Grade 4 - Patterns Lesson 3 Plan
Title: CoMpLeX pATtErNs
Class: Ms. Sodhi’s grade 4s
Date/Time: Friday November 20, 11:15am-11:55am
Google Slides:
https://docs.google.com/presentation/d/1jJhc2RLUgk3z6YgGHCH3KpQ0H5r-
fF26Q7akRrtrlXg/edit#slide=id.p
*note this lesson was presented on nearpod and has nearpod features – please
download nearpod for interactive supports
Greeting (5 mins):
Good Morning everyone, welcome back to our math lesson! We are very excited to see
you all again. To start, everyone is going to select one number from the scale again, to
let me know how you’re feeling today! I am going to call on each person in a minute to
share. __ can you go first? Etc.
Learning Goals (2 mins):
Today we are learning:
- How to fill in missing elements into patterns
- How to create our own pattern and make a pattern rule
We will practice:
- Mutual respect
- Active listening
- Problem solving skills
Curriculum Expectation:
- C1.3 Determine pattern rules and use them to extend patterns, make and justify
predictions, and identify missing elements in repeating and growing patterns.
- C1.2 Create and translate repeating and growing patterns using various
representations, including tables of values and graphs.
Activation/Mental Set (5 mins):
Ask and discuss with students – Question to think about:
- How do you think we can make a pattern more complex? Do you think we have
already made patterns more complex from Wednesday or Thursday (adding
colours)
Input (5 mins):
Discuss with students how we can make a pattern more complex. Go over ways in
which I would add elements to make it more complex such as colours, two different
patterns in the same model, etc.
Guided Practice/Modelling and Independent Work (5 mins modelling, 5 mins
independent work, 5 mins class discussion):
The teacher will show an example of the creation of her own patterns and will guide
students through with some problem-solving strategies.
Ask students:
- What do you see?
- What do you notice?
- What happens when we are missing an element in our pattern? How do you
figure out what is missing?
Assign students to draw in the missing box in the question.
Tell students to think about these questions – before filling in the missing box:
- What is happening with the stars?
- What is happening with the flags?
Check for understanding:
- Thumbs up if you understand, thumbs down if you want me to clarify
Class Discussion about the problem:
Teacher will then go over what the second box should have looked like. The teacher will
also ask students to explain what was happening with the stars and flags and how they
knew the second image would look like that.
Ask:
- How did you know?
- Can you explain why there are 3 stars in image 2?
- Can you explain why the flag is oriented that way?
- Can you explain your thought process?
If students got the answer wrong – ask all students:
- Who thinks they got the stars right?
- Who thinks they got the flag orientation right?
- Would anyone like to change their answer now? You can go ahead and do so
Answer:
Independent Work/Problem (10 minutes):
Students are instructed to complete their own complex problem. “Create a repeating
pattern. It should include two different elements to make it complex. Circle the pattern
rule.”
The teacher will ask some questions to prompt students to think of different elements
they could add to their creation of a pattern:
- Think about the patterns you can create – growing, repeating
- Think about the elements you can add it – different numbers, shapes, colours
Throughout the independent work, the teacher will also look around to check every
student (looking at visual cues such as a frustrated face) to give individual support if
needed. The teacher will also remind students they can ask questions in the chat.
Heads-up: The teacher will provide 3-minute and 30-second heads-ups for supporting
students in time management
Checks for understanding:
Before sending off the students, the teacher will ask:
- Can you give me a thumbs up or thumbs down if you are ready to start?
- What do you need to include in your work? (2 elements, repeating pattern,
pattern rule circled)
Consolidation/Closure (3 minutes):
When students come back from independent work, the teacher will ask students if
anyone wants to share their answer and we can look at a few different complex
patterns.
Wrapping Up:
- We practiced filling in missing elements into patterns
- We used problem solving skills to figure out the missing element
- We created our own complex pattern and identified the pattern rule
Differentiation:
- Chunking – go over with students as a class step 1, then step 2, etc. when going
to solve the problem during modeling phase
- Reword the question if no response within a minute or two
- Allow wait times after asking question and calling someone to answer
- Give prompts if students are having trouble coming to an answer – guide them
- Check in with students when they are doing independent work
- Check in for time – ask students if they are ok for time or need another minute
Resources:
- Chromebooks and internet connection
Assessment:
For learning:
Observation
Anecdotal notes
Checklist
Conversations/conferencing
Work samples/products
Check-ins
As learning:
Rubric
Success criteria
Self-reflection
Other
Of learning:
Quiz
Test
Presentation
Assignment
Other product
Image of complex pattern drawn into nearpod presentation website
