Section One-Objectives and TEKS

Objective: Students will be able to represent real-world relationships using number pairs in a table and
verbal descriptions. After lesson, students will be able to work with patterns in tables, and record the
relationships on tables; input and output process.
TEKS: Algebraic Reasoning 3.5
The student applies mathematical process standards to analyze and create patterns and
relationships.
3.1(A) Apply mathematics to problems arising in everyday life, society, and the workplace.
3.1(D) Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate.
3.1(F) Analyze mathematical relationships to connect and communicate mathematical ideas.
3.1(G) Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Section Two-Materials, Resources, and Motivation
Materials: Dry erase marker, whiteboard, activity baggies, construction paper, glue sticks, and exit
question card.
Motivation: I will show real life examples for reviewing the input and output process in order to get
students to focus on what is to be learned.
Prior Learning: Students were introduced to the concept yesterday, and they also have experience at
identifying patterns on a 100s chart and patterns in addition and subtraction fact families.
Section Three-Delivery System
Instructional Steps:
a. The information in the lesson is familiar to the student because the examples pertain to real life,
current experiences.
b. On the whiteboard, I will model examples of an input/output table, and the rule process by
drawing a table and using familiar input and output.
c. I will recap important points often by telling students to use the middle line to determine the
rule to use in order for the output to be true, including the rules of patterns.
d. I will check for understanding by completing 2 to 3 problems with students then require them to
give me the answers to complete the table. I will also check for understanding based on what
students do to make the table true.
e. Why are tables
f. I will begin the lesson by reviewing input/output tables, and the rule to make the pattern true. I
will create 2 examples on the whiteboard using a dry erase marker. I will ask students if they
recall how to find the rule, and I will refer to the activity from previous day as a hint. Next I
will tell students that we will work 2 tables together and they will tell me what to write in the
column to make the output true. I will remind students to pay close attention because they will
be responsible for completing tables on their own. I will ask the students if they see a pattern,
and if so what is happening in that particular pattern. I will ask students to tell me what they
should be looking for to find the rule. I will tell students they should be looking for what they
can do to all numbers in the output, to make the output true. I will instruct them to look at the
middle of the table and plug in a rule to see if it is true, and if not I will give clues to guide
their thinking. Once we complete both example tables together, I will give students clear
instructions on their activity, which is to be completed with a partner. They will be provided

g. On the construction paper provided and their job is to find the missing output rule. Once the
rule is found, they will also glue it to the table. I will remind students to be sure to look for
patterns. After a few minutes of partner activities, I will ask for partners to share their answers,
and for others to agree or disagree with their finding, and why. We will discuss their answers.
Finally, I will tell students to remain with their partner for the final exit question. I will hand out
a word problem table for the partners to complete and then I will ask for a group of partners to
show the rest of the class their rule finding.
h. Students will be involved throughout the lesson because I will ask for their thoughts and
responses to questions, as well as including them for the process.
i. Review at the beginning of lesson (IP), Partner activity (GP), Exit question(IP)
j. I will monitor student responses to assess students needs by checking for consistent
understanding of the concept.
Closure:
Review: I will ask students to tell me what they learned today.
Future Learning: Now that students know how to find the rule for input and output tables, I
will ask them to remind me of how to find the rule; specific ideas and answers.
Assessment of Learning: I will measure to see if learning has occurred through oral discussion
and the partner activities.
Section Four-Special Circumstances
Lesson Extension and/or Modification:
For those students who have mastered the objective, they will create their own input/output
tables in their math journals, and other students will find the rule.
For students who did not master the objective, they will work on an online math website to
practice tables and rules during RM Lab time, and teacher will conduct mini lesson for students
needing to master the objective.