Mount Royal University and Medicine Hat College

Bachelor of Education

Unit: Math - Patterns

Title of Lesson: Use a pattern to solve a problem
Lesson #: 8 Date: March 14, 2018
Grade: 3

Outcome(s) of Lesson:
1. Demonstrate an understanding of increasing patterns by describing, extending, comparing
and creating.
2. Demonstrate an understanding of decreasing patterns by describing, extending, comparing
and creating.
3. Numerical and non-numerical patterns using manipulatives and diagrams. (Numbers to
1000)

How will I know the students have achieved the learning outcome?
 Students can solve a problem using increasing and decreasing patterns.

HOOK:
 Expert Groups: In their table groups give each student a number 2, 3, 4, 5, 6. Allow students to think
pair share at their table about how they will model how to count by these numbers on the 100 chart.
Have each table group come up and demonstrate.

Learning Opportunities:
Time Learning Opportunity How do I check that students understand what
to do?
9:50 On the smart board read aloud a problem for students Students can use the 100 chart and increasing
– to solve using the 100 chart. Michael is building a patterns to solve the problem.
10:05 model city. He wants to make 8 cars and 4 Materials Needed
motorcycles. Remember there are four wheels on a car Smart board slides
and two on a motorcycle. Ask students for suggestions Math Focus 3 (Nelson) – Teacher’s Resource
on how to solve the problem. Pull up a 100 chart on the
smart board. You want to make 8 cars with four wheels
each. Increase by 4 eight times. Mark it off on the 100
chart. You stopped at 32 so you need 32 wheels for 8
cars. Now you need the motorcycle wheels. Count by
2’s four times. Start at 32 on the 100 chart and mark it
off as you go. Answer = he needs 40 wheels altogether.
As a class discuss how you used increasing patterns to
solve the problem.
How do I differentiate the learning opportunity for all learners?
Give students their own 100 chart to use to solve the problem.
TRANSITION: (What will students do when they are finished? How will we move to the next learning
opportunity?)
 Students crab walk to get their math pattern books.

Time Learning Opportunity How do I check that students

understand what to do?
10:05- Practice another problem as a class using a 100 chart on the Circulate and help students with
10:30 smart board. Can you create and describe an increasing pattern individual questions. Mark workbooks
to solve the problem using the 100 chart? Have students come when completed.
up with solutions and come up to the board and write it. Each Materials Needed
student has his or her own 100 chart to use. Individually, Blank 100 chart x 6
students work on pages 16 and 17 in their math pattern Math pattern workbooks
workbooks.
How do I differentiate the learning opportunity for all learners?
Decrease the amount of questions to be done in the workbook. Give students their own 100 chart to use.

CLOSURE:
 Exit slip – Have students skip count by the number you give them as they leave the room.

Lesson Plan Analysis: Using your lesson above, describe the following: (This information must be in your
learning opportunities)
Decrease the amount of questions to be done in the workbook. Give students their own
Accommodations 100 chart to use.

Cooperative Think, pair, share

Learning Strategies Exit slip
used
Movement Breaks Crab walk
Visual/Spatial
Modes of Learning Logical mathematical
(Differentiation) Intrapersonal
Interpersonal
Can you create and describe an increasing pattern to solve the problem using the 100
Higher Order
chart?
Question(s)

Reflection(s) and Revisions: