‘Mathematics Lesson Plan for Grade 4 1. Tite of Lesson: Discovering. the Relationship Between.A Pattern. And Its-Rule 2. Goal: Students will + discover a pattom; “+ represent the pattern with mumbers and symbols; © begin to understand what a mathematics rule is, 2 be introduced to the idea of representing a rule in-an equation; and, + be curious about future explorations of pattems and rules 3, Relationship of the Lesson in the California Mathematics Standards rade Three Gente Taree recognize a linear pater by its rules (eg. the mumber of legs on z given mumber of horses riay be calealated by courting by 48 or by multiplying the mumber of horses by 4) ‘Grade Four Grade For boxes, of oer symbals to stand for aay number in simple expressions or equations (.< demonstrate an understanding and the use of the concept of a variable). 1L5-Undesaond that an equation such as y=3x-+ 5 isa pressiption for determicing second mumber when first numberis given. Grade Five Grate Ee ce variables in simple expressions, compute the value of the expression for specifi values ofthe variable, and plot and imterpret the results. Mees cive problems involving Linear Functions with niger values; write the equation, and graph the ordered pairs of integers on a grid.4. What do students already understand about this topic? We assume students will have had rmuny experiences with looking for patterns and verbalizing pattems. They won't have had much or any experience with writing a rule érom a pattem or using a variable. They will have seen and used aT Chart before but we don’t think they will know the words “Input” and “Output.” ‘What more do we want to them to understand? We want students to begin to see that recognizing a pattern enables them to determine a rule that can be used in an equation. This leads to being able to solve equations with unknown variables. ‘Lesson question: Can patterns help us find an easy way to answer the question: How many seats fit around a row of triangle tables? 5. Lesson Description: participate in introduction. + Students complete first part of worksheet with teacher. ‘= Students finish Worksheet A.on their own or with a partner. They then write about the patterns. Thave a narrow classroom and I want to put my triangle tables together ina ine. How many seats will Thave around 1 triangular table? ‘Two tables? Three tables? ae + Teacher encourages student response by asking them to show their answer with their fingers. + ‘Teacher will use large ‘magnetized triangles to demonstrate how the triangles ‘must be placed and how to count the seats. + Teacher shows Worksheet A and demonstrates how to complete for 1-3 triangle tables. After you have completed the numbers of seats for up to 6 triangle tables, look carefully at the table and write about all the patterns you find. + Teacher individually encourages students who are done early to confer with others at their table tolearn more about the pattern. ‘Students might ereate non-linear triangle shapes. Teacher might say, “You are only adding the new triangle to one side.” Teacher offers Are all students able to respond to ‘the questions? ‘Do students arrange triangles in ‘other than a linear fashion? Can they complete the table accurately? Do they count triangle sides that are touching? Is this too easy and therefore students are done soon and ‘wanting to play with the blocks?Students share patterns they discovered. Students respond by raising their hands. ‘cut strip if needed. 7 Students might count inside sides. ‘Teacher will remind them that we are counting seats and seats can’t fit tables. le Group Discussion 1. Teacher gathers students’ attention to front white board and writes down student responses to discovered patterns. ‘Students will say the numbers go up by ‘one; one starts at 1 and the other start ‘at 3. They might see that if you go ‘from left to right the number goes up by to. > Teacher guides student attention to horizontal pattern if students haven't discovered it and possibly rewrites it horizontally. ‘Do we add 2 seats each time we add a ‘triangle table? + Teacher polls the class. In math.when you always do the same thing (Le. add 2 to the number of tables) we call thata rule. Mathematicians look for patterns s0 they can make a rule. After sey ake a rule they test it to be sure itis true. This worksheet will help us test our rule to see fit is true. First let's record our rule up at the top of the ‘worksheet. The number of triangle tables +2 equals the total number of seats. + Teacher reviews the directions for adding triangle tables and counting seats. Students will start to “add 2” to the # of tables. Teacher will ask them haw they can prove they are right. Students see the vertical pattern of +1, but can they find the horizontal pattern of +27‘Whol seuss ‘Are students building triangle ‘rows for each line or do they start + Teacher gathers students’ ‘to use the rule of adding two to attention. the # of triangles? + Students complete Worksheet Bto test the | What did you discover? Is our rale rule, They experiment with | always true? Did anyone find a time making larger triangle | when it wasu’t true? rows. + Teacher records student responses and explores any mistakes. ‘Wrap Up, Students communicate their discoveries. + Revisit question- Did we answer the question? ‘Does anyone disagree with our ‘conclusion? ‘Teacher writes conclusion and equation on chart paper. If appropriate, teacher will introduce Students respond to the the idea of variable. Possible use of worksheet to check hatsumon. Students write for student understanding. Assign ‘equation on their worksheet. homework and gather papers next day. 6. Evaluation: Our lesson goal evaluation will be comprised of team observation and ‘student responses on both worksheets and in whole class discussion. At the end of the lesson we will observe whether students seem eager to further explore pattems and rules. 7. Data points during the lesson observatioy +. How many students were not creating linear triangle shapes? + Were students able to complete worksheets correctly? + Were snidents able to see the “add 2" pattern? + Aze students able to express their thinking about the patterns they see?” © How many students abandoned the manipulative and used the rule when completing ‘Worksheet B? © How quickly did students stop using manipulatives when determining the total number of seats? ‘+ Did students seem motivated to further explore relationships ‘between patterns and rules again?