Makinna Pitcher

PSI
Fall, 2015

Grade 5

Activity: Introduction to Patterns

Goals/Key questions

(remove the italics with the required

information)
Goals:
Introduce students to very basic patterns to solidify and understanding of what a
pattern is/looks like. Having students produce their own example
is used as a formative assessment of whether or not they
understand the different types of patterns and how to extend
them.
Objective (connected to PofS):
Determine the pattern rule to make predictions about subsequent elements:
Extend a given pattern with and without concrete materials, and explain how each
element differs from
the preceding one.
Describe, orally or in writing, a given pattern, using mathematical language such as
one more, one less, five more.

Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
Students will learn the different types of patterns and how to extend
them. Stude
Materials needed/preset up required/logistical considerations needed
(seating arrangement):
Stickies or large poster
Patterns dictionary
Everyone needs to have a desk partner

Content:

Introduct
ion (how will
you engage
students?

What is the teacher doing?

Include Key questions, logistics, key
concepts that will be addressed, methods
of formative assessment
Explain the general outcome that
students will be working on for the
next few classes-Being able to
determine what the pattern
rule is (dont worry-well get to

What are the students

doing?

Students will be
listening to the intro.
Going around the class
and recording their
pattern ideas

Connections
to previous
learning?)

Time
estimation:
12 minutes

that), and be able to predict

(what does predict mean?) what
element (or number, or object,
etc.) comes next in a pattern.
Using the prepared Smartboard
Notebook slides, students will be
introduced to some different types
of patters (Slides 1-6)
Using Think, Pair, Share students
can, with their desk partner, have 2
minutes to go around the classroom
with a set of sticky notes (or a piece
of paper) and record as many
patterns as they can find.
They will then have the opportunity
to share one pattern with the class.
When I say go, get with your desk
partner and use the (stickies or
piece of paper), and go around the
classroom and record as many
patterns as you can find. I will time
you for two minutes and give you a
30 second warning and a 10 second
count down. At the end of 10
seconds I need you to be in your
seat and silent. Can we do that?
Once everyone is in their seats and
silent, we will each share ONE
pattern we found with the class. Be
prepared to answer some questions
about the pattern such as the next
element in the pattern
When they share, ask:
o How do you know the example you
gave is a pattern?
o What would be the next element in
your pattern?
o How do you know?
Students can put their sticky note
on the board so we can see how
many patterns can be found in one
room. (or just write on the board
their example).
Formative Assessment:

Makinna Pitcher
PSI
Fall, 2015
Seated and silent after
2 minutes
Sharing one pattern and
answering questions
about the patterns.

Makinna Pitcher
PSI
Fall, 2015
Transition
considerat
ions

Activity 2

Time Est:

Conversation.
Explain we will be making a
Patterns Dictionary for this unit to
help us remember some of the
different kinds of patterns.
Get classroom helper and their desk
buddy to hand out dictionary
Use Smartboard slides
Ask students to brainstorm what
they think a pattern is (take only 2
or 3 responses)
-Take hands
For our definition we will be using
this definition: In math, patterns
are a series or sequence of
numbers or elements that grows or
shrinks according to a rule. Patterns
are all around us.
Have students copy definition in
their dictionary
Last section will be used as an exit
slip
Going to talk about different kinds of
patterns
Slide 8-Repeating patterns
Define: Patterns that repeat
according to a pattern rule.
Write it down in the dictionary
The last section will be used as an
exit slip
Go through this slide as a class. Ask
for hands when answering these
examples
Do the slide 9 example.
Do the slide 10 example

Increasing Patterns-Slide 11
Define: Patterns that grow
according to a pattern rule
Last section used as an exit slip
Tell students to answer on their
dictionary. Thumbs up when they
think they have the answer.
Choose one student to come draw

Seated, listening to
instructions
2 students handing out
booklets

Seated, listening
Brainstorming what a
pattern is
Record definition in
their dictionary

Recording definition
Looking at and
completing examples
both as a class and in
their dictionaries.

Recording definition

Looking at and completing

examples both as a class and
in their dictionaries.

Makinna Pitcher
PSI
Fall, 2015
the answer (if time)?

Conclusio
n
-

How will
you know
if students
learned
what you
hoped?
Connectio
ns to next
lesson

Decreasing Patterns-Slide 13
Define: Patterns that shrink
according to a pattern rule.
Do examples in their dictionaries
Ask one student to fill in the answer
on the smartboard
Last section used as an exit slip.
Students will go back to their dictionary
pages and fill out the last section as an
exit slip wherein students will give their
own example of each of the patterns
Students will hand in their dictionaries in
to be taken in for formative assessment.

Recording definition

Looking at and completing

examples both as a class and
in their dictionaries.

Working on their own

examples
Hand in dictionary.

Assessment:

Dictionaries
Think, pair, share
Discussion

Accommodations/Modifications:

If someone cant write fast enough, they may come look at the key after class
and copy it down
Take a brain break here if there is enough time to move on (Just Dance?)

Extension and extra time activity:

Continue on to the next lesson on pattern rules

Makinna Pitcher
PSI
Fall, 2015
Reflection on how the lesson went.