Lesson Title:

Name:

patterns in math

Lesson #
Subject:

Johnathon, Julia and Janet

Date:

nov 2016

math, art, language arts

Grade(s):

4/5

Rationale: (lesson context and reasons why lesson matters)

Using contextualisation in math creates stronger understanding and math competency.

Curriculum Connections : https://curriculum.gov.bc.ca/

Big Idea! Regular changes in patternscan be identified and represented using tools and tables.(4).
Identified regularities in number patterns can be expressed in tables (5).

1.
2.
3.
1.

Curricular Competency: Math (4) and (5) the same!

Reasoning and analyzing
Use reasoning to explore and make connections
Model mathematics in contextualized experiences
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Understanding and solving
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

Communicating and representing

1. Communicate mathematical thinking in many ways
2. Represent mathematical ideas in concrete, pictorial, and symbolic forms

Content:
Art:visual arts: elements of design: line, shape, space, texture, colour, form; principles of design: pattern, repetition, balance,

contrast, emphasis, rhythm, variety (4).AND (5)

Math:
increasing and decreasing patterns, using tables and charts. (4)
rules for increasing and decreasing patterns with words, numbers, symbols, and variables.(5)

Core Competency:

Learning Intentions

Activity

Assessment

Students can identify math patterns

colouring after the story and

directions

initial patterns viewed.

Students will be able celebrate

individuality.
Students can adapt and increase
patterns.

discussion
discussion on the themes of the book
students
students will expand on simple
patterns.

Prerequisite Concepts and Skill :( for student success)

math pattern awareness- ms B confirmed

gather in final patterns following peer

discussion.

listening to story
colouring skills

Materials and Resources with References/Sources:

For Teacher

For Students

overhead

pattern sheets

story book

colours

Differentiated Instruction (DI): (accommodations)

patterns are variable and increasing.
T tables could be encouraged if one or two are done we could explain them and encourage them to represent their pattern in a t
table. Then they could teach it next time.

Organizational/Management Strategies: (anything special to consider?)

no!
Possible Aboriginal Connections / First Peoples Principles of Learning
http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf

Lesson Activities:

Teacher Activities

Student Activities

Introduction (hook/motivation/lesson overview)

Listen to story.
Story book and discussion on previous pattern work.
.
I can design a mathematically increasing pattern!
Body

(lesson flow/ management)

Following story ask for students to identify any

themes. Follow discussion for a few minutes on
individuality or math.

on board explain the theme of increasing pattern first

on twos, fours and then open choice.
ask students to show us when they have done twos,
4s and open pattern.
There must be a descriptor for open pattern, a rule.
Anyone who gets there especially grade 5s should be
encouraged to consider how they may represent this
in a t table.

Closure ( connections within lesson or between

lessons, sharing successes, summaries)

Talk to your neighbour about your pattern choice,

what did you do? what is your rules?
names on the top and hand them in.

Reflections: (over)

book discussion

pattern colouring, twos fours and then free pattern

with their rule.
Show us after two, and four.

pacing