Southern Wesleyan University
School of Education
Name: Bailey Throckmorton
Grade: 4th grade
Subject: Math
Date: 11/24/25
State Indicator: [Link].3.2
Lesson Objective: Students will demonstrate the ability to interpret a multiplication equation as
a comparison and solve word problems using multiplication or division.
Essential Question: How do I find the rule in a pattern and show it using words, tables, pictures,
and equations?
Materials/Equipment: Whiteboard and markers, worksheets with multiplication and division
word problems, visual aids (charts, diagrams), manipulatives (counters, blocks), projector and
screen for digital resources
Understanding Your Learners:
Differentiation for Diverse Learners: Visual aids (pictures, charts, color-coded patterns),
Hands-on manipulatives, Step-by-step guided practice, Extended or more challenging tasks for
advanced learners, Pair or small-group work options, Verbal, written, and modeled instructions,
Frequent checks for understanding, Extra time for students who need it, Sentence frames or
prompts for struggling learners
Accommodations for 504 plans, IEPs, GT and/or ELL: preferential seating, extended time,
reduced or modified assignments, visual supports and graphic organizers, frequent breaks,
simplified instructions, assistive technology, behavior support plans, small-group or one-on-one
instruction, adjusted reading levels, translation or bilingual resources for ELL students, and
enrichment or advanced tasks for GT learners.
Behavioral Expectations: follow classroom rules and routines, show respect to teachers and
classmates, use kind and appropriate language, keep hands, feet, and objects to yourself, stay on
task during activities, raise your hand before speaking, use materials and equipment responsibly,
listen and follow directions the first time, try your best and ask for help when needed
The Teaching Model
Attention Getter: Begin with a simple question: "If Sally has 3 times as many apples as Tom,
and Tom has 4 apples, how many apples does Sally have?" Write the problem on the board. Ask
students how they might solve this problem. Encourage them to think about how multiplication
is used to make comparisons. Explain that today they will learn how to interpret multiplication
equations as comparisons and solve related word problems.
Anticipatory Set: Begin the lesson by showing the number sequence 9, 13, 17, 21, ___. Ask
students, “What number comes next? How do you know?” Give them one minute to turn and talk
with a partner. Then, present a real-world scenario: “A small bowl costs $3. Each larger size
costs $2 more than the previous one. How much do the small, medium, and large bowls cost?”
Invite volunteers to share their thinking using pictures, words, or a number table. Explain that
today students will learn how to describe and extend patterns using words, function tables,
pictures, and equations, and apply these skills in real-world contexts.
Content:
Key Elements of the Lesson
o Identify and describe numerical and shape patterns using words, pictures,
equations, and function tables.
o Extend patterns to higher terms using consistent rules.
o Apply pattern rules to real-world situations.
o Differentiate between additive and multiplicative patterns.
o Recognize common misconceptions, such as assuming “add 2” always produces
even numbers.
Questions Pertaining to the Key Elements of the Lesson (e.g. probing for learner
understanding, helping learner articulate their ideas and thinking processes, stimulating
curiosity, and helping learner to question)
o What changes from one term to the next in this pattern?
o How can we show this rule in a table, picture, or equation?
o Can you explain your thinking in more than one way?
o Does the rule work for all starting numbers? Why or why not?
o How does this pattern connect to real-life situations?
Instructional Procedures:
Instructional Strategies (varies his/her role in the instructional process and uses a variety of
instructional strategies in relation to the key content elements and purposes of instruction and
the needs of learners):
Modeling:
Demonstrate a number pattern (e.g., 9, 13, 17, 21) and show how to identify the rule “add
4.”
Model three ways to represent the rule: in words, with a function table, and as an
equation.
Show a real-world example (bowl prices: $3, $5, $7) and demonstrate building a function
table.
Introduce shape patterns and model describing them in at least two ways (positional
description and repeating-unit description)
Guided Practice:
Whole-class activity: Use a numeric pattern (10, 20, 40, 80) to create a function table
together and extend the pattern to the 10th term.
Pair work: Students complete three short tasks—numeric additive pattern, multiplicative
pattern, and shape pattern. Sentence stems provided: “The rule is ___,” “I know because
___,” “Another way to say this is ___.”
Circulate to monitor understanding, ask probing questions, and ensure correct use of
function table language.
Independent Practice:
Students complete a three-part worksheet:
o Numeric additive pattern: Write the rule, complete the function table, and find the
10th term.
o Real-world pattern (tree growth): Complete the table for years 0–4 and explain the
rule.
o Shape pattern: Draw the next figure in a sequence and describe the rule two
different ways.
Include a reasoning prompt about Heidi’s “add 2” statement to address misconceptions.
Flexible Grouping:
Whole-class modeling, partner work during guided practice, and independent practice to
meet diverse learning needs.
Early Finishers/Enrichment:
Create a real-world mini project where students design a pattern problem, provide the
first four terms, and have classmates extend the pattern. Students present their problem
and solution to a small group.
Closure (summarizing/organizing activity directly related to the objective):
Review patterns, function tables, and rules.
Exit ticket:
o Numeric pattern: Write the rule, complete a function table, and give a specific
term.
o Shape pattern: Draw the next figure and describe the rule in two ways.
o Heidi question: Explain whether her “add 2” statement is correct and give an
example.
Quick share: Invite 2–3 students to share their answers for class discussion.
Assessment:
Formative: Monitor student responses during guided and independent practice, observe
function table completion, and check understanding through questioning.
Summative: Exit ticket responses showing correct extension of numeric and shape
patterns, accurate function tables, and reasoning for the Heidi question.
Citations:
South Carolina Department of Education. (2025). Grade 4 Mathematics Standards.
National Council of Teachers of Mathematics. (2014). Principles and Standards for
School Mathematics.
Reflection
Student Learning: Most students were able to identify the rule in numeric and shape patterns and
represent it in multiple ways. Some students struggled with function tables for multiplicative
patterns, requiring additional support.
Teacher Reflection: I demonstrated my Christian Ethic of Care by circulating the room, offering
encouragement, and giving individualized support to students who needed extra help. I also
modeled patience, compassion, and fairness while checking for understanding, ensuring all
students felt capable and included.