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Fifth Grade

3/21/2013 from 11:25-12:25

1

LESSON PLAN

JMU Elementary Education Program

A. TITLE/TYPE OF LESSON: The Growing Corner/Growing Patterns

B. CONTEXT OF LESSON

This activity is appropriate for the students because the students have had practice with patterns already.

They have worked with input and output tables, which relates to functions and expressions. The students

have analyzed many different function tables, and they have had to discover what the patter is. With these

tables, the students have had experience with growing patterns. The table was x+22=y. Many of the

students already knew how to write this equation or a formula. Some students also wrote n+22 as the

formula, which shows the foundations that the students have been forming with equations and functions.

The teacher only required an answer of +22, but many students were asking if x+22=y or n+22 were okay

answers. The students were excited and interested in the fact that they were able to go a step further than

what was required. This lesson will be used to help the students further build the idea that patterns and

functions can be represented in many different ways. This lesson can also be used to help students

understand that there are mathematical relationships to growing patterns.

C. LEARNING OBJECTIVES

1. The students will build the first four arrangements of the Corner pattern.

2. The students will draw/build and describethe fifth arrangement of the Corner pattern.

3. The students will determinethe number of cubes in the twentieth arrangement of the Corner pattern.

4. The students will try/attempt to createa formula to determine the number of cubes for any arrangement

of the corner pattern.

D. ASSESSING LEARNING

1. To assess objective one, the students will build each of the first four arrangements of the Corner

pattern. I will come around to each group, and I will record my observation with a check mark on the

observation form attached at the end of the lesson.

2. To assess objective two, the students will answer number two on the worksheet attached. I will go

through and record on the observation sheet attached.

3. To assess objective three, the students will fill out a worksheet that asks the students to determine the

number of cubes in the twentieth arrangement of the Corner pattern. I will have another observation sheet

to record the observation as I go through their papers.

4. To assess objective four, the students will record on the same worksheet the formula/expression that

they created/attempted. All I am looking for is that the students were making a connection between a

pattern and it having a formula. Although I do not except the correct formula, I want to see that they are

making the connection that patterns can be written as a formula.

Jennifer Thomas

Fifth Grade

3/21/2013 from 11:25-12:25

2

LESSON CONCEPTS LESSON OBJECTIVES PLAN FOR ASSESSMENT

Concept 1:

Understand that patterns and

functions can be represented

in many ways and described

using words, tables, and

symbols. (VA SOL 5.17)

Concept 2:

Understand the structure of a

pattern and how it grows or

changes using concrete

materials. (VA SOL 5.17)

Concept 3:

Understand that mathematical

relationships exist in patterns.

(VA SOL 5.17)

Concept 4:

Understand that expressions

can be numerical or variable

or a combination of numbers

and variables. (VA SOL 5.17)

1. The students will build the

first four arrangements of the

Corner pattern.

2. The students will draw/build

and describethe fifth

arrangement of the Corner

pattern.

3. The students will determine

the number of cubes in the

twentieth arrangement of the

Corner pattern.

4. The students will try/attempt

to createa formula to determine

the number of cubes for any

arrangement of the corner

pattern.

1. To assess objective one, the

students will build each of the

first four arrangements of the

Corner pattern. I will come

around to each group, and I will

record my observation with a

check mark on the observation

form attached at the end of the

lesson.

2. To assess objective two, the

students will answer number two

on the worksheet attached. I will

go through and record on the

observation sheet attached.

3. To assess objective three, the

students will fill out a worksheet

that asks the students to

determine the number of cubes in

the twentieth arrangement of the

Corner pattern. I will have

another observation sheet to

record the observation as I go

through their papers.

4. To assess objective four, the

students will record on the same

worksheet the formula/expression

that they created/attempted. All I

am looking for is that the students

were making a connection

between a pattern and it having a

formula. Although I do not except

the correct formula, I want to see

that they are making the

connection that patterns can be

written as a formula.

Jennifer Thomas

Fifth Grade

3/21/2013 from 11:25-12:25

3

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

VA SOL: Patterns, Functions, and Algebra 5.17:

1. Understand that patterns and functions can be represented in many ways and described using

words, tables, and symbols.

2. Understand the structure of a pattern and how it grows or changes using concrete materials.

3. Understand that mathematical relationships exist in patterns.

4. Understand that an expression uses symbols to define a relationship and shows how each

number in the list, after the first number, is related to the preceding number.

5. Describe numerical and geometric patterns formed by using concrete materials.

6. Describe the relationship found in patterns, using words, tables, and symbols to express the

relationship.

NCTM:

1. Describe, extend, and male generalizations about geometric and numeric patterns. (Problem Solving).

2. Represent and analyze patterns and functions, using words, tables, and graphs.

F. MATERIALS NEEDED

1. 10-15 baggies of 30 blocks: Mrs. Lightner

2. 5 pieces of poster board: Me

3. 5 packs of markers and crayons: Me

4. Worksheet for problem25 problems: Me

5. Challenge/Remedial Problem worksheets10 of each: me

G. PROCEDURE

BEFORE: Anticipated Student Responses:

Begin: Pass out baggies of blocks to each pair of

students.

What is a pattern?

Show this pattern on the doc camera:

Is this a pattern? Why?

What is happening in this pattern?

1. Student Response: It is something that repeats.

-Teacher: Okay. Can anyone be more specific?

2. Student Response: It is something that repeats

and goes on and on.

-Teacher: Okay. Does anyone have something else

to add?

3. Student Response: Something that continues on

by following a certain rule or formula.

Student Response: Yes because it is repeating the

same thing over and over.

1. Student Response: It is going square, triangle,

square, triangle and on and on.

Jennifer Thomas

Fifth Grade

3/21/2013 from 11:25-12:25

4

Okay, lets look at another.

You have a partner that you will share your blocks.

In your pairs, build the first 4 arrangements. What

do you notice is happening from one arrangement

to the next?

How many blocks are in each figure?

Can anyone describe what the fifth figure will look

like?

-Teacher: Okay, how else can you describe it?

2. Student Response: It is a shape pattern.

-Teacher: Okay, so what is happening with the

square and the triangle?

3. They are repeating.

-Teacher: Yes, this is what we call a repeating

pattern.

Is this a pattern? Raise your hand if you think it is.

Hands down. Raise your hand if you think it is not.

Hands down. If no, why? If yes, why?

1. It is getting bigger each time.

2. You are adding more blocks from each figure to

the next.

3. It is a pattern.

-Teacher: This represents a growing pattern. What

happens from one step to the next is the same, but it

does not repeat itself like the squares and triangles

do. It gets bigger (or smaller) depending on the

pattern that takes you from one step to the next.

1. Student Response: It is getting bigger.

-Teacher: Okay, what else is happening?

2. Student Response: Each one is doubling

(misconception).

-Teacher: Test that rule on the third one. Count the

blocks. There are 9 blocks. Is 9 the double of 3?

3. Student Response: Well 9 is triple of 3 because

3x3=9.

-Teacher: Okay, how can you use that thinking

about each of the arrangements you have made?

-Student Response: There is 1 in the first

arrangement, 4 in the second arrangement and 9 in

the third arrangement.

-Teacher: How did you figure out how many blocks

are in each arrangement?

-Student Response: I counted them.

-Teacher: Did anyone else figure out how many

blocks are in each arrangement a different way?

-Student Response: I saw that you time the number

by itself to figure out how many blocks are in it.

1. Student Response: You add 5 across the bottom

and then 4 more going up the side.

2. Student Response: You do 5x5 to get 25, and

you make a square with it.

Jennifer Thomas

Fifth Grade

3/21/2013 from 11:25-12:25

5

How many blocks are in the fifth figure?

If the pattern were to continue, what would the 10

th

figure look like? In your pairs, discuss what the 10

th

figure would look like without building it. Look at

the pattern of the other figures to help you figure

out how many are in the 10

th

figure.

Who can tell me how many blocks will be in the

10

th

figure?

Has anyone heard of a formula?

Okay, so how would you write a formula to

3. Student Response: You just make it bigger.

-Teacher: Okay, how do you make it bigger?

1. Student Response: There are 25.

-Teacher: How did you figure that out?

2. Student Response: I counted them.

-Teacher: Did anyone else figure out how many

blocks are in each arrangement a different way?

3. Student Response: I saw that you time the

number by itself to figure out how many blocks are

in it, so I did 5x5=25.

1. Student Response: Based off of the 5

th

figure, I

multiplied 10x10 because it is the 10

th

figure in the

pattern.

-Teacher: Did someone else see it differently?

2. Student Response: It is 10 rows of 10, so

10x10=100.

-Teacher: Did anyone else see it differently?

3. Student Response: The length of one side is 10

because in the 5

th

figure the length of one side was

5, in the 4

th

figure it was 4, in the 3

rd

figure it was 3,

in the 2

nd

figure is was 2, and in the 1

st

figure it was

1. The length of another side is 10, and to find the

area of a square or rectangle you multiply the

length x width. So, 10x10=100.

-Teacher: Can we write a formula for this?

--No: How do you find the area of a square or

rectangle?

1. Student Response: It is the length time the width.

-Teacher: Okay, that is a formula.

--Yes: Okay, what is a formula?

1. Student Response: It is something that you use to

represent something.

-Teacher: Give me an example?

2. Student Response: The length x width to find the

area of a square or rectangle.

-Teacher: Okay, so how would you write a formula

to represent what is happening in the pattern?

1. Student Response: length x width=area, so the

Jennifer Thomas

Fifth Grade

3/21/2013 from 11:25-12:25

6

represent what is happening in the pattern?

number in the sequence=n n x n= number of

blocks in the arrangement.

2. Student Response: Well it is just whatever

number it is in the pattern multiplied by itself.

3. Student Response: You can just square the

number.

-Teacher: Are all of these doing the same thing?

1. Student Response: Yes. They just show a

different thinking when coming up with the

formula.

DURING:

Present the problem by passing out the

handout/worksheet. Put them in groups of 4-5. The

students will work in their groups to try and figure

out the Corner Pattern. See the attached

worksheet.

In your groups start discussing where to begin.

Some things to think about are what it looks like.

How does each figure compare to the next figure?

-Walk around and observe/listen to what the

students are talking about. Make sure students are

on the right track. Ask questions if students appear

to be stuck, going in the wrong direction, or if I do

not know/understand what they are doing.

1. Student Response: It looks like 2 sides of a

square, so we can just add 20 + 20 for the number

of blocks in the twentieth figure. (Misconception).

-Teacher: Lets check with figures 4 and 5 to see if

that rule works.

2. Student Response: You can add 19+19, since

that is how many cubes are in the 10

th

figure.

(Misconception). 19+19=38, not the correct

amount of blocks in the pattern.

-Teacher: Can you check that rule/formula by using

the 5

th

figure to find how many blocks in the 10

th

figure? Did it work? Keep thinking.

Reason for asking question: Question to ask:

I do not know what they are doing or if the group is

off task.

The group has a wrong idea.

Need to help the group so that they can continue to

Please explain to me what your group is discussing.

Can you try that rule on ________ figure to see if it

works? Try a smaller figure so you and your group

can build it.

What have you guys discussed so far?

Jennifer Thomas

Fifth Grade

3/21/2013 from 11:25-12:25

7

move forward.

If students are stuck at the beginning.

What have you discussed? Lets look at the figures

you do know about and can build. How many

blocks are in each of these figures? Record in the

chart.

After:

Once all the groups have finished, they will record

what they have discovered on a poster paper. They

will present to the class their thinking when solving

the problem. The students will put their drawing of

the 20

th

figure on the poster, but they will show a

formula/rule that works for any figure in the

pattern.

The students have to figure out how to explain their

reasoning to the class. I will have checked all the

groups to make sure they understand.

If some students finish early, refer to the challenge

problem. This is on a separate sheet from the

original problem. It only has the pattern, and the

students have to figure out how many blocks are in

the 20

th

pattern.

Group 1: They may have come up with (n+n)-

1=the number of blocks in any figure.

Group 2: (n x 2)-1= the number of blocks in any

figure.

Group 3: 2n-1= the number of blocks in any figure.

H. DIFFERENTIATION

-CHALLENGE: This problem is if a group finishes before other groups. They will have the opportunity

to work on this pattern until the other groups are done. Once all groups are done, the group(s) may return

to this problem at a later date or for homework.

-The students are to figure out how many blocks would be in the 20

th

figure of this pattern. The

students will have to draw the 4

th

figure first. Then, the students will figure out a formula/rule that will

allow them to determine how many blocks would be in any figure of this pattern.

-The answer is (nx4)+1= the number of blocks in the figure.

-(n+n+n+n)+1=the number of blocks in the figure.

-(4n)+1=the number of blocks in the figure.

Jennifer Thomas

Fifth Grade

3/21/2013 from 11:25-12:25

8

-REMEDIAL: This problem is for the students who are having a hard time understanding the given

problem. The student will figure out what is happening in the pattern in order to determine what the 20

th

figure would look like.

-The student will draw the 4

th

and 5

th

patterns. They will record it in the chart on the remedial

worksheet.

-Answer: (nx2)=the number of blocks in the figure.

-(n + n)=the number of blocks in the figure.

I. References:

Department of education. (2009). Retrieved from http://www.doe.virginia.gov/testing/sol/frameworks/

mathematics_framewks/2009/framewk_math5.pdf.

Patterns that grow. (2013). Retrieved from http://scimathmn.org/stemtc/frameworks/421-input-output-

rules.

Wallace, A. (2013). Lesson plan example: The staircase problem [lesson plan template].

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

1. The document camera could not work, so I will draw the figures on the board.

2. The student could be confused of what a formula is, and I will explain that a formula is a rule expressed

by symbols. I will use the area formula of which the students are very familiar. AREA of

SQUARE=length x width.

3. If time runs out and the students still have not finished, they will take about 15 minutes at the

beginning of math the next day to finish.

4. There could be an emergency drill. I will instruct the students to leave everything where it is, and

follow the proper directions/instructions that has been indicated.

Jennifer Thomas

Fifth Grade

3/21/2013 from 11:25-12:25

9

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the

questions/prompts below to guide your thinking. Be thorough in your reflection and use specific

examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and

explain why you made them.

II. Based on the assessment you created, what can you conclude about your impact on student

learning? Did they learn? Who learned? What did they learn? What evidence can you offer

that your conclusions are valid?

III. Describe at least one way you could incorporate developmentally appropriate practice in a

better or more thorough way if you were to teach this lesson again.

IV. Based on the assessment data you collected, what would you do/teach next if you were the

classroom teacher?

V. As a result of planning and teaching this lesson, what have you learned or had reinforced

about young children as learners?

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced

about teaching?

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced

about yourself?

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