We know that doing math is also looking out for patterns (generalizing).3 steps to facilitate this are:
- What do you see? (Describe, observe, visual)
- What do you think? (Relationship, connections, any patterns?)
- What do you wonder? (Reasons and infer, from my prior knowledge and the discovery that I saw)
I make relation to these 3 steps to provide experiences from simple to complex and concrete to abstract. Just like when we did this activity.
When we examined the patterns closely, we made assumptions and then inferred to think of the next possible pattern.
Then we got to see that actually there's a relation between the series.
1st figure: A square with a square hole in the middle
2nd figure: A cross with 4 corners
3rd figure: Square with 4 square holes (A combination of the 1st and 2nd figure)
4th figure: make up of 4 numbers of the 2nd figure.
From these patterns, we concluded that the 5th figure will have 16 square holes on the square paper.
Besides the CPA approach, we can also design activities using differentiation instructions. Children who are more advance, they should be challenge with problems that they are more likely to be capable of solving. At the same time, I can focus on children who needed more help.
Differentiation instructions by:
- content (the objectives)
- process (different level of difficulties)
- product (end product)
To end the last blog entry for this module...