Contextual Information

Big Idea: Represent Rules. Grade: 5 Date:

Time: 9:55 am
Lesson # 3

Resource Link:
Lesson Structure: Integrated Content: Differentiation for English Language Learners: LIST STRATEGY
Whole group instruction Math HERE
Individualized or Grouped Modification
ESOL Accommodations: Check all that apply to your classroom
Flexible environment
Flexible scheduling
✘ Flexible seating
Bilingual assistance
Approved dictionary/glossary
✘ Reading text out-loud

Standard(s): (BEST/NGSSS)
MA.5.AR.3.2
Given a rule for a numerical pattern, use a two-column table to record the inputs and outputs.
Clarification 1: Instruction builds a foundation for proportional and linear relationships in later grades.
Clarification 2: Rules are limited to one or two operations using whole numbers.

Learning Trajectory:
Review the state standards to learn what similar or related content students have worked with prior to the lesson. (Think, what did
they learn about last year & what will they learn about next year?)

Previous Standard: Write code and full text: MA.4.AR.3.2 Generate, describe and extend a numerical pattern that follows
a given rule

MA.6.AR.3.3
Next Standard: Write code and full text:
Extend previous understanding of fractions and numerical patterns to generate or complete a two- or three-column
table to display equivalent part-to-part ratios and part-to-part-to-whole ratios.

Instructional Objectives(s) & Learning Target:

By the end of the lesson, the students will

use a two-column table to record inputs and outputs.
write a rule for an input-output table.
use a graph to represent an input-output table.

Learning Target: I can use and write a rule for an input-output table.

Diagnostic Data: Check what data you have used to assist in your planning and provide relevant data as requested by instructor
☐ WIDA ☐ Lexile ☐ i-Ready ** ☐ Diagnostic ☐ Unit Testing ☐ Pre- assessment ☐ Other:

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Data:
ELLs are still strong in math based on observation , they may need help with reading questions.
WIDA:
WIDA:
Yarely:

Gigi:

Giselle:

Antonio: Matthew:

Wendi: Juvenal:

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Adrian: Joanna:

iReady:
HIGH MIDDLE LOW
Juvenal Antonio Joanna
Justin Adrian Rylie
Abbey Matthew Gigi
Jakob Jonathon Yarely
Gisele Yanely Janiyah
Lizbeth Wendy

(Groups will change )

Vocabulary: (define in kid friendly terms) Instructional Materials/Graphic

https://www.wordsmyth.net/ Organizers/Resources/Technology
(Beginner for K-2 & Intermediate for 3-5) Select your materials and technology. Then, include a copy
Term 1: Input - the input is what goes into the function. and/or hyperlink to any digital materials in the space provided
Term 2: Output - is what comes out of the function.
Paper, Pencils, Markers, Crayons
Teacher-created handout
iPad or laptop computer

Lesson Organization
Introduction/Building Background Pacing
1. Greeting: Good morning students! Can anyone tell me about a pattern they have seen or can make up? Good! 3
minute
Hook: Today we will be learning how to find patterns in math! We will be able to learn how record inputs and s
outputs.

2. Prior Knowledge: Connect this lesson to previous learning. We have seen many patterns when it comes to colors
and shapes, but we can relate this to numbers too! In fourth grade, you guys learned how to make a rule for a set
of numbers. Today we are going to that and learn how to record it in an input and output table!

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 Instructional Steps (allotted time):
Pacing
LAUNCH: 50
Number Talk Time!!!! mins
Patterns and rules.

What do you notice?

Possible answers – The first row is counting by 1s---- the first row is adding by ones.
The second row is counting by 2s, the first row is adding by twos. The first row has odd numbers the
second row does not.
Strategies, Visuals, counting through the numbers.

Think of

Possible answers: 8, 32---- 8, 12, 16,20,24,28,----IDK

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Strategies, counting up by four, or know their multiple of four.

What is missing from this patter?

Missing: Pentagon- 5 sides.

Possible answers: 5-sided shape, a shape, a pentagon, IDK.

Strategies: Counting up by 1 for sides, knowing the chain of shapes.

Follow up questions. What are the names of these shapes- how many sides do they have, what is the pattern? 3 sides, 4
sides, 5 sides, 6 sides. Rule: sides are increasing by 1.

EXPLORE:
PowerPoint:

Okay class, * I read through target and success criteria*

Vocabulary terms— * Read through terms*

“Can someone repeat what an input is ? An output? A rule?”
Now, lets all pull out our math work books and flip to page ______.

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“ If out input is 2, and our output is 7, what does our rule have to be? How can we make 2 into 7?
Are we going to add or subtract? Possible answers – they should all say add.
Good!
What are we going to add? Possible answers- should all say 5. (Strategies will most likely be adding or subtracting 2 from
7)
Then repeat for the rest of the table.
“The difference within this table is that they either give us an input or an output and we assign the rule that fits, or we
take the rule given and find the input or output that is not given to us. If they only give us one, we can find a rule and
input or output to fit. We can always know if we are right by checking our answers!

Okay students, now we are given and input and output. We have to find a rule to fit all of these sequences. Can anyone
think of a rule that would work for this graph?
What can we do to 3 to make 9? Yes! We can multiply it by 3. Let’s make sure this works for the rest of the table. Does 5 x
3= 15? Yes. Does 6 x 3 = 18? Yes, does 10x 3 = 30? Good! So now we will write our rule in the blank. What is the same thing as
multiplying by 3? …… Dividing by…….? Yes, 1/3.
Differentiation – have lower groups try to find the first rule- push higher groups to come up with the laternative second
rule

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I want us to look at this first table with our table groups. Use the table and the rule to try to solve the first 3 rows for the
output. The last row we are going to solve for the input. How might we do this? We find what number would make sense
if we subtracted 8 from it to get 19? A strategy we can use is add that 8 to 19 to find the answer.
Come back together after about 3-4 minutes.
Monitor and walk around as they work. – provide support to lower group students- provide prompt to students who
need support
Share answers and confirm that they are correct.

Now I want us to turn into our groups and work with one another on finding rule for the input output tables. What does
the question mean by writing it as an expression?
Yes or no, this means we writ as multiply by, or add by, or divide by, or subtract by.
Guide the students through this as monitoring through the room, while gathering data on groups.

Come back together after 3 minutes-

Rule for # 3 Add by 10 Rule for #4 Divide by 4.
Have students share to confirm they are correct and provide clarity if needed.
Remember students, you can always check your work! We have to make sure the rule works for every row of the table.

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Independently, apply the rule to the table, do the best you can and we will come back together in a bout 5 minutes.
Differentiation- lower groups- help by filling in one row with them.
Does anyone want to share what they got for #5?

Correct answers :
#5. 21, 23, 18, 23
#6. 1, 12, 16, 6

Review over and answer questions.

(Complete together)
What value is missing from the table? What is our first step here ? What do we have to find?
The RULE!!!
So, what can we to do 6 to make 3, 16 to make 8, and 32 to make sixteen?

Possible answers: IDK, divide by 2, add 3.

Yes, we have to divide by 2!! So now that we know the rule would our next step be?
Yes, apply the rule to the input that is connected to the missing output. So 8 divided by 2. What is 8 divided by 2?
Yes 4! So, what is our answer? Good it’s A!

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Last week, we learned about graphs. First, we will find the rule that match this table. What could be the rule for this
graph.
Turn with your groups and talk about a plausible rule for this table.
Monitor around the room and make sure groups are on the right track, fix any error if caught.
Come back together after 5 minutes.
Share groups strategies/answers and fill in table.
Now, we learned last week about graphing ordered pairs. Ordered pairs are written on graphs like so, write on board.
(x, y) In this table does anyone know what our ordered pair would look like?
It would be (input, output)…… Which in this problem would be (number of passengers, total cost).
Can anyone tell me the ordered pair for the first row?
Good! It would be (2, 60)
What about the second row?
(5,150)
Repeat for the last two rows.
(6, 180)
(8,240)
Now I want you to graph these on in your workbook.
Remember that y axis is vertical and x axis is horizontal.
(Model together)

Independent practice :
Your turn!
Independently, I I want you to complete this next problem in your workbooks.

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I will walk around to help if you have questions.
Provide support as walking through the room. Correct errors if seen.

Come back together after8 minutes.

What is the rule we found? Multiply by 40!
What is the missing input in the third row? 5
What is the missing output in the second row? 160.
If answers are incorrect ask though process and fix their thinking/ add to their thinking.
Go through plot points together, have the students put a check if they were correct and fix it if they were incorrect.
Differentiation!!!-
Low group -Provide one ordered pair to graph for them, one to do with them and then support them through the last
two.

Hand out work sheet-

Differentiation- Low groups answer questions 1 and 2.
High groups answer 2, 3 and 4.
Middle groups answer 2 and 3.

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DEBRIEF:
Students will be able toa ask questions and be able to have conversations about the content.
3 volunteers- sticky note on each of them
Student 1 – the number 7 (output)
Student 2- number 3 (input)
Student 3 – the rule (add by 2)
Have students place them together in the correct order.

Assessment: Observing student progress through monitoring during lesson. Worksheet (informal)

Lesson Closure: Now we know how to find and record inputs and outputs. If we are given a rule, input, or output, we can
find the missing one. We can graph higher numbers !

Post Lesson Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative assessment? If
proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.

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