USF Elementary Education Lesson Plan Template (S 2014) Name: _______Veronica Critelli___________
Grade Level Being Taught: 4th Subject/Content: Group Size: Date of Lesson: 10/12/17
Math/Number Patterns 16
Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable [Link].3.5- Generate a number or shape pattern that follows a given rule. Identify
standards. Rarely do teachers use apparent features of the pattern that were not explicit in the rule itself.
just one: theyd never get through
them all.)
Essential Understanding
(What is the big idea or essential How can I(students) make and describe patterns?
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do Given a question or problem, students will be able to...
after this lesson? Include the Identify features of a pattern within a given problem
ABCDs of objectives: action,
Describe the features of a number pattern
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence Solve a problem using the appropriate pattern
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions: This objective is being taught because students should be able to identify and describe
Why are you teaching this the features of a given pattern when presented with an appropriate math problem. This
objective?
USF Elementary Education Lesson Plan Template (S 2014) Name: _______Veronica Critelli___________
Grade Level Being Taught: 4th Subject/Content: Group Size: Date of Lesson: 10/12/17
Math/Number Patterns 16
Where does this lesson fit objective is also being taught because it falls under the content curriculum guide map for
within a larger plan? the week of this observation.
Why are you teaching it this This lesson fits within a larger plan of learning how to identify number patterns, as well as
way? learning to skip count. Once students have mastered number patterns, they can advance
Why is it important for
to more advanced patterns with larger numbers using multiple operations.
students to learn this concept?
This lesson is being taught in a whole group setting, where students can discuss and
explore the relationships of number patterns with their peers. Students will learn to work
and communicate with their peers, ask questions, and complete tasks within a group
setting.
It is important for students to learn this concept because it will help them to identify
features within a pattern. Once students understand the features of patterns they will be
able to recognize them in any given situation.
Evaluation Plan- How will you
know students have mastered Formative: Student questioning will be used to document student learning throughout the
your objectives? lesson.
Address the following: Summative: Students will answer and complete an assessment worksheet to track their
What formative evidence will
understanding of the lesson.
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach The mathematical definition of term, pattern, and rule
this material? Place value concepts
Understanding of odd and even numbers
Understanding of operations: addition, subtraction, multiplication, division
USF Elementary Education Lesson Plan Template (S 2014) Name: _______Veronica Critelli___________
Grade Level Being Taught: 4th Subject/Content: Group Size: Date of Lesson: 10/12/17
Math/Number Patterns 16
What background knowledge is
necessary for a student to
successfully meet these Prior to this lesson, students were introduced to number patterns. This lesson taught was
objectives? the second day students had worked with number patterns. I knew students would need
to review the material, so before starting the lesson we went over their work from the day
How will you ensure students before to give them a review of the material.
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might A common misconception a student might have about this content might be the rule used to
students have about this content? identify a pattern. The patterns are identified by an operation, which could be add 5, and confuse
the directions that ask for multiples of 5 and relate the term multiples with multiplication.
Example:
+5 (Rule)
5, 10, 15 ,20, 25
Question: Describe the pattern using the word multiples.
Answer: The terms are multiples of 5.
Lesson Implementation
Teaching Methods
(What teaching method(s) will you A student- centered approach will be used for teaching this lesson. Students will be
use during this lesson? Examples encouraged to work in group settings and learn to communicate and collaborate with one
include guided release, 5 Es, direct another.
instruction, lecture, demonstration,
partner word, etc.)
USF Elementary Education Lesson Plan Template (S 2014) Name: _______Veronica Critelli___________
Grade Level Being Taught: 4th Subject/Content: Group Size: Date of Lesson: 10/12/17
Math/Number Patterns 16
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
Where applicable, be sure to
address the following: 2 min Teacher To begin the lesson, students will be asked to take out their math
What Higher Order Thinking notebooks and open to the page from the previous day, introducing
(H.O.T.) questions will you ask? number patterns.
How will materials be 5 min Teacher
Preview content from the day before in math notebook. Ask Who
distributed?
Who will work together in
can define the words term and rule? Who can identify a pattern
groups and how will you 1 min Students and describe the rule from the page?
determine the grouping? Students will then transition into their math journeys workbook
How will students transition 5 min Teacher and turn to page 216.
between activities? On page 216, teacher will model Example A, and fill the next two
What will you as the teacher do? 10 min Students numbers in the pattern.
What will the students do? Students will then complete the pattern and independently work
What student data will be 7-10 Teacher/Stu on Example B.
collected during each phase? min dents
As a whole group, teacher and students will discuss the answers to
What are other adults in the
room doing? How are they
Example B.
supporting students learning? 5 min Teacher In table groups, students will then work together to complete a Try
What model of co-teaching are This! question.
you using? 15-20 Students Teacher will can on student volunteers to come to the board and
min write the answers and discuss as a group their solutions.
Students Students will turn to page 217 in their math workbook and
independently complete question # 2,4,5,7, then flip to page 218
and complete questions 8,9,10.
Once completed, students will turn work into teacher.
What will you do if a student struggles with the content?
USF Elementary Education Lesson Plan Template (S 2014) Name: _______Veronica Critelli___________
Grade Level Being Taught: 4th Subject/Content: Group Size: Date of Lesson: 10/12/17
Math/Number Patterns 16
If a student struggles with the content, I will pull them into a small group and work with
them while the remainder of the class completes their work individually or in table
groups.
What will you do if a student masters the content quickly?
If a student masters the content quickly, I will provide additional questions from page
217& 218 for them to complete.
Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
This lesson connects to the interests and cultural background of the students because
they will be able to relate number patterns to many things, such as using patterns for
rhythm with music, poems, or even when counting money.
If applicable, how does this lesson connect to/reflect the local community?
This lesson reflects the local community in the sense that number patterns, or even
patterns, are used daily by all people within the community. For example, writers who
write poems use number patterns to determine if they will write a haiku, sonnet, or
limerick.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students who need additional challenge will be provided additional questions to
complete that have more challenging rules, for example using multiplication instead of
addition when identifying and completing a pattern.
How will you differentiate instruction for students who need additional language support?
Students will be provided visual models to help them understand and identify number
patterns. This can be done through the use of images or manipulatives.
Accommodations (If needed) ZB: Student accommodations are extended work time, monitoring, repeated readings, sample
(What students need specific problems or tasks, leveled books, charts of facts, graphic organizer, visual schedule/planner to
accommodation? List individual complete work.
USF Elementary Education Lesson Plan Template (S 2014) Name: _______Veronica Critelli___________
Grade Level Being Taught: 4th Subject/Content: Group Size: Date of Lesson: 10/12/17
Math/Number Patterns 16
students (initials), and then explain TD: Student accommodations are frequent breaks during in class assignments, preferential
the accommodation(s) you will seating, provide additional space for student to stand and move around his desk while
implement for these unique completing task or assignments.
learners.) SH: Student accommodations are extended time, frequent breaks as needed, encouragement,
small group setting, prompting, visual schedule/planner, allowable portion read.
JD-R: Student accommodations are extended work time, vocabulary preview, increased wait
time, color coding, small group setting, checklists, repeated readings, dictionaries, manipulatives,
leveled books, chart facts, and graphic organizers in order to help complete assignments.
LC-R: Student accommodations are extended work time, word lists, increased wait time, small
group settings, repeated readings, leveled books, charts of facts, and graphic organizers to
complete work.
RS: Student accommodations are extended work time, vocabulary preview, repetition, separate
tasks apart, repeated readings, visual planner/schedule, prompting, leveled books, charts of
facts, and graphic organizers to complete work.
Materials
(What materials will you use? Why Math journeys workbook pgs. 216-219
did you choose these materials? Pencil
Include any resources you used. Whiteboard
This can also include people!)
Elmo Projector