SAMPLE LESSON PLAN THURSDAY AFTERNOON

1. Lesson Plan Information
Subject/Course: Math / Name: Rachel Van Allen
Grade Level: Grade 3 / Date: Sept. 11 2008
Topic: Patterning and Algebra / Time and Length of Period: 11:00pm -12:00pm (60 min)
2. Expectation(s) and Learning Skills
The students will:
Identify, extend and create a repeating pattern involving two attributes (e.g., Size, colour, orientation, number )using a variety of tools (e.g., Pattern blocks, attribute blocks, drawings).
Today, students will:
Identify, extend and create a repeating pattern involving two attributes using concrete materials.
Students will volunteer (participation) a pattern.
3. Pre-assessment
A. (i) Students
There are 19 students.
J.R in wheelchair and will need easy access to manipulatives. E.A available for J.R.
Separate P.J and S.T for the group task.
(ii) Differentiation of content, process, and/or product (may be accommodations
and/or modifications)
J.R. will have a learning buddy M.B. to get and return the attribute blocks. The E.A. may assist.
B. Learning Environment
Pavement in the school yard for the motivational part of the lesson and in classroom at desks for the remaining part of the lesson.
C. Resources/Materials
Racks of basketballs, volleyballs and nerf balls.
Set of attribute blocks at each set of desks.
Worksheet, one per student, attached.
4. Content (The What) / Teaching/Learning Strategies (The How)
A. Introduction (motivational steps/hook/activation of students’ prior knowledge)
(10 min)
Take students out into the school yard, divide them into two equal sized groups. Have one group create a pattern by collecting three types of balls and standing in a single file line (e.g., three basketballs, four nerf balls, two volleyballs).
Have the other group of students re-create the pattern using the remaining balls. Have students speak the pattern.
B. Content for New Learning
A repeating pattern is something that they will see over and over again.
An attribute is another way of saying a characteristic. (e.g., colour, shape, size)
Patterns have names / B. Teaching/Learning Strategies for New Learning
(20 min)
1. Have students use attribute blocks at each table to create patterns that match the ones the teacher is creating on the blackboard.
EXAMPLES:
  • 3 yellow blocks
  • 2 blue circles
  • 4 pink triangles
Key Questions:
  • What are the attributes that we have used to do this sorting?
2. Have students name example patterns created on the blackboard.
3. Challenge the students to extend the sample patterns using the attribute blocks at their tables. Have the students name each pattern that they create.
Key Question:
  • How many attributes were used to create this pattern?

5. Consolidation/Recapitulation Questions (Check for understanding/scaffolded practice)
(15 min)
  1. Ask students to create 3 patterns using attribute blocks at their tables.
  2. Have them draw each pattern and colour it.
  3. Have them write the pattern names below each pattern.
  4. Have students volunteer to demonstrate their pattern on the blackboard for the whole group.
Key Question:
  • Name the attributes that have been used to create the patterns on the board.

6. Application (Moving from guided, scaffolded practice to increasingly independent practice and understanding / gradual release of responsibility)
(10-15 min)
  1. Provide the students with a worksheet that challenges them to create, identify and extend 6 patterns using two attributes in each pattern.
  2. As students work circulate among the tables and have students orally identify and extend the patterns they are creating.

7. Lesson Conclusion
(1-2 min)
  1. Ask key wrap-up questions.
  • What is a pattern?
  • Give an example of a pattern that repeats.
  • Here’s a pattern, extend it.
  1. Tomorrow we will…

8. Assessment (collection of data) / Evaluation (interpretation of data)
We will use a performance task (sorting attribute blocks) to collect data and students will complete 10 tasks and be marked on each task, one mark per task. Record individual marks on a class checklist.
Observe students’ participation and record with checks on a class list.
9. Teacher Candidate’s Reflections on the Lesson
A. (i) Evidence of Student Learning Related to the Lesson Expectation(s)
Students volunteered frequently to show patterns.
Using observation I could see that students were able to create, identify and extend two attribute patterns.
M.A was absent today, will need to re-teach.
(ii) Next Steps for Student Learning Related to Lesson Expectation(s)
Increase patterning experiences by adding an additional attribute or two.
B. (i) Evidence of the Effectiveness of the Teacher Candidate
Lesson was very effective, students were very excited and interested.
All students, except M.A who was absent, learned to identify, sort and extend patterns using two or more attributes.
(ii) Next Steps Related to the Effectiveness of the Teacher Candidate
Process will be sped up to move students from one spot to another.
Create or make a pointer so that the student at the board has something in their hand as they demonstrate.
Monitor the worksheet completion more closely to ensure success.