Grade 3 Beading Stories: Attributes of Patterns

Grade 3: כתה ג

Beading Stories: Attributes of Patterns

GENERATIVE TOPIC:

לשם שלום

When People with Different Views Want to Make Peace

They Need to Learn About One Another

 

INTEGRATED DISCIPLINES:

Mathematics, Science & Environmental

Studies, Visual Arts

TECHNIQUE:

Paper, Beads, String

Essential Questions
1. How can beading and other art forms be used to tell stories?
2. How can we learn about a specific group of people through artifacts?
3. How can we connect to our own stories/stories of others through artifacts?
4. How do patterns help us learn and anticipate changes?
5. Where do we find patterns in everyday life?
Math Learning Goals
1. Students understand how to describe repeating and growing patterns in terms of attributes.
2. Students understand how to identify the “core” of a pattern (the repeating part of the pattern).
3. Students understand how to represent a pattern through words, symbols, using an alphabetic code, and a T-Table.
4. Students understand how to write a pattern rule (starting with the attribute that changes). For example, I start with a green bead and add one red bead, one blue bead and one yellow bead each time and then repeat. This signifies the whole core.
Integration with Generative Topic
Students understand and appreciate how Indigenous people modelled their crafts and artwork after patterns in nature.
Students understand that people tell stories through patterns in crafts and artwork, and that meaning is conveyed through the pattern itself.
Students learn how to interpret patterns in one modality (e.g., visual) and represent this pattern in another modality (e.g., musical or rhythmical).
Students understand how to communicate patterns in words (Artists’ statement); and to create and interpret “stories” based on visual, musical or rhythmic patterns.

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Creating a Pattern:

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The Artifact:

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Examining the Math in the Artifacts:

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