Geneva College

Math Lesson Plan

Name: Angelia Duncan Grade Level: 4

I. Topic
Recognizing and creating number patterns.

II. Common Core Standards

CC.2.2.A.4.4
Generate and analyze patterns using one rule.

M04.B-O.3.1.1
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.

III. Learning Objectives

1. After an inquiry-based introduction and explanations of number patterns, the
students will be able to verbally identify the rules for various patterns shown in
lists and on a graph.
2. After identifying several rules of various number patterns, the students will be
able to individually create their own patterns and have the class verbally identify
their rules.
3. After practicing patterns, the students will be able to work individually or in pairs
to correctly identify rules of patterns and additional terms in the patterns on a
practice worksheet.

IV. Materials
For the teacher:
- Lesson based on the “Go Math!” book (grade 4, chapter 5, lesson 6)
https://www.k6.thinkcentral.com/content/hsp/math/gomath2015/na/gr4/teach
er_edition_9780544348950_/pdfs/4_MNLETE_C05L06.pdf
- Document camera (on the teacher’s desk)
- Dry erase board and markers (markers are stuck to the board with Velcro strips)
- Prepared number pattern lists (handwritten lists on sheets of paper)
- Line graph showing number pattern and corresponding word problem (printed)
For the students
- Patterns practice worksheets (both leveled worksheets are from Super Teacher
Worksheets)
https://www.superteacherworksheets.com/patterns-number.html
- Pencils
- Notepads
V. A. Introduction (5 minutes)
I will introduce the students to number patterns by showing them some lists of
numbers that have a rule and asking them to tell me how the numbers relate to
each other. They might say that the numbers are all multiples of 3, for example. I will
ask them how we got from 3 to 6 to 9 etc. I will draw arrows between the numbers
and labelling them. I will tell them that the first number in the list is called the
“first term”. I will also explain that the pattern we find in the numbers is called the
“rule”. I will ask the students to identify the first term and the rule for the pattern
lists below.
Patterns I used:
3, 6, 9, 12, 15 (rule: add 3)
12, 32, 52, 72, 92 (rule: add 20) “What is the rule for this pattern? What will the
next number be in the pattern? (112)”

B. Lesson Development (25 minutes total)

Section 1: Finding Rules (20 minutes)
I will show them several patterns and talk through them with the students. For all of
the patterns below, I will ask them to identify the first term and the rule.

At this point (subtraction), I will ask the students “What do you notice about this list
of numbers?”, “Do they get bigger or smaller as you read them?”, and “What
might that tell us about our rule, will we be adding or subtracting?”
Patterns I will use:
51, 46, 41, 36 (rule: subtract 5)
67, 52, 47, 32, 17 (rule: subtract 15) I will ask what the next number in the pattern
will be. (2)

Now, I will put a multiplication pattern under the document camera and ask them if
they can find the rule. They will probably try to add and find the rule, so I will direct
their attention to the third number on the list and ask them if their rule gives them
that number. I will tell the students that the rule can use multiplication instead of
just addition and subtraction, and I will ask them to try again to find the rule.
Patterns I will use:
2, 4, 8, 16 (rule: multiply by 2) “What would our next term be? (32)”
3, 12, 48, 192 (rule: multiply by 4)

I will then put this number pattern with larger numbers to challenge the students:
5,554 5,274 4,994 4,714 (rule: subtract 280)

I will give the students about 5 minutes to individually write their own number
patterns. I will have a few students share their number patterns as I write them on
the board. I will have the other students identify the first term and the rule of the
patterns on the board.
 Section 2: Graphing (5 minutes)
Next, I will have a blank graph drawn on a sheet of paper that I will put under the
document camera. I will also have a word problem with it that I will read to the
students.
Word Problem: Owen wants to collect pencils that he finds at school this year, and
he wants to predict how many pencils he will have after his 11th week of school. So
far this year, he has found a total of 16 pencils in 8 weeks! Using the graph, how
many pencils will Owen have after his eleventh week of school?

I will review the axes of the graph (the information they contain and how to use
them). I will tell them, “The x axis (point to it) in this problem is telling us the
number of weeks in the school year. The y axis (point) is telling us the number of
pencils that Owen collected.” “If we look at the first week (point), we find our point,
which lines up with the number 2 (point). So now we know that after week 1 of
school, Owen collected 2 pencils.”

I will ask the students:

--“How many pencils did Owen have on the first week of the school year? What
about the second? The third?” (I will be writing these numbers out in a list as they
tell me the numbers.)
--“What is our rule for this pattern?”
--“Let's look back at the problem. Owen wants to find out how many pencils he
will have after the 11th week of school. We can use the rule to figure this out. Does
anyone have a prediction? How many pencils will he have?” (I may have to take
them through weeks 9 and 10 for them to predict week 11)

C. Closure (10-12 minutes)

The students will be given a practice worksheet where they will be asked to find
rules and continue patterns. They will be allowed to work in pairs. I will circulate the
room and observe the students’ work on the worksheet. I will review a problem on
the worksheet if I feel that they need correction.

VI. Assessment
1. I will pay attention to the level of student engagement during both sections 1
and 2 of the “lesson development” portion. I want to see that the students are
participating by answering my questions or solving the problems on their
notepads during the discussion and correctly identifying the rules of patterns.
2. I will circulate the room while the students are creating their own number
patterns individually. I will look to see if they have a number pattern written on
their paper, and I will look for a sensible rule for their pattern.
3. During the closure of the lesson, I will circulate the room again to see if students
are correctly identifying the patterns and terms on their practice worksheet. I
 will also use this time to help the students who are struggling to identify the
rules of the patterns.

VII. Adaptations, Modifications, and Extension Activities

Content:
1. For the struggling class, I may not give them the challenging problem using
thousands if I feel like it would be too overwhelming.
2. Allowing the students to write their own pattern with their own rule and first
term automatically differentiates the level of content that they use.
3. The students who are on a higher math level will receive a harder worksheet to
practice with.
Process:
1. I will essentially be facilitating a discussion and giving direct instruction, which
will be good for auditory learners.
2. I will also be drawing the connections between the numbers in the number
pattern and showing a graph to represent patterns. These are both good for
visual learners.

VIII. Interdisciplinary Connections

ELA: The students will read and listen to a word problem. They will need to practice
listening and thinking skills to comprehend what the question is asking and
understand the context of the problem. They will also need to practice their
discussion skills when they are answering my questions.

IX. Self-Evaluation
My lesson generally went well. The students were engaged and answering questions
the whole time. One thing I could have done better was add more differentiation of
my instructional process by making simple math problems visual for students who
struggle in math. Some of the first examples I showed were easy for most students
because they could do it in their heads. For example, one pattern was “add 10”.
Some students noticed this right away, but others needed to physically see the math
problem that showed how the other students found that the rule for the pattern
was add 10. My co-op suggested that I do this after the second time I did the lesson,
so I did this for the third group of students, and they seemed to do good with that
explanation. I think I used good wait time, too, so that students could figure out the
rules for patterns on their notepads. I also think the lesson went smoothly from start
to finish. Everything I planned on doing was completed. I was able to assess which
students were grasping the content as I walked around and helped students while
they worked on their worksheets. I also think my use of the challenging pattern in
the lesson was good differentiation for the students who excel in math. For these
students, I also gave them a much-needed, higher-level practice worksheet to work
on during the lesson closure.