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Math Learning Segment: Patterning

Lesson 3 of 4

Meghan Alicia O’Driscoll

Medaille College

EDU 500: Curriculum Planning

Dr. Dunkle

April 7th, 2018


Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Meghan Alicia O’Driscoll Date: April 7, 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; strategic
seating; 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; peer tutoring; allow non-verbal responses; 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 __3____ 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 previous lessons, students developed an understanding of geometric and numeric patterns, learned how to recognize a growing pattern and to distinguish it from a
repeating pattern.

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

Based on what students have already learned, this lesson will be a review of repeating and growing geometric and numeric patterns and provide an opportunity for the
students to ask questions and request clarification from the teacher.

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 create patterns in pairs using 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- represent simple geometric patterns using a number sequence, a number line, or a bar graph (e.g., the given growing pattern of toothpick squares
can be represented numerically by the sequence 4, 7, 10,…, which represents the number of toothpicks used to make each figure);

Patterns and Relationships- extend repeating, growing, and shrinking number patterns (Sample problem: Write the next three terms in the pattern 4, 8, 12, 16,….)
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 their personal white boards and the Teacher will formatively assess the students’ • Teacher will frequently review concepts
worksheets provided, students will be able to review ability to recognize a repeating pattern from a and verify student understanding
the difference between a repeating pattern and a growing pattern, identify the pattern rule, and • Cooperative grouping
growing pattern, extend a growing pattern, and extend the pattern through a quiz on repeating and • Allow extra class time to complete
make connections between geometric and numeric growing geometric and numeric patterns. assigned tasks
patterns. Conceptual assessment will be drawing graphic • Provide sufficient model and examples
and procedural assessment will be solving the • Supply vocabulary and review
problem, and identifying student math reasoning by patterning concepts in advance
asking them how they arrived at their answer. • Students may respond to
worksheets/quiz 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 Review • Teacher will model how to recognize the difference between a
Looking at your standards and objectives, repeating and a growing pattern, how to identify pattern rule, and
choose the one Bloom’s word that best how to extend the pattern
describes the active learning essential for • Teacher will model how to recognize the numeric value of the
students to develop understanding of terms in a growing pattern
concepts within your lesson. • Teacher will model how to recognize the connection between a
geometric and a numeric growing pattern
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 • Unit/core • Anchor chart with pictures representing vocabulary and meaning
• Geometric pattern for students to refer to throughout the lesson
• Numeric pattern
• Numeric value
• Term
• Repeating pattern
• Growing pattern
• Extend
Syntax Working in pairs, students will first • Teacher will use the anchor charts to model and review what we
Describe ways in which students will organize write down a repeating geometric have learned so far about geometric and numeric patterns, their
language (symbols, words, phrases) to and numeric pattern by drawing and pattern rules, and extending the patterns
convey meaning. writing on their personal
whiteboards, then their partner will
extend the patterns. Students will
repeat the process for growing
geometric and numeric patterns.
Then as a class the students and
teacher will discuss any questions
and conclude the review with short
review worksheets to be completed
in pairs. Students will then
individually complete a quiz on
repeating and growing geometric and
numeric patterns.
Discourse Students will discuss in pairs what • Students will be strategically paired with peer tutors to facilitate a
How members of a discipline talk, write, and they have learned so far about discussion about patterning and completing the assigned written
participate in knowledge construction and geometric and numeric patterns, their tasks
communicate their understanding of the terms, and their rule, then they will
concepts have the opportunity to perform
written review tasks using their
personal whiteboards, the
worksheets provided, and their quiz.
Instructional Process Accommodations and/or Modifications and/or
Supports
Anticipatory Set/Motivator

• Teacher will ask students to come sit at the carpet with their personal white boards and markers • For the student with autism: Prior to
• Teacher will refer to the pattern vocabulary anchor chart, the patterns anchor chart, the repeating beginning the lesson, go over the daily
patterns anchor chart, and the growing patterns anchor chart (Appendix A, Appendix B, Appendix schedule and outline for this lesson
C, and Appendix D) and facilitate a review discussion about a pattern unit/core, pattern term, and plan and student tasks,
the differences between a repeating and a growing geometric or numeric pattern highlighting/color coding important
• The teacher will explain and review the patterning concepts learned over the course of the past few information
lessons (attributes, unit/core, term, repeating, growing, extending, etc.) • For students who need some extra
• As a fun group exercise to review, the teacher will display the Patterns and Number Sequences reference or more visuals, the teacher
interactive game/quiz on the SMART board and the class will answer together with the teacher will give them a color copy of the
• Once the game/quiz has been completed, the teacher will have students return to their desks increasing patterns anchor chart
• The teacher will explain that the purpose of today’s lesson is to review everything we have learned (Appendix E)
so far about geometric and numeric patterns before taking a quiz at the end of the lesson • Provide the personal white boards to
the student with autism, ELL students,
and struggling reader
• Provide a fidget spinner or stress ball
to student with autism to improve
focus during discussion and group
work
• Pair struggling reader with a strong
reader
• Pair ELL students with students they
trust and can communicate with
• Provide student with autism, struggling
reader, and ELL students with copies
of the anchor charts
• Offer student with autism the option of
either sitting on the carpet with the
class or in their quiet corner with their
EA or a peer tutor
• Teacher will circulate and review
frequently and check for student
understanding
• Provide pattern blocks, shapes, or
counters to student with autism, ELL
students and struggling reader

Instructional Procedures

• The teacher will hand out student personal white boards and markers • Use essential language and be specific
• The teacher will draw on the chalkboard a repeating geometric pattern and a simple repeating with student activities and tasks
numeric pattern (e.g.: 2 2 3 2 2 3 2 2 3) • Address student with autism
• The teacher will indicate each pattern’s unit/core and explain that it repeats over and over individually and be efficient: “I need
• The teacher will have students work with their elbow partners and ask them to draw a geometric you to listen to this as it’s something
repeating pattern and write a numeric repeating pattern on their white boards, leaving enough space for you to do”
for their partner to extend the pattern • Provide a clear beginning and end to
• During this activity, the teacher will circulate and discuss with the pairs how they arrived at their activities, tasks, and lesson
answers, asking probing questions (e.g.: “How do you know that shape/number comes next?”) • Hand out individual copies of anchor
• Once the pairs have completed extending each other’s patterns, the teacher will choose one pair to charts to struggling reader and ELL
share their work and math reasoning students to have before hand
• Then the teacher will draw on the chalkboard a growing geometric pattern and a simple growing • Use peers to improve instruction by
numeric pattern (e.g.: 2 4 6 8 10) using a buddy system/peer tutoring
• The teacher will indicate each pattern’s term and increasing numeric value • Pair struggling reader with a high-level
• The teacher will have students work with their elbow partners and ask them to draw a geometric reader for worksheets
growing pattern and write a numeric growing pattern on their white boards, leaving enough space • Pair ELL students with a peer tutor
for their partner to extend the pattern with whom they communicate fairly
• The teacher will circulate and discuss with the pairs how they arrived at their answers, scaffold, well
ensure student understanding, and redirect students who are not on-task • For student with autism, assess
• Once the pairs have completed extending each other’s patterns, the teacher will choose one pair to lighting, temperature, and smells
share their work and math reasoning within the classroom
• The teacher will draw on the chalkboard a repeating and a growing geometric pattern and ask • Have a quiet corner in a low-traffic
students which one is repeating and which one is growing and why area of the classroom for student with
• The teacher will write on the chalk board 5 10 15 20 5 10 15 20 and 5 10 15 20 25 30 35 40 and autism to rest comfortably and allow
ask students which pattern is repeating and which pattern is growing and why their sensory system to calm down
• Lastly, the teacher will distribute the review worksheets for the students to complete either (they may go there at any time)
individually or in pairs (Appendix F, Appendix G, Appendix H) • Build relationship with the EA for the
• The teacher will set the ClassDojo timer counting up to 10 minutes to complete the worksheets, as student with autism and communicate
practice for timing the 30 minutes they will have for the quiz regarding student process and progress
• The teacher will circulate, ensuring student understanding, answering questions, and redirecting as • Offer a break to student with autism
necessary before the worksheet/quiz tasks
• Once the pairs have completed their tasks, the teacher will correct the worksheets together with the • Scaffold and work with students step
class, answering any remaining questions the students may have by step
• The teacher will then present the quiz (Appendix I) and explain the directions • Ensure student understanding of
• The students are to silently complete the quiz individually directions
• The teacher will have the timer counting up to 30 and it will be visible for students to see their • The student with autism, ELL students,
timeline and struggling reader may have their
• The teacher will be present throughout the classroom to ensure student focus and answer any copies of the anchor charts with them
questions during the quiz
• The teacher will inform the students when they have 5 minutes left, 2 minutes left, and then • The student with autism, ELL students,
1minute left to wrap up and struggling reader will have the
• Once completed, students will hand in their quiz to the teacher quiz broken down into smaller chunks
• Students who complete the quiz early will receive a dog word search (Appendix J) when they hand and will have more time to complete
in their quiz as a fun way to relax their minds and nerves while the other students complete the quiz the quiz
• ELL students have the option to
answer the quiz questions either
verbally or written
• Modified dog word search (Appendix
J.2) available for student with autism,
ELL students, and struggling reader
• Use ClassDojo timer on SMARTboard
for students to see their timeline while
working
• Provide student with autism, ELL
students, and struggling reader with
extra time to complete worksheets/quiz
• Provide student with autism 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 • Communicate with student with
reviewed everything we have learned about geometric and numeric patterns so far. We reviewed autism’s EA about student
what repeating and growing patterns are, as well as the difference between the two. Then we took a understanding, process, and progress
little quiz to make sure we are all on the same page together before we move on to the next concept
in patterning.”
• The teacher will use the Gradual Release Model to explain the tasks and activities of the lesson:
“Today I reviewed repeating and growing patterns on the board, then together in pairs we reviewed
and extended repeating and growing patterns with your white boards, and lastly you reviewed
repeating and growing patterns on your review worksheets.”
• The teacher will close the lesson by explaining that next class we will go over our quiz together,
and work on anything that students may still be unsure of or struggling with; then we will move on
to shrinking geometric and numeric patterns
• In order to assess student understanding and have them make connections, the teacher will put a
repeating and a growing number pattern on the board and ask students to identify each pattern and
its rule in their notebook
• The teacher will praise the students for their hard work today and thank them, encouraging with
certainty and confidence that they did great on the quiz

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 and Number Sequence game/quiz: http://www.rochesterforkids.com/patternquiz.html
• Appendix A- pattern vocabulary anchor chart
• Appendix B- patterns anchor chart
• Appendix C- repeating pattern anchor chart
• Appendix D- growing pattern anchor chart
• Appendix E- increasing patterns anchor chart
• Appendix F- growing patterns review worksheet
• Appendix G- growing and repeating patterns review worksheet
• Appendix H- growing and repeating patterns review worksheet
• Appendix I- repeating and growing patterns quiz
• Appendix J- dog word search
• Appendix J.2- modified dog word search
• Chalk board and chalk
• SMART board
• ClassDojo
• 24 personal whiteboards and markers
• Finished Folder
• Fidget spinner/ stress ball
Appendix A

Pattern Vocabulary
Pattern Unit
A pattern unit is the piece of the pattern
that repeats over and over again

Repeating Pattern
A repeating pattern repeats over & over
again using the same pattern unit.

Growing pattern
A growing pattern repeats, but one or
more pieces of the pattern unit will grow.
Ahacker2014
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix I
Appendix J
Appendix J.2
Math Learning Segment:

Patterning

Lesson 4 of 4

Meghan Alicia O’Driscoll

Medaille College

EDU 500: Curriculum Planning

Dr. Dunkle
Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Meghan Alicia O’Driscoll Date: April 7, 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; strategic
seating; 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; peer tutoring; allow non-verbal responses; 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 __4____ 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 previous lessons, students developed an understanding repeating and growing geometric and numeric patterns. They have completed worksheets and an assessment to
demonstrate their knowledge.

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

Building upon their knowledge and understanding of repeating and growing patterns, students will learn to identify a shrinking pattern and its rule.

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 counters, 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- represent simple geometric patterns using a number sequence, a number line, or a bar graph (e.g., the given growing pattern of toothpick squares
can be represented numerically by the sequence 4, 7, 10,…, which represents the number of toothpicks used to make each figure);

Patterns and Relationships- extend repeating, growing, and shrinking number patterns (Sample problem: Write the next three terms in the pattern 4, 8, 12, 16,….)

Patterns and Relationships- create a number pattern involving addition or subtraction, given a pattern represented on a number line or a pattern rule expressed in words
(Sample problem: Make a number pattern that starts at 0 and grows by adding 7 each time.)
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 manipulatives and worksheets, students will Teacher will formatively assess through • Teacher will frequently review concepts
be able to identify a shrinking pattern, its pattern observation during pairs group work, class and verify student understanding
rule, and extend geometric and numeric shrinking discussion, and activity worksheets. Conceptual • Cooperative grouping
patterns. assessment will be drawing graphic, procedural • Allow extra class time to complete
assessment will be solving the problem, and assigned tasks
identify student math reasoning by asking them • Provide sufficient model and examples
how they arrived at their answer. • Supply vocabulary and review
patterning concepts in advance
• Students may respond to worksheets
verbally or written while working in
pairs
Academic Language Demands
(edTPA Task 1, Prompt 4c)
Function Identify
Looking at your standards and objectives, choose the one Bloom’s word that best
describes the active learning essential for students to develop understanding of concepts
within your lesson.
Vocabulary • Pattern
Key words and phrases students need to be able to understand and use • Pattern rule
• Unit/core
• Geometric pattern
• Numeric pattern
• Numeric value
• Term
• Repeating pattern
• Growing pattern
• Shrinking pattern
• Extend
Syntax Working in small groups, students will first discuss what they are
Describe ways in which students will organize language (symbols, words, phrases) to struggling with from previous lessons and then they will complete
convey meaning. worksheets together. Students who have a solid foundation in previous
material will complete individual work on more challenging growing
numeric pattern worksheets. Then, as a class, we will come back together
to discuss repeating and growing patterns and ensure student
understanding. Then students will work in pairs with their white boards,
manipulatives, and worksheets on shrinking geometric and numeric
patterns.
Discourse Students will discuss in groups what they are having trouble with and
How members of a discipline talk, write, and participate in knowledge construction and then the students will have the opportunity to perform written tasks either
communicate their understanding of the concepts in groups or individually using the worksheets provided. The teacher will
discuss shrinking patterns and their pattern rule with students and then,
working in pairs, students will write what they have learned using the
worksheets provided.
Instructional Process Accommodations and/or Modifications and/or Supports
Anticipatory Set/Motivator

• The teacher will play “We Are the Champions” on the SMART board as • For the student with autism: Prior to beginning the lesson, go
the students are settling in for the lesson and the teacher is handing back over the daily schedule and outline for this lesson plan and
the quiz to each student student tasks, highlighting/color coding important information
• The teacher will ask the students how they feel about the quiz and their • Provide a fidget spinner or stress ball to student with autism to
confidence in the subject matter improve focus during discussion and group work
• The teacher will praise the students for the great work they did on their • Pair struggling reader with a strong reader
quiz • Pair ELL students with students they trust and can communicate
with
• The teacher will explain that the purpose of today’s lesson is to review • Provide student with autism, struggling reader, and ELL students
the quiz and together work on what students are struggling with, before with copies of the anchor charts
moving on to shrinking patterns • Offer student with autism the option of either sitting on the
carpet with the class or in their quiet corner with their EA or a
peer tutor

Instructional Procedures

• The teacher will review the entire quiz with students so they may • Provide the personal white boards to the student with autism,
understand where they went wrong and have access to the correct ELL students, and struggling reader
answers • Use essential language and be specific with student activities and
• The teacher will explain that during this lesson we will be working on tasks
repeating and growing geometric and numeric patterns; students may • Address student with autism individually and be efficient: “I
work individually if they feel more comfortable need you to listen to this as it’s something for you to do”
• Based on the results from the assessment, the teacher will break students • Provide a clear beginning and end to activities, tasks, and lesson
into small groups • Hand out individual copies of anchor charts to struggling reader
• Students and teacher may refer to the pattern vocabulary anchor chart, and ELL students to have before hand
the patterns anchor chart, the repeating patterns anchor chart, and the • Use peers to improve instruction by using a buddy system/peer
growing patterns anchor chart (Appendix A, Appendix B, Appendix C, tutoring
and Appendix D) • Pair struggling reader with a high-level reader for worksheets
• Students who have a solid foundation in the previous content may work • Pair ELL students with a peer tutor with whom they
individually on the more challenging growing numeric patterns communicate fairly well
worksheet (Appendix E) • For student with autism, assess lighting, temperature, and smells
• The teacher will have groups first discuss what they are struggling with within the classroom
and then review previous worksheets and the quiz • Have a quiet corner in a low-traffic area of the classroom for
• The teacher will circulate to ensure student understanding, answer student with autism to rest comfortably and allow their sensory
student questions, and redirect students who are not on-task system to calm down (they may go there at any time)
• After 10-20 minutes, depending on student readiness, the teacher will • Provide pattern blocks, shapes, or counters to ELL students and
bring the focus back to the board and as a class discuss and review the struggling reader
repeating and growing geometric and numeric patterns material, ensuring
students feel confident to move onto shrinking geometric and numeric • In order to limit confusion or overwhelming, provide student
patterns with autism with 6 blocks or 6 counters
• The teacher will ask a helper to hand out personal white boards and • Build relationship with the EA for the student with autism and
markers communicate regarding student process and progress
• Using the shrinking patterns anchor chart (Appendix F), the teacher will • Offer a break to student with autism before the worksheet tasks
introduce the concept of shrinking patterns • Scaffold and work with students step by step
• The teacher will ask students to recall repeating and growing patterns • Ensure student understanding of directions
and ask students how a shrinking pattern is different from the patterns we • The student with autism, ELL students, and struggling reader
have previously seen will have the worksheets broken down into smaller chunks and
• The teacher will highlight that with a shrinking pattern, the numeric will have more time to complete them
value of the terms decreases • ELL students have the option to answer the worksheets questions
• The teacher will display the shrinking circles pattern (Appendix G) on either verbally or written
the SMART board • Use ClassDojo timer on SMARTboard for students to see their
• The teacher will use yellow Post-Its to label the pattern’s terms and blue timeline while working
Post-Its to label the pattern’s rule, highlighting there is a numeric value • Provide student with autism with a Finished Folder to place
by which each term decreases completed worksheets in
• The teacher will ask students, “What comes next?” “How do you know?”
• The teacher will have students work with their elbow partner and, using
their choice of counters, shape blocks, or their white boards, have each
student create their own shrinking pattern and have their partner identify
the rule and extend the pattern
• The teacher will circulate to scaffold and ask how students arrived at
their answers, answer questions, and redirect as necessary
• After a few minutes of group work, the teacher will have two groups
share their patterns and math reasoning about how they identified the
pattern rule and extended the pattern
• The teacher will then hand out the shrinking patterns worksheet
(Appendix H) and have the pairs complete the worksheet together, with
each student completing their own individual sheet
• The teacher will circulate, asking probing questions to find out how
students arrived at their answers, answer student questions, and redirect
students as necessary
• Once everyone has completed the task, the teacher will correct the
worksheet with the class, having students correct their work and take
notes as desired
• Next, the teacher will write 10, 8, 6, 4, 2 on the chalk board and use
semi-circles hopping between terms to demonstrate that each term
decreases by 2 (-2 above the semi-circles)
• The teacher will write 20, 19, 17, 14, 10 with semi-circles adjoining the
terms and ask students if they recognize the pattern, scaffolding to
promote critical thinking, and then confirming that it indeed is more
complicated than the first and decreases by 1, 2, 3, 4 (-1, -2, -3, -4 above
the semi-circles)
• The teacher will then hand out the pre-cut shrinking pattern cards
(Appendix I) to each pair, each partner will correct their partner’s
responses
• The teacher will circulate during the activity to ensure students are on-
task, answer questions, scaffold, and asking probing questions (“How did
you figure out how much to subtract?” “How do you know that that is
the next term?”)
• Once the activity is complete, the teacher will select a pair to share their
answers and math reasoning
• The teacher will then hand out the shrinking numerical patterns
worksheet (Appendix J) for students to complete in either pairs or
individually
• The teacher will circulate, answering student questions and redirecting
students as necessary
• Students who finish the worksheet early may move onto a growing and
shrinking numeric patterns worksheet (Appendix K)
• Once the worksheets are completed, the teacher will correct with the
students and they may take notes as desired

Closure

• The teacher will provide students with a summary of the lesson: • Give student with autism and ELL students the choice of either
“Friends, in this math lesson we reviewed repeating and growing completing exit slip verbally or written to communicate their
geometric and numeric patterns. We then went over our quiz and understanding of the lesson
answered remaining questions. Then we began working on shrinking • Give student with autism, ELL students, and struggling reader
geometric and numeric patterns.” extra time to complete exit slip
• The teacher will use the Gradual Release Model to explain the tasks and
activities of the lesson: “Today I identified a shrinking pattern and its
rule using Post-Its, you identified, created, and extended a shrinking • Have student with autism place their exit slip in their Finished
pattern in pairs, and finally you worked on shrinking geometric and Folder
numeric patterns individually by extending shrinking patterns on your • Communicate with student with autism’s EA about student
worksheets” understanding, process, and progress
• The teacher will close the lesson by explaining that next class we will
look at growing and shrinking patterns on a number line, and display the
next class’s worksheet (Appendix L)
• on the SMART board
• Students will complete an exit slip (Appendix M) and hand it in to the
teacher and the teacher will review each slip to check for student
understanding
• The teacher will thank the students for their hard work during today’s
lesson

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.
• YouTube video: “We Are the Champions” https://www.youtube.com/watch?v=04854XqcfCY
• Appendix A- pattern vocabulary anchor chart
• Appendix B- patterns anchor chart
• Appendix C- repeating pattern anchor chart
• Appendix D- growing pattern anchor chart
• Appendix E- growing numeric patterns worksheet
• Appendix F- shrinking patterns anchor chart
• Appendix G shrinking circles pattern
• Appendix H- shrinking patterns worksheet
• Appendix I- shrinking pattern cards
• Appendix J- shrinking numerical patterns worksheet
• Appendix K- growing and shrinking numeric patterns worksheet
• Appendix L- growing and shrinking patterns on a number line worksheet
• Appendix M- exit ticket
• Plastic shapes
• Yellow and blue Post-Its
• Chalk board and chalk
• SMART board
• ClassDojo
• 24 personal whiteboards and markers
• Finished Folder
• Fidget spinner/ stress ball
Appendix A

Pattern Vocabulary
Pattern Unit
A pattern unit is the piece of the pattern
that repeats over and over again

Repeating Pattern
A repeating pattern repeats over & over
again using the same pattern unit.

Growing pattern
A growing pattern repeats, but one or
more pieces of the pattern unit will grow.
Ahacker2014
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix J
Appendix K
Appendix L
Appendix M