Rule Machines
Est. Class Sessions: 2
Students explore different ways for doubling and halving a number. Students learn to apply various rules to input numbers to generate output numbers and look for number patterns to determine the rule. Students continue to explore patterns in rule machines by playing the game Guess My Rule.
Content in this Lesson
- Identifying and extending patterns represented in numbers [E1].
- Representing patterns and functions using words and tables [E2].
- Making predictions and generalizations using patterns and tables [E7].
Daily Practice and Problems E–H
Materials for Students
| Daily Practice and Problems | Lesson | Homework | Assessment | ||
|---|---|---|---|---|---|
Student Book |
Student Activity Book |
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Teacher Resources |
Teacher Guide - digital |
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Supplies for Students
connecting cubes
Materials for the Teacher
Display of Rule Machine Master (Teacher Guide)
Display of Guess My Rule (Student Activity Book) Pages 791–793
Unit 12 Assessment Record
marker
white paper. See Materials Preparation.
tape
chart paper, optional
Materials Preparation
Prepare Rule Machine Rows. Fold each sheet of paper in half lengthwise and then fold the paper in half in the other direction and in half again, so that each sheet of paper has 8 boxes. See Figure 1. Draw a line along the middle fold. Cut apart the four rows. These will serve as rows of a rule machine. Use a marker to write “Rule: Double” on one row and “Input” and “Output” on another row and attach them to chart paper or a display. See Figure 2 for a sample doubling table.
Each student will need two rows: one with an input number to double and another with an output number to halve. For the input number, choose a different number for each student. For example, use the numbers 6–99 and some three-digit numbers that are easy to double. Reserve the numbers 1–5 for demonstration purposes on your doubling machine. Record each different input on the left side of the row. For the output number, use two- and three-digit numbers that are easy to halve. Most of the numbers should be even numbers, but for discussion purposes, you may want to choose one or two odd numbers. Record each different output on the right side of the row. You will also need a few blank rows for demonstration purposes.
Figure 1: Paper folded into 8 boxes
Figure 2: Example of a student-built Doubles Rule Machine
Assessment in this Lesson
| Assessment | Expectation Assessed |
|---|---|
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Input-Output Numbers Student Activity Book Pages 795–796 |
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