uses clear procedural language - personal language used to describe patterns. |
• Clear procedural language and some math language used- some additional details provided. |
• Clear and concise procedural & descriptive language, frequently accurate math language used. |
