Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Foc
us
Grade

Comparing Increasing Patterns

Date

November 24th

Time
Durati
on

1:15 Minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:
Specific
Learning
Outcome
s:

Use patterns to describe the world and to solve problems.

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]

LEARNING OBJECTIVES
Students will:
1. Compare increasing patterns using manipulatives and drawings
2. Create increasing patterns based on instructions

Observations:
Key Questions:

Products/Perfor
mances:

ASSESSMENTS
Partner discussions (Similarities / differences)
Creating the correct patterns with three figures
How are the patterns similar?
How are they different?
Do they have the same root?
Do they increase the same way?
Worksheet answers

LEARNING RESOURCES CONSULTED

Adapted from a template created by Dr. K. Roscoe

MATERIALS AND EQUIPMENT

Lesson Plan Template ED 3501 (Version C)

Math makes sense textbook

Math makes sense workbook

Prior to lesson

Attention
Grabber
Assessment of
Prior
Knowledge
Expectations
for Learning
and Behaviour
Advance
Organizer/Agen
da
Transition to
Body
Learning
Activity #1

Worksheets
Manipulatives
Graph paper / dots
SMARTboard activities

PROCEDURE
- Extending pictorial Increasing pattern
- Describing pictorial increasing patterns
- Creating pictorial increasing patterns
Introduction
Go over a few examples of identifying the pattern
rule for the pattern (The two in the textbook)
Similarities and differences. Review what each of
these terms mean.
Similar - same as example shape, colour, number
Different not the same Important points to go over.
- What is the root? Same or different?
- How do the patterns increase? Same or
different?
Question Answers:
1 Same: Root Different: # and where it is places
2 Same: Where it is placed and # Different:
Root
Body
Give students one worksheet.
Students will be paired off into partners.
Suggestions:
Ava / Carter
Adwin / Avery
Nick / Sydney / Seina (will have to take turns)
Ashleigh / Macie
Ainsley / Peyton
Nolan / Brylee
Cale / Josie (With Mrs. George)
Chris / Taner
Walter / Ella
Partners will decide who is partner A and who is
partner B. Have students raise their hand for each.
Then the partner A will do the pattern that says
partner A and partner B will do the pattern that
says pattern B.
Together the partners will discuss the similarities
and differences and then write them down. Each
person has to hand in their own sheet so both of
you must write down your answers.
After you are done one worksheet check your
worksheet with myself or Mrs. Patterson and you

Adapted from a template created by Dr. K. Roscoe

Time

15

Time
45

Lesson Plan Template ED 3501 (Version C)

will get the next sheet.

We will be checking if they identified the root and
how it increases.
Teacher Notes:
Assessments/
Differentiation

Consolidation
of Learning:
Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson

Differentiation:
- Paired strategically
- Can use manipulatives
- Instructions given in both pictures and words
- Verbally explained the instructions
- Demonstrate / model two examples on the
board
Assessment:
- Discusses root
- Discusses how they increase
- Discusses other ways.
Closure
What are some of the ways patterns can be
similar?
- Root the same
- Increase the same way
- Sane shapes
- Same color
Exit Slip:
- They create two patterns how are they the
same how are they different?
- Read instructions carefully! Read over the
questions for them.
- Remind them what are the two most
important things to talk about? Start / Add.
- Can use manipulatives if you want to.
- Assessed on following the pattern rule and
correctly identifying the similarities and
differences.

Adapted from a template created by Dr. K. Roscoe

Time

15

Lesson Plan Template ED 3501 (Version C)

SMARTboard:
Read the instructions
Create the pattern
Discuss the similarities / Differences
Call myself or Mrs. Patterson over we will look at your patterns and
discuss the similarities and differences.
5.)
Pattern A:
Start with two squares on top of each other add one square to the right
and one square on the left each time.
Sponge
Activity/Activitie
s

Pattern B:
Start with one square add two squares to the right and two squares to
the left each time.
6.)
Pattern A:
Start with four circles in a square and add two on top each time.
Pattern B:
Start with four circles in a square and add two the the right side and
two to the left side each time.
7.)
Pattern A:
Start with three triangles and add two each time.
Pattern B:
Start with three triangles and add one each time.

Adapted from a template created by Dr. K. Roscoe