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Increasing Numerical Patterns Lesson 2

This lesson plan is for a Grade 3 class on increasing number patterns. The lesson will last 39 minutes and focuses on describing, extending, comparing, and creating increasing numerical patterns using a hundreds chart and worksheets. Students will skip count using multiples of 5, 10, 2, 3, and 4. The lesson will begin with an attention grabber on pictorial patterns and introduce numerical patterns. Students will then work independently on a worksheet practicing extending and finding rules for increasing patterns. The teacher will monitor students and support those needing differentiation. The lesson will conclude with a group discussion reflecting on strategies used and how starting a pattern at a different number changes it.

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32 views4 pages

Increasing Numerical Patterns Lesson 2

This lesson plan is for a Grade 3 class on increasing number patterns. The lesson will last 39 minutes and focuses on describing, extending, comparing, and creating increasing numerical patterns using a hundreds chart and worksheets. Students will skip count using multiples of 5, 10, 2, 3, and 4. The lesson will begin with an attention grabber on pictorial patterns and introduce numerical patterns. Students will then work independently on a worksheet practicing extending and finding rules for increasing patterns. The teacher will monitor students and support those needing differentiation. The lesson will conclude with a group discussion reflecting on strategies used and how starting a pattern at a different number changes it.

Uploaded by

api-297070185
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson

Title/Foc
us

Increasing Number Patterns

Date

November 26th

Grade

Time
Durati
on

39 Minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learnin
g
Outcom
es:
Specific
Learnin
g
Outcom
es:

Use patterns to describe the world and to solve problems.


Develop number sense.
Demonstrate an understanding of increasing patterns by:
describing (numerical (numbers to 1000) and non-numerical
patterns using manipulatives, diagrams, sounds and actions.)
extending(numerical (numbers to 1000) and non-numerical
patterns using manipulatives, diagrams, sounds and actions.)
comparing(numerical (numbers to 1000) and non-numerical
patterns using manipulatives, diagrams, sounds and actions.)
creating (numerical (numbers to 1000) and non-numerical
patterns using manipulatives, diagrams, sounds and actions.)
[C, CN, PS, R, V]
Say the number sequence 0 to 1000 forward and backward by:
5s, 10s or 100s, using any starting point
3s, using starting points that are multiples of 3
4s, using starting points that are multiples of 4
25s, using starting points that are multiples of 25. [C, CN, ME]

LEARNING OBJECTIVES
Students will:
1. Describe increasing numerical patterns.
2. Extend increasing numerical patterns.
3. Skip counting using 5s, 10s, 2s, 3s, 4s.
ASSESSMENTS

Observations:

Contribution to the group discussion.


Answers during the demonstration.

Key
Questions:

What is the pattern rule? How do you know?

Products/Perf
ormances:

Completion of worksheet

LEARNING RESOURCES
CONSULTED
Math Makes Sense Textbook

Prior to
lesson

Attention
Grabber
Assessment
of Prior
Knowledge
Expectations
for Learning
and
Behaviour
Advance
Organizer/Age
nda
Transition to
Body

Learning
Activity #1

MATERIALS AND EQUIPMENT


Hundreds Chart
Circle see through chips
Worksheets
SMARTboard activity

PROCEDURE
Pictorial Increasing Patterns:
- Extending
- Describing (writing the pattern rule)
- Creating
- Comparing
Numerical Increasing Patterns Using a hundreds chart.
Introduction
Time
10
1111:10
Skip counting puzzles:
Demonstrate some examples of what we will
be doing on the board:
- Some students can come up.
- Showing how to extend the pattern
- Showing how to find the pattern rule

Body
Explain hand out and activity:
- Hand out the worksheet.
- Explain the first two. (Start at 3 add 3,
Start at 4 add 4). Next are just like we did

5
1111:15
Time
20
1111:35

Assessment:

Differentiation

Consolidation
of Learning:

on the board. (Not going to have time for


the last two) Last two make your pattern
rule and then create it. Remember to
make two different patterns (that means
starting in a different spot and adding a
different number).
- You can use pencil crayon to colour in but
make sure that I can see what number
you coloured in. NO MARKER! Also if you
choose to use pencil crayons remember
you cannot erase your pencil crayons.
- The hundreds charts are at the back
table and so are the chips you can use
them if you would like. (Adwin and Kyle
should probably be using them). (Have
cups available for the students that take
the chips back to their desk)
- I will walk around the room and monitor.
This may mean sending some students
to get hundreds charts and chips to use.
- You may not finish all of these today. That
is okay we will have time next week to
finish.
First Part:
- Colouring the correct squares.
Second Part
- Correct wording of a pattern rule (Starts
at______. Add ______)
- Pattern follows the rule
- Mastery (looking for students to add
numbers larger then 5 not including 10)
- Modeling for students
- Hundreds charts
- Chips
- Will have larger worksheets available for
those that are struggling with the small
spaces.
- Will need to scribe the pattern rule for
some students who can explain it to me
verbally.
Closure
Group discussion:
- Tell me one strategy you used.
- How did starting in a different spot
change the pattern. (Count by 4 and

Time
5
11:40

start at 12 count by 4)
- Did anything else stand out for you?
Hand in worksheets / Hundreds charts / Cups
Get library passes
Line up at the door

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