Teacher (person planning lesson): Charlette Encomienda

Date: February 27, 2014

Subject: Math
Grade Level: 5
Purpose Statement: Students will analyze two numerical seuences, identi!y the rule,
and identi!y the relationshi" between the two seuences#
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%nstructional Conte&t'
$$$$$(e)innin) *esson +introduce conce"t,
- .e/elo"mental *esson
$$$$$Culminatin) *esson
$$$$$0ther'
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Teacher Content Knoledge ! "ig #deas and $ssential %uestions
+%nclude the (i) %deas and core conce"ts o! the disci"line the teacher needs in order to
teach the lesson#,
"ig #deas:

1ll numbers in a numerical seuence !ollow a certain rule#

2hen com"arin) two numerical seuences, each corres"ondin) term will ha/e
a s"eci!ic relationshi"#
Teacher Content Knoledge:
3he teacher must###
be able to identi!y "atterns in numerical seuences#
be able to create a number seuence that !ollows a s"eci!ic rule4"attern#
be able to e&"lain4"ro/e the "attern4rule#
$ssential %uestions:
2hat do you notice about the numbers in a numerical seuence5
2hy do we loo6 !or "atterns in a seuence5
Common Core State Standards
&'()'* + 7enerate two numerical "atterns usin) two )i/en rules# %denti!y a""arent
relationshi"s between corres"ondin) terms# Form ordered "airs consistin) o!
corres"ondin) terms !rom the two "atterns, and )ra"h the ordered "airs on a coordinate
"lane# For e&am"le, )i/en the rule 81dd 9: and the startin) number 0, and )i/en the rule
81dd ;: and the startin) number 0, )enerate terms in the resultin) seuences, and
obser/e that the terms in one seuence are twice the corres"ondin) terms in the other
seuence# E&"lain in!ormally why this is so#
General Learner (utcome (GL() and benchmar,

7*0 <1' Sel!=.irected *earner +3he ability to be res"onsible !or one>s own
learnin),

?lans and mana)es time and resources to achie/e )oals

Sets "riorities and establishes achie/able )oals and "ersonal "lans !or learnin)

7*0 <2' Community Contributor +3he understandin) that it is essential !or human
bein)s to wor6 to)ether,

Coo"erates with and hel"s and encoura)es others in )rou" situations

@es"ects "eo"le>s !eelin)s, ideas, abilities and cultural di/ersity

Student Learning (utcomes
+.e!ines what the student should 6now and be able to do u"on com"letion o! the
lessonA usually more s"eci!ic than the benchmar6s#,

Students will be able to obser/e a seuence o! numbers and identi!y the rule+s,
that a""ly to the seuence#

Students will be able to e&"lain the rule+s, and "ro/e that it is so#

Students will be able to im"lement the identi!ied rule by addin) more numbers to
the seuence#

Students will be able to com"are a set o! two number seuences and identi!y the
relationshi"#
)ssessments

?er!ormance 1ssessment'

Students will wor6 in )rou"s and will be assi)ned two number seuences#
3hey will need to identi!y the rules and the relationshi" between both number
seuences#

3he !inished "roduct +chart "a"er w4 the studentsB wor6, will hel" determine
whether they ha/e )ras"ed the "ur"ose o! the lesson#

2hile students wor6 in )rou"s, the teacher will be able to obser/e the students
on the !ollowin)'

3he di!!erent methods that the students use to sol/e#

StudentsB understandin) o! "attern4rules#

StudentsB ability to wor6 to)ether to reach a s"eci!ic )oal#

Student collaboration and discussion

Cuestions to as6 students while they are wor6in) in )rou"s'
Dow do you 6now what the rule is !or the number seuence5
%s there another rule5
2hat is the relationshi" between both seuences5 Dow do you 6now5
%s there more than one relationshi"5 %! so, con/ince me#
-aterials!Set+.p!Sa/et0

chart "a"er

4 sets o! "aired numerical seuences +one !or each )rou",

Mar6ers
Procedures
a: #ntroduction (e1pected time2 e'g'2 3 minutes)

?resent 2 numerical seuences to the class#

Da/e students identi!y the di!!erent terms !ound in the seuence#

1s a class, identi!y the rule o! both seuences#

1s a class, com"are and identi!y the relationshi" both seuences#

E 2rite down the ste"s on what to do on the board so that students are able to re!er
bac6 to it when wor6in) in )rou"s#

*et students 6now that they are )oin) to wor6 in )rou"s and identi!y the rule and
relationshi" o! their )i/en numerical seuence#

@ules to mention'
1# Each "erson in the )rou" MFS3 "artici"ate#
2# 2or6 to)ether G com"romise#
9# %! you !inish, try to !ind another rule and4or relationshi"#
Developing (e1pected time2 e'g'2 45 minutes)

Students wor6 in their )rou"s to sol/e their "roblem#

%! a )rou" !inishes early, as6 them i! they notice a di!!erent rule and4or
relationshi" !ound in the numerical seuences#
Concluding (e1pected time2 e'g'2 65 minutes)

7rou"s will "resent their numerical seuence to the class#

*et the audience 6now that they are allowed to as6 uestions when a )rou" is
"resentin)# +Con/ince me54Dow do you 6now54 2hy5,
)daptations2 $1tensions2 and )ccommodations
Dow will you ada"t or e&tend the lesson !or students at di!!erent le/els5

Since each )rou" contains students o! di!!erent le/els, students may come to a
realization that there may be more than one "attern4rule to their seuence o!
numbers# 1s a )rou", they may come u" with a /ariety o! ways to e&"lain their
answers as well#

%! time "ermits, ha/e students analyze the number seuence a)ain and see i! they
can identi!y another "attern#
2hat accommodations are "lanned !or students with s"ecial needs5

3he students are strate)ically )rou"ed# Each )rou" contains students with di!!erent
le/els o! understandin)# 7rou"in) the students this way will allow students to hel"
each other reach the )oal o! this lesson which is to analyze the relationshi"
between a seuence o! numbers and !ormulate a rule#
7e/lection ()8T$7 L$SS(9 #S T).G:T)
2hat are the stren)ths o! this "lan5 2hat modi!ications mi)ht be needed5
2hat did you learn throu)h this lesson5