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Patterns in Math Unit Plan

Mrs. Cleghorn

Outcomes:

Grade 3- Use patterns to describe the world and to solve problems.
- Demonstrate an understanding of increasing patterns by describing, extending, comparing, creating numerical
and non- numerical patterns using manipulatives, diagrams, sounds and actions.
- Demonstrate an understanding of decreasing patterns by: describing, extending, comparing, and creating
numerical and non-numerical patterns using manipulatives, diagrams, sounds and actions.
- Sort objects or numbers, using one or more than one attribute.

Represent algebraic expressions in multiple ways
- Solve one-step addition and subtraction equations involving a symbol to represent an unknown number.

Grade 5- Use patterns to describe the world and solve problems.
- Determine the pattern rule to make predictions about subsequent elements

Represent algebraic expressions in multiple ways
- Express a given problem as an equation in which a letter variable is used to represent an unknown number
(limited to whole numbers).
- Solve problems involving single-variable, one-step equations with whole number coefficients and whole number
solutions.

Grade 6- Use patterns to describe the world and solve problems.
- Represent and describe patterns and relationships, using graphs and tables.
- Demonstrate an understanding of the relationships within tables of values to solve problems.

Represent algebraic expressions in multiple ways.
- Represent generalizations arising from number relationships, using equations with letter variables.
- Express a given problem as an equation in which a letter variable is used to represent an unknown number.
- Demonstrate and explain the meaning of preservation of equality, concretely and pictorially.

Lesson Materials Activity (level 3) Activity Activity Assessment
(level 5) (level 6)
1. Review - Student - What is a pattern? - What is a pattern? - What is a pattern? - Scaffolding for
of work (class discussion) (class discussion) (class discussion) getting started
essential booklet for - Hand out student - Hand out student - Hand out student
skills/ review of booklet and have booklet and have booklet and have - Unit test
Scaffolding essential students complete students complete students complete “
for getting skills and “repeating patterns” “review of essential review of essential
started scaffolding as review. skills” independently. skills” independently.
for getting - Go over answers - Go over the answers - Go over the answers
started. for the review as a for the review as a for the review as a
- number group. whole group. whole group.
spin games - Have students - Have students begin - Have students begin
- dice begin working on working on working on “scaffolding
- warp 18 repeating shape “scaffolding for getting for getting started”
game patterns. Students started”. Students will Students will hand this
boards will hand this in hand this in when it is in when it is
- race with when it is completed. completed.
rule- completed.
multiplicatio Early Finishers: Early Finishers:
n game Students who finish Students who finish
boards Early Finishers: early can play race early can play number
- math Students who finish with rule- spin and complete a
journal early can play warp multiplication and math journal entry.
entry pages 18 and complete a complete a math
math journal entry. journal entry.

2.Describin - Student - Have students - Have students - Have students Student work
g math complete the review complete the review complete the review booklet
increasing booklets question on the question on the board question on the board
patterns/ - Entrance board as their as their entrance on their entrance Unit test
modelling tickets entrance ticket. ticket. ( complete the ticket. (Describe the
patterns/ - Chart ( create a repeating following pattern: 3, 6, following pattern using Entry ticket
identifying paper color pattern) 9, 12,… or 5, 8, 11, 14, the pattern rule: 90,
number questions - What is an …) 85, 70, 65, 50, …)
patterns - Math increasing pattern? - Have students follow - When students have
Focus (group discussion) along in their Math completed their
textbooks - Have students Focus textbook on entrance ticket, have
(grade 5 complete work page 4. Read the them exchange it for a
and 6) pages on extending lesson problem blank table of values.
- Tables of increasing patterns together and solve it. Have students try to fill
values and drawing Introduce the term it in for the shapes
pages increasing patterns. “pattern rule”. given to them on a
(grade 6) - review the answers - Go back to the piece of chart paper.
for these pages patterns students - Have students
together. completed on their following along in their
- Have students entrance ticket and Math Focus textbook
complete their work challenge students to on page 4. Read the
booklet page for this figure out the pattern lesson question and
lesson. Students will rule for each. solve the problem
hand this in to be - Complete checking together. Introduce the
graded when they question 1 on page 6 term “table of
are finished. together. values”. Review the
- Have students table of values that
Early Finishers: complete practicing students completed for
Students who finish questions 2, 3 and 4 the chart paper shapes
early can play independently. at the beginning of
fraction horse race - Correct the questions class.
and complete a students completed - Complete checking
math journal entry. independently as a question 1 on page 6
group. together.
- Have students - Have students
complete their work complete practicing
booklet page for this questions 2, 3 and 4
lesson. Students will independently.
hand this in to be -Correct the questions
graded when they are students completed
finished. independently as a
group.
Early Finishers: - Have students
Students who finish complete their work
early can play fraction booklet page for this
horse race and lesson. Students will
complete a math hand this in to be
journal entry graded when they are
finished.

Early Finishers:
Students who finish
early can play fraction
horse race and
complete a math
journal entry.

3. Creating -Creating - Have students - Have students follow - Have students - unit test
patterns patterns complete the review along in a Math Focus complete the review
for a handout question as their textbook on page 8. question as their - Student work
pattern entrance ticket Read the lesson entrance ticket book page
rule/ - Math (Extend the pattern introduction question (complete the table of
extending Focus 5 3 figures) as well as Owen’s values.) - entry ticket
increasing textbook -Introduce students Patterns. - Have students follow
patterns/ to the concept of -Complete question 1 along in a Math Focus
describing - Math pattern rule. A on page 10 together. textbook on page 8.
relationshi Focus 6 pattern rule tells us - Have students Read through the
ps in textbook 2 things. First, what complete questions 2 lesson introduction
tables. the pattern starts at. and 3 independently. question as well as
- Extending Second, how much it - Correct questions 2 Daniel’s Rule and Mai’s
increasing goes up or down by and 3 together. Rule.
patterns each time. - Have students - Complete question 1
work page - Have students complete the work on page 10 together.
work on the lesson page for this lesson, - Have students
-Describing booklet. This will be which will be handed in complete questions 2,
relationship handed in when they to be graded. 3 and 4 independently.
s in tables are completed. - have students - Correct the textbook
work page complete the review questions as a class.
Early Finisher: question as their exit - Have students
Students who finish ticket (based on the complete the work
their assigned class table given, what is the book page for this
work can play a pattern rule for one of lesson, which will be
math game and the columns?) handed in to be
complete a math graded.
journal Early Finisher:
Students who finish Early Finisher:
their assigned class Students who finish
work can play a math their assigned class
game and complete a work can play a math
math journal game and complete a
math journal

4. - Math - Review with - Have students follow -Have students follow - unit test
Describing Focus 5 students what a along in their Math along in their Math
increasing textbooks pattern rule is. Focus 5 textbook on Focus 6 textbook on - student work
patterns Introduce students page 14. Go over the page 12. Go over the pages
/Extending - Math to increasing lesson introduction lesson introduction
decreasing Focus 6 patterns (these are question. Do question question. Review the
patterns/ textbooks patterns that go up.) 1 together as a class. term “expression”
Using - Have students’ with students. Do
expression - Using - Have students complete questions 2 question 1 together as
s to create expressions complete the lesson and 3 independently. a class.
tables to create booklet. This will be - Correct questions 2 - Have students
tables work handed in when and 3. complete questions 2
page. students are - Assign students and 3 independently.
complete. questions 4-7 on page - Correct questions 2
- loose leaf 14 to complete on and 3.
Early Finisher: loose leaf and hand in - Assign students the
Students who finish when they are work page for the
their assigned class complete. lesson to be handed in
work can play a when they are
math game and Early Finisher: complete.
complete a math Students who finish
journal their assigned class Early Finisher:
work can play a math Students who finish
game and complete a their assigned class
math journal work can play a math
game and complete a
math journal

5. - Math - Review with - Have students - Review with students - unit test
Describing Focus 5 students what a complete the review what an expression is.
decreasing textbooks pattern rule is. question as an entry Remind students that - student work
patterns Introduce students ticket (extending the an expression written pages
/Solving - Math to decreasing pattern and describe it as 3 x d + 12 is the
problems Focus 6 patterns (these are using a pattern rule: same as 3d +12.
using textbooks patterns that go 88, 79, 70, 61,…) - Explain the - entry ticket
patterns/ down.) which will be handed in expressions matching
comparing - entry - Have students when students are game to students. - Matching
expression tickets complete the lesson finished. Students will be put activity
booklet. This will be - Have students follow into pair or small
- Describing handed in when along in their Math groups and given a set
decreasing students are Focus 5 textbook on of cards. The cards are
patterns complete. page 16. Go over the two colours (blue and
booklets lesson introduction purple). The blue cards
Early Finisher: question and Jay’s have expressions that
-Solving Students who finish solution. Have look like 3 x d + 12.
problems their assigned class students complete The purple cards have
using work can play a reflecting part (a and expressions that look
patterns math game and (b as a think-pair-share like 3d + 12. Students
work page complete a math need to match the blue
journal - Complete checking cards to the purple
- expression question 1 together as cards. Once they have
match a class. matched the cards,
game - Have students they need to write a
complete questions 3 pattern rule in words
and 5 independently. for the pair and create
- Correct questions as a table of values using
a class values 2, 4, 6, 8.
- Assign work page for
students to complete Early Finisher:
and hand in. Students who finish
their assigned class
Early Finisher: work can play a math
Students who finish game and complete a
their assigned class math journal
work can play a math
game and complete a
math journal

6. Mid- - mid - Have students - Have students - Have students - mid chapter
Chapter chapter complete the 3 complete the 3 review complete the 3 review review
review reviews review stations. stations. stations.
- Assign students the - Assign students the - Assign students the
- stations mid- chapter review mid- chapter review mid- chapter review - unit test
booklet to complete booklet to complete booklet to complete
and hand in. and hand in. and hand in.

7.Patterns - math - Have students - Have students follow - Have students - Lesson work
on a 100 Focus 5 complete the review along in their Math complete the review page
chart question as an entry Focus 5 textbook on question as an entry
/Describin - Math ticket (…) page 22. ticket (…) - Unit test
g Focus 6 - Explain to students - Introduce students to - Have students follow
relationshi that we are going to the terms “variable” along in their Math -
ps using - Balancer work on finding and “expression”. Focus 6 textbook on Matching/sorting
expression patterns in a 100 - Go through the lesson page 20. activity
s/ - Linking chart. Give them the introduction question - Go over the lesson
Equivalent cubes 100 charts and have with students. introduction question -Entry ticket
equations them write the - Put students into and introduce students
-Entry pattern rule for each pairs using random to the terms “solution
tickets chart. selection. Give each to the equation” and
- Have students pair a set of cards to “Equivalent
- Matching/ complete the lesson match equations”
sorting work page. (variable/expression)/s - Complete question 1
cards ort (variable/non together as a class.
Early Finisher: variable). - Assign questions 3
-Equivalent Students who finish - Go over the matches and 4 independently.
equations their assigned class with students. - Correct questions 3
work page work can play a - Complete question 1 and 4 together.
math game and on page 24 together - Assign lesson work
- Describing complete a math with students. page for students to
relationship journal -Have students complete and hand in.
s using complete questions 2
expressions and 3 independently. Early Finisher:
work page - Correct questions 2 Students who finish
and 3 as a class. their assigned class
- 100 charts - Assign lesson work work can play a math
page for students in game and complete a
- Patterns complete math journal
on a 100 independently.
chart work
page. Early Finisher:
Students who finish
their assigned class
work can play a math
game and complete a
math journal

8. Solving - Introduce students -Have students - Have students follow - Entry ticket
problems to the concept of complete the review along in their Math
using using patterns to question as an entry Focus 6 textbook on - lesson work
patterns/ solve problem and ticket (…) page 24. pages
Using complete a practice - Have students follow - Read through the
equations problem together. along in their Math lesson introduction - Unit test
to solve - Have students Focus textbook on together. Have
problems/ complete work page page 26. students complete the
Solving for the lesson - Go over the lesson reflecting questions.
problems independently. introduction question - Complete question 1
using and introduce the together as a class.
patterns Early Finisher: terms “equation” and - Have students’
Students who finish “solve the complete questions 2
their assigned class equation”. and 4 independently.
work can play a - Complete question 1 - Correct questions 2
math game and together. and 4 together as a
complete a math - Have students’ class.
journal complete questions 2 - Assign the lesson
and 3 independently. work page for students
- Correct textbook to complete
questions together. independently.
- Assign students
lesson work page to Early Finisher:
complete Students who finish
independently. their assigned class
work can play a math
Early Finisher: game and complete a
Students who finish math journal
their assigned class
work can play a math
game and complete a
math journal

9. Chapter
review