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Instructional Plan Template

Mathematics Governor’s Institute 2004

(Download as Microsoft word document: Instructional Plan Temp1.doc)

 

Names of group members:    Marisa McAuliffe

                                             Denise Toland

                                             Diane Markle

Topic/Theme: Constructing ideas About Patterns

 

Level:  PreK-2

 

Time Element: This lesson could possibly be a week long unit at the preschool level or a day lesson for the elementary grades

 

NCTM Standards Addressed:

  Understands patterns, relations and functions.

  Recognize, describe, and extend patterns such as sequence of sounds and shapes or simple numeric patterns and translate from one representation to another.

  Analyze how both repeating and growing patterns are generated.

 

 

PA Math Standards Addressed:

2.4             Mathematical Reasoning and Connections

Use appropriate problem solving strategies.

2.8    Algebra and Functions

 Recognize, describe, extend, create, and replicate a variety of patterns including attributes, activity, number, and geometric patterns.

2.11          Concepts of Calculus

    Continue a pattern of numbers or objects or objects that could be extended infinitely.

 

Math Assessment Anchors Addressed:

    Algebraic Concepts

   MD1 Demonstrate an understanding of patterns, relationships, and functions.

 

Reading Assessment Anchors Addressed:

    Comprehension and Reading Skills

     Demonstrate the ability to understand and interpret fiction text, including stories, folktales, and poetry appropriate to grade level.

 

 

 

Objectives:

Students investigate and explore linear patterns.

Students examine, build and record patterns.

 

 

    Gather children on the rug in a circle.  Teacher models sound patterns of tap and clap with her hands.  Children will repeat after each modeling session.  Teacher will begin a new pattern and the group of children will finish.

Tap, clap, tap, clap, tap, clap…

Clap, clap, tap, clap, clap, tap…

Tap, tap, clap, clap, tap, tap, clap, clap…

 

Teacher elicits response “What have we been doing?  Can anyone explain to us what a pattern is?  Teacher listens to the student’s ideas about patterns.

 

With a supply of linking cubes at hand, teacher says “I’ll make a train out of cubes.  It’s going to have a special pattern.  Can you figure out the pattern?”

 

Teacher makes a linking cube train with an ABABAB pattern.  Have the students do choral reading as you point to each cube.   Teacher asks, “Who knows what color comes next in our pattern train?”  Teacher pushes the train around the circle having each student add the next cube to the train.  Read the train periodically to make sure the train is consistent.

 

When everyone has a turn to add a cube to the train, teacher displays a cardboard tunnel.  She says, “Let’s watch the train come through the tunnel to see if you can predict.  What color will come out of the tunnel next?”  Teacher pushes train through the tunnel having the students name the color cube that comes next just before the train appears.

 

Teacher may repeat the process with other pattern trains ABCABC or AABBAABB.

 

Teacher shows the students how to record one of the pattern trains on a grid paper strip.  Student’s work in pairs to make their own pattern trains and play the trains and tunnel game.  Teacher rereads instructions and distributes student instruction sheets. 

 

Teacher sets out the train yard full of 20-30 pattern train cards for students to work with.   Each student should choose from the train yard to work with.  After discovering the train pattern the student should build it using the supply of cubes.  Each student should record his/her pattern train by coloring it on a grid paper strip.  Students hang train recordings on the clothesline provided by the teacher. 

 

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

We used a multi-sensory instructional approach that  would help all types of learners.

 

Materials/Resources:

Linking Cubes in mixed colors

Grid paper cut in strips

Bathroom tissue tubes cut in ½ lengthwise

Clothesline and clothespins (for display)

Student Instruction Sheet

 

 

Interdisciplinary Connections:

·         Reading

Literature:  I See a Pattern  By Creative Teaching Press

Poem:  A Light in the Attic (Reflections) Shel Silverstein

 

 

·         Technology

Millie’s Math House

 

Assessment Strategies:

·         Formative Evaluation (checking student understanding during the lesson):

          To get a better sense of what students are thinking teacher approaches students while they are building a pattern and asks, “What color cube will you put on next?”  “Tell me how you know.”  Teacher removes students’ train recordings to use.  One by one students bring up their paper train and read the train’s pattern orally.  Teacher asks, “Does anyone have a pattern recording that is like this in some way?”   The matching trains are pinned next to each other on the clothesline.  Teacher asks, “Who has a train which has a different kind of pattern? “  Teacher asks, “Who has a train with a different kind of pattern?”  Students read the pattern chorally.   Teacher asks, “Does anyone have a train like this pattern? How are they alike?” Continue the sorting activity as long as it holds the students interest making groups of like patterns.

 

     Students tell what they notice about the trains on the clothesline.  Teacher asks, “Which group has lots of trains?”  Teacher elicits responses.  “Which group has only a few?  Which patterns are trickiest to build?  Which pattern is the easiest to play tunnels with?

 

 

·         Summative Evaluation (How will it be determined that the objectives were achieved?):

     In this activity the teacher is the facilitator of learning.  While the students are working the teacher has the opportunity to observe, listen and make informal assessments and keep anecdotal records.

 

Correctives/Remediation:

    Teacher may need to spend time with the students who need a little extra help or students that need a challenge.  Teacher may pair students as well giving them a sense of pride and responsibility.  This activity is designed in a way that allows students to approach in different ways according to their various needs and abilities.

 

Extensions/Enrichment:

     Students build more complicated patterns and use them to play the tunnel game.  One person uses the tunnel to cover up a portion of their train and the other tries to predict what’s underneath and builds a cube section to match.

 

 

Special Accommodations (special needs students)

·          Description of the Special Needs student selected:

Jimmy is a student diagnosed with Asperger’s syndrome.  He has poor fine motor skills, difficulty with fine motor tasks, problem solving and multi-step sequencing.

 

·          Accommodations to use with this student:

·          Student will be seated near the teacher during circle activity.  He will be at a table near other children that have good social skills.  Jimmy will be provided with the opportunity to use larger wooden cubes, larger grid paper and thick crayons.  A teacher assistant will be made available if needed for additional instruction.

 

 

 

 

 

 

 

 

Trains and Tunnels

 

1.                  Build a pattern train with your partner.

 

2.                  One partner uses a cardboard tube tunnel to cover part of the train.

 

3.                  The other partner predicts what color will come out of the tunnel next.

 

 

 

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