Lesson Design Template: MAT/Certification Elementary

Candidate Name: Hallie Bennett Host Teacher Name:School: Tukurngailnguq (Stebbins) Grade Level(s): 4 # of Students: 2

Date & Time of Lesson: Tuesday, February 4th at 9:00am Length of Lesson: 45-60 minutes

Topic of Lesson: Completing, Creating, and Explaining

Patterns

Content Area(s): Math

Materials including technology: SmartBoard, Doc Camera, whiteboard, markers, erasers, cubes, pencils, paper, number charts,

M&Ms and other types of food

Based on Chapter 14, Algebraic Thinking: Generalizations, Patterns, and Functions from the book, Elementary and Middle School Mathematics: Teaching Developmentally.

Alaska Standards: A.0A.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. A.OA.6: Extend patterns that use addition, subtraction, multiplication, division or symbols, up to ten terms, represented by models (function machine), tables, sequences, or in problem situations.

Methodology: Whole group (discussion, instruction, and demonstration), small group (investigating) and individual work (investigating)

Profile of Your Students (cultural, language, developmental and behavioral characteristics):This lesson will include two students and will take place during a special education pullout time. The two students who will be participating in this lesson are 4th grade students who both have IEPs in place. Both boys have accommodations in math and other areas within the classroom. One student is at grade level in math, while the other student is not at grade level. Both students work well in a small group setting, require directions repeated, needs reminder to stay on task, and often need topics and lessons reviewed as retention of information is weak.

STAGE ONE STAGE TWO:Objective(s):1. Students will be able to determine the rule of a pattern that is presented in different formats.

2. Students will be able to continue a numeric or symbolic pattern up to 10 terms.

3. Students will be able to explain a given or created pattern.

Student Assessment:Students will be assessed throughout the lesson using formative assessments that include observations, participation, discussions, and completion of tasks. They will be assessed on the ability to finish a pattern (numeric and symbolic), create a pattern, and explain a pattern.

STAGE THREE: Opportunities to LearnIntroduction/Hook:

Using the Doc Camera present a pattern using M&Ms. Give students a chance to look at the pattern and determine what the purpose of it is Ask students the following questions:

- What does this picture show? (A pattern)- What is a pattern? (Something that repeats)- What would the next parts of this pattern be?- How do you know what the next parts of the pattern will be?

- (Assist students in answering the questions, if needed ask guiding questions to lead to the correct answers) Following the activity, ask students where you can find patterns and what patterns can be made of? (On your shirt,

in numbers, on the floor in tiles, using numbers, using cubes, etc.) Following this, the teacher should introduce the lesson and objectives to the students. The teacher should also

explain what the end goal of the lesson is (having students create their own pattern(s) and explaining what the pattern is).

Procedure and products Differentiation/Accommodations/ModificationsThis lesson will follow the “I do, we do, you do” format that is encouraged/required by our district.

1. The teacher will present a pattern using cubes on the Doc Cam (red, blue, green, red, blue, green, red, ____, _____).

2. The teacher will then demonstrate how to determine the next parts of the pattern and will explain how he/she determined the pattern (I thought of it as a song in my head, “red, blue, green, red, blue green)

3. The teacher will follow the same procedure in 1 and 2 using numbers (1, 2, 1, 2, _____, ______)

4. The teacher should check for clarification at this point, and ask students to repeat how the next steps of the pattern were determined

5. If clarification is needed, continue to look at these types of patterns until students have a better understand of the procedure.

6. If students understand the procedure, move on to patterns that require addition or subtraction or that build off of each other (Ex. 2 blocks, 4 blocks, 6 blocks, ___, ___ and 1, 3, 5, 7, ___, _____)

7. Again show how to find the next steps and explain how you got them (helpful to draw an arrow from the first number to the second showing the increase of numbers or blocks (+2).

8. Check for clarification. If students understand move on to the “we do” part of the lesson plan. If students are struggling continue to demonstrate practice problems.

9. In the “we do” part of the lesson plan, present 8 different problems, 2 of each kind, individually.Examples:-Pattern using cubes: orange, blue, purple, orange, blue purple, ____, ___-5, 8, 5, 8, 5, 8, _____, _____-3 blocks, 6, blocks, 9, blocks, 12 blocks, ___, ___(+3)-1, 5, 9, 13, 17, ____, ______ (+4)

10. Guide the students to come up with the next steps in the patterns and to explain how they figured it out. (Ask them what the pattern is)

11. After students have completed the problems determine whether more practice is needed as a group before allowing time for individual practice. If more practice is needed continue providing examples problems like the ones above. If more

Both students have IEP accommodations that must be honored in the classroom. These accommodations include:-The use of manipulatives-Number/multiplication chart-Frequent breaks-Additional time on assignments -Read and repeat directions-Clarification of directions if requested-Multi-step problems read to them one step at a time

In this lesson the students can use manipulatives to represent numbers in a sequence. They can also take a break when requested to allow for a better chance of focusing when returning from the break. Also, one student works considerable slower than the other and may be required to complete less practice problems than the other student during the lesson to ensure that the teacher and the students remain on the same page or step in the lesson plan. If needed, the teacher will work individually with a student if he is not grasping the concept, while the other student moves on to additional practice problems. For the closure part of the lesson, the student at grade level may be required to complete two patterns, while the other student only one. Also, the student below grade level struggles with his writing, so he will be able to verbally explain his pattern or will use his computer and text prediction software to assist him with his explanation.

practice time as a group is not needed move on to the “you do” part of the lesson plan.

12. In the “you do” part of the lesson plan give students 4 different patterns using the set ups above to do on their own. (monitor students as they work)

13. After students have completed the problems on their own go over them as a class to check for understanding. If students are struggling to determine the patterns and explain them go back to the “I do” or “we do” part of the lesson plan and continue to practice until students have a better grasp of patterns and how to determine them. If students have an understanding of patterns and how to explain them move on to the closure part of the lesson.

Closure: The lesson will end with students creating their own patterns using a variety of materials or foods (i.e goldfish, candies, gummy bears, etc.) and/or a pattern using numbers. After the students have created their pattern(s) they will explain their pattern(s) either verbally or written. After students complete this activity they will share a pattern with the class. After students have shared their pattern we will end the lesson with a review. In the review we will discuss what a pattern is, where you can find patterns, and what you can use to make patterns. The teacher will also inform the students that we will continue to work on different types of patterns in upcoming lessons.

ReflectionWhen planning this lesson, I had thought that this would be a pretty good review lesson for students as they have learned and worked with patterns many times before. However, both students needed many reminders about what patterns are, what they look like, and what they do. After starting the lesson with that impression (thinking they had good background knowledge on the topic), I had to switch gears and teach it like they had not been introduced to it before, which was no problem and turned out pretty well for the students and myself in the end.

During the lesson, the students did a great job with patterns that involved repeating colors, blocks, candies, and numbers, but struggled with ones that involved addition to find the next terms in the pattern. Students were often guessing and just making up patterns without even trying to figure it out. Once this started, I told students to record the numbers in each term, if they were represented by blocks so students could see how the numbers changed from one term to the next. This was a good visual for them, but they still needed additional support. To provide this support, I did two things. The first thing I did, was show students how to set up an addition problem to determine what you added from one term to get to the next. For example, if the pattern was 1, 3, 5, 7, I would say 1 + ____ =3. This was a very helpful accommodation/support that I added to the lesson. The second support I added was when we were determining the next terms in a sequence that used blocks as well. When I was creating the sequence I would put the first term in one color, then the next term I would add blocks in a different color to demonstrate to students how many blocks were added. For example, using the pattern above (1, 3, 5, 7) the term with one block would be blue and then in the next term 1 block would be in blue and the next would be in green. For the third term, one block would be in blue, two in green, and two in red. This continued to change as numbers/blocks were added to each term. It was a good visual representation for students to see how each term changed from one to another.

Besides adding the above supports/accommodations, I also had to add additional check-ins then I had not planned for. Throughout the lesson, I was constantly asking students what a pattern does (it repeats). They were able to show what a pattern is/does, but had a hard time describing what a pattern is/does. For support, I wrote the word pattern and its definition on the board, to help students recall in words what a pattern is/does. After I did that, students were better able to recall and explain a pattern.

Overall, the students did a great job with the lesson in the end. Even though there were some behavior issues with one student and they struggled at first, they came through and did a great job in the end with creating and explain their own patterns. This is definitely an area of math that I will continue to review with my students on a regular basis, as my

students need consistent practice with topics to be able to retain information. Also, this is an important topic in math that is used in life and that will be tested on the SBAs in the spring.

Attachments: 3 artifacts of student work

Both of the above pictures are related to each other. The first picture shows the pattern the student created, and the second picture is the explanation the student gave for his pattern.

Above and below are examples of patterns that the students created.