Math 5 and 6 Lesson Sequence Draft
Math 5 and 6 Lesson Sequence Draft
COURSE(s) Math
UNITS(s) Patterns and Relationships
GRADE(s) 5/6
Rationale: (address why your design is important and your reasoning for specific design choices)
The patterns relationship booklet will be used in place of a textbook, for it provides a clear and structured
sequence that students can easily follow whilst avoiding potential feelings of overwhelmingness or
boredom. The booklets are simultaneously simple for students to assess, which will provide useful in
determining proper adjustments and repeats needed for the classroom.
Additionally, continuous hands-on and collaborative activities will be implemented within the unit in
order to engage students and allow them to connect deeper to the content. With this approach, different
learning styles (e.g., aural, verbal, kinesthetic) are incorporated, providing more equitable learning for all
students.
Safety:
Other:
General Notes/Reminders:
Write down feedback notes after classes; via checklist (observation)
Essential Understanding(s): Essential Question(s):
“20 years from now, students should know/remember/be able to do …
having successfully completed this module”.
- Engages Students / Provokes Interest
- Promotes Inquiry / Complex Responses
Purpose /
Type Formative
Formative
Pre-assessment
Summative
Pre-Assessment / Diagnostic
Formative
Summative
Task
Process
Competencies Product: Quiz
Growth / Process: Competencies Process: Growth and Development
Development
Product
Performance Task
Quiz / Test
Modality Do
Write Do Write
Learning
Do
Say
Write
Say
Outcomes Assessor
Self Teacher Teacher Teacher
Peer
Teacher
Device
Anchor / Sample /
Exemplar Checklist w/ commentary feedback Observation and Conversation
Anecdotal Notes Observation Discussion (Q&A) 1-4 Level Rating Scale
Checklist / Rating Scale Checklist w/ commentary feedback
Conversation / Q & A
Heuristic
Rubric
Other
Audienc
e Individual
Teacher
Individual
Class Teacher
Individual Teacher Individual
Class / School
Community / Online
Weighti -- -- 100
ng
Groupings of Learner Outcomes Learning Objectives
Represent and describe patterns and relationships, using graphs and Knowledge
Knowledge/Application Application
tables
Application
Application
Application
Express a given problem as an equation in which a letter variables is
used to represent an unknown number
Application Application
Application
Demonstrate the pattern rules to make predictions about subsequent
elements
Application Application
Course Mathematics
Unit Planning Alphanumeric Code and Title
4
If done early – give a challenging pattern for students to work on.
5
Modality Do/write
Device Booklet – provide feedback. Observation and discussion.
Criteria
Learning Activity(s) Use student examples (if correct/done) for introduction pre-assessment; students write following
numbers on whiteboard table.
- Use different color to separate the two patterns occurring
- Ask students other ways which they may avoid confusion (e.g., underline)
Patterns and Relationships booklet – go over first pattern as a class
- Do p. 13
6
Assessment Evidence(s)
Purpose Formative
Modality Do/write
Device Booklet – provide feedback. Observation and discussion.
Criteria
Learning Activity(s) Patterns and Relationships booklet – go over first pattern as a class
Do p. 20-21
Note: create another activity to do for early finishers
7
Lesson # 16 of 24 Patterns and Relationships booklet p.26-28
Outcome(s) Demonstrate an understanding of the relationships within tables to solve problems
Assessment Evidence(s)
Purpose Formative
Modality Do/write
Device Booklet – provide feedback. Observation and discussion.
Criteria
Learning Activity(s) Patterns and Relationships booklet – go over 4 examples together as a class
Do p. 26-28
Note: may need an extra day of this.
8
If time, begin working on page 33.
9
Device Booklet – provide feedback. Observation and discussion.
Criteria
Learning Activity(s) Introduction to choose the correct equation to solve a question
Give visual representation (using physical objects) with 4 different types of answers
- Using all arithmetic symbols.
p.43-46
10