Math Learning Segment: Patterning

Lesson 1 of 4

Meghan Alicia O’Driscoll

Medaille College

EDU 500: Curriculum Planning

Dr. Dunkle

February 24th, 2018

 Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Meghan Alicia O’Driscoll Date: February 24, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: __X_____ Town:_______ Rural: ______

Grade level: __3______ Number of students in the class: ___24_____

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
1 Provide a daily schedule to ease with transitions; preferential seating; a
Autism Spectrum Disorder quiet corner; extra time in class to complete tasks; a daily schedule to ease
with transitions; an outline of this lesson and tasks; divide tasks and
assignments into smaller bits, frequently check for understanding; provide
small breaks periodically; use of a fidget spinner or stress ball; student
works with an EA.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
2 Pre-teach important vocabulary using visuals; strategic seating pairs to
English Language Learners (ELL) work and write together; use concrete examples; frequently check for
understanding; provide extra class time to complete tasks.
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
1 Pre-teach important vocabulary using visuals; paired seating with a strong
Struggling Readers reader; provide extra time to review materials and anchor charts; ensure
student is on-task.
 Lesson __1____ of a __4____ Day Learning Segment

Subject and Lesson Topic: Math- Patterning

Grade Level: 3 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The Central Focus of this learning segment is to generate and analyze patterns by describing, extending, and creating a variety of geometric and numeric patterns.
Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

In prior grade levels, students developed an understanding of simple patterns. Students should have a foundation in identifying patterns and their given rule using concrete
geometric shapes.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students will apply their understanding of geometric patterning to identify and generate repeating patterns using a variety of attributes such as shape, size, color, and
direction.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Students enjoy making up patterns with materials in the classroom. This lesson will challenge the concept of patterning in their everyday life.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

As the teacher, I will foster students’ creativity and fondness for manipulatives by having them build patterns in pairs using unfix cubes, plastic and wooden shape blocks, as
well as their personal white boards and markers.
Curriculum Standards
NYS 4.OA.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.
Ontario Curriculum Expectation: Grade 3: Patterning and Algebra
Patterns and Relationships- identify, extend and create a repeating pattern involving two attributes (e.g., size, colour, orientation, number), using a variety of tools (e.g.,
pattern blocks, attribute blocks, drawings) (Sample problem: Create a repeating pattern using three colours and two shapes.)
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
Using a variety of manipulates and worksheets, students Teacher will formatively assess through observation • Teacher will frequently review concepts and
will be able to identify the pattern rule, pattern core, and during pairs group work, class discussion, and activity verify student understanding
extend repeating patterns involving two to three worksheets. Conceptual assessment will be drawing • Cooperative grouping
attributes. graphic and procedural assessment will be solving the • Allow extra class time to complete assigned
problem, and identifying student math reasoning by tasks
asking them how they arrived at their answer. • Provide sufficient model and examples
• Supply vocabulary and review patterning
concepts in advance
• Students may respond to worksheets
verbally or written while working in pairs

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Identify • Teacher will model how to identify the pattern rule
Looking at your standards and objectives, • Teacher will model how to identify repeating patterns involving
choose the one Bloom’s word that best different attributes
describes the active learning essential for • Teacher will model how to identify the core of the repeating pattern
students to develop understanding of
concepts within your lesson.
Vocabulary • Pattern • Vocabulary will be supplied in advance
Key words and phrases students need to be • Pattern rule • Vocabulary will be modelled throughout the lesson
able to understand and use • Geometric pattern • Anchor chart with pictures representing vocabulary and meaning for
• Attributes students to refer to throughout the lesson
• Unit/core
• Repeating pattern
• Extend
• Figure
Syntax
Describe ways in which students will organize
language (symbols, words, phrases) to
convey meaning.
Discourse
How members of a discipline talk, write, and
participate in knowledge construction and
communicate their understanding of the
concepts
Instructional Process
Anticipatory Set/Motivator
Students will first write down what a • Teacher will use the anchor charts to model and review identifying a
pattern is with drawings on their repeating pattern, its pattern rule, its core/unit, and how to continue the
personal white boards, then they will repeating pattern
identify the pattern rule and the core of
the repeating pattern, then they will
extend the repeating pattern.
Students will discuss with their partner • Students will be strategically paired with peer tutors to facilitate a
what a repeating pattern is, its rule, its discussion about patterning and completing the assigned worksheets
core, and its attributes, then they will
have the opportunity to perform written
tasks using the worksheets provided.
Accommodations and/or Modifications and/or
Supports

• Teacher will ask students to come sit at the carpet with their personal white boards and markers; • For the student with autism: Prior to
the teacher will have a supply of unfix cubes beginning the lesson, go over the daily
• The purpose of today’s lesson is to assess students’ knowledge and understanding of repeating schedule and outline for this lesson
patterns and ensure they are able to successfully extend a repeating pattern using the proper pattern plan and student tasks,
rule, pattern core/unit, and pattern attributes highlighting/color coding important
• In order to assess student understanding of repeating patterns, the teacher will ask students, “What information
is a pattern?” “Where can patterns be seen?”, which facilitate a group discussion about patterning • Provide the unfix cubes and personal
• The teacher will ask the students, “What is a repeating pattern?”, which will access their prior white boards to the student with
knowledge autism, ELL students, and struggling
• Using unfix cubes, the teacher will create a pattern and ask, “What comes next?” “How do you reader
know?” • Provide a fidget spinner or stress ball
• The teacher will ask students to work in pairs and create repeating patterns using unfix cubes, to student with autism to improve
circulating and asking questions and ensuring student understanding focus during discussion and group
• Using the patterning anchor chart vocabulary section (Appendix A) as a visual guide, the teacher work
will ask students to work in pairs with their personal white boards and markers: one partner will • Pair struggling reader with a strong
draw a repeating pattern and the second partner will continue, or extend, it reader
• The teacher will circulate using probing questions such as “Tell me about your pattern?” and “How • Pair ELL students with students they
do you know you’ve made a repeating pattern?” “How did you extend it?” trust and can communicate with
• The teacher will ask some pairs to share their answers with the class, showing their white boards • Provide autistic student, struggling
and sharing their math reasoning reader, and ELL students with copies
• The teacher will ask students to erase their personal white boards and put away unfix cubes of the anchor charts
 • The teacher will ask the class, “What did you need to know to extend your patterns?” • Offer autistic student the option of
• The teacher will explain that in today’s lesson they will be working with patterning blocks and either sitting on the carpet with the
worksheets to make sure they understand the concepts of repeating patterns: their rules, core, and class or in their quiet corner with their
changing attributes EA or a peer tutor
• Teacher will circulate and review
frequently and check for student
understanding
• In order to limit confusion or
overwhelming, provide autistic student
with 3 shapes and 3 colors pattern
blocks
• Provide pattern blocks to ELL students
and struggling reader
Instructional Procedures

• During the lesson, the pattern vocabulary anchor chart (Appendix C)’s cat and dog theme will • Use essential language and be specific
provide a clear, visual reference for students regarding pattern unit and repeating pattern with student activities and tasks
• Using the patterning anchor chart (Appendix A), the teacher will review with students what • Address autistic student individually
repeating patterns look like and what a pattern rule is and be efficient: “I need you to listen
• The teacher will ask students, “What do we know about repeating patterns?” to this as it’s something for you to do”
• Using the repeating pattern anchor chart (Appendix B), the teacher will review what the core of a • Provide a clear beginning and end to
pattern is: the unit or part of the pattern that repeats over and over again activities, tasks, and lesson
• The teacher will use wooden or plastic pattern blocks to model a repeating pattern, highlighting • Hand out individual copies of anchor
what its core is charts to struggling reader and ELL
• The teacher will ask the students what they think the pattern’s attributes are students to have before hand
• Using the repeating patterns attributes anchor chart (Appendix D), the teacher will explain shape, • Use peers to improve instruction by
size, and color as this pattern’s attributes using a buddy system/peer tutoring
• The teacher will ask the students to work in pairs with wooden blocks or plastic shapes to create • Pair struggling reader with a high-level
their own repeating patterns using 2-3 attributes reader for worksheets
• The teacher will circulate and discuss with the pairs how they figured out the pattern, what its core • Pair ELL students with a peer tutor
is, what its rule is, and what its attributes are with whom they communicate fairly
• The teacher will circulate, answer student questions, ask probing questions, and redirect students well
who are not on-task • For student with autism, assess
• After a few minutes of group work, the teacher will ask the students if everyone understands and if lighting, temperature, and smells
anyone has any questions within the classroom
 • The teacher will ask students to put away the patterning manipulatives and return to their desks • Have a quiet corner in a low-traffic
• The teacher will place a copy of each worksheet on the SMARTboard to explain the worksheet area of the classroom for autistic
instructions (Appendix E, Appendix F, Appendix G) student to rest comfortably and allow
• The teacher will hand out the worksheets and explain that when they have completed all three their sensory system to calm down
worksheets, they may color in the patterns of the last worksheet (Appendix G) (they may go there at any time)
• The teacher will give the students 15 minutes to complete the worksheets • Build relationship with autistic
• The teacher will circulate the class to answer questions, check for understanding by asking students student’s EA and communicate
about the worksheets’ pattern rules, core, and attributes, and redirect students as needed regarding student process and progress
• The teacher will ask students to finish up and asks a few students to share their answers across the • Offer a break to student with autism
three worksheets before the worksheet task
• The teacher talks through the steps of identifying the repeating pattern rule, its core, and attributes • Scaffold and work with students step
and ensures students are making corrections on their own worksheets and asking any questions by step
they have • Ensure student understanding of
• The teacher asks students to hand in their worksheets (they may keep the third worksheet – directions
Appendix G – if they have not finished coloring it) • Use ClassDojo timer on SMARTboard
for students to see their timeline while
working on worksheets
• Provide autistic student, ELL students,
and struggling reader with extra time
to complete worksheets
• Provide autistic student with a
Finished Folder to place completed
worksheets in
Closure

• The teacher will provide students with a summary of the lesson: “Friends, in this math lesson we • Give autistic student and ELL students
recognized what repeating patterns are and identified what their core, rule, and attributes are.” the choice of either completing exit
• The teacher will use the Gradual Release Model to explain the tasks and activities of the lesson: “I slip verbally or written to
created and extended a repeating pattern using blocks, you created and extended a repeating pattern communicate their understanding of
in pairs, and finally you worked on pattern concepts individually by extending repeating patterns the lesson
on your worksheets • Give autistic student, ELL students,
• Students will complete an exit slip and hand it in to the teacher and the teacher will review each and struggling reader extra time to
slip to check for student understanding complete exit slip
• Have autistic student place their exit
slip in their Finished Folder
 • Communicate with autistic student’s
EA about student understanding,
process, and progress

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts,
assignments, slides, and interactive white-board images.
• Patterns anchor chart- Appendix A
• Repeating pattern anchor chart- Appendix B
• Pattern vocabulary anchor chart- Appendix C
• Patter attributes anchor chart- Appendix D
• Repeating pattern worksheet- Appendix E
• Repeating geometric patterns worksheet- Appendix F
• Complete the pattern and color worksheet- Appendix G
• Wooden pattern blocks
• Plastic shape blocks
• Unfix cubes
• SMARTboard
• ClassDojo
• 24 personal whiteboards and markers
• Exit slip- Appendix H
• Finished Folder
• Fidget spinner/ stress ball
Appendix A
Appendix B
Appendix C
Appendix D
 Appendix E

Name : Score :

Sheet 1
Repeating Pattern

Circle the picture that comes next in each picture pattern.

1)

2)

3)

4)

5)

Printable Math Worksheets @ www.mathworksheets4kids.com

Appendix F
Appendix G
Appendix H

Exit Slip