CTL7002: Curriculum and Teaching in Mathematics (PJ151) Tiffany Chen

Math Lesson – Adapted from Madeline Hunter

Topic: Representing Patterns on a Graph

Grade: 6 Subject: Math Time: 1:00 – 2:00 pm (60 minutes)

Resilience Factors:
Caring Relationships, High Expectations, Opportunities for Meaningful Participation

Emotional Intelligence Skills:

Self-perception, Self-expression, Interpersonal, Decision-making, Stress-management

OBJECTIVES
Curricular Expectations: Ontario Curricular Expectations

Ontario Math Curriculum (2020):

Overall Expectations: C1. identify, describe, extend, create, and make predictions about a variety of
patterns, including those found in real-life contexts

Grade 6 Specific Expectations:

C1.1 identify and describe repeating, growing, and shrinking patterns, including patterns found in
real-life contexts, and specify which growing patterns are linear
C1.2 create and translate repeating, growing, and shrinking patterns using various representations,
including tables of values, graphs, and, for linear growing patterns, algebraic expressions and
equations

C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and
identify missing elements in repeating, growing, and shrinking patterns, and use algebraic
representations of the pattern rules to solve for unknown values in linear growing patterns
Lesson Goals:
1. Minds on/Tuning in: Students will play a game of Tic-Tac math to review how to identify
and describe repeating, growing, and shrinking patterns learned from previous class.
2. Finding Out: Identify and describe the key terminology and math ideas when plotting
patterns onto a graph by listening to the lesson
3. Going Further: Identify and demonstrate understanding of how to accurately plot coordinate
points on a linear graph using whole numbers through guided class questions and discussions
4. Apply/Taking Actions: Students begin working in collaborative groups to complete the
graphing the number patterns to reveal-an-image task card challenge. Students will practice
creating and translating repeating, growing, and shrinking patterns using various
representations, including tables of values and line graphs during the challenge.
5. Strategy Round-Up: Students will complete an exit card that will be used to obtain feedback
from the overall understanding of the lesson on representing patterns on a graph.

Social Objectives: Collaborate, Sharing, Active participation, Attentive Listening, Right to Pass
 CTL7002: Curriculum and Teaching in Mathematics (PJ151) Tiffany Chen

MENTAL SET: Estimated time: 10 minutes

Tuning in/Minds-On: Tic-Tac Math

During the introduction to patterns and representing pattern lesson last class, students learned to
identify and describe repeating, growing, and shrinking patterns, including patterns found in real-life
contexts, and specify which growing patterns are linear. Students learned that a linear pattern is a
pattern that increases (grows through addition) or decreases (shrinks through subtraction) by some
value that always remains the same.

Discussion Prior the Tic-Tac Math Game: Teacher will read out discussion prompts and encourage
students to discuss with a partner or someone in their table groups.
• What are the different types of patterns we learned in our “introduction to patterns” class?
o Some possible student response: repeating, growing, shrinking
• Where else do you see patterns in the real-world? Can you provide examples of patterns in
your everyday life?
o Expect answers like plaid, checkerboard, wallpaper, flooring, musical rhythms,
snowflakes, tiling, stripes, spots, zig zags, brick laying, etc.
• What is a linear pattern and how would you describe?
o Expect answers like linear pattern is a pattern that increases or decreases by some
value that always remains the same or specific number examples like 2, 4, 6, 8, etc.

As the discussion continues, the teacher can point out specific areas of difficulties and grasp a
formative assessment of the concept learned from the previous lesson. To encourage more classroom
participation, teacher will ask volunteers from each group to share. It is important for teachers to
make it clear to the students that they have the right to pass if they do not feel comfortable sharing.
Now that students have reviewed and formulated a strong discussion on the topics from the last
lesson, students will play a little minds-on/tuning in activity to further practice recognizing patterns
and pattern rules.

This activity is a rearrangement of a commonly played game “Tic-Tac-Toe” that students may
already know the rules to. Students will play a new version of that game called Tic-Tac Math to
review the patterning concepts learned from the previous class on the relationship rules for
patterning. The aim of the game is for students to solve three pattern problems to get Tic-Tac-Math.

Teacher will review with students the instructions and rules for Tic-Tac-Math before distributing a
game board to each table group partner:
• Ask students to work with the partner next to them to play this game, you will be given 10
minutes to attempt to win the game
• One player is X’s and one is O’s.
• Take turns to answer the pattern problems and if answered correctly draw an X or O over the
problem.
• The first player to create a line of 3 is the winner (The line can go across, down, diagonally).

Teacher prompt: Thumbs up if you understand the instructions and thumps down if you have no idea
what is going on.
 CTL7002: Curriculum and Teaching in Mathematics (PJ151) Tiffany Chen

Once the teacher has finished explaining the instructions and rules for the game Tic-Tac-Math, the
students should be sorted into partner pair to play the game. Teacher will go around the room to
distribute a game board to each partner pair (Teacher can group students randomly/by level/give free
choice) and ask if anyone have questions about the game.
• Teacher prompt: Thumbs up if you understand the instructions and thumps down if you have
no idea what is going on.
• Teacher prompt: Does anyone have any questions about the game before we begin? If
everyone understands the rules and are in partner pairs, we will begin on the count of 1, 2,
and 3

Teacher to display timer on the board for how long students have to play the game.

• Scaffold: Teacher can circulate around the class and observe and listen to students as they are
playing the game board. Teacher can provide guiding prompts to students that need some
extra help:
o Do you need any help understanding the game?
o What is the pattern rule?
o What are the next three terms?
o Can you identify what type of pattern is this?
o If you do not understand one of the patterns, move onto the next one first and we can
go back to review it together step-by-step.
• Extension: Teacher can encourage early finisher students to create their own Tic-Tac-Math
challenge pattern problem board and invite their classmates to try solving them.

Look Fors and Check for understanding:

• Thumbs up/thumbs down if they understand how the game works (wait to see if students are
putting thumbs up or down), and address any questions they still have before starting the
game
• Asking the critical thinking discussion questions capture students’ interest and engage them
in the learning process. These questions prompt students to think deeply about patterning and
how it can be applied in the real-life context and scenario.

Assessment Strategy: During the minds-on/tuning in activity, I will be assessing whether student
have a solid conceptual understanding of how to identify and describe repeating, growing, and
shrinking patterns, including patterns found in real-life contexts, and specify which growing patterns
are linear. These formative assessments help me better understanding my students needs by
identifying areas of improvement that can inform my future instructional decisions.
 CTL7002: Curriculum and Teaching in Mathematics (PJ151) Tiffany Chen

STATED OBJECTIVES AND PURPOSE: Estimated time: 5 minutes

• Purpose: Good afternoon grade 6s! Today, for our math lesson we will be continuing our
patterning unit and learn how to create and translate growing and shrinking patterns using
graphs. By the end of today’s lesson, we want to be able to accurately plot coordinate points
on a linear graph using whole numbers.
• Minds-on: We are going to play a math version of Tic-Tac-Toe called Tic-Tac Math to
review the patterning concepts learned from the previous class on the pattern rules and
extending patterns to refresh our memories before moving onto the new lesson.
• Overall: I am going to be looking for active participation in the lesson and listening for
everyone’s sharing of math ideas and opinions. Let’s all make sure we are raising our hands
before we speak.
INPUT/ MODELLING/ DEMONSTRATION: Estimated Time: 10 minutes

• Review with students the key vocabulary and elements of a graph (Title, y-axis label, x-axis
label, and plotted data points) Let students have a familiar understanding of the graphing
vocabulary. Use an already labelled graph as a visual representation to supplement the
explanation of the key graphing elements
o Work together as a class to label a blank graph, making sure all the key elements are
labelled correctly
o Teacher prompt: Where is the title, y-axis label, x-axis label, and the plotted data
points?
• Review the process of graphing patterns and translating data from a table of value chart onto
a graph by first starting with simple problems and then gradually increasing the complexity
when student show that they have acquired a good understanding.
o Plotting patterns onto a graph is another way to represent and illustrate relationships
between numbers. In order to graph number patterns, we always need to have two
coordinate points and these numbers become ordered pairs for your graph (x, y).
o By graphing our numerical data, we can see a visual display of our pattern, and begin
to recognize and predict a pattern.
o Remind students how to identify the ordered pairs when looking at a table of value
chart. The first column is the x-axis and the second column is the y-axis.
o Teacher prompt: Can anyone tell me what is the ordered pair if the first column is 1
and second column is 18?
o Work together as a class to identify the ordered pairs when given a table of value
chart. Allows students the time to think and discuss with someone in their table group
before taking it up on the board.
• Moving forward, we will practice translating and representing patterns on a graph as a class
on the board
o I would demonstrate the process of representing patterns on a graph, before asking
students to practice this concept in their own table groups.
o For example: Leyandro started a new job on Monday. He makes $20 a day. Please
complete the table of value chart and represent his weekly earnings on a graph.
§ I will demonstrate that the first step for solving this problem is to complete the
table of value to ensure I have all my data points.
CTL7002: Curriculum and Teaching in Mathematics (PJ151) Tiffany Chen

§ Teacher prompt: Can someone tell me how much Leyandro earns each day?
What is the value I need to add to the previous day to figure out his new daily
earning?
§ Students are supposed to understand that Leyandro earns $20 a day and in
order to figure out the earnings per day you will add $20 to the previous day.
§ Teacher prompt: Can anyone tell me what is the total earnings ($) for
Monday, Tuesday, Wednesday, etc.?

§ Fill in the table below:

Day Total Earnings ($)
Monday 20
Tuesday 40
Wednesday 60
Thursday 80
Friday 100
Saturday 120
Sunday 140

§ After the table of value chart is complete, I will explain to students that the
next step is to graph the data from the chart. Reminding students to include the
title, label the axis, and plot the data correctly with equal intervals.
§ Scaffold: Teacher can display the following guiding prompts:
• What would be a suitable title for the graph?
• Which axis is the days of the week?
• Which axis is the total earnings?
• What would be a good and equal interval for the data?
§ Students are supposed to be able to identify a relevant title, label the axis
correctly, determine a reasonable interval, and plot the data points accurately

§ Example of graph to show students:

 CTL7002: Curriculum and Teaching in Mathematics (PJ151) Tiffany Chen

o Extension: Teacher can encourage students to have a discussion in their tables groups
on whether this is a linear graph or not.
§ Teacher prompt: Can anyone tell me is this a linear graph? And how do they
know?
§ Some students may be able to make the connection from the previous lesson
on linear patterns and realize that when we graph linear patterns it creates a
straight line
o Teacher Prompt: Please use your fingers to show me how confident you feel towards
this concept of pattern. (1 = I need help, 2 = I am slowly understanding, 3 = I
understand the concept, 4 = This concept is very easy)
• Each student will receive a representing pattern on a graph anchor chart and checklist to keep
in their math folders to give them a resource to reference when they need a reminder.

Check for understanding:

• Thumbs up or down if you understand
• Quick Marzano Scale after the lesson (1 - 4 finger system to show how confident they feel
towards the concept of patterns)

PRACTICE: Estimated time: 30 minutes Materials:

• Whiteboard
Today in class we will be participating in a task card challenge to uncover a • Patterning
beautiful image display. Students will be working collaborative groups to Lesson
complete the Graphing the Number Patterns to Reveal-an-Image task card (Slides)
challenge. Students will practice creating and translating repeating, growing, • Graphing the
and shrinking patterns using various representations, including tables of Number
values and line graphs during the challenge. Patterns to
Reveal-an-
Teacher will review with students the instructions and rules for Graphing the Image
Number Patterns to Reveal-an-Image challenge before distributing a Package
recording sheet to each collaborative group • Tic-Tac
• Find one of the task cards and solve the problem on it. You do not Math Board
need to solve the task cards in order. • Pencil
• Use the information in the problem to fill in the chart for the problem
• Projector
number on your answer sheet. The goal is to determine the correct
• Graphing
coordinate pairs for the number patterns given Patterns Exit
• Once you have determined the correct coordinate pairs for the
Ticket
particular problem, plot these coordinate pairs on your coordinate
• Laptop
plane sheet and draw a line connecting them
• Repeat the same with all 20 task cards
• Grid Paper
• When you have finished a picture should be revealed! If there is time, Tactics:
colour the picture to make a beautiful display. Examples:
o Think, Pair,
Teacher prompt: Thumbs up if you understand the instructions and thumps Share
down if you have no idea what is going on. o Group Work
 CTL7002: Curriculum and Teaching in Mathematics (PJ151) Tiffany Chen

o Hands-on
Once the teacher has finished explaining the instructions and rules for the Learning
challenge, the students should be sorted into random group. Teacher will go o Visual
around the room to distribute a recording sheet to each group (Teacher can o Thumbs
group students randomly/by level/give free choice) and ask if anyone have up/Thumbs
further questions. down
• Teacher prompt: Thumbs up if you understand the instructions and
thumps down if you have no idea what is going on. o Marzano
• Teacher prompt: Does anyone have any questions about the challenge Scale
before we begin? If everyone understands the rules and are in your o Discussion
assigned random groups, we will begin on the count of 1, 2, and 3 o Guided
Lesson
Teacher to display timer on the board for how long students have to complete o Random
the challenge. Grouping
o Gallery Walk
• Scaffold: Teacher can model by completing the first box of the
recording sheet as a whole class
o Teacher should demonstrate the use of pattern rule to extend
the table of value
o Teacher should demonstrate how to plot coordinate pairs on a
graph
o Teacher may explicitly instruct students to record all patterns
rules before coming back to their desk to complete the chart
and graphing component

Once all groups have finished their Graphing the Number Patterns to Reveal-
an-Image recording sheet, students will do a gallery walk around the
classroom to see the various interpretations of the challenge.

Check for understanding:

• Thumbs up or down if you understand
• Observation of group discussion and collaboration
• Teacher circulates, observes, listens to students throughout the
working period and provide assistance throughout

Assessment Strategy: Throughout the practice portion, my primary

approach for assessment will involve closely observing the group discussions
among students. This observation will serve as the basis for evaluating and
assessing their graphs of concepts, critical thinking abilities, application of
knowledge, and proficiency in mathematical communication. I will take
anecdotal notes to document and reflect on individual student progress and
social interactions. I will also observe how the students are communicating
mathematically by paying attention to whether they are using appropriate
vocabulary to explain their argument.
 CTL7002: Curriculum and Teaching in Mathematics (PJ151) Tiffany Chen

CHECKS FOR UNDERSTANDING (Throughout):

• Thumbs up/thumbs down if they understand (Before Practice)
• Marzano Scale (1 - 4 finger system to show how confident they feel towards the concept of
patterns) (Before Practice)
• Teacher circulates and observes and listens to students throughout the independent or small
group work process (During Practice)
• Observation of group discussion and collaboration (During Practice)
• Exit Activity: Have students complete an individual graphing patterns exit ticket to check for
understanding on the new concept learned from class (After Practice)

CLOSURE: Estimated time: 5 minutes

Patterning: Graphing Patterns Exit Pass:

• Before leaving the class, have student complete an exit card that will be used to obtain
immediate feedback from the students to have a better understanding of the overall
comprehension of the lesson. The students will use the information from the table of values,
extend the next three terms on chart, and graph the data on to the graph.
• Teacher Prompt:
o Thank you for your participation today. I am now going to have you complete an
individual graphing patterns exit ticket to check for understanding on the lesson
today.
o Please complete it and hand it to me before you leave for the next class.
o Please make sure to read instructions carefully and use the information from the table
of values, extend the next three terms on chart, and graph the data on to the graph.

Once students are done, collect them before they leave for the next class.

Assessment Strategy: During the closure, I will distribute an exit card to the students, utilizing it as a
formative assessment tool to promptly evaluate their grasp of the material. This immediate feedback
mechanism allows me to assess the effectiveness of the instructional session and identify any areas
that may require further clarification or reinforcement. The exit card typically comprises targeted
questions related to the key concepts covered, enabling students to express their comprehension and
providing valuable insights into their learning progress. This formative assessment not only aids in
refining teaching strategies but also empowers students by encouraging self-reflection on their
understanding of the material.
 CTL7002: Curriculum and Teaching in Mathematics (PJ151)
Multiple Intelligences: Accommodations:
• verbal linguistic
• logical/mathematical
• bodily/kinesthetic
• visual/spatial
• interpersonal
Tiffany Chen
CONSIDERATIONS
Assessment:
• For students who have • observation
trouble writing down • discussion
the answers, teachers • learning log/journal
can scribe for them, • exit card
while they share their • formative assessment
thought process • anecdotal notes
• For students who are
visual learners they can
use charts, diagrams, or
pictures to represent
pattern
• Start with simple
patterns and gradually
increase complexity as
the individual becomes
more comfortable
• Provide one-on-one or
small-group instruction
to offer personalized
support