McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Hannah Hopper Date: Thursday, February 2nd

Title of Lesson: Numeric Patterns Cooperating Teacher: Mr. Burnsworth

Core Components
Subject, Content Area, or Topic: Math

Student Population: 20 students

Learning Objectives: The student will recognize and describe a variety of patterns formed using
numbers, tables, and pictures, and extend the patterns, using the same or different forms.

Virginia Essential Knowledge and Skills (SOL)

SOL 3.19 The student will recognize and describe a variety of patterns formed using numbers,
tables, and pictures, and extend the patterns, using the same or different forms.

VBO 3.7.1: numeric patterning through multiplication

Materials/Resources
Slates
Dry Erase Markers
Timer
Input-Output scenario card worksheet
Input-Output Cards for walk about
Premade tables with word problems for Whats My Rule
Multiplication Bingo Cards & Chips
Differentiated Exit Questions
Pencils
8 laptops

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
2 min Anticipatory Set
TSW practice their chunk-chunk-blend multiplication cards (practicing the 3s)

State the Objectives (grade-level terms)

The students will be able to recognize the pattern or rule and extend it using a input-
output (function) table and word problems.

Instructional Input or Procedure

Group 1: (Low Group)
15 1.TTW pass out the small white board slates to each student with a dry erase marker.
min 2.TTW model an input-output table for the students. TTW explain all the components
(input column, rule column, output column)
3.TTW guide the students as they copy the same table on their slate.
4.TTW point and direct the students to point as they start the rule (ie: 1x3=3, 2x3=6)TTW
be demonstrating the relationship between the input and output.
5.TTW provide another example with the rule given in the middle. TTW read a word
problem to go along with the table. TSW point and read. (ie: inputxrule=output). TTW draw
an array to help the students arrive at a higher number multiplication fact they do not
know.
6.TTW collect the slates and dry erase markers from the students. TTW pass out an exit
question to complete.
7.TSW complete an exit question with the rule given. They must write the rule in the
middle column and complete 2 output blanks.

Groups 2 & 3: (Middle and High Group)

1.TTW pass out the small white board slates to each student with a dry erase marker.
15 2.TTW explain the game Whats My Rule?. TTW hold up & show the students a function
min table that goes along with a word problem without the rule given. TSW write on their slate
what they think the rule is & when the teacher says flip they will show their slate. TTW
then prompt the students for what a missing input/output number would be for the same
given problem. They will write their guess down on the slate and show the teacher when
she says flip. TTW do a few rounds of this with the students. (the teacher will model this
first and then start the first round)
3.TTW collect the slates and dry erase markers from the students.
4.TTW give the students an exit question with a word problem to solve and turn in.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Modeling
3 min TTW model an input-output table for the students. TTW explain all the components (input
column, rule column, output column)-Group 1

TTW model how to play Whats my Rule and ensure that students know not to show their
3 min answer until the teacher says Flip.

Check for Understanding

TTW monitor the students during small group and will check the students as they
participate in Whats my Rule?.

Guided Practice
TTW guide group 1 during their entire small group lesson as they write the rule in the
middle column. TTW guide the students as they point and say input x rule = output. TSW
discuss with the teacher what a pattern is and how it applies to an input/output table.

TTW guide the students during Whats My Rule by helping them break down the word
15 problem to identify the rule. TTW use prompting questions such as
min What number multiplied by my input gives me my output number?
Does the pattern work each time for my given numbers?

Independent Practice
Group 1 will complete an exit question.

Group 2 & 3 will independently think and show their slates for their guess on the rule.
These two groups will also complete an exit question.

Independent Tasks:
Ten marks assignment on the laptops
Multiplication bingo card activity
Word problem scenario cards with premade worksheet
3-5 Assessment
min All the groups will complete an exit question for the teacher to formatively assess their
progress and areas of weakness. Differentiated exit questions for group one and group 2-
3.
1 min Closure
TTW collect the exit questions and tell the students that tomorrow they are going to have
some practice questions tomorrow to work on during small group.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Differentiated based on content: Different exit questions according to readiness. Group
ones lesson is tiered because they needed some remediation/review before moving
forward.
Group 2 & 3-Involves higher level application by using word problems and is tiered by
complexity.
Nonlinguistic representation & appealing to visual learners-using the slates and getting to
see a visual of the table.
Walk about activity to complete the different input/output tables. Allows the students to get
out of their seats and move around the classroom.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Classroom Management Issues (optional)
Timer
Only allow 2 people at each walk about scenario card
Transition groups by station (laptop group move first, then the small group, then
independent task)
Have the youngest person by the caller for the multiplication game
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015