Curricular Outcome(s) Overview of Opportunities Competen F/S Assessment Date
cies Type Lesson 1 Intro: Clap a pattern for Proble F Exit slip: Feb Describe how an the students and have m Create your 12 increasing pattern grows them repeat it. If you Solving own and continue the pattern. were making a pattern increasing Outcome: Demonstrate what would come next? Comm pattern. an understanding of Clap once, then twice, un- increasing patterns by then three times, then ication describing and four. What comes next? Workbook F extending. Numerical Create a definition of what Collabe pages and non-numerical a pattern is. What can you r-ation patterns using use to make a pattern manipulatives, sounds (numbers, pictures, and diagrams. (Numbers objects, colors etc.) What to 1000) did you notice about the clapping pattern, was it increasing? This type of pattern is known as an increasing pattern. Teaching: As a class, use the linking cubes to create a pattern. Start by giving the students an example and then have the students come up with a pattern. Let the students practice making patterns with the linking cubes. Students complete page 2 and 3 in workbook. Exit slip: Create your own increasing pattern. Lesson 2 Intro: Give students an Proble F Exit slip Feb Create and compare example of an increasing m 13 patterns that have the number pattern. In their Solving F Workbook same rule. table groups, have them Comm pages Outcome: Demonstrate an understanding of represent this pattern un- increasing patterns by using sounds, counters or ication describing, extending, actions. Each group can comparing and creating. share theirs with the class. Numerical and non- Collaber- Teaching: Have students numerical patterns using ation look at Justin’s dot pattern manipulatives, sounds, on page 6 in the text. diagrams and actions. What is the pattern rule (Numbers to 1000) Justin is using? Using counting chips, have students continue the pattern using the same rule. Then have students create Marc’s pattern using the counting chips. What rule is being used? In table groups, have students take turns make up a pattern and have their group members guess what the rule is. Students complete page 4 and 5 in their math workbook. Lesson 3 Intro: In table groups, give Proble F Self- Feb Create and describe students counting chips m assessment 14 increasing patterns. and have them create a Solving Outcome: Demonstrate pattern with a rule. As a an understanding of class, students walk Comm F Workbook increasing patterns by around and guess what un- pages describing, extending, the pattern rule is for each ication comparing and creating. table. Numerical and non- Teaching: Read the Collabe numerical patterns using introduction about the r-ation manipulatives, sounds, penny auction. Each table diagrams and actions. group will receive fifty (Numbers to 1000) pennies and they can choose from the two options. Students are given a self-assessment to follow as they are making their patterns to ensure they are on task. Each group presents their patterns to the class. Ask students to create and explain an increasing pattern? Students complete page 6 in their math workbooks. Google Classroom Students complete a Proble F Google Feb Google classroom to m Classroom 15 practice increasing solving patterns. Lesson 4 Intro: Students create a Proble F Workbook Feb Describe how a mind map of what they m pages 27 decreasing pattern gets think a decreasing pattern Solving smaller and continue the is. Think about pattern. subtraction, things getting Comm Outcome: Demonstrate smaller or money left after un- an understanding of spending. Students should ication decreasing patterns by realize that when describing, extending, something decreases, it Collabe comparing and creating. gets smaller or becomes r-ation Numerical and non- less. numerical patterns using Teaching: Bring up the manipulatives, sounds, textbook pages 10 and 11 diagrams and actions. (Numbers to 1000) on the board. Read the problem aloud to the students. Students do a think, pair, share about solutions they came up with to solve the problem. Each pair will share their idea with the class. Write a number line on the board 32-0 by 4’s. Have the students count backwards and follow along with arrows. How many arrows did we draw? What is the solution to the floats: 8. What is another way to solve the problem? Students complete page 7 and 8 in math pattern workbooks. Exit slip – Can you create a decreasing pattern? Google Classroom Students complete a Proble F Google Feb Google classroom to m Classroom 28 practice decreasing solving patterns. Mid Chapter Review Review increasing and Proble S Workbook Feb decreasing patterns with m pages 28 students. Do a few Solving examples on the board. Have them complete a Comm Google classroom. Then un- Students work on pages 9 ication and 10 in math pattern workbooks. Collabe r-ation Lesson 5 Hook: Math game with Proble F Workbook Mar Show a pattern in a way dice to create increasing m pages ch 5 that can help you solve a patterns. Solving problem. Outcome: Demonstrate Teach: Draw a number line Comm an understanding of on the board from 0-12. Ask un- decreasing patterns by students to play, what’s my ication describing, extending, number? Start at the number comparing and creating. 5, count forward by 6 and count backwards by 2. Ask Collabe Numerical and non- r-ation numerical patterns using one student to come up and manipulatives and draw on the number line to diagrams. (Numbers to figure it out. Answer = 9. 1000) Students can also use grids to figure out a decreasing pattern. Start with 25 boxes in the grid and take 3 away each time. Does the pattern have the number 8 in it? You can use a grid to help solve a problem. Smart board presentation with number lines and grids to use. Individual: Complete math pattern workbook pages 11- 12 Lesson 6 Teach: Using textbook page Proble F Workbook Mar Show increasing and 16, explain to students how m pages ch 9 decreasing patterns on a you can make a pattern Solving 100 chart. using a 100 chart. Dylan Outcome: Demonstrate started at 38 and subtracted Comm an understanding of 5 each time. He skip un- increasing patterns by counted backwards by 5 ication describing, extending, each time and his pattern comparing and creating. made two vertical lines. Collabe Numerical and non- Show students the picture r-ation numerical patterns using on the textbook page. Create manipulatives and an example together as a diagrams. (Numbers to class using the 100 chart. 1000) Start at 28 and decrease by 4 each time. Circle the numbers on the 100 chart as you go along, using the smart board. Explain to students they can create a pattern that is horizontal, vertical or diagonal. Give each student their own 100 chart and have them create a decreasing pattern and write their rule on the back. Ex) I started at 28 and decreased by 5 each time. Once all students are done, they will do a think pair share. Can you create and describe your decreasing pattern using the 100 chart? Have them each share their pattern with a partner and they can guess the pattern and the rule. They show their partner the answer on the back. Then they share with the class. Individual: students work on pages 13 and 14 in their math pattern workbooks. Lesson 7 Teach: On the smart Proble F Workbook Mar Create number patterns board, read students m page 15 12 to solve a problem. aloud the problem. Arun Solving Outcome: Demonstrate made patterns by writing an understanding of the letters in the word Comm increasing patterns by cougar over and over in un- describing, extending, 100 chart. Show students ication comparing and creating. how he made an F Numerical and non- increasing pattern on the Collabe Self- numerical patterns using smart board with C’s: 1, 7, r-ation assessment manipulatives and 13, 19, 25. Pattern rule – diagrams. (Numbers to start at 1 and add 6 each 1000) time. The O’s make a decreasing pattern: 50, 44, 38, 32. Pattern rule – start at 50 and decrease by 6 each time. On a blank 100 chart, show students a pattern they could make. Then, have them think, pair, share what the pattern rule is. As a class, students help you create one increasing pattern and one decreasing pattern using animals. Can you create and describe your decreasing pattern using the 100 chart? At their table groups, students will get a blank 100 chart and have to make some increasing and decreasing patterns using the list of animals. They will need to explain the connection between the animal name and the pattern rules. Have the list of animals and abbreviations they will use on the board. Students check off choice 1 checklist in their math pattern workbooks as they go along. Lesson 8 Hook: Expert groups in Proble F Workbook Mar Use a pattern to solve a skip counting. m pages 16 ch problem. Teach: On the smart board Solving and 17 13, Outcome: Demonstrate read aloud a problem for 2018 an understanding of students to solve using the Comm increasing patterns by 100 chart. Each student un- describing, extending, gets their own 100 chart ication and creating. Numerical and help to solve the and non-numerical problem together. Collabe patterns using diagrams. Practice another problem r-ation (Numbers to 1000) as a class using a 100 chart on the smart board. Then, give students another problem and have them think, pair, share to solve it. Pick one group to come up to the board to show their work. Individual: students work on pages 16 and 17 in their math pattern workbooks. Google Classroom Students complete a Proble F Google Mar Google classroom on m Classroom ch problem solving using solving 19 increasing and decreasing patterns. Chapter Review Students complete the Proble F Workbook Mar chapter review in their m pages ch math pattern workbooks. solving 20 Final Assessment Students write a short Proble S Test Mar answer test on increasing m ch and decreasing patterns. solving 23
Reference:
Small, M. (2010) Math Focus 3. Toronto, Ontario: Nelson Education Ltd.
Possible Formative (F) or Summative (S) Assessment Types
Admit/Exit Slips Graphic Pass/Fail (PF) Journal (J) Test/Exam (T) (AES) Organizer (G) Checklist (CL) Interview (I) Poll/Survey Rubric (R) Quiz (Q) (PS) Complete/Incomplete Know/Want to Know/Learned Peer Task (CI) (KWL) Evaluation Performance (PE) (TP) Frequency Chart (FC) Observations Portfolio (P) Self- Other (OT) (OB) Evaluation (SE) Literacy/Numeracy (refer to Literacy/Numeracy Progression sheet) Task awareness: Task analysis – Students identify tasks that involve numeracy and determine which information may be used to complete a task. Students will need to determine the pattern rule to figure out the next number in increasing and decreasing patterns. Strategies, Methods or Tools: Strategies – Students identify different strategies that may be used to complete a task involving numeracy. Students will use various strategies in order to complete their increasing and decreasing patterns (100 chart, mental math, adding and subtracting, etc). Communicate meaning: Clarity – Students present ideas or information in a logical and clear manner, with some details. Students are able to describe how to create increasing and decreasing patterns and how to use them in problem solving. Task awareness: Task analysis – Students identify the literacy skills needed to complete a task. Students use literacy in solving problems with increasing and decreasing patterns.
Competencies (list the competency and how it relates to which curricular
outcome) Critical thinking – Involves using reasoning and criteria to conceptualize, evaluate and synthesize ideas. Students use critical thinking skills to create increasing and decreasing patterns. Problem solving – Involves selecting strategies and resources to move from what is known to what is sought. Students decipher how to solve a problem using increasing and decreasing patterns.