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Math Lesson Plan 2017

This lesson plan covers patterns and algebra across multiple grade levels. It involves a carousel activity with 4 stations focusing on different SCOs for grades K, 3, 6, and 9. Students will work in groups rotating between stations to complete pattern activities aligned with their grade level outcomes using various manipulatives and worksheets. The teacher will facilitate the stations and lead an introductory and closing discussion. Upon completion, the teacher will reflect on student understanding of objectives and ways to improve the lesson.

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261 views2 pages

Math Lesson Plan 2017

This lesson plan covers patterns and algebra across multiple grade levels. It involves a carousel activity with 4 stations focusing on different SCOs for grades K, 3, 6, and 9. Students will work in groups rotating between stations to complete pattern activities aligned with their grade level outcomes using various manipulatives and worksheets. The teacher will facilitate the stations and lead an introductory and closing discussion. Upon completion, the teacher will reflect on student understanding of objectives and ways to improve the lesson.

Uploaded by

api-393524982
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSON PLAN

TEACHER Futong K, Christopher R, Amy B, Jillian W, Danielle B


Subject/Class/Course Math
Topic Patterns & Algebra
Grade Level K,3,6,9 & 12 Duration 30-40 min

Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly language)
Chapter 16
GCO K-9: Patterns & Relations: Use patterns to describe the world and solve problems

SCO:
K PR1: Demonstrate an understanding of repeating patterns (two or three elements) by:
• identifying
• reproducing
• extending
• creating
patterns using manipulatives, sounds and actions.

3 PR1: Demonstrate an understanding of increasing patterns by:


• describing
• extending
• comparing
• creating
patterns using manipulatives, diagrams, sounds and actions (numbers to 1000).

6 PR1: Demonstrate an understanding of the relationships within tables of values to solve problems.
PR2: Represent and describe patterns and relationships using graphs and tables.

9 PR1: Generalize a pattern arising from a problem-solving context using linear equations and verify by substitution.

Introduction
On the board: Remain silent
1. Get one pattern block from bag
2. There are patterns that have your block on a certain stations.
3. Find a station with your pattern block in it and cover that shape with your block.
4. If the shape is already covered, try a new station.

Assessment
Formative assessment: entrance activity
Summative assessment: will take place as part of the closure.
Develop the Instruction
We will set up 4 stations for a carousel activity. Each station will focus on a grade level activity with an SCO in mind.
The activity will cover a part of the SCO. A hand-out will provide the students with the SCO and description of
activities to use in their future classroom.

K: Students will identify the rule of the pattern and colour the rest of math pattern sheet. According to previous task,
students create a new pattern line.

3: Students will be provided a worksheet with two parts, the first part students are required to draw the picture that
comes next in each pattern. The second part students are required to use words to describe the patterns. At the end
of the activity, students will demonstrate an understanding of extending and describing patterns.

6: Students will be given a worksheet that is directly taken from the grade 6 New Brunswick curriculum for patterns
and algebra. Students will be given a problem then expected to create a table of values for the data, describe the
pattern in words, then graph the data.

9: Toothpick pattern (see pg. 369 in textbook). Complete the t chart with the figure # and number of toothpicks.
Answer the following questions:
How many sticks are in the next figure?
How many toothpicks are in the 10th figure?
Write the pattern rule.
Write an algebraic expression to describe the system.
Answer key attached.

Closure
Jill: Where do you see patterns in the world? How can you use patterns in the everyday world?
example answers: seasons, phases of the moon, predict what comes next, art, music

Materials, Technologies, Safety or Special Considerations


markers, coloured pencils, pattern blocks, 6 page protectors

Time-keeper: Futong
Introduction/Directions: Amy
Wrap-up: Jill
Lesson Plan: Danielle
Supplies: Chris

Reflection
Were my students successful in meeting the outcomes and objectives? How do I know? Did my instructional decisions meet the
needs of all students? What could I do to improve the lesson?

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