Lesson Plan: 2

Teacher(s): / Subject: Math / Unit: Patterns and Relationships
Grade band(s): 3-5 / Number of students: / Setting:
Lesson Objective(s):
Objective 1: Students will be able to create an AB, ABB, ABC, and an ABBC pattern in order to label and extend the pattern.
Objective 2: Students will predict what will come next in a repeating pattern.
Connections to the GBEs:
Standard:
OA 5.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Essence: Generate patterns
E1: Given a rule, create a sequence with up to five points/numbers.
E2: Continue a sequence of numbers with a given rule.
E3: Continue a non-numeric pattern.
Least support / Moderate support / Most support
Given a rule, create a sequence with up to five points/numbers. / Continue a sequence of numbers with a given rule. / Continue a non-numeric pattern.
Materials:
Star, butterfly, flower patterns
Data sheets
Reinforcers
Bins
Sentence strips
Glue sticks
Activities:
1. Teacher facilitation #1 (whole group): After a short game of Simon Says or similar game (students should remain standing in circle formation), tell students that they will be doing something that repeats. At this time, introduce the vocabulary word: pattern- something that repeats. Introduce the auditory pattern by stomping once and then clapping. Repeat this several times. Direct students to join in the verbalization of the pattern with you when they recognize the pattern. When most or all of the students have joined in, begin verbalizing the pattern, saying, “Stomp, clap, stomp, clap,…” / 2. Teacher facilitation #2: The teacher should write (picture symbols can be substituted if needed) the auditory pattern (stomp, clap, stomp, clap, stomp, clap) on the board. Underneath the written pattern, the teacher should label the core (stomp, clap) - a unit that repeats. At this time, the teacher should also introduce the vocabulary word: term- each object in the core. The teacher should state, “In our pattern core we have ‘stomp’ and ‘clap’ as the two terms in the core.” Ask the students to look at the pattern on the board. Ask them, “How many times do you see the core repeated in the pattern?” (3 times including the core). The teacher should explain to students that a pattern can be labeled in many ways. One way to label a pattern would be with letters. Once again, direct students to the “stomp, clap” pattern on the board. The teacher will label the core of the pattern by placing an “A” above the word stomp and a “B” above the word clap. Direct students to look at the “A” above stomp. Tell students that the “A” now replaces the word stomp so we can label all of the stomps with an “A”. Direct students to look at the “B” above clap. Tell the students that the “B” now replaces the word clap so we can label all of the claps with a “B”. Ask the students: “If we were going to continue the pattern, what letter do you think would come next?” (continue making predictions as needed).
Direct students to make a different AB pattern. The teacher should display a flower followed by a butterfly on the board (point out that these two objects are the core of the pattern). Place another flower and another butterfly on the board. Ask students: What do you think will come next?” (flower) Ask students, “What will come after the flower?” (butterfly). Label the pattern above the core “AB” and ask students,”What should the remainder of the pattern be labeled?” (ABAB)
3. Student application #1- Students will receive a bin containing flowers, butterflies, and stars. Students will copy the AB pattern on the board using pictures from their own bin. Ask students, “How can you make another AB pattern using different pictures (example: star, butterfly, star, butterfly)?” Direct students to make their own AB pattern using the pattern from the bin. Students can compare differences and similarities between patterns created. / 4. Teacher facilitator #3: Inform students that a third term will be added to the pattern, so it will change a bit. The teacher should display a flower followed by a butterfly, and then star on the board. The teacher will identify these three items as the core of the pattern. The teacher will add another flower, butterfly, and star on the board and ask students: “What do you think will come next?” (flower), “What will come after the flower?” (butterfly), “What will come after the butterfly?” (star). The teacher should label the pattern above the core (first sequence) as an ABC pattern. The teacher should ask students to label the remainder of the pattern (ABCABC).
5. Student application #2: Direct students to copy the ABC pattern on the board using pictures from their bin. Ask students: “How can you make another ABC pattern using different
pictures?” (e.g. star, butterfly, flower). Students must repeat their pattern (3 times) as demonstrated. Distribute sentence strips and glue sticks and direct students to place their pictures on a sentence strip. Make sure classroom staff gives approval prior to students gluing their pattern onto the sentence strip. Students should label the core and the repeating terms in their pattern. Ask a student to share his/her pattern by holding up sentence strip.
Warm-up:
Direct students to stand in an area in a circle formation for a short game of Simon Says or similar game.
Key Vocabulary:
Pattern / Core / Term
Repeat
Barriers:
Print / Non-verbal communication
Universal Design for Learning (UDL) brainstorm:
Representation
How will instructional content and materials be presented to the students (the “what” of learning)? / Actions/ Expression
How are the students able to interact with the materials and demonstrate knowledge (the “how” of learning)? / Engagement
What interests and engages students in the learning process
(the “why” of learning)?
Teaching Strategies:
Modeling
Graduated guidance
Think aloud
Assessments: / Response mode:
Teacher checklist
Teacher observation
Completion of sentence strip activity
Possible accommodations to use with this lesson:
Picture symbols
Tactile representation
Closing Activity:
Students will share his/her pattern by holding up the sentence strip. Students will describe how their patterns are similar to each other.

ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education