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Gladys McDonald Numeracy Plan &

Unit Time Frame:


Patterns and Relations Unit 1 Patterning P3.1 Demonstrate understanding of increasing and decreasing patterns including: observing and describing, extending, comparing, creating patterns using manipulatives, pictures, sounds, and actions. SK Common Core Pre-Assessment

Excellence is not an option, its an expectation!

Numeracy Group: Grade 3

a. b. c. d. e. f. g. h.

Identify and observe situations relevant to self, family, and community that contain an increasing or decreasing pattern, identify the starting value of the pattern, and describe the rule for the pattern and how the pattern would continue. Verify (concretely, visually, orally, pictorially, or physically) whether or not a given sequence of numbers represents an increasing or decreasing pattern. Observe various patterns (increasing or decreasing) found on a hundred chart, such as horizontal, vertical, and diagonal patterns, and describe the pattern rule. Compare visual patterns for skip counting (forwards or backwards) by 2s, 5s, 10s, 25s, and 100s and relate to increasing and decreasing patterns. Visualize and create oral, concrete, physical, pictorial, or symbolic representations for a given increasing or decreasing pattern rule and explain how the representations are related. Create a concrete, physical, pictorial, or symbolic pattern (increasing or decreasing) and describe the pattern rule. Describe strategies used to solve situational questions involving increasing or decreasing patterns, including determining missing elements within the pattern. Research (e.g., through Elders, traditional knowledge keepers, naturalists, and media) and present about the role and significance of increasing and decreasing patterns (e.g., making of a star blanket, beading, music, and patterns found in nature) in First Nations and Mtis practices, lifestyles, and worldviews.

Daily Assessment Practices

SK common core post-assessment

I can find and tell about various patterns on a 100 chart. I can relate skip counting to increasing and decreasing patterns. I can use a rule you give me to make and tell about a pattern. I can make different types of patterns and tell the pattern rule. I can solve a problem using patterns. I can tell about increasing and decreasing patterns in First Nations and Metis practices and lifestyles.

MOMO Booklet

1. October 7, 8 Reflect #1: Make your own increasing pattern. Use words to explain in writing how your pattern grows. 2. October 11, 15 Reflect #2: How can you extend the number patterns in a table or chart? Give an example. 3. October 16, 21 Reflect #3: Make a decreasing pattern. Tell how it shrinks. Now create a different decreasing pattern using the same pattern rule as before. 4. October 22, 23 Reflect #4: You are sitting down for supper at home and your parents ask you, Billy what have you been learning in math in October? Explain to your parents in detail what you have been learning in our unit on patterns.

1. 2.

I have..what comes next? Game Pattern Detectives Game

Pink Fizza Austin Furqan Katelynn Micaela Chloe Ishmal Kadija

Purple Joshua Bennet Braeden

Yellow

Blue

Green

Orange
Gairiden Sierra Tyler Matthew

Carys Maham Zaid Harley Ethan

Jacob Mahika Ethan Joey William Emily

Kansys Mohammed

Date/Instructional Day: September 24 (Day 1) I can. SK Common Core Pre-Assessment

Date/Instructional Day: October 7, 8 (Day 4, 5) I can solve a problem using patterns. EXPLORE whole group Aly explore (October 7) Lesson 5 Explore -> Math Problem Strategies Michelle explore (October 8) -MMS Explore Lesson 3 pg 14 (gr. 4) and reflect #1 example MOMO MWT MS MT -key words L5: Strategies -Reflect Toolkit
Question #1 -math read to self

Date/Instructional Day: October 17 (Day 1) Aly plans day 1 flex day for data outcomes or DNA instruction. Date/Instructional Day: October 21 (Day 3) I can make different types of patterns and tell the pattern rule. EXPLORE whole group Michelle (October 21) MOMO MWT
L7: Creating and Comparing Decreasing Patterns

MS

Date/Instructional Day: September 26, 27 (Day 3, 4) I can use a rule you give me to make and tell about a pattern. EXPLORE whole group Aly MMS3 Explore p.6 -7 Exploring Increasing Patterns (Pattern Blocks) MOMO MWT MS MT -Create a
creature

MT -Reflect #2 -Reflect #3 -math read to self

Date/Instructional Day: October 9 (Day 1) **Aly away at New Teacher Induction Session 2. Aly plans for guest teacher.** Date/Instructional Day: October 11, 15 (Day 3, 4) I can use a rule you give me to make and tell about a pattern. EXPLORE whole group Aly explore (October 11) Lesson 6 Explore: Exploring Decreasing Patterns Michelle explore (October 15) MOMO MWT MS MT
L6: Exploring Decreasing Patterns -Reflect #1 -Reflect #2 -math read to self

Date/Instructional Day: October 22, 23 (Day 4, 5) I can find and tell about various patterns on a 100 chart. I can relate skip counting to increasing and decreasing patterns. EXPLORE whole group Aly explore (October 22) Reflect #4 Practice, students act out conversation Michelle explore (October 23) MOMO MWT MS MT L4: Increasing -Reflect #3 Number -Reflect #4 Patterns -Read to self
L8: Decreasing Number Patterns

Date/Instructional Day: September 30, October 3 (Day 5, Day 3) I can make different types of patterns and tell the pattern rule. EXPLORE whole group Aly Explore (September 30) Lesson 3 Explore on Comparing Increasing Patterns andWhole group Explore on math journal reflect questions (Reflect #1) Michelle Explore (October 3) MOMO MWT MS MT
L2: Creating Increasing Patterns L3: Comparing Increasing Patterns -define key words (p.5 MMS3) -math read to self

Date/Instructional Day: October 16 (Day 5) I can make different types of patterns and tell the pattern rule. EXPLORE whole group Aly explore (October 16) Lesson 7 Explore: Creating and Comparing Decreasing Patterns MOMO MWT MS MT L7: Creating -Reflect #2 and Comparing -Reflect #3 Decreasing -math read to
Patterns

Date/Instructional Day: October 24 (Day 1) SK Common Core Post-Assessment P3.1 & P4.1

self

P3.1
c) Observe various patterns (increasing or decreasing) found on a hundred chart, such as horizontal, vertical, and diagonal patterns, and describe the pattern rule.

P3.1
d) Compare visual patterns for skip counting (forwards or backwards) by 2s, 5s, 10s, 25s, and 100s and relate to increasing and decreasing patterns.

P3.1
e) Visualize and create oral, concrete, physical, pictorial, or symbolic representations for a given increasing or decreasing pattern rule and explain how the representations are related.

P3.1
f) Create a concrete, physical, pictorial, or symbolic pattern (increasing or decreasing) and describe the pattern rule.

P3.1
g) Describe strategies used to solve situational questions involving increasing or decreasing patterns, including determining missing elements within the pattern.

P3.1
h) Research (e.g., through Elders, traditional knowledge keepers, naturalists, and media) and present about the role and significance of increasing and decreasing patterns (e.g., making of a star blanket, beading, music, and patterns found in nature) in First Nations and Mtis practices, lifestyles, and worldviews.

I can find and tell about various patterns on a 100 chart.

I can relate skip counting to increasing and decreasing patterns.

I can use a rule you give me to make and tell about a pattern.

I can make different types of patterns and tell the pattern rule.

I can solve a problem using patterns.

I can tell about increasing and decreasing patterns in First Nations and Metis practices and lifestyles.

P3.1 unit 1
ch. 1,2,9,11

P3.1 unit 1
ch. 1,2,9,11

P3.1 unit 1
ch. 1,2,9,11

P3.1 unit 1
ch. 1,2,9,11

P3.1 unit 1
ch. 1,2,9,11

P3.1 unit 1
ch. 1,2,9,11