Teacher Breanne Furlanich Date March 9, 2021

Start Time
School Lomond Community School 10:20 – 11:10
Stop Time
Grade / Subject
Math 5/6 Unit/Topic Patterns and Relationships

OUTCOMES FROM PROVINCIAL PROGRAM OF STUDIES

General
Learning Use patterns to describe the world and to solve problems.
Outcomes:
Specific
Learning Determine the pattern rule to make predictions about subsequent elements
Outcomes:
LEARNING OBJECTIVES
Students will be able to:
1. SWBAT understand and describe what a pattern rule is
2. SWBAT create their own pattern and pattern rule
ASSESSMENTS
Key Products/Processes  Explain what a pattern rule is
 Create a pattern rule with their smarties
 Describe another student’s pattern rule
Key Questions and Intended  What is a pattern rule?  E.g., Is the rule of a pattern that helps us
Responses  What is the pattern rule in this pattern? make predictions about the following
How did you come up with this answer? element.
 E.g., the pattern rule is: dog, cat, dog, cat. I
knew this because the pattern on the board
does not have any other animals and it goes
1 dog and 1 cat.
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
  Smarties
 Smartboard
 Laptop and/or computer
 Whiteboard and marker
 Paper and pencil
PROCEDURES
Prior to lesson Buy smarties.
Have booklets ready.
Introduction Time
Allotment
Consider: Explain to students that for the next 6 weeks together, you will be teaching 10- 15
 Attention Grabber math!! minutes
 Assessment of Prior Knowledge
 Expectations and Routines
 Advance Organizer/Agenda
Handout the patterns and relations booklet to the students and explain they will
 Transition to Body begin to use it next class.

Upload PowerPoint presentation on screen that shows different patterns.

- Slide 1: Ask: what do you see in these photos? What is happening?
What would you place onto the next 2 lines? (might need cues that
there is a pattern – pre-assessment) how did you know that a cat and
then a dog would be next?
- Explain to students that their ability to predict the next elements is
possible because of the pattern rule.
- Ask students: how would you explain this pattern rule to somebody, for
example, who could not see it?
- Slide 2: ask: looking at these images, can you state what the pattern rule
is? (discuss how it is difficult since there may not be enough images
present to create an accurate prediction)
- Go to slide 3: ask: now that we have added more images, do you know

Consider:
 ~15-20 minutes per activity
 Safety
 Relevance (the ‘why’)
 Multiple Modalities
 Questions and Intended
Responses
 Transitions
Consider:
 Consolidation of Learning
 Objective-aligned Questions
 Communication Items
 Transition to Next Lesson
Sponge Activity
Lesson Reflection
what the pattern rule is? What is it?
- Slide 4: Show example of pattern that has no pattern rule. See if
students can identify that there is no rule; ask what they could do to
make a pattern rule?
- Slide 5: Show smartie example slide. Ask what the pattern rule is on this
slide? Have students explain how they knew that.
Body Time
Allotment
Bring out smarties for the smartie time pattern activity
- Explain to students that with their smarties, they will create a pattern
rule and with the student beside them, they will guess each other’s
pattern rule and guess the following sequence.
- Explain that they can eat them at the end; Follow COVID rules and do
not share smarties with others around you
- Explain that the pattern they make has to follow a pattern rule (for e.g., 30 minutes
brown, brown, yellow, brown, brown)
o Ask what a non-example of a pattern would be? (e.g., yellow,
blue, brown, yellow, yellow, blue, brown)
o Explain that it has to follow the same sequence over and over
again; cannot be a random display of smarties.
Wrap Up/Closure/Cliffhanger Time
Allotment
Have students either eat their smarties or put them back in the box – do not eat
in other classes. 3 minutes
Explain that next class, we will start using our patterns and relationships booklet.
1. What worked well? Why?
When first introducing patterns, I provided a visual pattern via PowerPoint at the beginning for
students to solve in order to determine what we were learning that day. It was appropriate with
this type of lesson to have students explain what they were learning rather than tell them what
was occurring. This way, students were quickly drawn to the purpose of this lesson, being solving
and defining pattern problems. From what I have already witnessed within this classroom,
students are provided with either stimulating challenges that serve to help students become
engaged and excited about that lesson.
When going over pattern examples, I had the class explain the patterns rather than tell them.
Additionally, I provided non-examples of patterns that was useful in helping children more
thoroughly understand what a pattern is.
Through the activity portion, there were various students who were going beyond what was
discussed during the introduction and were coming up with challenging patterns. Instead of using
merely my own examples, I used these patterns so that the class could learn from each other.
Students worked together to solve each other’s patterns. It was beneficial, for students began to
think bigger and were trying to come up with different patterns.
2. What didn’t? Why not?
I had not realized that the class came straight from recess. They were energized and
automatically began eating. The beginning of the lesson was more chaotic than I would have
desired due to this.
When handing the smarties out, students automatically became excited but also distracted.
Instead of focusing on the activity, they wanted to understandably eat the smarties. Me
introducing the smarties before the actual activity itself led to a handful of students needing
clarification as to what was occurring.
3. Given the opportunity to re-teach this lesson, what would you do differently? Why?
 Now that I know that they come in from recess, I am going to give more transition time in order
for them to settle. Many of the students need to use the washroom and have a snack. I will write
on the board for the meanwhile reminders to do this so that students have that time to better
prepare for the lesson. For those who are quicker and automatically prepared to learn, I will have
a challenge that will lead to our topic.

With many of our lessons, students are hands-on and engaged and this can cause energy levels to
spike. At the end of the lesson, students need to be re-grounded in a calming activity. Next time, I
will ensure that the classroom find an appropriate outlet to reground themselves. I will try some
breathing techniques that can be done as a classroom. I can also display a visual timer so students
are aware that it is about time to finish.

Next time I have an exciting activity, especially that involves something desirable such as
smarties, I will explain and provide an example of the challenge before I deliver the treat. This
way, I can ensure students listen to the instruction and are aware of what they are to do next.

To better manage the classroom, I should use wording that they are used to. They are used to
hearing, “grade 5/6’s, eyes and ears on me”. I believe that by using a structure they are familiar
with, students will better listen to the instruction provided.

March 9 - math ⅚
- Met at the door with hand sanitizer
- Asked them to write names on white board desk. (wait for them to settle before
instruction if possible or have this written on the board)
- (student name) keeps looking back at me for some reaction, not sure why
- Let the kids introduce the topic by open ended questions
- I like that you entertained different ideas
- You called on (student name) more than others, he likes to hear his own voice
- vocab: sequence, repeats, patterns
- Awesome showing a non-pattern
- (student name) needs confidence boosts, she needs to know that you believe in her so it’s
Teacher Observation Notes
good to call on her on those easier ones to grow this
- Really good job walking them through it.
- Snack, invite them to get a snack out at the beginning of class so that the noise happens at
the same time
- Candy is always a win for engagement. Sometimes you might want to give instructions
before showing them the treat
- Visualize before perform is great
- Have guidelines already written on the board
- Adapted well when new student showed up
- Kept the activity going and made it harder as you went
- Ending was more loud, think about a calming ending