Central State University College of Education Department of Professional Education Mathematics Lesson Plan Template

Lesson Plan Title: How does it Grow? Date: October 12, 2012 Subject: Mathematics Number of Days Covered: 1 Grade Level: 1st -2nd

Mathematics Standards Addressed: 1 Extend simple number patterns (both repeating and growing patterns), and create similar patterns using different objects, such as using physical materials or shapes to represent numerical patterns 2 Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern. 3 Describe qualitative and quantitative changes, especially those involving addition and subtraction Specific Observable/Measurable Learning Objectives: Students will be able to identify relationships in patterns as well as complete and or continue patterns with 75% accuracy. Evaluation of Student Learning: Pre-assessment of what they know about squares and triangles and or any shapes they have knowledge of. Math Connections: Past: The students will be able to recall different shapes that they have been taught in the past. Present: Students will now realize that they come across patterns everyday Future:Students will be able to recognize patterns. Complete them as well as being able to describe them. Required Materials Needed for Lesson: Pattern Blocks Paper, Pencils, and or crayons

Worksheet ( How does it Grow)

Students Background/Prior Knowledge/Experience: Students already know their shapes. They notice differences and similarities in different things. They can express the difference and or similarities in certain things. Main Ideas: For students to compare and contrast figures. To predict what comes next in the pattern.

Key Math Vocabulary: Patterns- Patterns are repeated cycles or similar relationships. Shapes-Form or outline Sequence-an ordered set of numbers, shapes, or the mathematical objects, arranged according to a rule.

Motivational Strategy/Anticipatory Set for Lesson: To engage students I will introduce them to a geometric figure pattern on the board. To help the students recognize the pattern I will have them answer the following questions.
1 2 3 4 5 6

Looking at the 3 figures on the board how are the figures alike?(They are made of rows of squares. Each has 2 squares) How are these figures different?(There is a different number of rows in each figure. The number of small squares in each figure is different) Between the first and the 3rd figure how has the figure grown?(A row of two squares is added each time) How many rows of squares will be in the next figure?(Four) Why do we think that? After the 4th figure how many squares will be in the next?( I will let a student come to the board to verify that the next figure will be eight squares) Lets say the figure has 10 rows how many squares will there be?(twenty) Let a student(s) explain how they decided on the number of squares.

Mathematics Content: I will give 6 groups pattern blocks to continue the pattern, break the pattern down, and or explain the pattern using the pattern blocks. Students will be given 5 minutes to do so.

Group1 Show how many squares there would be that has 6 triangles?(Seven Squares) Group 2 Show how many triangles would be if there are 8 squares?(seven triangles) Group 3 Show how the figure would look if there were 5 squares and 4 triangles Group 4 How many triangles are there in the figure that has 10 squares?(nine) Group 5 I have to revise group 5 and group 6 because I did not plan to have this many groups I forgot to count the number of squares left over and when I get that I will add it to my lesson plan and give you the correct one. Instructional Strategies: Students will create the different patterns using the pattern blocks. Students will complete examples supporting the rules Students will learn how to use manipulatives to enlarge, break down, and explain patterns Learning Activities: Students will be able to visualize the pattern using the pattern blocks and will know how to manipulate the pattern blocks to complete the pattern task. Differentiated Instructional Support: Students get to use pattern blocks to visualize and understand what a pattern is It is a hands on activity for kinesthetic learners it gives the full understanding of the pattern They are grouped with different types of learning styles Integration of Technology: Although this is a 1 day lesson if I have more time I would like for students to create and explain their own patterns on the computer. Mathematics Homework or Home Connections: For homework each student will get a copy of the How does it grow ? worksheet. Students will work alone on their patterns. They will then bring it back the next day and turn it in. Once it is finally graded we can go over it as a class and see what difficulties students may have had with the homework. Closure:

 Each group will tell the class by looking at the board what group they are and how they know. Student Learning Based on Data: The worksheet How does it Grow? will help me determine the students learning.

Reflections/Self Evaluation: At the beginning of my lesson I was a bit nervous because I was overthinking the execution of my lesson. However me overthinking did not help the situation at all because to me if it was as if I was not organized and did not understand what I was talking about. I feel as though looking at my lesson you would not be able to tell that I rehearsed it twice just so that I could execute it like I would have liked to. However after my lesson was

done, and I was able to get feedback there are a number of things that I would change, as well as elaborate on. When I began my lesson I started to forget what I originally planned and things were a little discombobulated. As I taught I feel as though the opening of my lesson went smoothly, but I caught myself teaching out of the book, and I am pretty sure others did as well that was not a method of effective teaching. I wondered what others were thinking as they watched me. My mind went blank, but I could not show that to the class so I did my best at trying to remember what I planned. Engaging the whole class was something that I thought would be a success. The first thing I would change is how I come to the class, and open my lesson I would have liked for the class to be a bit more energetic. When I seen that I automatically thought my lesson was going to be a disaster because my class is not engaging. However looking back on the approaches I took on involving all the students I see why they were not engaged, and that is simply because I was not vibrant like I should have been. As far as the group work I know that I have to be prepared for anything as a teacher, but I was not prepared for the attendance to be the way it was I planned for six groups being that it was 17 people in the class. I ended up having too many groups, and gave the wrong baggies out, and it confused the lesson. It irritated me that I was somewhat off task so now I know I have to have multiple plans. Encouraging new learning I feel as though if I would have used the worksheet it would have been more structured. It would have definitely went smoothly, the way that I went with the lesson however I felt like it went smoothly at the beginning when I introduced figure 1 and students were able to predict the next pattern, and explain themselves. I seen

students look at the board, and then think aloud when I asked them how many squares would there be if we added 5 rows. The students really seemed to have enjoyed the group work because it was hands on, and it was colorful. However when the group work came about I dont think I encouraged new learning like I planned to because they were confused as to what group they were when they actually made the figure. As far as explaining what happened I lacked at making them aware of the mistake that I made because I was not prepared for less people to attend. As a future teacher I know I have the confidence to teach students effectively I just have a hard time delivering the lesson the way I would to my peers. It is simply because I am my biggest critique, and I like to be on point with everything so for others to see me lack it is a good, and bad thing. It is a good thing because I am able to hear from others what exactly I did wrong, and ways I can fix that. It is bad because I just simply hate the feeling of knowing what I am talking about, but not being able to execute it like I should. With that being said I overthink situations, and I get nervous plus more. I have to learn how to have that all around confidence because when I become a teacher I cant be nervous around administrators, and or parents. All in all I did an okay job. If I had the chance to do it all over I would definitely implement the worksheet How does it Grow? so that the students can work with the shapes, and have more structure because we would actually do it together. I would still have them work on figure one, but to assess them I would create a teacher made homework assignment. I would create it based off the How does it Grow? worksheet but asking different questions so that they can exercise higher thinking. By doing thing I would

feel better about my execution, and I am pretty sure it would make my lesson way more effective, as well as boosting my students energy up.