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Math - Performance Task

The lesson plan is for a 4th grade math class on performance tasks. It includes curriculum expectations around numeric and geometric patterns as well as equality. The lesson will have students work independently to complete 4 pattern activities involving completing tables and identifying rules. It will include a stretching break and reflection. Students will be assessed on their knowledge, thinking, application, and communication skills. The teacher will provide differentiated support to two students.

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378 views4 pages

Math - Performance Task

The lesson plan is for a 4th grade math class on performance tasks. It includes curriculum expectations around numeric and geometric patterns as well as equality. The lesson will have students work independently to complete 4 pattern activities involving completing tables and identifying rules. It will include a stretching break and reflection. Students will be assessed on their knowledge, thinking, application, and communication skills. The teacher will provide differentiated support to two students.

Uploaded by

api-274727187
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan

Teacher Candidate: Kaitlyn McMillan


Subject: Math
Grade: 4
Date: Monday June 2
Time :12:50-2:30
Duration (minutes): 50 minutes
Lesson Topic: Performance tasks
Curriculum Expectations:
Describe, extend, and create a variety of numeric and geometric patterns, make
predictions related to the patterns, and investigate repeating patterns involving
reflections;
Demonstrate an understanding of equality between pairs of expressions, using addition,
subtraction, and multiplication
Specific Expectations:
Extend, describe, and create repeating, growing, and shrinking number patterns (e.g., I
created the pattern 1,3,4,6,7,9,. I started at 1, then added 2, then added 1, then added 2,
then added 1, and I kept repeating this.);
Make predictions related to repeating geometric and numeric patterns (Sample problem:
Create a pattern block train by alternating one green triangle with one red trapezoid.
Predict which block will be in the 30th place.);
Identify, through investigation (e.g., by using sets of objects in arrays, by drawing area
models),and use the commutative property of multiplication to facilitate computation
with whole numbers
Learning Goals/Success Criteria:
I can find pattern rules and predict future figures in a pattern
Teaching Learning Resources:
Manila paper activities
Lesson Sequence:
Introductory Activity:
What is the pattern rule for the number of blocks in a frame.
Frame
Blocks added
Blocks in a frame
1
------2
2
2
4
3
3
7
4
4
11
5
5
16
Developmental Strategies:
The students will work independently on a performance task. They will complete the question 3
and 4 on half a sheet of manila paper. See activities attached. Remind the students to answer all
parts of the question. About half way through class get the students up and do a quick DPA
(stretches).
Differentiated Instructional Strategies:
Jack: allow Jack to use show me for any written explanations so he can do it verbally.
Sebastien: help Sebastien with picking a strategy to use to begin the question.

Culminating Activity:
When the students are finished they will complete a reflection sheet. Once that is finished they
can work on long division questions out of their textbook.
On-going Assessment/Evaluation:
The will be assessed on knowledge, thinking application, and communication.
Activity 1: knowledge, communication, and thinking.
Activity 2: knowledge, communication, and thinking
Activity 3: knowledge and application
Activity 4: knowledge, thinking, and application
Next Steps:
Continue to work on performance tasks.

Activity 1
Frame 1

Frame 2

Frame 3

a) Is this pattern a same-step growing pattern or a changing-step growing pattern? Explain


how you know in full sentences.
b) Complete the table for the first 5 frames.
Frame
Blocks added
Blocks in a frame
1
2
3
4
5
c) What is the pattern rule for the number of blocks in a frame?
d) How many blocks will be in the 8th Frame? Explain how you know.

Activity 2.
Frame 1

a)
Frame
1
2
3
4
5
b)
c)
d)

Frame 2

Complete the table for the first 5 frames.


Blocks added

Frame 3

Blocks in a frame

What is the pattern rule for the number of blocks added?


What is the pattern rule for the number of blocks in a frame?
How many blocks will be in frame 7? Explain how you solve this problem.

Activity 3
a) Create a changing-step growing pattern. Draw the first 3 frames.
b) Complete the table for the first 5 frames.
Frame
Blocks added
Blocks in a frame
1
2
3
4
5
c) What is the pattern rule for the blocks in a frame?
d) How many blocks will be in frame 8? Explain how you know.
Activity 4
There are 78 students going to the Water Festival. Each chaperone can take 5 children. How
many chaperones will be needed? Show your work.

Activity 3
a) Create a changing-step growing pattern. Draw the first 3 frames.
b) Complete the table for the first 5 frames.
Frame
Blocks added
Blocks in a frame
1
2
3
4
5
c) What is the pattern rule for the blocks in a frame?
d) How many blocks will be in frame 8? Explain how you know
Activity 4
There are 78 students going to the Water Festival. Each chaperone can take 5 children. How
many chaperones will be needed? Show your work.

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