KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: Rebecca Berry
Cooperating Teacher: Mr. Smith
Group Size: 19
Allotted Time: 60 minutes
Subject or Topic: Math- Repeating Patterns

Date: September 15th, 2016

Coop. Initials: ________________
Grade Level: 4th grade
Section: 15

STANDARD: (PA Common Core):

CC 4.OA.5-Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern
that were not explicit in the rule itself.
I. Performance Objectives (Learning Outcomes)
A. The student will be able to identify and extend repeating geometric or repeating number patterns.

II. Instructional Materials

A. Projector
B. Lesson 2.1 flipchart
C. Whiteboards (20)
D. Dry erase markers (20)
E. Math textbooks (20)
F. Pencils (20)
G. Math practice page packets (20)
H. Chrome books (20)
I. Assessment Checklist
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
A. Prerequisite skills
a. Students have background knowledge on what a skip counting pattern is.
B. Key vocabulary
a. Repeating pattern- A pattern that is made up of a set of shapes or numbers that are then
repeated.
C. Big idea
a. Some patterns consist of shapes or numbers that are arranged into a unit that is then repeated.
D. New Content
a. Geometric Example:

b.

Number Example: 3, 2, 4, 3, 2, 4, 3, 2, 4, 3, 2, 4

IV. Implementation
A. Introduction
1. Remind the students that they have already learned about skip counting patterns.
2. Review quickly that you can continue those patterns by adding or subtracting the same number
over and over again.
3. Explain to the students that today you will show them how to work with repeating patterns
using both shapes and numbers.
4. Talk with the students briefly about where they may see patterns of shapes in the world around
them. (Floor tiles, wallpaper, rugs, etc.)

B. Development
1. Explain to the students that you are first going to look at repeated patterns made of shapes.
2. Model for the students what a repeated pattern made of shapes would look like on page 4 of the
flipchart.
3. Explain to the students that star and circle are the set of shapes that are repeated over and over
again.
4. Go to page 5 of the flipchart and explain to the students that while the last pattern had a set of
two shapes that were repeated there could be more like this problem.
5. Ask for a student volunteer to come up to the board and continue the repeated pattern.
6. Ask for another student to identify the set that is being repeated in this pattern.
7. Flip to page 7 of the flipchart and tell the students you will now do another practice problem as
a whole group.
8. Ask for a student to come up and circle the set that is being repeated in this problem.
9. Call up another student to continue the repeated pattern.
10. Explain to the students that repeated patterns can also be represented with numbers.
11. On page 8 of the flipchart model this type of pattern for the students.
12. On page 9 of the flipchart allow a student to come up and continue the number pattern.
13. Tell the students that now that you have worked with the patterns as a class they will try a few
on their own.
14. Have the students get out their white boards and dry erase markers.
15. Ask the students to complete the guided practice problem #1 and hold up their answer.
16. Do a quick check to see who understands repeated patterns with shapes.
17. Ask the students to complete guided practice problem #2 and hold up their answer.
18. Do a quick check to see who understands repeated patterns with numbers.
19. Take note of which students are struggling so that they can be pulled to the back table to work
with you one-on-one.
C. Closure
1.Explain to the students that they will now work on repeated patterns independently.
2. Tell the students that they will complete the following tasks in order on their own: watch the
lesson 2.1 recap video on their chrome books, complete the 2.1 quiz on their chrome books,
complete problem solving questions on page 41 in their textbook, and then check their answers in
the back of the room for these problems.
3. Remind the students that if they have time they need to finish their common core 2.1 homework
first, and then they may get online and work on the Xtra Math program.
4. Assign practice page 2.1 for homework.

D. Accommodations / Differentiation
1. J.W. will be pulled to the back table during independent work time so that she is able to focus
on her work.
2. S.W. will be pulled to the back table if needed to have the problems read to her.
3. R.D and Y.M. will be given manipulatives to make the learning more concrete.
4. Any other struggling learner will be given manipulatives to act out the problems.

E. Assessment/Evaluation plan
1. Formative: At the start of independent work time the students will log onto the
Pearson website that correlates with their textbook and complete the Lesson 2.1 quiz. The
quiz is out of five points. The teacher will keep a running checklist of all scores from this
unit.

V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on students performance
written after lesson is taught, includes remediation for students who failed to meet acceptable level of
achievement)
Out of the sixteen students present for this lesson fourteen of them completed mastery level work by the end
of it. Those fourteen students received a score of 100% on their quick quiz at the end of the lesson. They also were
able to answer the quick check questions on their whiteboards quickly and accurately during the lesson.
The other two students present for the lesson completed acceptable work by the end. They both only missed
one question on their quiz. When we were completing the quick check questions they both gave the correct
answers. Tomorrow, I will check both of their homework assignments. If it is clear that they do not understand the
concept of repeating patterns I will pull them aside during independent work time tomorrow and use tangram
pieces to create repeating patterns with them.

J.

Personal Reflection (Questions written before lesson is taught.)(Reflective answers to questions recorded after
lesson is taught.)

1.

Were the students engaged in my lesson?

The students were very engaged in this lesson. They loved coming up to the board and interacting with the
flipchart during this lesson. When I would ask for a volunteer they all raised their hands. They were so excited to
come up and help me extend the repeating patters by dragging the shapes on the board.

2.

What would I change about this lesson after having taught it?
If I were able to do this lesson over again I would have adjusted the shapes used on the flipchart to simpler ones so
that the students could easily name them

3.

What about this lesson went well?

The content delivery went well with this lesson. All of the students, by the end, were either on a mastery level or
an acceptable level. The level of engagement was also a high point of the lesson. The students loved using the
board. I also felt that the independent work time period of this lesson was great! The students do well working on
their own, and this time allows me to meet with students that need extra assistance. The students are very willing
to get their work done because they know if they complete it they can move onto a math game online preapproved
by myself and my coop.

Please note:

Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the spacing to
match the needs of your individual lessons.
After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should remain on
the plan.

VI. Resources
Repeating Patterns. EnVisionMATH Common Core Teachers Edition. Glenview, IL: Pearson, 2012. 40-41. Print.