Student Teacher(s): Breanne Furlanich

COURSE(s) Math
UNITS(s) Patterns and Relationships
GRADE(s) 5/6

Description: (address what your module plan design is all about)

For six weeks, students will be begin completing their patterns and relationships unit. Students will
follow a premade patterns and relationships booklet that follows a sequential order of this unit. In order to
provide students with engaging learning, lessons will alternative from hands-on, collaborative activities to
the booklet. The patterns and relationships booklet is a formative tool where I can observe and identify
student progression within the unit and provide implemental feedback to students. Each classroom
observation will be tracked with a checklist where I can determine, alongside the booklet, whether
specific areas need more practice and instruction and which students need additional assistance. Students
will be continuously provided with verbal and written feedback throughout the unit.

Rationale: (address why your design is important and your reasoning for specific design choices)
The patterns relationship booklet will be used in place of a textbook, for it provides a clear and structured
sequence that students can easily follow whilst avoiding potential feelings of overwhelmingness or
boredom. The booklets are simultaneously simple for students to assess, which will provide useful in
determining proper adjustments and repeats needed for the classroom.
Additionally, continuous hands-on and collaborative activities will be implemented within the unit in
order to engage students and allow them to connect deeper to the content. With this approach, different
learning styles (e.g., aural, verbal, kinesthetic) are incorporated, providing more equitable learning for all
students.

ED3601 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

Unit/Program Considerations:

 Safety:
 Other:
General Notes/Reminders:
 Write down feedback notes after classes; via checklist (observation)
Essential Understanding(s): Essential Question(s):
“20 years from now, students should know/remember/be able to do …
having successfully completed this module”.
 - Engages Students / Provokes Interest
 - Promotes Inquiry / Complex Responses
 

Essential Processes: Essential Products:

 Demonstration of understanding patterns and  Relationships and patterns booklet
relationships
 Creation of pattern and relationships examples
Pre-existing Knowledge and Skills: Where Does This Lead?
 Locomotor skills.  Math 6,7+
 Number and letter understanding
 Tables and graph understanding
 Understanding of arithmetic symbols

ED3601 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 Patterns and Relationship Quiz
Title Patterns and Relationships Booklet Patterns and Relationships activities

Purpose /

Type Formative
Formative
Pre-assessment
Summative
 Pre-Assessment / Diagnostic
 Formative
 Summative

Task
 Process
 Competencies Product: Quiz
 Growth / Process: Competencies Process: Growth and Development
Development
 Product
 Performance Task
 Quiz / Test

Modality Do
 Write Do Write
Learning 

Do
Say
Write
Say

Outcomes Assessor
 Self Teacher Teacher Teacher
 Peer
 Teacher

Device
 Anchor / Sample /
Exemplar Checklist w/ commentary feedback Observation and Conversation
 Anecdotal Notes Observation Discussion (Q&A) 1-4 Level Rating Scale
 Checklist / Rating Scale Checklist w/ commentary feedback
 Conversation / Q & A
 Heuristic
 Rubric
 Other

Audienc
e Individual
Teacher
Individual
Class Teacher
 Individual Teacher Individual
 Class / School
 Community / Online

Weighti -- -- 100
ng
Groupings of Learner Outcomes Learning Objectives
Represent and describe patterns and relationships, using graphs and Knowledge
Knowledge/Application Application
tables

Application

Demonstrate an understanding of the relationships within tables and

values to solve problems
Application Application

Application

Represent generalizations arising from number relationships, using

equations with letter variables
Application Application

Application
Express a given problem as an equation in which a letter variables is
used to represent an unknown number
Application Application
Application
Demonstrate the pattern rules to make predictions about subsequent
elements
Application Application
 Course Mathematics
Unit Planning Alphanumeric Code and Title

Component 3: Lesson Sequence Grades Grades 5 & 6

Introductory, Intermediate, Advanced

Teacher Name(s): Breanne Furlanich Duration 6 weeks (50 minute lessons)

Total Instructional Hours Allotted

Lesson # 1 of 24 Introduction to patterns

Outcome(s) Determine the pattern rule to make predictions about subsequent elements
Assessment Evidence(s)
 Purpose Formative; pre-assess
 Modality Do
 Device Observation/discussion. (write down observations afterwards daily – checklist and comments)
 Criteria
Learning Activity(s) PowerPoint Presentation; showing patterns of things pertaining to interests (e.g., animals, weightlifting,
anime characters, food).
- Ask children what is occurring in photos (pattern sequence) (pre-assess)
- Classroom explains what pattern rule is occurring and what the next three steps are.
Smartie time! (Smart math students get smart candies).
- Following COVID rules; create color patterns with another student and explain to each other
what the pattern rule is and guess the following sequence.

Lesson # 2 of 24 Pattern and Relationships booklet – p.1-2

Outcome(s) Determine the pattern rule to make predictions about subsequent elements
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Patterns and Relationships booklet – go over first pattern as a class
Students work on p.1-2
Last 15 minutes activity: either via paper or PowerPoint: students create their own pattern (based on
interests)
- Used during next class with a partner
- Show example; not a linear pattern but make it at least 5 rows (pyramid – 6 rows)

Lesson # 3 of 24 Patterns and Relationships activity

Outcome(s) Determine the pattern rule to make predictions about subsequent elements
Assessment Evidence(s)
 Purpose Formative
 Modality Do and say
 Device Observation and discussion
 Criteria
Learning Activity(s) Round Robin pattern activity – show their pattern and have others guess the next sequence.
Class discussion: when would we use our pattern knowledge outside of the classroom?

Lesson # 4 of 24 Pattern and Relationships booklet – p.4-7

Outcome(s) Determine the pattern rule to make predictions about subsequent elements
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Patterns and Relationships booklet – go over first pattern as a class
Students work on p. 4-7

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 If done early – give a challenging pattern for students to work on.

Lesson # 5 of 24 Patterns and Relations Activity

Outcome(s) Determine the pattern rule to make predictions about subsequent elements
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Observation and discussion.
 Criteria
Learning Activity(s) Introduce growing (ascending) and repeating, patterns.
Show a number example and a visual example.
- What are the numbers doing? (increasing)
- What (arithmetic symbol) could we try to discover the pattern rule?
- What strategy (what could I do) to identify the pattern rule? (e.g., take 38 – 21 to find 17).
- What is the pattern rule?
Activity: everyone makes their own growing pattern on their table (put your name at the top of your
table).
- Students go around with paper and pen and write down what they think each pattern rule is and
write down the next 3 numbers.
- As a class, go over some of the examples and see if we got it right.

Lesson # 6 of 24 Patterns and relationships booklet p.8-10

Outcome(s) Determine the pattern rule to make predictions about subsequent elements
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Patterns and relationships booklet; do pg. 8-10
- Go over a few examples first as a class.

Lesson # 7 of 24 Patterns and relationships booklet p. 11-12

Outcome(s) Determine the pattern rule to make predictions about subsequent elements
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Use prior knowledge to introduce shrinking (descending) patterns.
Show an example:
- How is it different from the other patterns we previously went over?
- Which arithmetic symbol could we use to find the pattern rule?
- What strategy could we use to find the pattern rule?
- What is the pattern rule?
Do pg. 11-12
Early finishers: give a two-rule pattern example (pre-assessment) to see if they can determine the pattern
rule.
- If they can; have them create an example for next class instruction

Lesson # 8 of 24 Patterns and Relationships booklet p.13

Outcome(s) Determine the pattern rule to make predictions about subsequent elements
Assessment Evidence(s)
 Purpose Formative

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  Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Use student examples (if correct/done) for introduction pre-assessment; students write following
numbers on whiteboard table.
- Use different color to separate the two patterns occurring
- Ask students other ways which they may avoid confusion (e.g., underline)
Patterns and Relationships booklet – go over first pattern as a class
- Do p. 13

Lesson # 9 of 24 Scavenger pattern hunt activity – p. 14-16

Outcome(s) Determine the pattern rule to make predictions about subsequent elements
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Observation and discussion.
 Criteria
Learning Activity(s) Scavenger hunt – make the growing pattern
- Students pair up into teams (create their own team name) (groups of approx. 4)
- Students find the envelope with their team color (for e.g., red, blue, green, purple)
o Envelope questions are booklet pages 14-16; make sure students track their answers on
a separate piece of paper to add to their booklet afterwards
- Find the first envelope #1
o The last pattern in the question found within the envelope will lead them to their next
envelope to find
o Scavenger treats at the end.
End with group discussion.

Lesson # 10 of 24 Pattern and Relationships booklet p.17-19

Outcome(s) Determine the pattern rule to make predictions about subsequent elements
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Review last activity – work on pages 17-19 (shrinking patterns).
Note: create another activity to do for early finishers

Lesson # 11 of 24 Introduce Multiplication Patterns – activity

Outcome(s) Determine the pattern rule to make predictions about subsequent elements
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Observation and discussion.
 Criteria
Learning Activity(s) Review prior knowledge on patterns (increasing/decreasing) and arithmetic symbols used.
Introduce multiplication patterns; give an example
Do a question together as a class.
Grab 2 make 1:
- Grab 2 random numbers laying around in the class
- Make 1 pattern with it with using multiplication
- Do your own question first and write down pattern rule and answer on a sheet.
- Go around and solve others and see if you got them right at end w/ classroom discussion

Lesson # 12 of 24 Patterns and Relationships booklet p.20-21

Outcome(s) Determine the pattern rule to make predictions about subsequent elements

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 Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Patterns and Relationships booklet – go over first pattern as a class
Do p. 20-21
Note: create another activity to do for early finishers

Lesson # 13 of 24 Introduce in and out patterns and graphs – activity

Outcome(s) Demonstrate an understanding of the relationships within tables to solve problems
Represent and describe patterns and relationships, using graphs and tables.
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Observation and discussion.
 Criteria
Learning Activity(s) Introduce in and out (pattern in graphs) – in n’ out.
Bingo roller cage activity: students take two numbers out (one is the in number, second one is the out
number). Try to see what pattern they could create and then they make a chart of in n’ out patterns for a
partner to solve.

Lesson # 14 of 24 Patterns and relationships booklet p.23-24

Outcome(s) Demonstrate an understanding of the relationships within tables to solve problems
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Patterns and Relationships booklet – go over 4 examples together as a class
Do p. 23-24

Lesson # 15 of 24 Random number activity; patterns and relationships booklet p.25

Outcome(s) Demonstrate an understanding of the relationships within tables to solve problems
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Random number activity: partners use random number generator (via laptop) twice and create a pattern
rule. Together, students create 3 additional tables that follow the same rule. After, students team up with
another group and try to solve each other’s rule (can use any of the arithmetic symbols)

Patterns and Relationships booklet – go over 4 examples together as a class

Do p. 25

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Lesson # 16 of 24 Patterns and Relationships booklet p.26-28
Outcome(s) Demonstrate an understanding of the relationships within tables to solve problems
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Patterns and Relationships booklet – go over 4 examples together as a class
Do p. 26-28
Note: may need an extra day of this.

Lesson # 17 of 24 Patterns and Relationships booklet p.29

Outcome(s) Demonstrate an understanding of the relationships within tables to solve problems
Represent generalizations arising from number relationships, using equations with letter variables
Express a given problem as an equation in which a letter variables is used to represent an unknown number
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Pre-Assessment; give students a table (p.29) to try and solve
- Class discussion: how did you solve this problem?
- Give same answer but change a component (e.g., different arithmetic symbol or different
numbers). Try to solve it now. Go over as a class.
(ask Amanda of an activity idea for these type of problems)

Lesson # 18 of 24 Patterns and Relationships booklet p.30-32

Outcome(s) Demonstrate an understanding of the relationships within tables to solve problems
Represent generalizations arising from number relationships, using equations with letter variables
Express a given problem as an equation in which a letter variables is used to represent an unknown number
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Patterns and Relationships booklet – go over 4 examples together as a class
Do p. 30-32
Note: may need an extra day of this.

Lesson # 19 of 24 Introduce tables and graphs patterns

Outcome(s) Represent and describe patterns and relationships, using graphs and tables
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Introduce completing tables by using graphs.
- Show a graph via smartboard; have students help you create a x & y table to determine the
pattern
- What is the pattern rule?
Graphing paper activity: have students create a graph with a pattern rule they created (show example).
Switch graphs with partner to see if they can solve your pattern rule.

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 If time, begin working on page 33.

Lesson # 20 of 24 Patterns and Relationships booklet p.33-36

Outcome(s) Represent and describe patterns and relationships, using graphs and tables
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Patterns and Relationships booklet – go over 1+ example together as a class
Do p. 33-36

Lesson # 21 of 24 Patterns and Relationships booklet p.37-40

Outcome(s) Express a given problem as an equations in which a letter variable is used to represent an unknown number
Represent generalizations arising from number relationships, using equations with letter variables
Represent and describe patterns and relationships, using graphs and tables
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Patterns and Relationships booklet – go over 1+ examples together as a class (p.37)
- Provide another example with more empty parts on a table to determine missing numbers
Do p. 38-40

Lesson # 22 of 24 Introduce next segment - activity

Outcome(s) Express a given problem as an equations in which a letter variable is used to represent an unknown number
Represent generalizations arising from number relationships, using equations with letter variables
Represent and describe patterns and relationships, using graphs and tables
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Introduce next component (given two graphs and find out which is correct)
- Go over examples via whiteboard together as a class
Candy board activity: students are given two graphs (on paper). They place candies in a strategic spot
and create a pattern rule (1 graph is right, one is wrong)
- Have a partner look at their two graphs and determine which is right (they right a table on their
own whiteboard table)

Lesson # 23 of 24 Patterns and Relationships booklet p.41-42

Outcome(s) Express a given problem as an equations in which a letter variable is used to represent an unknown number
Represent generalizations arising from number relationships, using equations with letter variables
Represent and describe patterns and relationships, using graphs and tables
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write
 Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Patterns and Relationships booklet
Do pages 41-42

Lesson # 24 of 24 Patterns and Relationships booklet p.41-42

Outcome(s) Express a given problem as an equations in which a letter variable is used to represent an unknown number
Represent generalizations arising from number relationships, using equations with letter variables
Represent and describe patterns and relationships, using graphs and tables
Assessment Evidence(s)
 Purpose Formative
 Modality Do/write

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  Device Booklet – provide feedback. Observation and discussion.
 Criteria
Learning Activity(s) Introduction to choose the correct equation to solve a question
Give visual representation (using physical objects) with 4 different types of answers
- Using all arithmetic symbols.
p.43-46

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