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Math 5 and 6 Lesson 1
Math 5 and 6 Lesson 1
Start Time
School Lomond Community School 10:20 – 11:10
Stop Time
Grade / Subject
Math 5/6 Unit/Topic Patterns and Relationships
Body Time
Allotment
Consider: Bring out smarties for the smartie time pattern activity
~15-20 minutes per activity - Explain to students that with their smarties, they will create a pattern
Safety rule and with the student beside them, they will guess each other’s
Relevance (the ‘why’)
Multiple Modalities
pattern rule and guess the following sequence.
Questions and Intended - Explain that they can eat them at the end; Follow COVID rules and do
Responses not share smarties with others around you
Transitions - Explain that the pattern they make has to follow a pattern rule (for e.g., 30 minutes
brown, brown, yellow, brown, brown)
o Ask what a non-example of a pattern would be? (e.g., yellow,
blue, brown, yellow, yellow, blue, brown)
o Explain that it has to follow the same sequence over and over
again; cannot be a random display of smarties.
When going over pattern examples, I had the class explain the patterns rather than tell them.
Additionally, I provided non-examples of patterns that was useful in helping children more
thoroughly understand what a pattern is.
Through the activity portion, there were various students who were going beyond what was
discussed during the introduction and were coming up with challenging patterns. Instead of using
merely my own examples, I used these patterns so that the class could learn from each other.
Students worked together to solve each other’s patterns. It was beneficial, for students began to
think bigger and were trying to come up with different patterns.
When handing the smarties out, students automatically became excited but also distracted.
Instead of focusing on the activity, they wanted to understandably eat the smarties. Me
introducing the smarties before the actual activity itself led to a handful of students needing
clarification as to what was occurring.
3. Given the opportunity to re-teach this lesson, what would you do differently? Why?
Now that I know that they come in from recess, I am going to give more transition time in order
for them to settle. Many of the students need to use the washroom and have a snack. I will write
on the board for the meanwhile reminders to do this so that students have that time to better
prepare for the lesson. For those who are quicker and automatically prepared to learn, I will have
a challenge that will lead to our topic.
With many of our lessons, students are hands-on and engaged and this can cause energy levels to
spike. At the end of the lesson, students need to be re-grounded in a calming activity. Next time, I
will ensure that the classroom find an appropriate outlet to reground themselves. I will try some
breathing techniques that can be done as a classroom. I can also display a visual timer so students
are aware that it is about time to finish.
Next time I have an exciting activity, especially that involves something desirable such as
smarties, I will explain and provide an example of the challenge before I deliver the treat. This
way, I can ensure students listen to the instruction and are aware of what they are to do next.
To better manage the classroom, I should use wording that they are used to. They are used to
hearing, “grade 5/6’s, eyes and ears on me”. I believe that by using a structure they are familiar
with, students will better listen to the instruction provided.
March 9 - math ⅚
- Met at the door with hand sanitizer
- Asked them to write names on white board desk. (wait for them to settle before
instruction if possible or have this written on the board)
- (student name) keeps looking back at me for some reaction, not sure why
- Let the kids introduce the topic by open ended questions
- I like that you entertained different ideas
- You called on (student name) more than others, he likes to hear his own voice
- vocab: sequence, repeats, patterns
- Awesome showing a non-pattern
- (student name) needs confidence boosts, she needs to know that you believe in her so it’s
Teacher Observation Notes
good to call on her on those easier ones to grow this
- Really good job walking them through it.
- Snack, invite them to get a snack out at the beginning of class so that the noise happens at
the same time
- Candy is always a win for engagement. Sometimes you might want to give instructions
before showing them the treat
- Visualize before perform is great
- Have guidelines already written on the board
- Adapted well when new student showed up
- Kept the activity going and made it harder as you went
- Ending was more loud, think about a calming ending