Teacher Breanne Furlanich Date March 17, 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 Use patterns to describe the world and to solve problems
Learning
Outcomes:
Specific Determine the pattern rules to make predictions about subsequent elements
Learning
Outcomes:
LEARNING OBJECTIVES
Students will be able to:
1. SWBAT create a pattern rule.
2. SWBAT solve a pattern by following its pattern rule.
ASSESSMENTS
Key Products/Processes  Students will create simple pattern rules in order to understand how pattern rules work.
 Students will solve patterns by following a pattern rule.
Key Questions and Intended  what is the pattern rule? How were you able  The pattern rule is start at 0 and add 7 each
Responses to identify the rule? time. I was able to find this by counting each
 Following this pattern sequence, how would number and finding out how much to add to
you describe the pattern rule? the next number; or, I subtracted the first
number sequence from the second one to
realize that the value was 7.
 E.g., the pattern started with 5 and added 2
each time.
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
  Pencils/pens
 Whiteboard
 Markers
 Envelopes
 Printed out patterns
PROCEDURES
Prior to lesson Create envelopes and patterns.
Tape them in gym walls.
Introduction Time
Allotment
Consider: If students have not yet completed page 13 in their patterns and relationships,
 Attention Grabber have it as the beginning classroom challenge to do.
 Assessment of Prior Knowledge
 Expectations and Routines
 Advance Organizer/Agenda
Show two-rule patterns on the board. Ask students have their snack, ask them to
 Transition to Body try to solve the patterns:
 1, 5, 2, 10, 3, 15, 4, ___, ___, ___
15 minutes
 1, 3, 2, 5, 4, 7, 6, ___, ___, ___.

Consider:
 ~15-20 minutes per activity
 Safety
 Relevance (the ‘why’)
 Multiple Modalities
 Questions and Intended
Students may have used different strategies to find their patterns. Ask students
to share how they solved the patterns.
Introduce two-pattern rules. For example, the second example has two patterns:
It starts at 1, increases by 2 then decreases by 1, repeat.
Body Time
Allotment
Explain to students that in the small-gym, there is a scavenger hunt of patterns 30 minutes
that awaits them. Explain that there are envelopes that have a pattern for
students to solve in them. As a team of 4, they are to work together to solve all
the patterns.
 Responses
 Transitions
Consider:
 Consolidation of Learning
 Objective-aligned Questions
 Communication Items
 Transition to Next Lesson
Sponge Activity
Lesson Reflection
Have 4 different types of envelopes. Have a different color marked on each, such
as: green, blue, red, yellow.
Explain to students that once they find out a pattern, the LAST number in the
pattern sequence is the next envelope they have to find.
Do the first envelope together in class. The pattern is:
 0, 2, 4, 6, ___, ____, ___.
Once students realize that the last number in the pattern sequence is 12, once
they get to the gymnasium, they will look for the envelope with 12 on it (that is
in their team color) and will continue until they have solved all the patterns.
Also, do a quick scenario to remind students how to be effective team members.
Give a scenario where you and one of the students are on a team together.
Explain that this student whom who has chosen is very good at patterns and can
solve it in about 3 seconds. However, it takes you longer. Ask students whether it
would be fair if the student who is quicker at patterns solved all the patterns
quickly without letting me try to solve them as well. Discuss how as a team
member, if you are done finishing the pattern puzzle, instead of answering it for
the team, help your team mates understand the pattern by giving them cues.
During this process, remind students to wear their masks.
Once done, remind students to grab all the paper in the gymnasium and throw it
in the garbage can when returning to class.
Wrap Up/Closure/Cliffhanger Time
Allotment
Last 5 minutes, provide students with paper towel and have them wipe off their
5 minutes
desks.
1. What worked well? Why?
With the scavenger hunt, I had students go to the small gym where I had taped their envelopes
on the walls. This activity went extremely well. Overall, I noticed that each student was engaged
and were working well together to solve the math problems. Students were motivated to solve
the problems.
It was also beneficial that before we got to the gym, I addressed a scenario to students regarding
teamwork. I provided a scenario where me and one of the students were doing the challenge
together but the student was able to do the patterns quicker than me. I asked them if it would be
fair for that student to answer all the patterns without giving me the change to think through
them or without providing me help as to how to solve the pattern. The class all agreed that the
student needed to make sure I was involved. This way, the students who usually would finish
quickly were working alongside other students.
2. What didn’t? Why not?
There was one instance where a student thought I had made a mistake on the numbering on the
envelopes. Instead of going over the question, I took his answer to be right and addressed the
whole class, stating that “envelope #25 should actually be envelope #225.” After a couple of
seconds, I realized that the student actually just had the wrong answer and I had to address the
class again which caused a little confusion for a moment. It would be beneficial for not only me
but the whole class if I did not jump to conclusions too quickly.
3. Given the opportunity to re-teach this lesson, what would you do differently? Why?
If I do another lesson based on a similar activity, I believe that it would be cool to incorporate
both a teamwork and an individual component to ensure that everyone is truly getting equal
opportunity to solve the math patterns.