Name: Amanda Fahey Date: Fall 05 Age/Grade Level: 5/P1

Subject: Math # of students: 2 # of IEP Students: 2

Major Content: Math Unit Title: Patterning

Actions

Goals and Objectives

Objective

Given previous experience looking for patterns in the classroom the students will be able to identify patterns around the school and create a pattern with common objects.

Essential Questions

Describe this pattern. (pointing to a pattern)

What comes next in this pattern?

What is the pattern train in this pattern?

Kentucky Learner Goals

1.3 Students make sense of the various things they observe.

Students will use observation skills to identify patters around school. The students will demonstrate their understanding of the patterns they have observed by answering questions and creating a pattern of their own.

1.5-1.9 Students use mathematical ideas and procedures to communicate, reason, and solve problems.

When presented with the problem of identifying and extending patterns, students will use their prior experience creating patterns and breaking patterns into segments to complete the task.

Context

This lesson comes in the last week of this unit. As a class we have discussed and created patterns. This lesson is to help the students make the connection that patterns are everywhere in our world. Even though patterning has been covered in the regular classroom as well as with myself, one student still displays difficulty predicting and extending patterns.

Both of the students have IEPs. These are the goals that we will be working on during this lesson.

Student 1:

In a small group attending and participating for a time frame equal to that of peers.

Interact appropriately with peers by respecting space, sharing and taking turns.

Student 2:

Maintain focus for the duration of the interaction and make appropriate verbal responses.

Follow oral direction.

Formulate appropriate answers to “wh” questions.

Resources

Detective magnifying glasses

Digital camera

Markers

Self-assessment poster

Pencils

Pictures of patterns in school

Poster of patterns in the room

Procedures

1. Review the chart of patterns found in the classroom from a previous lesson. Show three examples of pattern found in the school.

2. Distribute detective magnifying glass. Go over rules for working in the hallway and outside.

3. As the students are walking through the halls and outside they are looking for patterns in our world. Example: walls (brick, mortar), lockers (locker door, slat).

4. As each child finds patterns their partner will take a picture of that child with his/her pattern using a digital camera (max 3 pictures per child).

5. Come back to the room and ask the students to make a pattern using Legosä.

6. Ask the students to record their pattern on paper by stamping the pattern on a piece of paper.

7. Ask the students to use the self-assessment rubric below to assess their work.

Student Assessment

Self Assessment

Ask the students to reflect on their experience and draw one of the following on the back of their pattern structure paper.

I tried my best.

Or

I could have tried harder

I know how to find patterns.

Or

I need to keep working on finding patterns.

Formative Assessment

I will observe students to ensure participation and gain an understanding of their concept of patterning. To ensure I observe every child I will use a checklist of items.

Summative Assessment

I will review the student’s pattern structure picture and photograph to rate it according to the following rubric.

4 - Student constructs a structure that has a constant identifiable

pattern.

3 - Student constructs a structure that has an identifiable

pattern, but it may not continue throughout the entire

structure.

2 - Student constructs a structure that does not have a pattern.

1 - Student does not attempt to build a structure.