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## Desired Results (what will students learn?)

General Outcome
Use patterns to describe the world and to solve problems
Learning Specific Outcomes
Outcome(s) 1. Represent and describe patterns and relationships, using graphs and tables. [C, CN, ME, PS, R, V] [ICT: C6–2.3]
2. Demonstrate an understanding of the relationships within tables of values to solve problems. [C, CN, PS, R] [ICT:
C6–2.3]
Students will be able to:
Lesson
1. Recognize that the same pattern can be represented in a variety of ways
Objective(s) 2. Describe strategies to find subsequent figures in a growing pattern

## Assessment Evidence (how will you determine student learning?)

Summative Formative
 n/a  Number Patterns Task Cards (TPT)
Assessment Assessment

## Learning Experiences/Opportunities (what will students do to learn it?)

 Teacher interactive notebook (write in it along with students)
Ed  Smartboard Resources
 Laminated task card stations (20 cards, 10 stations with 2 cards each)
Tech  Camera for notebook to Prepare  Pearson Math Makes Sense 6 textbook
Time Allotment Content/Description Notes
Introduction/Attention Grabber:
 Ask students to take out their math books and pencils
 Acknowledge difficulty of last lesson
 Go through second example from textbook (p31) using interactive notebook
Overview/Expectations/Objectives:
1. Recognize that the same pattern can be represented in a variety of ways
1:40pm 2. Describe strategies to find subsequent figures in a growing pattern  Review from last day and
15 minutes  Transition practice with word problems
 Have buddy handout answer sheets while giving the instructions
 “There are word problems related to these concepts posted throughout the
room. Attempt as many as you can in the next 20 minutes. You can start
wherever you like, just make sure the card number matches the number
homework from last night opened on your desk”
Activity #1: Math Centers
Teacher Prompts/Cues/Explanations
 Circulate and answer questions at various stations  1. Represent and describe patterns
Student Actions and relationships, using graphs and
 Students attempting problems posted around the classroom tables. [C, CN, ME, PS, R, V] [ICT:
1:55pm
Guiding/Prompting Questions C6–2.3]
25 minutes
 Q: “What pattern do you see?”  2. Demonstrate an understanding
 Most questions will be task card specific of the relationships within tables
Transition Cues of values to solve problems. [C, CN,
 Doorbell sign and wait for attention. Push it a second time if need be PS, R] [ICT: C6–2.3]
 Bring students back to their desks
Lesson Closure/Cliffhanger:
 Provide answers for students to mark their own work
2:20pm
 “Hopefully this is starting to make a little more sense. If you think you need
5 min
more practice, please feel free to attempt practice questions 1-5 on page 31
and 32 of your math textbooks tonight. Please make sure that you’re

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ED3501 – Section AB (Fall, 2018)
Teacher: Miss Marshall Lesson: Drawing the Graph of a Pattern (Part 2)

answer key is put away in your math duo tang and grab what you need for
health <check what they’re working on>”

Strengths
 The review was needed and went well
 The task cards offered a nice opportunity for students to practice word problems and work together to solve some
more challenging examples
Lesson  The timing of the lesson worked well
Reflection
Areas of Improvement
 Need to practice getting comfortable using the document camera for interactive note taking
 Need to circulate class throughout the note taking process to ensure that all students are indeed taking notes

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ED3501 – Section AB (Fall, 2018)