SMART Notebook Lesson Plan

Student Name: Lindsey Kaler

Intended Grade Level for this lesson: 5th grade

Objectives:
Students will know: (facts/information)
o Students will know that we can find patterns in sets of numbers.
o Students will know that if a number is increased by a steady rate, we can identify
future numbers in the sequence.
Students will be able to do: (skills and behaviors)
o Students will be able to analyze numerical patterns.
o Students will be able to find similarities and differences in numerical patterns.
o Students will be able to express a numerical pattern using concrete materials,
drawings, and numerical expressions.

Virginia & Common Core Standards:

Virginia SOL Content Standards (Identify one primary and one secondary content
standard):
Math 5.17 (Primary) The student will describe the relationship found in a number pattern and
express the relationship.
Math 5.4 (Secondary) The student will create and solve single-step and multi-step practical
problems involving addition, subtraction, multiplication, and division with and without
remainders of whole numbers.

Common Core State Standards Content Standards (Identify one primary and one
secondary content standard):
CCSS.MATH.CONTENT.5.OA.B.3 (Primary) 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.

CCSS.MATH.CONTENT.5.OA.A.2 (Secondary) Write simple expressions that record

calculations with numbers, and interpret numerical expressions without evaluating them. For
example, express the calculation "add 8 and 7, then multiply by 2" as 2 (8 + 7). Recognize that

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3 (18932 + 921) is three times as large as 18932 + 921, without having to calculate the
indicated sum or product.

Materials and Resources:

List here all materials that you will need in order to successfully teach this lesson. Attach
all handouts and materials you will use. If the handouts are incorporated into the
SMART Notebook do not attach.
o SMART Notebook slides
o Tens rods (enough for each student in an individual basket on each students desk)
o Graph paper inside of a page protector for each student
o Dry-erase marker for each student
o Math journals (each student has a math journal that they keep in the classroom)

Assessments:
Formative (required):
o Describe all data that will be collected and how you will use this data to make
decisions during the lesson.
During the Solve & Share, I can collect data based on observations of
students work, their responses to my questions, and their arm raising in
response to my prompting. I will adjust my instruction based on these
responses because I will have a better idea of what students are having
issues with and how I can correct those misconceptions.
I will collect formative data by ambulating around the room and observing
students as they work on their independent practice problems. If I notice
many students having an issue with something, I can pause the whole class
as they do their independent work and re-teach the topic of confusion.
If students need my assistance in a small group, I can collect data on their
mastery of content (especially place value and decomposition) by
assessing them with white boards and manipulatives. I can adjust the rate
of my review and re-teaching based on their responses.

Summative (if appropriate)

o Describe all evidence that will be collected and how you will use this evidence.
Later in the unit, students will be assessed summatively on this content. I
will be able to use the summative data (how well they are able to create,
analyze, and evaluate numerical patterns) to inform my future instruction,
especially what I may have to reteach that is foundational knowledge for
future concepts.

Key Vocabulary and Definitions:

List and define any new vocabulary that will be introduced in this lesson. Define the
terms in kid friendly but mathematically appropriate language. There should be
evidence of new vocabulary in the SMART Notebook.
o Pattern: A regular, repeated way in which something happens
o Rule: The regular way that something follows each time it occurs

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o Rate: The number of times something happens over time

Lesson Procedures:
1. Warm-up that is connected to new learning (Solve & Share):
Determine how you will introduce the task.
o What warm-ups will be used to orient students thinking?
Solve & Share problem from text will be a Do Now for students as they
enter the room. They should write their answers on a sheet of paper in
their notebook and it will be projected on the SMART Board so that we
can complete it as a class once students try it individually.
I will ambulate around the room as students complete the Do Now so that
I get an idea of who has a handle on the problem and who they completed
it. I will then call 2 students who completed the problem using different
strategies (found different patterns) to complete the problem on the board
and share their thinking with the class.
Ask students If the savings patterns continue, will Jorge ever has as much
saved as Emma?
Then, What would have to change for Jorge to save as much as Emma?
These questions will get students thinking about the meaning of patterns in
real life situations.
o How will you build background knowledge by linking to prior learning and to
familiar concepts?
I will ask students to define pattern and then brainstorm patterns that
they notice in their daily lives. They can Think-Pair-Share, and then I will
call on a few student volunteers to share their patterns with the class. This
will get students thinking about patterns that they see in their lives beyond
the scope of math.
Anticipate students thinking
o How do you anticipate students engaging in the tasks?
I anticipate students beginning the task a bit slowly, adding 10 each time
and then calculating the answer, but then slowly (or quickly) recognizing
that there is a pattern.
o What error do you anticipate students making?
What plan do you have for anticipated errors?
I think that students might think that Jorge saved less because he has less
money after 5 weeks, but they actually saved the same amount, he just
started with less. If students make this error, I will break the task down a
bit and ask them to calculate the amount each person saved, starting from
week 1 (ignoring the $50 and $100 to start). This help all students realize
that they saved the same amount, so then I will ask why they have
different amount in the end (incorporating the $50 and $100 starting
points).
o What questions do you anticipate from students?
Is there a faster way to do this?
Do we need to know how much they saved all together?

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What funnel and focus questions will you ask?

o Funnel:
What is a pattern?
What operations do we need to use to solve this problem?
Will Jorge ever have as much saved as Milena?
How can we use tens rods to solve this problem?
What numbers should I put in my chart?
What is the pattern in this problem?
o Focus:
Where do we find patterns in our lives?
Why are patterns important in math?

2. Tasks and activities: (Visual Learning Bridge)

How will you model and use demonstrations?
o I will start the lesson with a review of vocabulary: pattern, rule, and rate. I
will ask students questions that connect to their prior knowledge and get them
thinking about the math vocabulary that they will need to explain their
answers to the questions I am asking them.
o Model concrete-to-representational-to-abstract sequence of instruction
o Discuss two problems (tasks) you will model
Discuss the similarities and differences between these two models
I will offer students different modes of CRA to figure out the
two problems. For the first problem, I will give them the
concrete support of ten rods. For the second problem, we will
move to the representational stage with the use of a graph, but
no concrete tools.
For both problems, the rate is the same for each person, but the
starting point is different.
o Think about how to incorporate mathematics vocabulary in a meaningful way.
I will talk about the rule for each problem to help students begin
thinking algebraically and abstractly about patterns.
Problem 1: Josh has $16 saved in his bank account and Milena has $30 saved in her bank
account. If Josh and Milena both make $18 per day as lifeguards, who has more saved at
the end of the week?
o I will go through the problem with students, focusing on
o What is the rule?
o What is the relationship between Joshs savings and Milenas savings?
o If they both work for 4 weeks (a month), how much will each have saved at
the end of the month?
Problem 2: The Andrews cactus and Emilys cactus both grow at a rate of 1 inch per
year. If the Andrews cactus starts off as 3 inches tall and Emilys cactus starts off as 6
inches tall, which will be taller after 7 years?
o Draw the problem on graph paper
o How tall will each be?

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o How much will each have grown?

o How tall will each be after 20 years?

What independent or group work will students do?

o Students will complete independent work problems in their math journals. I
will have the problems displayed on the SMART Board while students work.
Problem 1: Joyce has $5 and Tobey has $7. They both will make $6 per day raking
leaves. How much money will each have after 5 days?
o What is the rule?
o How did you figure out the rule?
o Will Joyce ever have more money than Tobey if they keep earning the same
amount? Why or why not?
o Is there any way that Joyce could ever have more money than Tobey?
Problem 2: Thomas can run a mile in 8 minutes and 15 seconds (8:15) and Robert can run
a mile in 8 minutes and 50 seconds (8:50). If they start training together and both run 10
seconds faster after each week, how fast will each be able to run after a month of
training?
o What is the rule?
o What is different about this problem in comparison to other problems? What
is different?
o Will Robert ever beat Thomas at this rate? Why or why not?
Problem 3: Tinas lives 4 miles east of Virginia Beach and Heidi lives 6 miles east. If
both bike 12 miles per hour and travel east, how far away from Virginia Beach will each
be after 3 hours?
o What is the rule?
o If they were both trying to get to an ice cream shop 30 miles from Virginia
Beach, who would get there first?
o Is this problem easier, more difficult, or the same difficulty as other problems?
Why?
Did you use the same strategies? Did you do anything differently?
Anticipate students thinking
o What error do you anticipate students making?
Students might get confused by the phrasing per day or per hour.
To prevent this issue, I will tell students that per is another
way of saying each. If students are still having trouble, I can
go through some examples that might help them contextualize
the terminology in their lives and the problems we have been
working on.
Students might have trouble with problem 2 because it requires
subtraction for the rule, rather than addition.
I will remind students that a rule can be anything, including
addition, subtraction, multiplication, or division.
In problem 3, students might get confused dealing with distance as a
measurement tool.

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I will suggest that students draw the scenario out and then try
to solve the problem.
What funnel and focus questions will you ask?
o Most questions are noted beneath each problem, but some general questions
applicable for all problems include:
Funnel
What is the rule for this problem?
What are some similarities or differences between this problem
and other problems?
Focus
How did you come up with the rule?
Is this the same strategy you have used for other problems?
Why or why not?

3. Closure:
Determine how you will format the discussion of the independent or group work.
o Will the class discuss all problems or are there specific problems that will be
discussed.
I will ask students to check their answers with their seat buddy, then I
will ask students to put their heads down raise their hands if they got
each independent work problem incorrect. I will go through each
problem and mark down how many students got each problem wrong.
I will start the review with questions that most students got wrong and
will then move through the problems to make sure everyone knows the
answer to every problem.
For problems that only a few students got wrong, I will mark down
those students names and check in with them to make sure that they
are catching up and understanding the material with more explanation.
How will you wrap up the lesson and reinforce key concepts and ideas?
o Discuss that rule, rate, and pattern all mean the same thing and ask
students to define a mathematical pattern.
o Write two numbers on the board and ask a volunteer for a pattern (i.e. add 5;
subtract 3; divide by 2) and work through a chart with the class that
demonstrates the pattern. I will ask for individual responses to set started, then
choral responses once students are able to complete the operations more
quickly.
How will you tie new knowledge from this lesson to the next lesson?
o You all did a great job with patterns today, looking at what happens when two
things have the same pattern. But what well be looking at tomorrow is when
two things have different patterns. So lets think about our practice problems.
What if Heidi and Tina were biking at different speeds? Or what if Thomas
was running 10 seconds faster each week, but Robert was only running 6
seconds faster? Or what if Tobey was getting paid more than Joey?

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Talk about the fact that the rule (otherwise known as rate or pattern)
can be different and can change the relationship between the two
subjects.
What focus and funnel questions will you ask?
o Funnel:
How would the answers change if the rule was different for each set?
o Focus:
Why is it important to compare patterns?

Accommodations for individual differences:

Describe additional supports that can be used for re-teaching if needed.
o I can set up a buddy system in my classroom in which students can drop their
name in a box to indicate that they need help with a particular topic or problem,
and I can set them up with a peer buddy who I have observed master the
material and who can help them get a better grasp on the material. This would
help both buddies because the peer tutor would have to explain their thinking in
multiple ways, and the buddy would have the support of a peer to help them
understand the material.
o I can also set up a small group setting in the back of the classroom in which I am
available to help students at a slower pace and with a heavier reliance on
manipulatives. This support of concrete materials could help students who are
struggling to move into the representational and abstract modes.
Describe a challenging extension for students for demonstrate mastery quickly or show
evidence of a lot of prior knowledge.
o Students who are accelerated in their mastery should create a problem using a
pattern. They should be challenged by creating a problem that is applicable to
their own lives (how fast they run, how long it takes to get to school, etc.). This
would be more challenging because students have to create their own problem and
make it work and they have to use real-life data, which might not involve
numbers that are as easy to work with as the problems I have created.