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Lessonplan
Lessonplan
Lessonplan
EDMA 654
Lesson Plan
April 11, 2016
LESSON PLAN
Teacher: Andrea Colvin Subject/Lesson Title: Growing Patterns Grade: 4th Grade
Curriculum Context/References:
Growing Patterns: Practical Pattern Problems. (n.d.). Retrieved April 7, 2016, from
https://www.nsa.gov/academia/_files/collected_learning/elementary/patterns/growing_pa
tterns2.pdf
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
mathematics: Teaching developmentally (8th ed.). Boston: Pearson.
4.OA.5. Generate a number, shape pattern, table, t-chart, or input/output function that follows a
given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Be
able to express the pattern in algebraic terms. For example, given the rule Add 3 and the
starting number 1, generate terms in the resulting sequence and observe that the terms appear
to alternate between odd and even numbers. Explain informally why the numbers will continue
to alternate in this way.
4.OA.6. Extend patterns that use addition, subtraction, multiplication, division or symbols, up to
10 terms, represented by models (function machines), tables, sequences, or in problem
situations.
Short Term Learning Targets/Objective(s) for This Lesson:
When given a growing pattern with pattern blocks, students will create a table to the 10th term
and write rule in algebraic terms with 100% accuracy.
ASSESSMENT PLAN
Pre-Assessment:
See pre-assessment attachment. This short assessment will show if the students can see the
pattern with the blocks. Asking them to draw the next pattern will let me know if they can predict
that the pattern is growing and how. The second part will let me know if they know how to fill out
a table. This has them predict the output to the 10th term. The last part will let me know if they
can connect the input to the output by writing a rule algebraically.
Formative Assessment:
Throughout the lesson, I will walk around the classroom and prompt students with the following
questions.
1. What do you mean by that?
2. How many tiles will you need?
3. How can you describe how they are arranged?
4. Can you find a new way to see the pattern?
Summative Assessment:
Students will take post-assessment quiz in the same format as the pre-assessment quiz. This
will let me know if they can meet the learning objective. The students will be asked to draw the
next shape in a pattern, fill out a table, and write a rule for the pattern.
INSTRUCTIONAL SEQUENCE
Behavior Expectations:
1. Be respectful of others ideas
2. When one person talks, others should listen
3. Everyone contribute (work together)
4. Try to answer questions with the group before asking the teacher
5. quiet voices
Activating Prior Knowledge:
What do you know about patterns? This may start discussion about types of patterns. By 4th
grade, students have had much practice with recursive patterns such as ABAB, ABBABB (etc.)
Find a pattern and ask:
How do you know that it is a pattern? Where do we find patterns in our classroom, homes,
school, neighborhood, students, etc.? Are there different kinds of patterns?
Learning Experiences/Procedures/Activities:
7 minutes Closure
1. Check for understanding: What can you tell me about growing
patterns? Why is it important to find a rule?
2. Today you learned how to determine how a pattern is growing
and make a rule.
3. I now want you to do this quick post-assessment as your exit
ticket. It looks very similar to the pre-assessment you took before
class.
4. Next time we will work with more growing patterns.
Pre-Assessment
Name: _________________________
Step 1 2 3 4 5 6 7 8 9 10
Number
(input)
Number of
Blocks
(output)
Name: _________________________
Step 1 2 3 4 5 6 7 8 9 10
Number
(input)
Number of
Blocks
(output)
Name: _______________________
3. Describe using words what the 10th step will look like.
4. Can you think of any other ways to describe how this pattern grows?
5. Fill out this table for how many blocks are in each step:
Step # 1 2 3 4 5 6 7 8 9 10
(input)
Number
of Blocks
(output)
Name: ______________________
Weaving
Teri Rofkar is an artist in Sitka that specializes in Ravens
tail weaving. Ravens tail weaving is a technique used to make
traditional Tlingit robes. The robes are woven by hand with wool
and is completed in rows. It takes her about 1 hour to complete
each row. These robes can have between 600 and 2,000 rows
that take one to five years to complete! Each square in the
growing pattern represents a row that she has completed in the
robe. If she continues on this trend, how many rows will she have
done on the robe in 10 days?
Step 1 2 3 4 5 6 7 8 9 10
Number
(input)
Number of
Blocks
(output)
Accommodations:
If the pattern is too difficult for students, try using one of these two patterns.
Extensions:
If students finish the first pattern early and can understand and explain the pattern, give them
one of these patterns.
Figure 2.