Math+Lesson+LLeboeuf

Lisa Leboeuf Grade Level: 2nd Time needed for Lesson: one hour Date: 4/10/07


 * Objectives**

1. Students will demonstrate the ability to identify and extend to specific cases a variety of patterns represented in models, tables, or sequences by extending the pattern to the next element, or finding a missing element. GLE M(F&A)-2-1 NCTM Algebra standards, Communication standards, Connections standards, Number and Operations standards Materials & Resources**
 * Instructional
 * Instructional
 * Instructional

For each student:
 * Geometric shapes
 * Pattern worksheet
 * Scrap paper

For teacher:
 * Transparencies for patterns
 * Transparent geometric shapes


 * Opening**

To activate prior knowledge, the students and I will discuss the basic concept of patterns. I will give simple examples of: 1, 2, 1, 2, _ and ask, “What do you notice?” “Can you predict what comes next?”


 * Development**

First students will observe me using an overhead, using transparent geometric shapes. I will pick two shapes at random, and will address them as the first shape, and the second shape. Then I will say, “Now, which shape would go next if we wanted to do the same thing again?”

I will then explain, after I add shape 1 and shape 2, that we’ve created what we call a PATTERN, “When there is a set, like square, triangle, square, triangle, that repeats, that is a PATTERN.” I will then go on to show an example, along with the classes’ help, of a pattern with 3 shape sequence patterns.

Students will then try this at their desks. The students will be given geometric shapes for manipulatives. They will then be randomly called on to give examples of their pattern, and I will guess what comes next. After a few examples, other students will offer what they predict will come next.

Next, on the overhead, I will show students how we can fill in missing pieces of a sequence, “OK boys and girls, now if I have a square, triangle, square, SOMETHING, and square again… what are we missing?” I will give them ample thinking time and then call on answers of a triangle. I will be using the overhead so that they can visualize what will come next.

Finally as a whole class, we will discuss how we can do the same with other things besides shapes. We will use colors as an example, “No if I write colors on this, we can use the same technique. So if I write Blue, Red, Yellow, Blue, Red, Yellow -- what will come next?” Students will answer.

Students will then work in their groups of six, manipulating their shapes, as well as using numbers and colors creating and guessing patterns. One at a time, students will come up with a pattern to either be extended or filled in and the other five students will come up with the answer.

Working in pairs, students will then complete a pattern worksheet. They will be able to use their shapes and scrape paper if they wish to do so. (see attached)** Trying to upload**

Now, independently, students will be asked to come up with one pattern composed of either shapes, colors, or numbers, with either a missing number, or need of extension. This sequence will need to be at least 3 sets long.

The rest of the class will work towards answering a few student’s example answers. All answers will be handed in and then students will take their tests.
 * Closing**
 * Students will be asked to report out their patterns and ask us to either fill a spot in or extend it.

To link the lesson to the next day's assignment, students will be given these geometric shapes and asked for homework to create patterns that are at least 7 different shapes long -- longer than this day in class -- as in the next lesson they will be working with longer sets and predicting future positions' shapes, "What shape would we expect in the 42nd spot?" ||
 * Assessment**
 * 1. Students will demonstrate the ability to identify and extend to specific cases a variety of patterns represented in models, tables, or sequences by extending the pattern to the next element, or finding a missing element. GLE M(F&A)-2-1
 * Assessment**
 * 1. Students will demonstrate the ability to identify and extend to specific cases a variety of patterns represented in models, tables, or sequences by extending the pattern to the next element, or finding a missing element. GLE M(F&A)-2-1

Students will complete a multiple choice and fill in the blank test based on a variety of patterns represented in models, tables, and sequences. ||
 * Trying to upload**
 * Trying to upload**
 * Trying to upload**

2. Was the pace of the lesson appropriate? 3. Did we call on a number of different students? 4. Did we implement effective classroom management strategies? 5. Did we support students who needed it in order to help them to be successfu1? 6. Were all students actively involved in the learning process? 7. How well did we facilitate this? 8. Were we able to maintain student interest throughout the lesson? 9. Were the materials of interest to the students? 10. What was effective about our teaching? 11. What would we change next time we use this plan? 12. What areas of teaching do we feel need work? 13. Did the students meet the objectives? What did they learn? What BTS are addressed through the process of reflection?
 * Learning Factors**
 * Manipulatives will be used to help students who learn better with physical stimulus. ||
 * Environmental Factors**
 * Students will be assembled in their typical class groupings - 6 desk rectangles - aside from Opening, where we will be gathered on the meeting carpet. This will be a whole class instruction. ||
 * Reflection**
 * 1. How effective was the lesson plan?
 * Reflection**
 * 1. How effective was the lesson plan?
 * Reflection**
 * 1. How effective was the lesson plan?

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