Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Growing Patterns

Date

11/27/2014

Subject/Gra
de Level

Math/Grade 2

Time
Duratio
n

30 minutes

Unit

Patterns

Teacher

Miss. MacKenzie

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Use patterns to describe the world and solve problems

1. Demonstrate an understanding of repeating patterns (three to five elements) by:

- Describing
- Extending
- Comparing
- Creating
Patterns using manipulatives, diagrams, sounds and actions (Page 17)
2. Demonstrate an understanding of increasing patterns by:
- describing
- reproducing
- extending
- creating
numerical (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds and actions.
(Page 17)

LEARNING OBJECTIVES
Students will:
1. Be introduced to Growing Patterns

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Are students & their partners understanding growth patterns. Can

students create patterns the grow more than 1 at a time?
What is a growing pattern? How is a growing pattern different
from a repeating pattern?
Worksheet

LEARNING RESOURCES CONSULTED

Alberta Program of Studies

MATERIALS AND EQUIPMENT

Sorted Pattern Blocks
Worksheets

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Photocopy the Growing Pattern Worksheet

Introduction
Explain the difference between Repeating & Growing Patterns
- Show 3 examples of each
- Can you identify the difference between these patterns?
- What do students already know about repeating
patterns? What knowledge can students apply to
growing patterns?
- Student will actively listen while doing board work.
Raising their hand to ask questions.
- Students will attempt to create growing patterns,
helping each other discover understanding.
1. Explanation difference between repeating pattern &
growing pattern
2. Modelling Different types of growing patterns
3. Guided Practice Ask students to help finish the pattern
-

Adapted from a template created by Dr. K. Roscoe

Time

Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation

Lesson Plan Template ED 3501 (Version C)

(have them write out the pattern on their white boards)
4. Guided Practice in partners use the pattern blocks to
create different growing patterns and complete partners
pattern!
- Draw patterns on the board!
Body
Time
Showing students different types of growing patterns (10
examples)
- A pattern can grow by 1,2,3,4,5,6,7,8,91000 each
time. But for today our patterns are only going to grow
by 3 or more!
- Usually when a pattern is a growing pattern. The thing
growing stays the same (but not always).
- Ice cream scoops, caterpillar, growing dots, stairs,
triangle pyramid, growing x, leaf plant, Square
growing triangle square,
- In a growing pattern, rather than look for the pattern
core we need to look for the pattern increase
Creating growing patterns on whiteboard(guided practice)
Do 10 15 examples together (on white boards)
Draw the first TWO pieces of a growing pattern, have
students add the next part of the pattern. (at first note
how the pattern is increasing Im adding two dots each
time). Then ask a student how many am I adding each
time?
Hint for students: always draw what is already present,
and then add whatever comes next!

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation

Creating growing patterns with partners (independent practice)

-

Consolidation of
Learning:

Feedback From
Students:

Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

Using pattern blocks, students will create a growing

pattern their partner will complete the next growth
in the pattern!
Teacher will go around making students are
understanding growing patterns and correcting any
misunderstandings or mistakes!
Closure
Students will consolidate learning through partner work.
Through discovering answers together and being
assisted by the teacher students will take theoretical
explanation and put it into practice.
Students ability to create a growing pattern and
continue a growing pattern will provide feedback for
students!
Every student will be provided with feedback by the
teacher, as well as their partners!

Time

When students have completed activities they may begin working on

the Growing Pattern worksheet!

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe