Lesson Plan

Grade/Subject: 4/5 Math

Unit: Patterns and Relations

Lesson Duration: 30-60 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Grade 4/5

Use patterns to describe the world and to solve problems.

Specific Learning Outcomes:

Grade 4:
1. Identify and describe patterns found in tables and charts.
2. Translate among different representations of a pattern, such as a table, a chart, or concrete materials.
3. Represent, describe, and extend patterns and relationships, using charts and tables, to solve problems.
4. Identify and explain mathematical relationships, using charts and diagrams, to solve problems.
Grade 5:
1. Determine the pattern rule to make predictions about subsequent elements.

LEARNING OBJECTIVES
Students will:
1. Practice predicting terms in number patterns.
2. Practice using T-Tables as tools, and finding keywords in Word Problems.
3. Practice problem solving strategies.
4. Demonstrate learning through a teacher-made assessment.

ASSESSMENTS
Observations:

Key Questions:

Written/Performance Assessments:
JUMP Math Booklet
Short Math Assessment that assesses understanding of concepts, rules, and vocabulary

LEARNING RESOURCES CONSULTED

Resource #1: JUMP Math, 2010. By Mighton, J., Sabourin, S., & Klebanow, A.
Resource #2: JUMP Math Workbook 5.1, 2007. Resource #3:

MATERIALS AND EQUIPMENT

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Practice Questions, printed and hole-punched

Blocks
Silver Boards and White board Markers
Lesson Questions ready and a) written on the white board, b) on a SmartBoard Lesson, c) on a Post It to be written up during the lesson
Highlighters
Math Unit Posters and Magnets
Bonus Question Sheets
Photocopy of T-Table Questions for document reader

PROCEDURE
Lesson 1: Predicting
Review:

Review what a core is raise your hand if you remember what a core is?

Write the answer on the board.

Draw a pattern on the board using the silver boards the students will circle the core of the pattern and hold them up for
me to see. (x2)
Predicting:

Draw circle, diamond, circle, diamond, circle, diamond, circle on the board.

Ask a volunteer to circle the core of the pattern.

Write down the term numbers for the circles 1, 3, 5, 7 and for the diamonds 2, 4, 6, 8 ask which the number 20
belongs to.

If the pattern BBYYYBBYYY were continued, what would the colour of the 23 rd block be?

Using a number line.

How many blocks long is the core? (5 blocks)

Have a volunteer mark every 5th position on the number line.

What colour does the core end with? (yellow)

Have a volunteer write in the last 3 colours BBY the 23rd block is yellow.

Another way to do this is by counting by 5s and finding the number closest to 23 (20) and write it on a number line 20-23,
star the 20 and write the next pattern.
o 0, 5, 10, 15, 20 --- 21 --- 22 --- 23
o 0, 3, 6, 9, 12, 15, 18, 21 --- 22 --- 23

Smartboard lesson?

Those that are not done the pink and yellow pages go with Wendy at 11:30
15 MINUTES
Individual Work

2 Page worksheet

Page 17 and 18 from JUMP Math

Circulate and help answer questions.

25 MINUTES
Game

In your desk groups, get into groups of 2 or 3. Each group will have a dice and a silver board/blocks/manipulatives.

Partner 1 rolls the dice so that partner 2 doesnt see the result. They then build a sequence using the silver board or the
blocks with the core of the length given by the dice. Player 2 has to guess the length of the core and continue the
sequence. Switch roles after each sequence.
20 MINUTES

Lesson 2 and 3: Word Problems and T-Tables (Tuesday 60 mins; and Wednesday 30 mins)
Review:
Have Increasing and Decreasing posters up on the board.
Have Barkers T-Table worksheet set up on the document reader.
T-Tables and Word Problems
A T-Table is a tool to help you answer word problem questions.
Show a filled out T-Table and have students find the pattern and name the rule. Draw the circles and write the
rule in.
Days
Pages Read
1
6
2
12
3
18

Using the document reader do question 2, 3, and 6 to show students how to use T-Tables
On question 3, look at the keywords and find the verb which tells you whether it is adding or subtracting.
(Sold and Left = subtract) this is your trick. On the practice questions whenever you have a word problem,
instead of focusing on all of the words, find the keyword (the verb) and highlight it. This word will tell you
which operation to use. So when you go back to your desks to do the practice questions take out a highlighter
and a pencil and find the keyword (there are some on the posters to help you out).
Outline the problem solving strategies that we are going to use today if we need help.
15 MINUTES
Individual Practice
The last two pages of the JUMP Math booklet (highlighted in blue) page 188/189 JUMP Math 5.2
When finished, go through a fix any highlighted questions throughout the booklet
Have Ms. Barkers T-Table practice questions photocopied for extra practice #4-12 do in partners on the
carpet with silver boards?
25-35 MINUTES
Lesson 4 - Assessment
2-3 Page Assessment
Create a 2-3 page assessment incorporating 1-3 questions of each concept (increasing, decreasing, expanding,
identifying, T-Tables, and word problems).
On their desks they can have a highlighter and a pencil. Are allowed an office trifold if they would like and
scrap paper.
When finished finish up time, but it has to be quiet. (Reading, cursive, projects, stories).