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Learning Outcomes:
1. Students will utilize previous knowledge of patterns to participate.
2. Students will create tactile patterns.
3. Students will chart their designs.
4. Students will practice identifying the rules of different patterns.
Assessment:
1. I will determine the level of understanding during the explanation/demonstration by using the
thumbs-up/thumbs-down method. (L.O. 1)
2. During work time, I will note the level of student engagement within the activity. I will primarily look
at facial expressions and engagement. (L.O. 1, 2, 3, 4)
3. Throughout the activity, I will check in with each student to ensure they are inputting pattern rules
into their designs and making t-charts. (L.O. 1, 3, 4)
Materials:
1. Pencils
2. Paper/Math books
3. Marshmallows
4. Toothpicks
Resources Consulted:
Alberta Learning. (2007). Mathematics program of studies.
Edmonton Public Schools. (1999). Math to the max: patterns and relations.
Mighton, J. (2010). Jump at home: grade 5.
Adaptions:
Some students may require help from the instructor to understand what is being asked of them and
complete each objective.
Some struggling learners may be asked to only write down their patterns to solidify their understanding
before moving onto charts.
1
Introduction (2 – 3 min):
Grabber: “Who likes to build things?”
As the students enter, they will notice that marshmallows and toothpicks have been placed upon their desk
groups. I will inform them that in order to further practice creating patterns, we will be using these materials
to build our own patterns.
As I pull up the material on the SMART Board, we will begin by discussing different kinds of modern scenarios
in which patterns could present themselves. Examples could include hourly wages, school schedules, etc.
Afterwards, I will inform the class that we will be taking the concepts we’ve already learned and applying
them to realistic situations in the form of word problems.
Key Questions:
1. Who likes to build things?
Sponge:
Pattern Word Problems (5 min maximum):
If some students finish early or cannot stay focused for the activity, they are to continue to work on the
problems they started last class.
Closure (3 – 5 min):
Shortly before the recess bell sounds, the class will be instructed to clean up. As they do so, I will tell them
that because they followed the rules so well (and provided the classroom environment is tidied up), each
student may eat 5 marshmallows. After asking if anyone has any questions, concerns or suggestions to make
about the activity, I will congratulate the students on their effort in class and inform them we will be
continuing to work on our word problems tomorrow.
Key Questions:
1. Does anyone have any:
a. Questions?
b. Concerns?
c. Suggestions?
Modifications:
If the class cannot focus, we will revert to doing word problems.
Reflections: