WGU AOA2 Task 2 |Passed on First Attempt |Latest
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AOA2-Task 2
A.
The connection between the standards is that they all have the students
working with patterns. In third grade, students work on recognizing and
explaining patterns. In fourth grade, students generate and analyze
patterns. In fifth grade, students compare patterns and graph the
relationships as ordered pairs. The foundation begins in third grade when
students notice patterns and make connections, laying the groundwork for
algebraic reasoning. The fourth-grade standard builds upon the third grade
by generating patterns and predicting their sequence. In fifth grade,
students move from recognizing patterns to understanding how rules create
relationships, such as ordered pairs, and students can visualize those
relationships on a graph.
A1.
As students begin to identify patterns in addition and multiplication tables,
in third grade, they notice that using the same operation on a number
creates a predictable result (like a function does). Moving onto fourth
grade, students analyze how a rule transfers an input to an output. In fifth
grade, students generate two patterns, compare them, create ordered pairs
(x, y), and graph them, which provides a visual representation of an input-
output relationship. Students' observations are that each input (x) leads to a
single output (y), which is shown on a coordinate plane.
B1.
An instructional strategy the teacher used was Think-Pair-Share (TPS). This
strategy is used when students work collaboratively with partners or
groups. The teacher will pose a question, give students wait time to think
about the question and a solution, and students work with their partner or
group to share their thinking. Partners/groups will agree or disagree and
explain why. The teacher will walk around during this phase and listen to
shared responses. Finally, the teacher will call on students to share either
what the student's thought process was, or they can share something their
partner shared with the whole class.
, B1a.
The teacher's implementation of Think-Pair-Share effectively achieved the
goals because when students work together collaboratively, they learn from
one another, allowing every student to share their ideas while promoting
student-led discussions. Some examples from the video were when one
student was struggling to get their point across, they asked their partner to
share with the class and repeat their idea. Another example was when a
student was asked if they agreed with another student's thinking. The
second student was able to build upon the first student's response. Not only
did this prove that students were engaged in the activity, but they also
proved that they deepened their conceptual understanding by validating the
patterns they noticed and using that observation to predict the number that
will come next.
B2.
The teacher validates the students' mathematical thinking by adding the
patterns they noticed to the anchor chart. A student was justifying the
patterns they noticed on the anchor chart, and the teacher used different
color markers to show what the student was explaining. Another validation
occurred at the end of the video when a student noticed that when 200 is
added to each number in a column five times, it will go to the next 1,000.
The teacher then had the students think about her response and chorally
agree that it was five times. Finally, the teacher had the students practice
skip counting a sequence of numbers five times to prove that the student
did explain their thinking correctly.
B3.
The anchor chart in the video was instrumental during the instructional
portion of the lesson because it provided a visual of the patterns. The class
was able to see many different patterns. They shared that in each column,
the digits in the hundreds place repeated 0,2,4,6,8. The teacher paused and
asked what the following number would be in the pattern. The students
could explain the following number in the sequence by using the anchor
Update with Complete Solution
AOA2-Task 2
A.
The connection between the standards is that they all have the students
working with patterns. In third grade, students work on recognizing and
explaining patterns. In fourth grade, students generate and analyze
patterns. In fifth grade, students compare patterns and graph the
relationships as ordered pairs. The foundation begins in third grade when
students notice patterns and make connections, laying the groundwork for
algebraic reasoning. The fourth-grade standard builds upon the third grade
by generating patterns and predicting their sequence. In fifth grade,
students move from recognizing patterns to understanding how rules create
relationships, such as ordered pairs, and students can visualize those
relationships on a graph.
A1.
As students begin to identify patterns in addition and multiplication tables,
in third grade, they notice that using the same operation on a number
creates a predictable result (like a function does). Moving onto fourth
grade, students analyze how a rule transfers an input to an output. In fifth
grade, students generate two patterns, compare them, create ordered pairs
(x, y), and graph them, which provides a visual representation of an input-
output relationship. Students' observations are that each input (x) leads to a
single output (y), which is shown on a coordinate plane.
B1.
An instructional strategy the teacher used was Think-Pair-Share (TPS). This
strategy is used when students work collaboratively with partners or
groups. The teacher will pose a question, give students wait time to think
about the question and a solution, and students work with their partner or
group to share their thinking. Partners/groups will agree or disagree and
explain why. The teacher will walk around during this phase and listen to
shared responses. Finally, the teacher will call on students to share either
what the student's thought process was, or they can share something their
partner shared with the whole class.
, B1a.
The teacher's implementation of Think-Pair-Share effectively achieved the
goals because when students work together collaboratively, they learn from
one another, allowing every student to share their ideas while promoting
student-led discussions. Some examples from the video were when one
student was struggling to get their point across, they asked their partner to
share with the class and repeat their idea. Another example was when a
student was asked if they agreed with another student's thinking. The
second student was able to build upon the first student's response. Not only
did this prove that students were engaged in the activity, but they also
proved that they deepened their conceptual understanding by validating the
patterns they noticed and using that observation to predict the number that
will come next.
B2.
The teacher validates the students' mathematical thinking by adding the
patterns they noticed to the anchor chart. A student was justifying the
patterns they noticed on the anchor chart, and the teacher used different
color markers to show what the student was explaining. Another validation
occurred at the end of the video when a student noticed that when 200 is
added to each number in a column five times, it will go to the next 1,000.
The teacher then had the students think about her response and chorally
agree that it was five times. Finally, the teacher had the students practice
skip counting a sequence of numbers five times to prove that the student
did explain their thinking correctly.
B3.
The anchor chart in the video was instrumental during the instructional
portion of the lesson because it provided a visual of the patterns. The class
was able to see many different patterns. They shared that in each column,
the digits in the hundreds place repeated 0,2,4,6,8. The teacher paused and
asked what the following number would be in the pattern. The students
could explain the following number in the sequence by using the anchor
