In mathematics today, there is a growing awareness that the following is true: children need experience with problem-solving; math instruction should be inquiry-based; and the use of calculators should be introduced and applied at every level.
This activity is designed to allow young children to explore number patterns and relationships while introducing them to the calculator at the same time.
Students will use the "counting
constant" function of the calculator. Use of this function
will explore patterns and relationships with numbers, including
concept of multiples and negative numbers and the creation of "pattern
puzzles" for other students to solve. In creating their own
puzzles, they are essentially required to explain the strategies
with which they can solve these puzzles, all the while practicing
higher-level thinking skills.
Hand-held calculators; overhead
projector transparency; overhead projector calculator or paper
and pencil
Introduce the idea of "counting
constant" using Macintosh G.1's built in calculator (found
in the apple beside the word FILE in Menu bar). Demonstrate how
to make the calculator count. For example-- punch 1+1= then
continue to punch the =
button continuing to have
calculator count sequentially. By changing the numbers, students
will be able to explore pattern. Ex 2+2; 6+6; 100+100.
The same works for subtraction. Students discover what the calculator
does after reaching 0.
1. Model for students : 4,8,12,16,____?
24, 28, 32,____,40____,48____?
0,6,___, 18,24,___,36,42,___,54,60?
2. Teams create pattern puzzles
and trade them with other teams for solving.