SAMPLE LESSON PLAN – J/I- Thursdays, 8:30 a.m.
1. Lesson Plan InformationSubject/Course: Math / Name: Raechelle Merilees
Grade Level: 4 / Date: September 11th, 2008
Topic: Patterning and Algebra / Time and Length of Period:60mins 11am-12pm
2. Expectation(s) and Learning Skills
The students will:
Extend, describe and create, repeating , growing and shrinking number patterns.
Today, students will:
Extend, growing and shrinking number patterns.
Cooperate with others by making encouraging comments.
3. Pre-assessment
A. (i) Students
J.W. has attention deficit concerns, will give priority placement.
K.G. has a hard time recognizing numbers, will provide with peer support.
C.K. has vision problems, needs large print papers.
H.B. will work quickly through this task, will provide with more challenging number patterns.
(ii) Differentiation of content, process, and/or product (may be accommodations
and/or modifications)
H.B. more challenging patterns
J.W. has attention deficit concerns, will give priority placement.
K.G. has a hard time recognizing numbers, will provide with peer support.
C.K. has vision problems, needs large print papers.
B. Learning Environment
Outside on paved playground for motivational part of the lesson and at desks for remainder of the lesson.
C. Resources/Materials
Number blocks (1 set per table)
Worksheets (30 copies)
Basketballs, nerf balls, and soccer balls(10 of each)
4. Content (The What) / Teaching/Learning Strategies (The How)
A. Introduction (motivational steps/hook/activation of students’ prior knowledge)
(10 mins)
- Take students outside, divide into two groups of equal size.
- Assign individuals from one group to get three different kinds of balls (nerf, basketball, soccer) from ball racks and stand holding the ball to create a pattern. e.g., 3,2,4
- Have the alternate group name the pattern.
- Have the second create their own pattern using the balls and the alternate group name it.
- Repeat for 3-4 mins.
- Return to the classroom.
B. Content for New Learning
1. Patterns repeat.
2. Growing patterns increase while repeating.
3. Shrinking patterns decrease while repeating. / B. Teaching/Learning Strategies for New Learning
(25-30mins)
1. Have students work at tables in groups of four, numbering students 1,2,3 and 4.
2. Have students 1 and 2 use the blocks in the center of the table to create a pattern and then have students 3 and 4 use their own sets of blocks to repeat the pattern created by students 1 and 2.
3. Check with the students to make sure they can name the patterns they have created.
Key Questions:
What pattern did your group create?
4. Provide students with an example of a growing pattern. e.g., 2,4,6,8,10
5. Have students use the number blocks in the center of the table to create their own growing pattern.
6. Provide the students with opportunities to practice creating the growing patterns that you call out (create at their table with their blocks and then write on the board).
7. Comment to students about the positive comments they made to each other as they worked.
Key Questions
What is a growing pattern?
8. Provide students with an example of a shrinking pattern. e.g.,10,8,6,4,2
9. Have students use the number blocks in the center of the table to create their own shrinking pattern.
10. Provide the students with opportunities to practice creating the shrinking patterns that you call out (create at their table with their blocks and then write on the board).
11. Comment to students about the positive comments they made to each other as they worked.
Key Questions
What is a shrinking pattern?
5. Consolidation/Recapitulation Questions (Check for understanding/scaffolded practice)
(10 mins)
1. Have students write the definitions for patterns, growing patterns and shrinking patterns in their math journal.
2. Post these definitions on the wall as anchor charts.
3. Have students work individually with number blocks at their tables to create patterns that grow and shrink, monitor work closely as students draw their patterns on their sheet of paper.
Key Questions for review
What is a pattern?
What is a growing pattern?
What is a shrinking pattern?
6. Application (Moving from guided, scaffolded practice to increasingly independent practice and understanding / gradual release of responsibility)
(10 mins)
1. Provide the students with a worksheet that requires them to create patterns and identify patterns as growing or shrinking. Allow students to work independently as you monitor completion on the worksheet, and reteach as needed. (See attached worksheet)
2. Discuss positive phrases used during group work and post example phrases for encouraging others around the classroom as anchors.
7. Lesson Conclusion
(1 min)
Have students tell you the three things that they have learned during this lesson.
1. Patterns repeat
2. Growing patterns increase.
3. Shrinking patterns decrease.
8. Assessment (collection of data) / Evaluation (interpretation of data)
1. Students will be given the beginnings of 10 patterns and asked to complete the growing or shrinking sequence. A mark out of ten, will be given one mark for each correct pattern. Performance Task, recorded on a checklist.
2. Observe students group work and report back to about my observations of their positive comments to each other as they worked. Assessment will be done in a future lesson, no individual recording for today.
9. Teacher Candidate’s Reflections on the Lesson
A. (i) Evidence of Student Learning Related to the Lesson Expectation(s)
All of the students can define patterns, growing patterns and shrinking patterns except J.R.
(ii) Next Steps for Student Learning Related to Lesson Expectation(s)
Repeat concepts with J.R. at the beginning of the next Math lesson.
B. (i) Evidence of the Effectiveness of the Teacher Candidate
Students were well behaved, focused and learned the expectations intended.
(ii) Next Steps Related to the Effectiveness of the Teacher Candidate
Start the next lesson by reminding students to complement each other and make positive comments while working in groups.
Refer to anchor charts posted last class.