Lesson Plan

Grade/Subject: 4/5 Math

Unit: Patterns and Relations

Lesson Duration: 60 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Grade 4/5

Use patterns to describe the world and to solve problems.

Specific Learning Outcomes:

Grade 4:
1. Identify and describe patterns found in tables and charts.
2. Translate among different representations of a pattern, such as a table, a chart, or concrete materials.
3. Represent, describe, and extend patterns and relationships, using charts and tables, to solve problems.
4. Identify and explain mathematical relationships, using charts and diagrams, to solve problems.
Grade 5:
1. Determine the pattern rule to make predictions about subsequent elements.

LEARNING OBJECTIVES
Students will:
1. Practice increasing and decreasing number patterns using JUMPMath worksheets.
2. Practice expanding and identifying number pattern rules.
3. Solidify their understanding of the previous topics through 3 math station games that incorporate real-life objects,
vocabulary, and movement/action.

ASSESSMENTS
Observations:
Key Questions:
Bring extra/bonus work for those high
Who needs more practice and explanation?
level students that speed easily through
Who is behind/absent/not understanding?
math questions.
How do we catch up absent and behind students?
Who is finishing the work assigned in time,
How do I adjust lessons/activities to incorporate the 3
who is behind/absent, and by how much?
distinct levels of understanding in this class (high,
Who is paying attention to
medium, and low students) and how do I account for
operations/ignoring addition and
reaching each student during the time restriction to
subtraction operations? How do you
ensure that they are understanding the material, on
approach and aid in this?
task, and lessen any frustration or lack of confidence
Who is following instructions or needs
in their math skills?
extra practice/explanation time at the
carpet?
Written/Performance Assessments:
JUMP Math practice questions Booklet to be looked at and marked to check for understanding

LEARNING RESOURCES CONSULTED

Resource #1: JUMP Math, 2010. By Mighton, J., Sabourin, S., & Klebanow, A.
Resource #2: JUMP Math Workbook 5.1, 2007.
Resource #3: https://www.youtube.com/watch?v=aXh2Y0qTBiM Patterns Song by Colin Dodds

MATERIALS AND EQUIPMENT

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Patterns Song ready on Smartboard

Worksheets photocopied, hole-punched and ready at each desk
Game materials ready
Groups assigned and written on the board (split into high, medium, and low)
Three distinct stations with clear expectations and instructions
4 small, soft balls for Pattern Ball Toss game
Enough game worksheets and legends to occupy the time restriction and fit to student level of understanding

PROCEDURE
Lesson 1 Increasing and
Decreasing Patterns
Set up

While 4/5s are in French, put handouts/worksheets on their desks and write Carpet on the white board.
Intro/Hook:

Have students sit on the carpet and face the Smartboard.

I thought wed kick off this math lesson with a cheesy video song about Patterns.

Video: Patterns Song by Mr. Colin Dodds


Stop video during the work parts and see if we as a class can figure out the rule and finish the patterns.

The song itself is a pattern the repeating parts remind students that patterns are EVERYWHERE
5 MINUTES
Practice as a Group

Do 2 increasing and 2 decreasing examples on the board with the class on the carpet.

Write down what the rule is (ex/increasing by 2, decreasing by 5, etc.)

Check for understanding. If lots of kids are still confused, do another example before sending them to do the worksheet.

*The students that usually answer the questions are the high level understanding students have an outlet If you
would like some more examples before moving on to the practice questions, please stay on the carpet, if you feel
confident that you can do the questions without any extra explanation you can go to your desks and start working.
10 MINUTES
Practice Individually

On your desks is a worksheet for you to practice increasing and decreasing patterns. *During demo at the carpet, make
sure to use a similar format as the worksheet*

Circulate and help answer any questions, keep students on task, etc.

Page 2, 4, 5 from JUMP Math 5.1

If anyone is finished before time to move onto the game

o Ask them to get a silver board and come up with one increasing and one decreasing pattern.
o If more than 1 is done get in groups of 2 or 3 (depending on how many people) and get them to come up with
different increasing/decreasing number patterns and have their partner say the rule, alternate between the two.

Those that arent finished will have the booklets/worksheets back for tomorrows lesson.

The booklet with the worksheets for the week will have highlighted pages that they are going to do today (ex/today you
are doing the pink pages), that way its just one booklet in case some dont finish but could finish and move on after
learning the next lesson.

We have Wendy at 11:30, she can either help circulate, or she can take some kids and work with the small group
depending on how much they understand the activity. Encourage her to bring them back for the game part.

Collect the worksheet before the game to take notes. Do not mark until (almost) everyone has completed the questions
assigned.

Set timer.
25 MINUTES
Game

Bring everyone back to the carpet.

On the Smartboard have 10 questions made up (10 slides), increasing in difficulty.

Each pattern will be covered, and there will be a, b, c answer options.

As a group we will assign an action for a, b, & c. (easy motions that wont get them going too crazy or hurting each other
(ex/ get in a ball, pencil stand, arms crossed, etc.)) do a practice question that isnt math related just to get the hang of
the game

Show me a), show me b), show me c) establish that they know each movement so they can complete the questions
correctly.

Tell them NOT to do the action until I count to 5 or 10 after the reveal, giving them enough time to all have an answer and
so that no one is just copying someone elses motion/answer.

Gets the students moving and having fun with math.

20 MINUTES

Lesson 2: Extending and Identifying Pattern Rules

Review:
Using the document reader, demonstrate the questions that students were struggling with yesterday. Have the
rest of the class be quiet while you help out those students.
Those that are not finished will have 15-20 minutes to work on the pink questions from yesterday.
Those that are finished have a bonus page to work on.
20 MINUTES
Extending and Identifying Pattern Rules
Bring everyone to the carpet for the explanation of the next concept the yellow practice sheets
On the board write the first 2 terms of a pattern (one increasing and one decreasing) and have three blanks
after (ex/ 45, 50, __, __, __) on the silver boards, have the students identify what number it is increasing or
decreasing by, then write the next three terms. Explain what a term is.
Instead of seeing the number pattern and finding out what number each term is increasing or decreasing by,
you will find the number and then extend the number pattern by adding or subtracting the number (THE
RULE).
Will have them hold up their answers then will write the right answer up on the board volunteer to say what
the rule is, and as a group chorally say the next three numbers in the pattern.

If students are not understanding (which will be evident when they hold up their silver boards) then offer
those that need more practice to stay on the carpet for a couple more examples and those that feel confident to
start the questions.
Remember yesterdays worksheets? What was something that you noticed about yesterdays worksheets and
example on the board that is missing today? (The circles above the patterns). Todays worksheets do not have
the circles above the numbers, but that doesnt mean you cant write the numbers in.
Have you worked with number lines before?
o Sometimes it is easier to see the numbers spread out on a number line if you are having trouble
figuring out the rule.
o For example (one the board):
Pattern: 2, 4, 6, 8
Number line: write all the numbers that fill in between 2 3 4 5 6 7 8 and draw the
lines to show how many it takes to get to that first number (two jumps) theres your
answer.
If you dont have room to draw number lines on your worksheet get one of the scrap papers
from the back and use that to draw your number lines. If you do do that, keep your scrap
paper with your worksheets.
10 MINUTES
Practice Individually
On your desks are your booklets from yesterday. Continue to work on the pink pages if you are not finished,
but now we are working on the yellow pages. If you finish those I have a bonus page for you. For those that
finish that work time (finish up projects depending on the time left).
Page 6 and 7 JUMP Math 5.1
Set timer
Circulate and help answer any questions. If there is a question being asked a lot, pause the class and explain it
to everyone so that anyone that hasnt gotten to that question yet will know what to do and save me and them
time.
Have an extra/bonus page for those that work quickly though the practice questions.
30 MINUTES
Transition to the Next Lesson
With 2 minutes left before lunch, have the dice and the coin box on the carpet and have one partner put the
coin and the dice away while the other puts the silver board away before getting their things for lunch and
lining up.
Lesson 3: Word Problems with Patterns (T-Tables?)
Review:
Gather students at the carpet after French. On the board all three groups are written (Reindeer, Snowmen, and
Candycanes (low, medium, high) with the order of stations that they will move to after 20 minutes).
Have them explain to Mrs. Diehl what they have been doing in math this week.
Explain where each station is and briefly what the rules of each station are.
Start the timer and direct each group to their first station.
Station 1:
Mathletics
Students will log on to the laptops at the back of the room, log into Mathletics, and complete the Patterns
tasks assigned to them.
Station 2:
Dice/Coin Game
Led by Mrs. Diehl will lead explanation and help students with understanding is also a good opportunity
for her to learn names and get to know the students and their math skills/abilities challenge those that need a
challenge and guide/help those that are not understanding.
Heads = plus/addition; Tails = minus/subtraction
Dice determines the number that the sequence will increase or decrease.
One partner will flip the coin and roll the dice. The other partner will come up with the starting term. You will
take turns doing this. The coin will determine whether it is plus or minus, and the dice will determine the
number that will be added or subtracted. The person that rolled the dice and flipped the coin will then write 5
terms in the number pattern starting with the number that the other partner came up with on the silver board.
The other partner will check the pattern. Then you will switch partners.

Show one for example. Have one student come up with a starting term, write four ___ on the board, then flip
the coin and roll the dice. Draw a circle and show either + or -, and draw a square that shows the number that
you are adding or subtracting. What would the next term in the pattern be? The next one? The next? Etc.
Station 3:
Pattern Ball Toss (created by me)
In partners, students will solve the 8-10 number pattern sequences and after each sequence will toss a ball
between them the number of times for each answer. There is a second column on each sheet that they do not
worry about until they are finished finding the rule for each sequence (TOP SECRET).
Once they have solved all the rules and tossed the ball the correct number of times, they receive the legend.
Each number + or corresponds with a letter. Find each corresponding letter and it will spell a word (a
vocabulary word from this unit INCREASING, DECREASING, PATTERNS, EXPANDING).
Have extras for those that finish with time left, and have the sheets split for each group (level).