# Two of Everything Part 2

## Curriculum Goal

#### Primary: Spatial Sense

• Determine patterns rules and use them to extend patterns, make and justify predictions and identify missing elements in patterns represented with shapes and numbers.
• Create and describe pattern rules to illustrate relationships among while numbers up to 1, 000.

## Materials

In-person version

• Fake coins (Loonies, Toonies, Quarters, Dimes, Nickles, Pennies)
• In and Out table (Appendix A)
• Paper
• Pencil

## Lesson

• Start the lesson by reviewing that a pattern rule is an ordered set of numbers, shapes or other mathematical objects, arranged according to a rule. You may want to review the pattern rules they made for their magical pots in Part One of this lesson.
• Explain to students that they will be working in pairs. Each student is going to receive coins that will be used to make a number pattern of their choosing.
• Student A will create a rule and write it down on a piece of paper. They will not tell Student B the rule. For example, for every nickel given, they receive two dimes.
• When Student A has made the rule, they will remove coins that are not relevant. In this case they would leave only dimes and nickels.
• Based on their established rule, Student A will give back Student B a certain number/ combination of coins that match their number rule or they will respond saying that the coin/coins they have given cannot be accepted into their pot. For example, based on the rule that for every nickel given, two dimes will be returned, Student A cannot accept a Loonie from Student B.
• Student B must then guess the pattern rule based on the relationship between the coin they gave and the coins they received.
• Students can continue exchanging coins until they guess the pattern rule.
• Once the pattern rule has been guessed, ask your students to record write their results in their In and Out Table (Appendix A) so that you can see what your students’ rules were and ensure that rules correctly correspond to what students have written in their chart.
• Students switch roles.

## Look Fors

• Can students recognize pattern rules and use them to extend number patterns?
• Can students create pattern rules and demonstrate them accurately in the table?
• What strategies do the students implement to determine the pattern rule?