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Mathematics Lesson Plan Amanda Lapointe-Cabral Medaille College EDU 503: Education Methods of Teaching: Math Dr. Susan Dunkle July 25 th , 2016

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I.

LESSON DATA:

A

Candidate’s First & Last Name:

Amanda Lapointe-Cabral

B

Subject/Content Area:

Math

C

Grade Level (PK-12):

Grade 1

D

Unit Topic:

Patterning

E

Lesson Topic

Patterning

F

Duration of Lesson:

40 minutes

G

Materials:

 

Smartboard

White Board

Writing instruments

Patterning Manipulatives

Whiteboards - Individual

Patterning packages containing pattern practice sheets and popsicle sticks.

Patterning worksheets “Complete The Pattern” and “Making Patterns”

II.

INSTRUCTIONAL PROCESS:

A.

Standards:

 

1.

NYS P-12 Common Core Standards Mathematics

Standard Strand: PK.OA Grade: PK Topic Strand: Operations & Algebraic Thinking Key Idea: Understand simple patterns. Duplicate and extend (eg., What comes next?) simple patterns using concrete objects.

2.

NYS P-12 Common Core Standards Mathematics

Standard Strand: 1.CM.3 Grade: 1 Topic Strand: Communication Key Idea: Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Share mathematical ideas through the manipulation of objects, drawings, pictures, charts, and symbols in both written and verbal explanations

3.

Ontario Elementary Mathematics Standards Overall Expectations: Identify,describe,extend,andcreaterepeatingpatterns; Specific Expectations:

Identify,describe,andextend,through investigation, geometric repeating patterns involving one attribute (e.g., colour, size, shape, thickness, orientation);

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Represent a given repeating pattern in a variety of ways (e.g., pictures, actions, colours, sounds, numbers, letters) (Sample problem: Make an ABA, ABA, ABA pattern using actions like clapping or tapping.).

  • B. Central Focus:

Students will be able to describe and create various pattern types with and without using manipulatives. The requisite skill for this lesson is to be able to identify and describe the

attributes that are creating the pattern.

  • C. Objectives:

    • 1. Students will be able to create a pattern by combining one or more attributes.

    • 2. Students will be able to identify the differences between AB, AAB, ABB types of patterns.

    • 3. The student will be able to recognize, create, and explain various patterns using one attributes 80% of the time.

  • D. Assessment Plan:

    • 1 The teacher will formatively assess students’ ability to create a pattern using one or more

attributes.

  • 2 The teacher will formatively assess students’ ability to define and create the various types of patterns including AB, AAB, ABB.

  • 3 The teacher will formatively assess students’ ability to describe and create patterns by reviewing the worksheet completed in class as well as through questioning and discussion.

  • 4 Students will be able to recreate a pattern using their psychomotor skills, by stomping and clapping out the pattern sequence.

  • E. Opening/Anticipatory Set

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1.

The teacher will begin the lesson by informing the students that we would be continuing

yesterdays lesson on patterning.

 

2.

In order to activate prior knowledge teacher will ask students what they remember about

patterning? Teacher will listen to student responses and then will remind the students “a

pattern is something that repeats itself over and over again.” Teacher will ask student to

come up to the white board and give an example of an AB pattern that we learnt that day

before. Teacher will praise student for drawing the correct AB pattern on the board and

will let students know what today we will be learning many new pattern types. Teacher

will be sure to inform students that although all the new pattern types may seem over

whelming at first, we will get lots of practice today.

 

3.

Once that is complete, teacher will then review the vocabulary words with the students,

which are

Repeat - to do or say something again. (http://www.dictionary.com/browse/repeat)

 

Grow -

to increase gradually in

size, amount, etc.; become greater or larger; expand.

Arrange-to

place

in

proper,

desired,

or

convenient

order;

adjust

properly.

Teacher will ask students to put the vocabulary in their math journals.

 

4.

ELL and struggling readers students will be provided a handout containing the

vocabulary words, definitions and pictures of examples of patterns.

F. Main Body/Procedure:

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  • 1. Once teacher has gone over all the vocabulary words in detail, teacher will then lets the students know what we are going to start practicing our patterning by making a little bit of music. Teacher will remind students that we are in a classroom, and there are classes next to us therefore we can fun, but must keep the noise level to a minimum. Teacher will hand each student a letter, either letter A or letter B. Once each student has a letter she is going to ask all the students to stand up in order to create some new and exciting patterns that we have not learned. Teacher will then ask students to go to the carpet at the back of the class. Teacher will remind students that this is a fun activity and to maintain a safe space from eachother to avoid having anybody get hurt while we are practicing the patterns.

  • 2. Teacher will inform students that we will be practicing our patterns today by making music.

  • 3. Teacher will show students an AB pattern, and ask them to put themselves into the order according to their letter. (For example, the student that was given the A letter should be first in line followed by the B student.) Once the students are in line, teacher will have students associate a sound to their letter. (For example – A=clapping hands, B=Stomping feet.) Once a sound has been associated with each letter. Teacher will ask students to make the sound when their letter is called out while saying the letter out loud at the same time. This will be repeated several times in order to students to be able to recognize the sound pattern. This activity also supports the ELL as well as struggling readers, as it is an activity not on paper with all students integrated in the learning.

  • 4. The activity will be repeated for instruction patterns AAB, ABB and AABB.

  • 5. Once students the students have gone through the activity of associating the sound to the letters. Teacher will then call students back to their desks. Teacher will then do a formal

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check in with students to ensure they understand the various pattern types and what

differentiates them.

  • 6. Next, teacher will hand students out a worksheet entitled “complete the pattern” worksheet, teacher will remind the students that this is not a graded worksheet. It’s simply a chance to put the new pattern skills they learnt to paper. Teacher will hand out the worksheet as well as colored pencils. Teacher will check in with each student while they are completing the worksheet. Teacher will ask students to describe the pattern and identify its characteristics and explain how they are able to determine what kind of pattern it is. Teacher will provide any additional instruction to individual students and will reengage students as needed.

  • 7. Once this is complete, teacher will go over the patterns with the students. Teacher will then ask for volunteers to come and draw the patterns they created on the white board. By allowing the students to draw their own patterns on the board, its supports and encourages the students to feel comfortable to come in front of the class knowing the classroom is a safe place for them.

  • 8. Next teacher will let the students know that we will continue to practice our patterning. Teacher will invite the students to come to the small study table at the back of the room. Teacher will inform the students that this is a group activity. Therefore, its ok for the students to practice their patterning together and the students can also talk amongst each other.

  • 9. Next teacher will give students a package containing worksheets as well as colored popsicle sticks. The purpose of this activity is to continue to practice the new pattern types that they have learnt in the lesson. The activity requires students to continue the pattern that has been started for them, as well as identify what kind of pattern they have created. AB, AAB or ABB.

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  • 10. While students are working on their activity, teacher will walk around and question students. Teacher will ask questions to students regarding the patterns to assess their knowledge about the various patterns. Teacher will ask questions like “what kind of pattern are you making? How do you know you are making that kind of pattern?” Teacher will do this through out the activity. Once the students have completed the activity, teacher will inform the students that they can keep the popsicle sticks and take them home to keep practicing their patterning if they would like.

  • 11. Teacher will ask students back to their desks. Teacher will then ask students to identify what they thought about the patterns? Did they learn anything new about patterns?

  • 12. Once this is complete teacher will ask students to take out their personal white boards, as a final check for understanding before students complete the assessment teacher will open the “guess what comes next” powerpoint. The powerpoint has patterns and requires students to identify what will come next in the sequence of shapes. Teacher will ask students to display the next shape on their white board. Teacher will check students answer on their board and will intervene to assist students when necessary.

  • 13. Teacher will then ask students one final time if they have any questions prior to starting their quiz. Teacher will answer any questions the students may have.

F. Closing:

1. Teacher will go over the patterning concept one more time, reviewing the vocabulary

words for a section time and asking students if they were able to apply their vocabulary

words in their pattern making today. Teacher will listen to student responses and will

2.

remediate as necessary. Teacher will then provide students with their final assessment, teacher will inform

students that these final assessments are to be complete on their own and not in partners.

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which is a worksheet called “making patterns” this worksheet will be used to assess

students knowledge and understanding of the lesson. It will require students to complete

their own AB,AAB,ABB patterns, the bottom box will be blank which will require

students to create their very own pattern.

  • 3. Teacher will collect final assessments and will inform students that we will be learning about number patterns tomorrow.

III. Reflection

  • 1 Culturally Responsive Teaching:

This lesson is culturally responsive as the school is in a predominantly low socio-

economic area, therefore the teacher ensures to bring all necessary materials to the students

to be able to achieve the lesson with no requirements for the students to bring any materials

in or spend any money. The teacher avoided using food as a manipulative for example: dried

pasta noodles or candy as some of the students may go without and it did not seem right to

use food to play with.

The focus of the lesson is patterning, which students can make connections with in

everyday life regardless of their socio economic status of culture.

Teacher created a safe space for students, allowing them to speak freely amoungst

eachother in order to establish the comfort level to answer questions infront of the group and

come to the board and display their personal patterns infront of the rest o the class.

Teacher delivered the lesson in a variety of ways to connection with the various learning

styles of the group. Teacher used many visuals and manipulatives in order to assist all

students.

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  • 2 Accommodations:

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The lesson was delivered in a variety of instructional methods in order to connect with

each learner. The sounding out the patterns connects with my kinesthetic, music and

interpersonal learners. The creating their own patterns activity provides support to my

interpersonal and mathematic learners. The visual aids, vocabulary words provided to support

the lesson may support my linguistic learners. Finally, doing patterns together as a group on

the white board supports my visual learners. The variety methods including oral instructions,

teacher modeling, hands-on activities, discussions, and visual aids and picture diagrams are

all to accommodate all different learning styles help ensure that each student has a chance to

learn the way they learn best.

ENL and struggling readers students were provided a handout containing the vocabulary

words, definitions and pictures of examples of patterns in order to patter support them. Prior

to the lesson the AIS instructor was to review the handout with the students in order to

provide students with some basic knowledge prior to the lesson.

  • 3 Prerequisite Skills: In order to be successful in this lesson:

Students should know the difference between colors

Students should have basic knowledge of AB patterns as it was taught in the previous

days lesson.

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Students may think that patterns only involve colors, which this will be clarified during

the lesson. Teacher will inform students that patterns can have various attributes, such as

color, size, and shapes.

  • 5 Academic Language: Vocabulary words: Repeat, Grow, Arrange, Extend Academic language used within the lesson was Tier 1 (mathematic vocabulary). The key words used were: mean, median, mode, range, add and divide. They were Tier 1 used every day in conversation and not necessarily in relation to mathematics Students received a vocabulary words, they were instructed to write their new words in their math journals. However they also received a “pattern fact sheet” containing both the written definition for the vocabulary words as well as examples. This will also serve as a guide for any students who may be absent and missed the lesson. Students who are ENL and struggling readers have also received a “pattern fact sheet” equipped with the definition of pattern as well as with pictures associated with the various patterns learnt during the lesson AB,AAB,ABB.

Worksheets

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