Part 3 of 3 Develop Instruction in Patterns and Functions Complete the

Part 3 of 3 develop instruction in patterns and

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Part 3 of 3: Develop Instruction in Patterns and Functions
Complete the following two components of part 3:1. Justify how twoadditional instructional strategies (other than mathematical terminology and multiple representations) will support the understanding of patterns and functions for anyK–6 grade level by referencing applicable portions of Elementary and Middle School Mathematics: Teaching Developmentallyor NCTM Principles and Standards. Elementary and Middle School Mathematics: Teaching Developmentally 2. Design an original elementary (K-6) mathematics lesson plan in the template provided below that addresses the topic of patterns and functions. The instructional LESSON PLAN Name: Katelynn Streety MYES Module Title: Patterns and Functions GENERAL INFORMATION Lesson Title & Subject(s): Creating Number Patterns Topic or Unit of Study: Operations and Algebraic Thinking Grade/Level: 4 th Grade Instructional Setting: Describe the following: group size, learning context, location (classroom, field trip to zoo, etc.), seating arrangement, and bulletin board displays.
The following lesson is created for a general education classroom of 25 students, arranged in 5 groups of 5 students. The teacher will use a document camera to introduce topic and resources needed for the lesson. STANDARDS AND OBJECTIVES List Your State Core Math Curriculum/Student Math Achievement Standard(s) and Provide the Full Text: Fourth Grade: 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. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Lesson Objective(s): Include a three-part objective—with a condition, behavior, and measurable criterion— that aligns with the standard(s) listed above as indicated in the “ WGU Lesson Planning Guide .” By the end of the lesson, the student will be able to generate a working number pattern 8/10 times.

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