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Patterns & Relations Lesson Plan #5 – Marshmallow Pattern Building

Name: Amanda Carter Grade: 5 Subject: Math Topic: Patterns


Lesson Duration: 60 min. Date: November 23rd, 2016 KSA’s: 3, 4, 5, 6, 9, 10

General Learner Outcome – Patterns:


Students will use patterns to describe the world and to solve problems.

Specific Learner Outcomes:


1. Students will determine the pattern rule to make predictions about subsequent elements.

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.

Activity: Marshmallow Pattern Building

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?

Body (48 – 50 min):


Explanation/Instructions (5 – 10 min):
I will begin by telling the class that, to reward them for their hard work in previous lessons, they are
participating in building their own patterns. I will draw out/display examples of possibilities, and tell them
they may be as creative with their designs as they like, but a pattern rule must be clear. They will also be
instructed to draw a picture and t-chart for their corresponding creation. At this point in time, I will clearly
inform the students that the materials are not to be abused in any way or serious consequences will follow.

Work Time (35 - 40 min):


Students will work individually to create their designs, but may bounce ideas off their tablemates. In the
period of time they have to work, they can create as many different patterns as they like; however, for each
design, the students must also draw a picture of their creation in their mathbooks and make a t-chart
describing how many toothpicks and marshmallows are respectively used. As they work, I will constantly
circulate the room and help/offer suggestions to those who need it.

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:

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