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Course AOA2 Lesson Plan Task 2 Taryn Weller GENERAL INFORMATION Lesson Title & Subject(s): (Math) Topic or Unit of Study: Generating and Analyzing Patterns Grade/Level: 4thGrade Instructional Setting: The lesson will be taught to 17 students who will sit at the carpet and also form partner groups at the tables throughout the room. Students in this class come from diverse family backgrounds including homeless, single-parent, and immigrant. Due to this range of backgrounds, I will maximize opportunities for students to talk about their learning with each other. In addition, there are 2 ELL students. The 2 ELL students will sit close to each other throughout the lesson. The room consists of a Smartboard, document camera, two whiteboards, and a computer. STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): CCSS.MATH.CONTENT.4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Lesson Objective(s): Given a starting number and a rule, students will be able to generate and continue a numeric pattern with 80% accuracy. MATERIALS Instructional Materials: •Pink (or any color) cards with numeric patterns •Green (or any color) cards with numeric pattern rules •Math journals •Chart paper •Markers •Document camera •Student whiteboards •Dry erase markers and erasers INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Student Prerequisite Skills/Connections to Previous Learning: Prior to engaging in the lesson, students should know: •Basic speaking skills •Basic listening skills •How to work in groups •Attributes that determine a pattern (repeats, follows a rule, etc.) •How to fluently add, multiply, subtract, numbers within 100 2. Presentation Procedures for New Information and/orModeling: Presentation Procedures for New Information: The purpose of the lesson is to provide students with opportunities to generate a numeric pattern when given a starting number and a specific rule. They will be able to produce numeric patterns that reflect the following operations: addition, subtraction, and multiplication. Anticipatory Set (7 minutes): The teacher begins the discussion by accessing students’ prior knowledge of patterns by posing the question: “What is a pattern?” The teacher will call on a few students to share their thinking. Next, the teacher ask students to share how they know a pattern is occurring in a sequence. Sample responses: same difference between numbers, skip the same amount each time, etc. Then, the teacher will project a series of simple number patterns on chart paper for the class to solve as a warm-activity. The following patterns will be used for this activity: 2, __, 6, 8, 10, 12 44, 50, ___, 62, 68 22, 19, 16, 13, ___ Students will only need to solve for the missing number and not the rule. For each pattern, they will get time to turn and discuss their thinking with a partner. The teacher will call on students to share and justify their answers with the class after pattern.