CALCULATOR PATTERN PUZZLES

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.


Traditional Method:

Hand-held calculators; overhead projector transparency; overhead projector calculator or paper and pencil


Technological Method:

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.


Options/Extensions

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.


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