Andrea Colvin

EDMA 654
Lesson Plan
April 11, 2016
LESSON PLAN

Teacher: Andrea Colvin Subject/Lesson Title: Growing Patterns Grade: 4th Grade

Curriculum Context/References:

Engblom-Bradley, C. (n.d.). Math in Tlingit Art: A Culture-Based Technology and Mathematics

Project for K-12 Classrooms in Southeast Alaska. Retrieved April 8, 2016, from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8
&ved=0ahUKEwjj9ePSnIXMAhVIzmMKHUUwB18QFgggMAE&url=http://www.ankn.uaf.
edu/curriculum/Tlingit/MathinWeaving/MathTlingitArt_files/MathTlingitArt.html.ppt&usg=A
FQjCNF9y0WhxWSmtxnaj9iLvQFJ2kMaYQ&sig2=UIK4nCfvcQo_9TWQgbYnmg

Growing Patterns: Practical Pattern Problems. (n.d.). Retrieved April 7, 2016, from
https://www.nsa.gov/academia/_files/collected_learning/elementary/patterns/growing_pa
tterns2.pdf

Markworth, K. A. (2010). GROWING AND GROWING: PROMOTING FUNCTIONAL THINKING

WITH GEOMETRIC GROWING PATTERNS. University of North Carolina, 312-358.
Retrieved April 9, 2016, from https://cdr.lib.unc.edu/indexablecontent/uuid:78d8dd0e-
ce9e-4fa5-82f8-a38a89cdff08

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
mathematics: Teaching developmentally (8th ed.). Boston: Pearson.

Alaska State Standards:

4.OA.5. Generate a number, shape pattern, table, t-chart, or input/output function that follows a
given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Be
able to express the pattern in algebraic terms. For example, given the rule Add 3 and the
starting number 1, generate terms in the resulting sequence and observe that the terms appear
to alternate between odd and even numbers. Explain informally why the numbers will continue
to alternate in this way.

4.OA.6. Extend patterns that use addition, subtraction, multiplication, division or symbols, up to
10 terms, represented by models (function machines), tables, sequences, or in problem
situations.
Short Term Learning Targets/Objective(s) for This Lesson:

When given a growing pattern with pattern blocks, students will create a table to the 10th term
and write rule in algebraic terms with 100% accuracy.

Academic Language Objectives:

Input: The step number or term number

Output: The number of blocks what the result looks like
Growing Pattern: A sequence that gets larger at a consistent rate
Rule: How to predict future outputs from an input/term

ASSESSMENT PLAN

Pre-Assessment:
See pre-assessment attachment. This short assessment will show if the students can see the
pattern with the blocks. Asking them to draw the next pattern will let me know if they can predict
that the pattern is growing and how. The second part will let me know if they know how to fill out
a table. This has them predict the output to the 10th term. The last part will let me know if they
can connect the input to the output by writing a rule algebraically.

Formative Assessment:
Throughout the lesson, I will walk around the classroom and prompt students with the following
questions.
1. What do you mean by that?
2. How many tiles will you need?
3. How can you describe how they are arranged?
4. Can you find a new way to see the pattern?

Summative Assessment:
Students will take post-assessment quiz in the same format as the pre-assessment quiz. This
will let me know if they can meet the learning objective. The students will be asked to draw the
next shape in a pattern, fill out a table, and write a rule for the pattern.

Student Voice/Student Self-Assessment:

I can find a rule for a growing pattern!

INSTRUCTIONAL SEQUENCE
Behavior Expectations:
1. Be respectful of others ideas
2. When one person talks, others should listen
3. Everyone contribute (work together)
4. Try to answer questions with the group before asking the teacher
5. quiet voices
Activating Prior Knowledge:
What do you know about patterns? This may start discussion about types of patterns. By 4th
grade, students have had much practice with recursive patterns such as ABAB, ABBABB (etc.)
Find a pattern and ask:
How do you know that it is a pattern? Where do we find patterns in our classroom, homes,
school, neighborhood, students, etc.? Are there different kinds of patterns?

Communicating Learning Targets:

Today we are going to learn about patterns. By the end of today, you will be able to predict a
pattern, make a table about it, and write a rule.

Learning Experiences/Procedures/Activities:

Time Teacher Tasks Student Tasks

1. Put Figure 1 under document
5 minutes camera.
a. Ask: What do you
notice? -3 squares are added each
b. Be sure to talk about time.
patterns of previous -The arm is the same
knowledge and length as the input.
determine that this is
different. Students may call this a
c. Is this a pattern? How pattern. They may say that
do you know? How is it it gets bigger.
different than the other
patterns? Clarify that
this is a growing
pattern.
d. As discussion starts,
determine that each
step is called the
input.
2. Handout worksheet and square -Working in groups, each
15 minutes pattern blocks to students in group will need about 50
groups of 3. *****If students are squares to complete the
having a difficult time with this activity.
pattern, try the accommodations
pattern attached.******If students
finish early or need more Students are using blocks
challenge, use the extension to create the next step in
pattern attached******** the pattern.
 a. During this activity,
walk around the room The students are having
and ask the following discussion on ways to see
questions to the the pattern.
students so that they The students use words to
can well articulate their describe how it is growing.
thinking.
i. What do you
mean by that?
ii. How many tiles
will you need?
iii. How can you
describe how
they are
arranged?
iv. Can you find a - The next stage looks the
new way to see same, but plus 3
the pattern? (Recursive way)
3. Whole group review -Each arm is the length of
15 minutes a. Once each group has the stage number, plus the
found a way to see the one in the middle.
pattern in a non- -The right and left are the
recursive way, bring same length as the stage
the whole class number, the stack is the
attention to the front. stage number plus 1.
b. Ask: What did you -The bottom row is two
discover by looking at times the stage number
this pattern? plus 1 and the top is the
c. Have the pattern on same as the stage number.
the document camera
and label as the *Students may not come
students explain their up with each way, but be
way of seeing it. sure to show each way.
d. Use the variable n to
label as they are
saying their ways of
seeing. For example,
circle the arms and
write n to show that it
matches the stage
number and write +1
on the middle square.
e. Writing an equation: -Each arm is the length of
 Use the words they the stage number, plus the
are saying to write an one in the middle.
equation.
f. For example: for this
statement you may
ask, How many arms -The number of blocks is 3
are there? The times the stage number plus
student will say 3. So the one in the middle.
then ask, can you say
that statement again to
tell me how many
blocks using the words
3 times?
g. Write the statement on
the board.
h. Ask what letter we can
use to replace the
words stage number
so we can write an
equation. Suggest n.
i. Cross out stage
number and write n
j. Ask what we can -The number of blocks is 3
replace number of times the stage number plus
blocks with. the one in the middle.
k. They may say b b = (3 x n)+1
l. Cross it out.
m. Ask the student to
restate the statement
using only the letters.
n. Then have the
students check the
equation by putting in
the stage number for n
and seeing if they get
the correct number of
blocks.
o. Check the answers up
to the 10th term.
4. Weaving problem
5 minutes a. Talk about ravens
weaving
i. Show and read
 slides 5 and 6
from the
Engblom-
Bradley Math
in Tlingit art.
ii. See Figure 2. -Working with pattern
b. Discuss Tlingit culture blocks, each group should
with the class and why need about 50 squares to
it is important that complete the assignment.
people keep these
traditions.
5. Handout worksheet
15 minutes a. Allow students to work
on this problem as
before.
b. Use same prompting
questions as previous
activity to help
students see the way it -Students share different
is growing. ways how they saw the
6. Whole group pattern growing.
5 minutes a. Bring class together
and show the problem
on document camera.
b. Use the same
procedure of
prompting to have
them come up with the
rule.
c. The rule should be:
d. 3 x n = b

7 minutes Closure
1. Check for understanding: What can you tell me about growing
patterns? Why is it important to find a rule?
2. Today you learned how to determine how a pattern is growing
and make a rule.
3. I now want you to do this quick post-assessment as your exit
ticket. It looks very similar to the pre-assessment you took before
class.
4. Next time we will work with more growing patterns.
 Pre-Assessment

Name: _________________________

Draw the next shape in this pattern:

Fill out the table for this pattern:

Step 1 2 3 4 5 6 7 8 9 10
Number
(input)

Number of
Blocks
(output)

Write a rule for this pattern.

 Post-Assessment

Name: _________________________

Draw the next shape in this pattern:

Fill out the table for this pattern:

Step 1 2 3 4 5 6 7 8 9 10
Number
(input)

Number of
Blocks
(output)

Write a rule for this pattern.

 Growing Pattern Handout

Name: _______________________

1. Build this pattern using blocks:

Step 1 Step 2 Step 3

2. Build the 4th step. Describe what it looks like.

3. Describe using words what the 10th step will look like.

4. Can you think of any other ways to describe how this pattern grows?

5. Fill out this table for how many blocks are in each step:
Step # 1 2 3 4 5 6 7 8 9 10
(input)

Number
of Blocks
(output)

6. Write a rule to find the number of blocks for each step.

 Community Connection Assignment

Name: ______________________

Weaving
Teri Rofkar is an artist in Sitka that specializes in Ravens
tail weaving. Ravens tail weaving is a technique used to make
traditional Tlingit robes. The robes are woven by hand with wool
and is completed in rows. It takes her about 1 hour to complete
each row. These robes can have between 600 and 2,000 rows
that take one to five years to complete! Each square in the
growing pattern represents a row that she has completed in the
robe. If she continues on this trend, how many rows will she have
done on the robe in 10 days?

Total after Day 1 Total after Day 2 Total after Day 3

Step1 Step 2 Step 3

Step 1 2 3 4 5 6 7 8 9 10
Number
(input)

Number of
Blocks
(output)
Accommodations:

If the pattern is too difficult for students, try using one of these two patterns.

Step 1 Step 2 Step 3

Step 1 Step 2 Step 3

Extensions:

If students finish the first pattern early and can understand and explain the pattern, give them
one of these patterns.

Step 1 Step 2 Step 3

Step 1 Step 2 Step 3

Figure 1.

Figure 2.