Gr: 3: Creating Rules and Extending Patterns
This lesson was used during the first week of our algebra and patterning unit. We started with introducing the unit using 100's charts. Our first lesson we simply asked students to look for patterns in the chart. After taking up group ideas, we noticed that our students were very skilled at seeing patterns that traveled vertically down the chart (i.e., 5's column all end in 5's), and they could skip count but did not seem to understand why this occurred/how we could develop a rule for it.
Grade: 3
Purpose: To use the hundreds chart to help students connect math/patterning reasoning Student Grouping: Rich Talk: Mini Lesson done with small group/whole class Rich Task: partners or small groups Mini Lesson:
1. Begin with small group/large group and have a large copy of a hundreds chart (you can use one on SMARTBoard/design one on the carpet) and individual copies of 100's charts for each student (we let the students used dryerase markers on their hundreds charts)
2. Begin by asking students to pick a number between 210 3. Have them skip count (beginning at 0) with that number. For each count they need to circle the corresponding number on their chart. 4. Thinkpairshare: Can you see a pattern? What is it? How can we describe it? Partner work:
1. With their partner, have the students pick another number to count by. (maybe expand 015).
2. Have them fill in their hundreds chart (circle the numbers) and answer these questions (see right). 3. Collect their answers separate from their charts. 4. Have them switch their hundreds charts with another pair. 5. Their new task is to:
Counting by 3's and 6's
Reflections:
1. Bring students back to carpet and have them examine the extended patterns
2. Thinkpairshare: Can you see a pattern? What is it? How can we describe it? Can we make connections between different patterns? 
Curriculum Expectations:
Materials:
 SMARTBoard/blackboard/chart paper with a large hundreds chart on it
 Individual hundreds charts in plastic sleeves so students can use dry erase markers on them  Dry erase markers  Sheet of paper to record answers (Rule Makers)
Student Examples
Here is a sample of 100's chart in the plastic sleves

Assessment:
Diagnostic: Can students use math language (i.e., skip count, counting by etc.) to justify their answers?
Formative: Can they identify patterns in multiple ways (be able to create one, and identify a pattern in another students work)? Can they make connections with/between multiple patterns?
Summative: Students will submit work with partner for assessment (both their hundreds chart and their responses to Rule Makers).
Formative: Can they identify patterns in multiple ways (be able to create one, and identify a pattern in another students work)? Can they make connections with/between multiple patterns?
Summative: Students will submit work with partner for assessment (both their hundreds chart and their responses to Rule Makers).