Math 3 Unit Plan

Kenady Layton Page |1
Math Grade Three
Patterns
By: Kenady Layton

Table of Contents
Unit Planning Organizer……………………………………………………………………… Page 3
Unit Calendar/Lesson Overview………………………………………………………….Page 4
Unit Assessment………………………………………………………………………………… Page 16
Extra Resources…………………………………………………………………………………. Page 18

Unit Planning Organizer
Unit/Topic: Patterns Subject: Math Grade: 3

Date and Unit Duration: August 31- September 30 2020, 20 lessons (4 weeks)
LEARNING OUTCOMES
Patterns and Relations:
GLO: Use patterns to describe the world and to solve problems
SLO:
1) Demonstrate an understanding of increasing patterns by:

 Describing
 Extending
 Comparing
 Creating
Numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds
and actions. [C, CN, PS, R, V]
2) Demonstrate an understanding of decreasing patterns by:
 Describing
 Extending
 Comparing
 Creating
Numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds
and actions [C, CN, PS, R, V]
3) Sort objects or numbers, using one or more than one attribute [C, CN, R, V]
[C]= Communication [CN]= Connections [PS]= Problem Solving
[R]= Reasoning [V]= Visualization
BIG MATHEMATICAL IDEAS

-patterns
-increasing (adding)
-decreasing (subtracting)
ESSENTIAL QUESTIONS
How can I describe the world using patterns?
Where do patterns occur in everyday life?
How do patterns increase/decrease?

How can I use patterns to sort objects?
KNOWLEDGE/ SKILLS
Knowledge:
Students will know…
-numerical (numbers to 1000) and non-numerical patterns that increase and decrease
-how to sort objects or numbers, using one or more than one attribute
Skill:
Students will be able to…
-describe, extend, compare, and create increasing and decreasing patterns
-sort objects or numbers, using one or more than one attribute
Unit Calendar/Lesson Overview
# Date Lesson Activities Assessment

1 Aug. Introduction to class In-Class
31 Overview: Participation
Hook: Go over names of students. Repeat names, adding a name each round Ex: First
round= Sarah. Next round= Sarah, John. Next round= Sarah, John, Suzy Exit Slip
Activity: Go over new regulations and classroom rules. 1) I expect you to do your very
best. 2) We will do hard things and learn everyday. 3) You can always get better by
practicing. 4) What you think and feel matters to me. 5) You must use kind words and
actions.
-Give each student a numbered discussion for classroom expectations. Ex: What
supplies will we need to have for school? (tour math supplies) When and where do I
sharpen my pencil? Where do I turn in my work? Do we have class jobs? (classroom
custodian, morning meeting leader, pencil sharpener, paper monitor, messenger,
attendance, teacher’s assistant, door monitor, technology monitor, substitute (if a
student is away, they do their role), catch-up buddy (make sure missing students know
what they missed), sanitizer, etc.)
-Brainstorm what is a great classmate? (Web- IS-helpful, IS NOT-rude, DOES-works
hard, SAYS-“please”) Brainstorm what kind of teacher do you want?
-D-ICEBREAKERS (have 6 get to know you questions such as if you had 3 wishes, what
would you wish for, if you could go anywhere in the world, where would you go, etc)
-Can you figure out Miss Layton? Age (11+11), Birthday Month, Siblings, Favorite
number, Countries I have visited, etc.
-Have students create their own “Math About Me” chart.
Closure: Exit slip on a post-it note/blank piece of paper- I wish my teacher knew…
Resources: https://continuallylearning.com/14-of-the-best-classroom-jobs/
https://jillianstarrteaching.com/back-to-school-activities-community/
https://www.pinterest.ca/pin/406449935120555274/
https://teacherthrive.com/2017/07/simple-way-teach-classroom-procedures-
expectations.html
https://www.pinterest.ca/pin/428545720789463241/
2 Sept. Intro to Increasing Patterns In-Class
1 Outcomes: demonstrate an understanding of increasing patterns by describing Participation
Indicators- identify and describe increasing patterns in the environment. Describe a
given increasing pattern by stating a pattern rule that includes the starting point and a Worksheet
description of how the patterns continues; e.g. for 42, 44, 46… the pattern rule is start
at 42 and add 2 each time.
Key Questions- Where do patterns occur in everyday life? How do patterns increase?
Overview:
Hook: (20 min)
Tuesday 2 Truths, 1 Lie. Get to know you 2 T, 1L. Have students guess the teacher’s lie,
have students create their own scenarios and share with a partner. (One scenario has
to include math, such as my brother breeds snakes and each clutch has 5 eggs, if he
started with 5 snakes and has had 5 clutches, how many snakes does he have? 5, 10,
15, 20, 25, 30 Then describe the pattern rule, starting at a number and adding a set
number each time.) Every Tuesday will be 2 Truths, 1 Lie. Assign students to come up
with pattern questions- create a schedule for when students will use their questions.
Activity: (20 min)

-Begin with asking what a pattern is. When do you find patterns that increase in
everyday life? To recognize patterns in a sequence of numbers you need to know
where the pattern begins and how much it increases each time. Ex: How far apart are 8
and 11? (Use finger counting with the class to count 9, 10, 11. The number 8 increased
by 3 to reach 11. If we began a pattern at 8 and the pattern continued, what would
come after 11? The pattern rule= start at 8 and add 3 each time.
-Patterns in sequence of numbers occurs in daily lives. For example, the sequence of
25, 20, 15, 10… might represent the amount of money in a savings account that goes
down when you buy ice cream cones every day, or the amount of water in a leaky fish
tank for each hour.
-work through sample questions together as a class (use finger counting and number
line counting). Find the difference: 3 _ 7, 23 _ 25, 39 _42, 87 _ 92, 273 _277, 1768_
1777, 1997 _2003 Find the missing number by counting up from the smaller to the
larger number (write the equation on the board): 20+ _=23, 24+_=29
-Hand out PA 3-1, PA 3-2 worksheets (JumpMath)
Closure: (4 min)
Now that you know the pattern rule, what is one pattern you find in your everyday
life?
Resources: JumpMath PA 3-1, PA 3-2 worksheets

3 Sept. Outcomes: Demonstrate an understanding of increasing patterns by describing and In-Class
2 extending. Participation
Indicators- identify the pattern rule of a given increasing pattern, and extend the
pattern for the next three terms. Worksheet
Key Questions- How do patterns increase?
Exit Slip
Overview:
Hook: (5 min)
Wednesday Online games (counting and number patterns)
Activity: (35 min)

-Explain that patterns can increase, sometimes referred to as “growing patterns.”
These patterns are extended using the pattern rule we discussed yesterday (refresh
what a pattern rule is).
-Hand out Increasing Patterns, Pattern Rules, and Extending Increasing Patterns
worksheet (one at a time to not overwhelm students).
Closure: (4 min)
Exit Slip= Lesson 1: Exploring Increasing Patterns
Resources: https://www.mathgames.com/skill/2.45-counting-and-number-patterns-
skip-counting-sequences
Increasing Patterns, Pattern Rules, and Extending Increasing Patterns worksheet
Exit Slip= Lesson 1: Exploring Increasing Patterns
4 Sept. Outcomes: Demonstrate an understanding of increasing patterns by describing, In-Class
3 extending, and comparing. Participation
Indicators- locate and describe various increasing patterns found on a hundred chart,
such as horizontal, vertical, and diagonal patterns. Compare numeric patterns of Worksheet
counting by 2s, 5s, 10s, 25s, and 100s.
Key Questions- Where do patterns occur in everyday life? How do patterns increase? Exit Slip
Overview:
Hook: (7 min)
Thursday Dice Games (bowling- need 3 dice.) Write 1-10 on the board. Roll the dice
and use addition and subtraction to take out as many pins as possible. E.g. 1, 3, 4 dice
rolled can be 1+3=4, 1+4=5, 3+4=7 (4, 5, 7 pins are knocked down)
Activity: (35 min)

-Hand out a hundred chart to each student. Ask students to find as many different
patterns as they can. With a partner, share a strategy to find a pattern (rows, columns,
diagonals- diagonal down to the left the digits add to the same number, diagonal down
to the right the tens digit and ones digit increases by 1)
-Explain you can use patterns on a hundred chart to count by 2s, 5s, 10s, 100s.
-Model finding numeric patterns by skip-counting by 5s with the class. Ex: 15, 20, 25,
30 and then show an example that does not start on a multiple of 5 such as 22, 27, 32,
37 (color the squares on the hundred chart and number line for visual). Hand out Skip-
Counting by 5 worksheet (with the coins) and explain that patterns and skip-counting
can be applied to everyday situations such as paying with coins. Go through the
worksheet with the class to familiarize them with skip-counting using a hundred chart
and coins.
-Hand out the skip-counting worksheets and go through the example and the first
question of skip-counting by 2 with the class before giving the rest of the time to work
on the worksheets. (if students are struggling use manipulatives for more visual clues)
Closure: (2 min)
-Exit Slip: Describe two patterns you found using the hundred chart.
Resources:
Dice, Exit slip, Hundred chart, Skip-Counting Worksheets
5 Sept. Outcomes: Demonstrate an understanding of increasing patterns by creating numerical Pattern
4 (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds representation
and actions.
Indicators- Create a concrete, pictorial or symbolic representation of an increasing In-Class
pattern for a given pattern rule. Create a concrete, pictorial or symbolic increasing Participation
pattern; and describe the relationship, using a pattern rule.
Key Questions- How do patterns increase? Worksheet
Overview: Exit Slip

Hook: (5 min)
Friday Card Games (Heads up) Each student has a numbered card (do not use face
cards) and they have to get other students to give them a pattern rule (start on a
number and increase by the number on their forehead) to know what they card is, ex.
Card is 4, another classmate says 10, 14, 18
Activity: (35 min)

-Explain today’s lesson will allow students to create their own increasing patterns.
-Hand out Creating Increasing number patterns (this will connect today’s lesson of
creating patterns with yesterday’s lesson on skip-counting and using a hundreds chart)
-Hand out Drawing Increasing patterns and manipulatives and demonstrate using
objects to create patterns. Use blocks to build the patterns on the first question. Have
students draw the extended patterns they created with the blocks.
-Have students complete the first 4 questions, when students get to question 5 and 6
they can choose how to represent their pattern, manipulatives, diagrams/drawings,
sounds, actions, or any other concrete, pictorial, or symbolic representation of an
increasing pattern for a given pattern rule. (Pattern representation)
Closure: (4 min)
-Bring class together and have students share what they found when they were
creating patterns and what they may have used to represent the patterns.
-Hand out exit slips: Lesson 2: Creating Increasing Patterns (this also asks students to
find the missing pattern- this will be tomorrows lesson and will gage student
understanding for the following class to help strengthen the following lesson)
Resources:
Cards, Creating Increasing number patterns, drawing increasing patterns worksheet,
manipulatives like blocks, exit slip
6 Sept. Outcomes: Demonstrate an understanding of increasing patterns by describing, Self-Assessment
8 extending, and comparing.

Indicators- solve a given problem, using increasing patterns. Identify and apply a Worksheet
pattern rule to determine missing elements for a given pattern. Describe the strategy
used to determine missing elements in a given increasing pattern. Identify and explain
errors in a given increasing pattern.
Key Questions- How do patterns increase?
Overview:
Hook: (5 min)
Tuesday 2 Truths, 1 Lie (3 students bring pattern questions)
Activity: (35 min)

-Go over exit slips from last class. Explain how you can identify problems in patterns
and missing elements.
-Hand out Drawing Missing Figures Worksheet, completing the first question together
as a class
-Hand out Can You Find the Mistake worksheet, completing the first question together
-As students are working, pull individual students away and complete a self-
assessment together. Go through the learning outcomes and indicators that students
need to know, worksheets that students have completed to demonstrate that
knowledge, and discuss any supports that may be needed, especially for the test in the
next lesson.
-Any extra time, students can finish any worksheets and take time to redo those that
have errors.
Closure: (4 min)
-Go through a test overview, explaining various types of questions and knowledge that
will be needed for the test in the next lesson.
Resources:
-Drawing Missing Figures, Can You Find the Mistake worksheet
7 Sept. Outcomes: Demonstrate an understanding of increasing patterns. Test
9 Key Questions- How do patterns increase?
Overview:
Hook: (4 min)
Wednesday Online Games (count by a specific number- ex. count forwards by 4s)
Activity: (40 min)

-Students will be given the chapter test, Increasing Patterns. When students are
finished they can work on redoing any worksheets they have errors, read silently,
draw, or rest their heads on their desk.
Resources: https://www.mathgames.com/skill/2.46-count-by-a-specific-number
Increasing Patterns chapter test
8 Sept. Intro to Decreasing Patterns In-Class
10 Outcomes: Demonstrate an understanding of decreasing patterns by describing Participation
Indicators- Describe a given decreasing pattern by stating a pattern rule that includes
the starting point and a description of how the pattern continues. Identify and describe
decreasing patterns in the environment. Worksheet
Key Questions- How do patterns decrease? Where do patterns occur in everyday life?
Overview:
Hook: (10 min)
Thursday Dice Games (SNAKE- need 2 dice--- online dice and each student needs a
game sheet). Roll dice, student add the two numbers together, after a roll students can
choose to sit out-literally sit down vs standing up. If 1 is rolled then those playing loses
their points, those who went out keep their points. After a 1 is rolled next round starts.
If two 1s are rolled those playing lose all of their points (previous rounds included).
Activity: (32 min)

-Explain that now we will be studying patterns that decrease, they are also referred to
as shrinking patterns. They have the same pattern rule, except they subtract instead of
add. Hand out and explain Decreasing Patterns and Pattern Rules information sheet.
-Begin discussing numeric patterns with a riddle: I am a number between 1 and 10.
Subtract me from 8, and get 5. Who am I? (Use a number line to jump backwards from
8 to 5.
-Hand out PA 3-4 (JumpMath) and work through the first three questions as a class.
Give time for students to finish the worksheet then hand out PA 3-5 (JumpMath) for
more practice.
Closure: (2 min)
Discuss- where do decreasing patterns occur in everyday life?
Resources: Dice, Snake game sheet, Decreasing Patterns, Pattern Rules, JumpMath PA
3-4, PA 3-5
9 Sept. Outcomes: Demonstrate an understanding of decreasing patterns by describing, In- Class
11 extending and comparing. Participation
Indicators- identify the pattern rule of a given decreasing pattern, and extend the
pattern for the next three terms. Identify and explain errors in a given decreasing Worksheet
pattern.
Key Questions- How do patterns decrease?
Overview:
Hook: (10 min)
Friday Card Games (War)
Activity: (34 min)

-Explain that such as increasing patterns, decreasing patterns can be extended. Refresh
how to extend increasing patterns using pattern rule. Write on the board 4 _7 _10…
and ask students what they would do if they have the beginning of the sequence but
they do not know the gap. First ask if the sequence goes up or down. Is the sign + or -?
Then find the difference. When the gaps are filled in, extend the sequence using
addition/subtraction.
-Hand out manipulatives (blocks) and explain how to demonstrate decreasing patterns
with figures.
-Hand out Extending Decreasing Patterns, and PA 3-6 (JumpMath) worksheets
Resources:
Cards, manipulatives (blocks), Extending Decreasing Patterns, JumpMath PA 3-6
Kenady Layton P a g e | 10
worksheet
1 Sept. Outcomes: Demonstrate an understanding of decreasing patterns by describing, In-Class
0 14 extending, and comparing. Participation
Indicators- locate and describe various decreasing patterns found on a hundred chart,
such as horizontal, vertical, and diagonal patterns. Compare decreasing numeric Worksheet
patterns of counting by 2s, 5s, 10s, 25s, and 100s.
Key Question-How do patterns decrease? How can I describe the world using patterns?
Overview:
Hook: (4 min)
Mystery Monday (mystery pattern SMART slides)
Activity: (40 min)

-Hand out hundreds chart and ask students if they can find decreasing, rather than
increasing patterns.
-Remind students how to skip-count 2s, 5s, 10s, (learned in increasing patterns)
-Go through a few examples of skip-counting by 3s, 4s, 25s.Remind students of using
coins to skip-count. Go through an example of using dimes and quarters.
-Hand out Skip-counting by 2s, 3s, 4s, 5s, 25s worksheets and give students the rest of
the time to work on worksheets.
Resources:
Hundreds chart, skip-counting by 2s, 3s, 4s, 5s, 25s
1 Sept. Outcomes: Demonstrate an understanding of decreasing patterns by creating Pattern
1 15 numerical (numbers to 1000) and non-numerical patterns using manipulatives, representation
diagrams, sounds and actions.
Indicators- create a concrete, pictorial or symbolic representation of a decreasing In-Class
pattern for a given pattern rule. Create a concrete, pictorial or symbolic decreasing Participation
pattern; and describe the relationship, using a pattern rule.
Key Question- How do patterns decrease? Worksheet
Overview:
Hook: (5 min)
Activity: (35 min)

-Explain today’s lesson will allow students to create their own decreasing patterns.
-Hand out Drawing Decreasing patterns and manipulatives and demonstrate using
objects to create patterns. Use blocks to build the patterns on the first question. Have
students draw the extended patterns they created with the blocks.
-Have students complete the first 4 questions, when students get to question 5 and 6
they can choose how to represent their pattern, manipulatives, diagrams/drawings,
sounds, actions, or any other concrete, pictorial, or symbolic representation of a
decreasing pattern for a given pattern rule. (Pattern representation)
Closure: (4 min)
-Bring class together and have students share what they found when they were
creating patterns and what they may have used to represent the patterns.
Resources:
Drawing Decreasing Patterns worksheet, manipulatives (blocks)

1 Sept. Outcomes: Demonstrate an understanding of decreasing patterns by describing, Self-Assessment
2 16 extending, and comparing.
Indicators- solve a given problem, using decreasing patterns. Identify and apply a In-Class
pattern rule to determine missing elements for a given pattern. Describe the strategy Participation
used to determine missing elements in a given decreasing pattern.
Key Question- How do patterns decrease? Worksheet
Overview:
Hook: (5 min)
Wednesday Online Games (skip counting by 5, 10, 100)
Activity: (35 min)

-Remind students how to find missing elements and mistakes in patterns.
-Hand out Drawing Missing Figures Worksheet, completing the first question together
as a class
-Hand out Can You Find the Mistake worksheet, completing the first question together
next lesson.
-Any extra time, students can finish any worksheets and take time to redo those that
have errors.
Closure: (4 min)
Resources: https://www.mathgames.com/skill/2.44-skip-counting-by-5-10-and-100
Drawing Missing Figures, Can You Find the Mistake worksheets
1 Sept. Outcomes: Demonstrate an understanding of decreasing patterns. Test
3 17
Overview:
Hook: (8 min)
Thursday Dice Games (Pig- Each student needs 2 dice and game sheet, divide class into
pairs. Add the two dice together, first partner to get 100 wins)
Activity: (36 min)

Students will be given the chapter test, Decreasing Patterns. When students are
finished they can work on redoing any worksheets they have errors, read silently,
Resources: Dice, test

1 Sept. Intro to Sorting Objects In-Class
4 18 Outcomes: Sort objects or numbers, using one or more than one attribute. Participation
Indicators- Identify attributes of objects
Key Question- How can I use patterns to sort objects? Worksheet
Overview: Exit slip

Hook: (10 min)

Friday Card Games (Golf)
Activity: (30 min)

-Explain that patterns can also happen with objects. First, we need to identify the
attributes of objects in order to sort them.
-Explain repeating patterns that can be made using a variety of things such as colors,
shapes, words, sounds, etc. The pattern has a core that repeats. The core is the base of
the pattern.
-Hand out Repeating Patterns worksheet, going through the first example together as a
class.
-Hand out PA 3-10 worksheet, going through the first example together as a class.
Closure: (4 min)
Exit slip- what is the core of a pattern? Give two examples of repeating patterns,
circling the core.
Resources:
Cards, Repeating Patterns, JumpMath PA 3-10 worksheet, exit slip
1 Sept. Outcomes: Sort objects or numbers, using one or more than one attribute. Self-Assessment
5 21 Indicators- Record the sorting of a set of objects, using tools such as Venn diagrams.
Sort a given set of objects or numbers in more than one way, and explain how the In-Class
sorting rules are different. Classify a given set of numbers as fractions or whole Participation
numbers. Classify a given set of numbers according to the number of digits. Classify a
given set of numbers as odd or even. Worksheet
Key Question- How can I use patterns to sort objects?
Overview:
Hook: (4 min)
Activity: (35 min)

-Use student examples from their exit slips from the previous class. Make a Venn
diagram together that sorts the objects into various objects. After sorting objects into
two categories, ask if there are other attributes that can be used to sort objects.
-Hand out and go through the first few questions in PA 3-8, 3-11, 3-12.
-Ask how we can sort numbers into Venn Diagrams. Explain the difference between
even and odd numbers (remind students of the patterns in hundred charts). Explain
the difference between whole numbers and fractions. Ask if there are any other ways
we can sort numbers.
-Have students create their own Venn diagram that uses two attributes to sort
numbers, include various examples in each side of the diagram.
- As students are working, pull individual students away and complete a self-
next lesson.
Closure: (5 min)
- Go through a test overview, explaining various types of questions and knowledge that
Resources:
JumpMath PA 3-8, 3-11, 3-12
1 Sept. Outcomes: Sort objects or numbers, using one or more than one attribute. Test
6 22 Key question- How can I use patterns to sort objects?
Overview:
Hook: (4 min)
Activity: (40 min)

Students will be given the chapter test, Sorting Objects and Numbers. When students
are finished they can work on redoing any worksheets they have errors, read silently,
Resources: test
1 Sept. Math Centers (Test Prep) In- Class
7 23 Outcomes: Demonstrate an understanding of increasing patterns by: Describing, Participation
Extending, Comparing, Creating Numerical (numbers to 1000) and non-numerical
patterns using manipulatives, diagrams, sounds and actions. [C, CN, PS, R, V] Worksheet
Demonstrate an understanding of decreasing patterns by: Describing, Extending,
Comparing, Creating Numerical (numbers to 1000) and non-numerical patterns using Exit slip
manipulatives, diagrams, sounds and actions [C, CN, PS, R, V] Sort objects or numbers,
using one or more than one attribute [C, CN, R, V]
Key question- How do patterns increase/decrease? How can I use patterns to sort
objects?
Overview:
Hook: (5 min)
Wednesday Online Games (increasing addition patterns)
Activity: (35 min- 10 min per station and a few minutes between each to sanitize the
station)
-Explain instructions for each center
---Task Card center (complete each task card question on the answer sheet)
---Puzzles (complete each puzzle piece to explain the pattern, the pattern rule, and the
extension to the pattern)
---Use manipulatives to create the core of a pattern and repeat the pattern. Write
down in a Venn diagram the attributes of each object and explain at the bottom of the
page the pattern rule.
Closure: (4 min)
Exit slip- What center/question was the most difficult and why? What was easy?
Resources: https://www.mathgames.com/skill/3.31-increasing-addition-patterns
Exit slip, Increasing and Decreasing Patterns Task Cards, Puzzle Pieces, manipulatives,
extra paper
1 Sept. Completing/ Redo Worksheets Self-Assessment
8 28 Outcomes: Demonstrate an understanding of increasing patterns by: Describing,
Extending, Comparing, Creating Numerical (numbers to 1000) and non-numerical In-Class

patterns using manipulatives, diagrams, sounds and actions. [C, CN, PS, R, V] Participation
Comparing, Creating Numerical (numbers to 1000) and non-numerical patterns using Worksheet
Key question- How do patterns increase/decrease? How can I use patterns to sort
objects?
Overview:
Hook: (4 min)
Activity: (30 min)

-Give students time to ask any questions about patterns and sorting
-Give students time to complete or redo any worksheets they would like to do to raise
their mark. For the students who are ahead, they can work through more practice
questions in Math Makes Sense 3 Practice and Homework Book
next few lessons.
-This class is designed to give students time to catch up and to receive one-on-one
support before writing the unit test.
Closure: (10 min)

Mystery Monday pattern—have a game of signs (each student picks a sign and you
have to make your sign and another person’s sign to pass “it” along. Begin with
repeating each persons sign- repeat signs in patterns)
Resources:
Math Makes Sense 3 Practice and Homework Book
1 Sept. Unit Review and Test Prep In-Class
9 29 Outcomes: Demonstrate an understanding of increasing patterns by: Describing, Participation
patterns using manipulatives, diagrams, sounds and actions. [C, CN, PS, R, V]
Comparing, Creating Numerical (numbers to 1000) and non-numerical patterns using
Key Questions- How do patterns increase/decrease? How can I use patterns to sort
objects? Where do patterns occur in everyday life?
Overview:
Hook: (6 min)
Activity: (38 min)

will be needed for the test in the next lesson

-Give students time to ask any questions about the unit
-Brainstorm patterns in everyday life, how to recognize them, how to sort them,
whether they increase or decrease.
-Go through some real-world examples of patterns, using T-charts especially to guide
students
-Go through and hand out various practice unit test questions
Resources:
Extra Practice Questions, JumpMath Questions, Increasing and Decreasing Number
Patterns Questions, Creating Increasing and Decreasing Number Pattern Questions,
Extending Increasing and Decreasing Number patterns Questions, Sorting Objects and
Numbers Questions
2 Sept. Unit Test Test
0 30 Outcomes: Demonstrate an understanding of increasing patterns by: Describing,
patterns using manipulatives, diagrams, sounds and actions. [C, CN, PS, R, V]
Comparing, Creating Numerical (numbers to 1000) and non-numerical patterns using
Key Questions- How do patterns increase/decrease? How can I use patterns to sort
objects? Where do patterns occur in everyday life?
Overview:
Hook: (2 min)
Explain test expectations.
Activity: (42 min)

-Students will be given the Unit test. When students are finished they can work on
redoing any worksheets they have errors, read silently, draw, or rest their heads on
their desk.
Resources: Unit test
Unit Assessment
Learning
In-Class Exit Slip Pattern

Self- Workshee Test (3 Chapter,
Title Participatio Representation
Assessment ts (2x) 1 Unit)
n
Type (Formative/ F S
F F F/S S
Summative)
Outcomes
Oral/Writte Written Written
Mode Oral Written Written
n
- 10% (2x) 15% (3x

Weighting - - 15% Chapter)
20% (Unit)
Demonstrate an understanding of
increasing patterns (numbers to 1000
and non-numerical using manipulatives,
diagrams, sounds and actions) by: X X X X
X X
-describing, extending, comparing,
creating
Demonstrate an understanding of
decreasing patterns (numbers to 1000
and non-numerical using manipulatives,
diagrams, sounds and actions) by: X X X X
X X
-describing, extending, comparing,
creating
Sort objects or numbers, using one or

X X X X
more than one attribute
Assessment FOR Assessment OF

Assessment Tool Brief Description Learning Learning
Throughout the unit, students will be participating in a

variety of class activities including center rotations, use of
In-class participation X
manipulatives, think-pair-share, small group discussions,
and whole group discussions.
Throughout the unit, students will have a chance to assess
themselves on each outcome. For these self-assessments,
Self-Assessment students will meet with the teacher for a one-on-one X
check-in on how they are doing and further supports they
may need.
Students will complete various exit slips ranging from get

to know you questions to comprehension checks for
Exit Slip X
various lessons. These will help in lesson closure and to
help students practice concepts.
Students will create their own increasing and decreasing
patterns. They will use concrete, pictorial or symbolic
Pattern Representation representation of an increasing and decreasing pattern for X
a chosen pattern rule. Students will also be marked on
description of the relationship, using the pattern rule.
Throughout the unit, students will be working on

worksheets in various lessons. Students will show their
worksheet to the teacher who will mark the correct
Worksheets answers and indicate the answers the students need to X X
redo. The students can reattempt the worksheet until
they receive 100%. The teacher will record the score on
each attempt for proof of learning and progress.
On the last day of the unit, students will complete a unit

Test test in which each outcome will be assessed. Students will X
have the whole class period to complete this test.
Extra Resources (to use if a Lesson runs short)
DO ON LAPTOPS WITH STUDENTS https://www.mathsisfun.com/algebra/pattern-match-colors.html
DO ON LAPTOPS WITH STUDENTS https://www.mathsisfun.com/algebra/pattern-match-shapes.html
DO ON LAPTOPS WITH STUDENTS https://www.mathsisfun.com/algebra/pattern-match-numbers.html
DO ON LAPTOPS WITH STUDENTS https://www.mathsisfun.com/numberpatterns.html
PRINTED WORKSHEETS https://www.mashupmath.com/3rd-grade-math-resources-sneeze?rq=3rd
%20grade

Math 3 Unit Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Math 3 Unit Plan

Uploaded by

Copyright:

Available Formats

Kenady Layton Page |1

Math Grade Three

By: Kenady Layton

Unit Planning Organizer……………………………………………………………………… Page 3

Unit Calendar/Lesson Overview………………………………………………………….Page 4

Unit Assessment………………………………………………………………………………… Page 16

Extra Resources…………………………………………………………………………………. Page 18

Unit Planning Organizer

Unit/Topic: Patterns Subject: Math Grade: 3

GLO: Use patterns to describe the world and to solve problems

1) Demonstrate an understanding of increasing patterns by:

[C]= Communication [CN]= Connections [PS]= Problem Solving

[R]= Reasoning [V]= Visualization

BIG MATHEMATICAL IDEAS

How do patterns increase/decrease?

-describe, extend, compare, and create increasing and decreasing patterns

-sort objects or numbers, using one or more than one attribute

Unit Calendar/Lesson Overview

# Date Lesson Activities Assessment

Activity: (20 min)

Resources: JumpMath PA 3-1, PA 3-2 worksheets

Activity: (35 min)

Activity: (35 min)

Overview: Exit Slip

Activity: (35 min)

8 extending, and comparing.

Activity: (35 min)

Activity: (40 min)

Activity: (32 min)

Activity: (34 min)

Activity: (40 min)

Activity: (35 min)

Drawing Decreasing Patterns worksheet, manipulatives (blocks)

Activity: (35 min)

Activity: (36 min)

Resources: Dice, test

Overview: Exit slip

Hook: (10 min)

Activity: (30 min)

Activity: (35 min)

will be needed for the test in the next lesson.

Activity: (40 min)

Extending, Comparing, Creating Numerical (numbers to 1000) and non-numerical In-Class

Activity: (30 min)

Closure: (10 min)

Activity: (38 min)

will be needed for the test in the next lesson

Activity: (42 min)

Resources: Unit test

In-Class Exit Slip Pattern

- 10% (2x) 15% (3x

Sort objects or numbers, using one or

Assessment FOR Assessment OF

Throughout the unit, students will be participating in a

Students will complete various exit slips ranging from get

Throughout the unit, students will be working on

On the last day of the unit, students will complete a unit

Extra Resources (to use if a Lesson runs short)

DO ON LAPTOPS WITH STUDENTS https://www.mathsisfun.com/algebra/pattern-match-colors.html

DO ON LAPTOPS WITH STUDENTS https://www.mathsisfun.com/algebra/pattern-match-shapes.html

DO ON LAPTOPS WITH STUDENTS https://www.mathsisfun.com/algebra/pattern-match-numbers.html

DO ON LAPTOPS WITH STUDENTS https://www.mathsisfun.com/numberpatterns.html

PRINTED WORKSHEETS https://www.mashupmath.com/3rd-grade-math-resources-sneeze?rq=3rd