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## Lesson #1- March 28,2017

Class Time: 30 minutes
General Outcomes:
Use patterns to describe the world and to solve problems
Specific Outcomes:
Demonstrate an understanding of repeating patterns (two to four elements) by:
describing
reproducing
extending
creating patterns using manipulatives, diagrams, sounds and actions.
[C, PS, R, V]
[ICT: P21.1]
Process Outcomes:
C: Communication helps students make connections among concrete, pictorial, symbolic, oral,
written and mental representations of mathematical ideas. Communicate in order to learn and
express their understanding.
PS: A problem-solving activity must ask students to determine a way to get from what is known
to what is sought. If students have already been given ways to solve the problem, it is not a
problem, but practice. A true problem requires students to use prior learnings in new ways and
contexts. Problem solving requires and builds depth of conceptual understanding and student
engagement. Develop and apply new mathematical knowledge through problem solving.
R: Mathematical experiences in and out of the classroom provide opportunities for students to
develop their ability to reason. Students can explore and record results, analyze observations,
make and test generalizations from patterns, and reach new conclusions by building upon what is
already known or assumed to be true. Develop mathematical reasoning
V: The use of visualization in the study of mathematics provides students with opportunities to
understand mathematical concepts and make connections among them. Develop visualization
skills to assist in processing information, making connections and solving problems.
Cross-curricular Connections:
Art
17 Construct objects and models of objects, using a variety of different materials.
Literacy
3.3 Recording-represent and explain key facts and ideas in own words.

Numeracy/Literacy; Competencies:
Know how to learn
Thinking critically
Demonstrate good communication skills and the ability to work cooperatively with others
Kagan strategies/ Instructional Intelligences:
Mix-Freeze-Group
Stand up and walk around when the music starts
NO tailgating or NO drive bys
When the music students, I will ask a question.
What is five minus three?
What is two plus seven?
What is nine minus eight?
What is four plus two?
The first four students to answer the question will be in groups and they will show me with their
fingers
IF not in groups, come to me and it will be the lost and found.... to find a group for them
Multiple Intelligence/ Learning Styles:
Spatial
Visuals that help students understand and a drawing they will be creating during centers
Interpersonal
Interacting with others
Blooms Taxonomy- Guiding Questions:
What is a different pattern that could be used?
What might happen if we changed the pattern from (Example: red, blue, blue, red to blue, red,
red, blue)? Will it stay the same or be different compared to the first one?
What is the relationship with this pattern?
How could you describe yourself with a pattern and a couple of colors?
During the Hook, the questions will be ask by the following example that will be going on the
board.

Materials Manipulatives

Recycling Shapes
Paper
Pencil crayons
Colorful teddy bear toys with game sheet
Computers (Games)

## Anticipatory Set (Hook) Watch the video prepared from youtube

Set up the video from youtube that will Discuss in groups about the video
contain patterns and sounds. Answer questions from the teacher
v=pO9b7BTOIOU&t=80s and concepts of patterns
Do a couple of examples to show what kind of
patterns are out there

Practice/Development Practice/Development
I will set up centers and make sure a group of Students will be in groups of four or five and
students is at each center will start at a center
After the first center, they will rotate and keep The centers are:
doing that until they have made it to the first #1 Make a picture of patterns that describe
center again. yourself
#2 Building or construct patterns
#3 Computer games (Math Letics)
#4 Make a pattern model out of recycled stuff
(paper, cardboard, bottles, etc.)

## Check for understanding Check for understanding

Go around to the station that they are drawing Answering the question for #1 center
out their pattern that describes themselves and Writing a few sentences about why they chose
ask them why they chose this pattern? those materials? For center #4
Also going to the center that involves
recycling and asking why they pick those
materials or get everyone to write a sentence
or two for why they chose those materials?

Closure/Reflection Closure/Reflection
Hand out the Rubric of faces to demonstrate Answer the Rubric and hand them back to me.
their actions in the lesson.
Two stars and a wish
Two things they enjoyed about the lesson and
one thing that they can improve on.

## Modifications and Extensions:

Take home the pattern that they described as themselves.
Extra sheets to do if they are done fast
Evaluation and Assessment:
Look at Closure/Reflection
NOTES/FEEDBACK: