Standard Lesson Plan
Name: Ashley Sorrie
Curriculum Area(s): Mathematics
Lesson Topic: Graphing Linear Patterns
Overall Expectation(s)
Take this directly from Ministry of Education documents.
C1. Patterns & Relationships
Identify, describe, extend, create, and make
predictions about a variety of patterns,
including those found in real-life contexts.
Related Specific Expectation(s)
C1.2 create and translate repeating,
growing, and shrinking patterns involving
whole numbers and decimal numbers using
various representations including algebraic
expressions and equations for linear growing
patterns.
Equity, Diversity, Inclusion, and Indigenization
A variety of materials are used in this lesson so that diverse learning styles can be
accommodated. Students are engaged with the content through visuals, manipulatives,
technology, and oral discussions. Students are also provided with lots of choice to further
Grade(s): 7 Time needed: 2
hours (double period)
Date: December 13th, 2023
Prior learning:
In grade 6 students learned to create and
translate repeating, growing, and shrinking
patterns using various representations,
including tables of values and graphs.
Prior to this lesson students learned how to
use algebra to represent patterns, learning
what an algebraic expression is. Students
translated a pattern into a table of values
and then from the table of values figured out
the pattern’s algebraic expression. Students
also used the algebraic expression to figure
out different term numbers of a pattern.
Learning Goal
We are learning to represent patterns using
tables of values and graphs.
Success Criteria
I can represent linear growing patterns using
tables of values and cartesian planes.
I can translate growing linear patterns into
algebraic expressions.
I can represent shrinking patterns using table
of values and cartesian planes.
 Standard Lesson Plan

their learning. There are opportunities for students to learn from their peers and collaborate
which helps to include everyone. Many students are from collectivist cultures, that is why
providing students with opportunities to work in small groups is beneficial. Therefore, every
activity in my planned lesson involves different forms of collaboration. To encourage the
sharing of ideas and working as a team.

Safety Sources Considerations for Differentiation and

N/A Modifications
https://
- Can format worksheets differently, so that
www.dcp.edu.gov.on.c they are easier to understand. Using
a/en/curriculum/ larger font size or spatial cues
elementary- (arrows/colours)
mathematics/grades/ - Can structure activities differently. Use
g7-math/strand-c/c1 more scaffolding and break the lesson
into smaller steps.
- Student could work through the problems
with a partner.
- Different examples and visuals could be
used (easier patterns with smaller
numbers)
- Computer program can be used to graph
and input table of values.
- A checklist could be provided as a time
managing aid.
- Students can work in an alternative space
if needed.
- Students can be provided with
headphones if needing a quieter
environment and/or they are getting
distracted.
- Number of tasks can be reduced.
- Exit ticket can be done on a computer or
done by a scribe with the student
speaking the process.

Lesson Outline Assessment Materials

Est. Minds on: Getting Started The game will be used to see - Battleship
Time
student’s prior knowledge, coordinate
PowerPoint on plotting coordinates. Since worksheet.
50
minute Review question: students have to show how - White board
s
Which of the following are linear? And they plotted their - Dry-erase
markers
why? coordinates before starting
their game, can gauge if
3, 7, 11, 14, 17 students understand the
order in which the
 Standard Lesson Plan

coordinates are listed (x

value first, y value second)
- Can see if they also
understand/
remember how to
translate their
coordinates to a
point on a graph.

Term Value
Term
1 2
2 9
3 16
4 23
5 30
(The first set of numbers are NON-
LINEAR because the rate of change is
not constant/ there is not a common
difference. The graph represents a
LINEAR PATTERN because the LINE is
STRAIGHT. The table represents a
LINEAR PATTERN because the rate of
change is constant/there is a common
difference)

*this is the first introduction of how a

linear pattern would look like on a graph,
students may not know how to identify
what a linear pattern would look like, this
will help get them thinking. This will
also be the first-time students will see a
cartesian plane up until this point
students were working with coordinate
planes.

Second Slide:

How do we graph tables of values?

 Standard Lesson Plan

Important questions:

- What do we remember?
- What are the axes called? Which
direction does the x axis run?
What about the y axis?
- What is plotted?
- Is the term the x or y value?
- Is the term value the x or y value?

Try to see if they remember what

coordinates are and the fixed order in
which the term and term value are listed.

Third Slide:

With the students; work through plotting

the points from the table of values from
the last slide.
- Get students to explain how they
would translate the values from
the tables of values to a point on
the graph.

Fourth Slide:

Battleship game instructions will be

projected on the board. I will explain the
instructions, however, I will also keep
them on the board encase students forget.

- Students will partner up.

- Plot your ships and list the
ordered pairs for each ship under
the "My Ship" section.
- Show me how you plotted your
coordinates before starting the
game.
- Guess ordered pairs where you
think your partner, the enemy,
may have a ship. If you are
correct, plot it on the enemy ship
coordinate plane. If you are
incorrect, it becomes your
partner's turn.
- Once you believe you found an
 Standard Lesson Plan

entire enemy ship, write the

enemy ship ordered pairs for the
ship. First person to find all of the
enemy ships wins!

Est. Action: Working On It Observations - PowerPoint

Time
- While students are presentation
PowerPoint continued
35 working through - Graph paper
minute
translating the - Dry erase makers
s Talking point:
pattern to a table of - White board
Up until this point you have been values and a graph, I
graphing on coordinate planes. will circulate to see
Now we are going to start using what students are
cartesian planes. The x-axis and writing on their
y-axis intersect perpendicular to graph paper.
each other at the point called
the origin. The ordered pair for
the origin is (0, 0). The cartesian
plane is divided into 4
quadrants.

Quadrant I: positive x & y values

Quadrant II: positive y values
negative x values
Quadrant III: negative x & y
values
Quadrant IV: positive x values
negative y values

Notes:
- The x and y axis never end
they can continue on and
on in the positive and
negative directions.
- An ordered pair is a pair of
numbers written in a
specific and fixed order.
It's the coordinates of a
point on a cartesian plane.
Students will work through two
pattern problems, individually and
then take up as a class.
- Students will be shown a
pattern on the board, they
 Standard Lesson Plan

will extend the pattern by

the next 2 terms.
- They will then be asked to
create a table of values for
this pattern, and to figure
out the algebraic
expression for this pattern.
- Then they will create a
graph using the provided
graph paper. Scaling it one
to one. (practice drawing a
Cartesian plane)
- The first pattern will be a
growing the second will be
a shrinking.
Each of these steps are broken
down, providing students with the
opportunity to do each step on their
own and then together reviewing
the answer. Students are also
allowed to communicate with their
table partners when working on
each step.

*explain how the line continues and

does not just end with the given
values. Students will extend their
lines all the way across the graph.

*since students did the integers

unit right before this easier to
explain how the line extends into
negative values.

- Will connect the drawing of

their graph to what each part
of an algebraic expression
represents.

Est. Consolidation: Reflecting & Connecting Exit ticket: each student will - Graphing
Time
get a smiley face sticker on patterns practice
15- 20 Students will create a table of values, a their graph paper after they questions
minute graph, and an expression to represent complete the practice - Graph paper
s
the drawn linear pattern below. question (independently or in
 Standard Lesson Plan

a group)

Observation and notes on

the common misconceptions
most students are struggling
They can choose to either do this with.
individually, in pairs, or in small groups.
However, each student needs to show
me their work and get a sticker.

Reflecting after the lesson

The students really enjoyed the minds on activity. Playing battleship with a
partner ended up being a fun and engaging game. The students asked to play
more rounds after the completion of it. This game however, also ended up
taking more time to get through than expected. However, this lesson was
planned as a double, so it worked out and I was still able to get through
everything that I wanted too. From this game I discovered that many students
struggled with remembering which value (x or y) came first in a coordinate.
Often mixing them up and plotting the y value first, which in turn would mess
up the coordinate point. That was why the game took a lot longer, because for
many they had to restart before playing the game with their partner.
I was nervous that it was going to be difficult to bring the students back in
after playing a game with partners. However, it was not as difficult to reengage
them. I believe that the break helped them keep focuses for the double period
of math.
I found that using a PowerPoint slide to put a blank graph on the board was
very helpful. It made it quick and easy to work through graphing as a whole
class since I just had to draw the dots where I wanted to plot my coordinates.
Students prior to this lesson were struggling with understanding how patterns
grow or shrink in a consistent manor, not fully comprehending that if the
pattern increases by 3 for example, then each time 3 blocks will be added the
same way to the pattern. Whether that be on top, or on the side, etc. Each
term the way the pattern increased stayed the same, and the pattern core is
also always clear. I found that visualizing and drawing that was the thing that
most students struggled with. Students were also struggling with what the
zero-term value or y-intercept was, so being able to show them on a graph
helped some students better grasp what it represented. So, this was
something I made sure to go over and focus on before moving on to graphs,
that is why they drew the next terms of the pattern before making a table of
values or a graph.
I also found that when getting the students to draw their own cartesian planes
it took a long time, as I wanted them to label all the axes, because of this, mid
lesson I decided that it would be better to instead of drawing a graph both
times for the two examples, having students use the same cartesian plane
would save time, and also be beneficial as it would allow for them to compare
 Standard Lesson Plan

the two patterns.

Next steps would be to allow for more practice time during next class to help
students gain an understanding of what they are doing. I feel they did not get
enough practice this class. A check-in will occur at the end of the next lesson in
order to get an idea of where the students are at and see who may need a
little more one on one help. I will also be able to pull the students who are
really struggling into a small group and help them work through the material. A
check in allows me to provide the students with timely feedback on what they
need to work on moving forward, so they also know what they may be
struggling with.
After the check-in the next part of the unit that we will be covering is learning
to apply algebraic expressions to word problems.
Revised 2023