We’re doing linear functions for summer school and pulling hard from last year’s curriculum. This means using CPM’s pile patterns (which I cheat and just refer to as “patterns”. Who wants to explain what “pile patterns” is to a class of (amazing) emerging multilinguals, when there’s so much else you could be teaching).
Kiddos glom on to the idea of patterns pretty readily, which is great. They’re visual and you can ask “how many?” and point without requiring too much language (my big takeaway this week).
I get to tinker with this class a bit more and we have less time (5 weeks, 5o minutes a class), so I cut some stuff.
For the patterns, we usually jump from finding the 4th and 5th figure to finding Figure 99. This has always been a bit of a jump for me, especially for kiddos with Interrupted Education who may not make connections to the idea of repeated addition and multiplication.
Photo: How many squares in Figure 15?
I spend quite a bit of time in class saying, “Sit down, Jeronimo” (not the kiddo’s real name). But he really grabbed on to this task. While many kiddos struggle to anticipate the figures beyond the ones they can see (or ones one or two our), this kiddo made his own chart to help track numbers. Pretty awesome.
What do you notice? What do you wonder?