Stencilrama
Est. Class Sessions: 3
Students investigate the relationship between the number of stencils in a paper border and the length of the border. Students use this context to solve multiplication and division problems. This context also provides an opportunity for students to use patterns in a data table to make predictions.
Content in this Lesson
- Using patterns in data tables to make predictions [E8].
- Using strategies to solve multiplication and division problems [E2].
- Using the multiplication properties of 0 and 1 to solve multiplication problems [E3].
- Using strategies to solve single-digit multiplication problems.
- Measuring length in inches [E9].
- Finding an appropriate strategy to solve word problems [MPE2].
- Showing reasoning and thinking [MPE5, MPE6].
- Checking solutions for reasonableness using a variety of strategies [MPE3].
Daily Practice and Problems W–BB
Materials for Students
| Daily Practice and Problems | Lesson | Homework | Assessment | ||
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Student Books |
Student Guide |
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| Student Activity Book |
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Teacher Resources |
Teacher Guide - digital |
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Supplies for Student Pairs
inch ruler
3 × 5–inch index card
colored markers or crayons
scissors
piece of paper approximately 36 inches long and 8 inches wide or large pieces of paper (e.g., strips
of paper cut from a large paper grocery bag. See Materials Preparation.
Materials for the Teacher
Display of Math Practices (Student Guide) Reference
Display of student work samples of Question 12 on the Stencilrama Lab pages in the Student Activity Book (See Materials Preparation), optional
Display of Armando and Cathy's Work (Teacher Guide)
Display of Adam and Ann's Work (Teacher Guide)
Display of Mary and Manuel's Work (Teacher Guide)
Display of Janet and Jerry's Work (Teacher Guide)
Unit 8 Assessment Record
Math Facts Class Record
chart paper to display student-generated strategies
sample stencil cut from a 3 × 5–inch index card
scissors
examples of designs from different cultures
examples of stencils, optional
Materials Preparation
Prepare Long Pieces of Paper. Each group needs a long piece of paper approximately 36 inches in length to make a border design. You can make two such strips of paper from one large paper grocery bag. Cut the bottom out of the bag and then cut the bag so that the paper will open and lie flat. You now have a rectangle about 36 inches by 16 inches. Cut the rectangle down the middle as shown in Figure 1 to create two rectangles that measure about 36 inches by 8 inches.
Figure 1: Cutting a paper bag to make two long pieces of paper
Make a Sample Stencil. Make a sample stencil on a 3 × 5–inch index card as shown on the Stencilrama pages in the Student Guide. See Figure 2 for a sample border and stencil.
Figure 2: A border made using a stencil
Gather Examples of Patterns. Gather examples of patterned designs from a variety of cultures to help inspire students in Part 1. The local library or museum may help you gather artifacts that display repeated pattern designs. See the list of books in the Unit Resources section.
Prepare Student Work Samples. Identify and prepare to share student work samples of Check-In: Question 12 on the Stencilrama Lab pages in the Student Activity Book. Remove identifying information from the samples and ask the students' permission to discuss and share their work with their classmates. You may also choose to use the work samples provided in the lesson.
Prepare Feedback Box. Copy the Stencilrama Lab Check-In: Question 12 Feedback Box Master back to back on one sheet of paper. One copy will be used to receive feedback from peers and the other will be used to receive feedback from you, the teacher.
Assessment in this Lesson
| Assessment | Expectation Assessed | Math Practices Expectation Assessed |
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Data Collection |
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Stencilrama Lab |
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Stencilrama Lab |
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DPP Item W |
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