Lesson Plan

Growing/Shrinking Number Patterns &

Title of Lesson Created by Jelena Trainor
Rules

Subject(s) Mathematics Grade Level 3

Starting with the End in Mind

(from your Unit Plan)
Big Idea: What will students UNDERSTAND? (from your unit plan) Essential Question(s): For this lesson? As part of the unit? This
can be right from your unit plan.
Regular increases and decreases in patterns can be
identified and used to make generalizations. Is this number pattern growing or shrinking?
What is the number pattern rule?

Curricular Competency(ies): What will students DO in Content: What will students KNOW (concepts, terms, etc.) from this
this lesson? lesson?

Develop, demonstrate, and apply mathematical Increasing and decreasing patterns:

understanding through play, inquiry, and problem - creating patterns using numerical representations.
solving. - generalizing what makes the pattern increase or
decrease (e.g., doubling, adding 2)
Develop and use multiple strategies to engage in
problem solving. Pattern rules:
- from a concrete/number pattern, describing the pattern
Represent mathematical ideas in concrete, pictorial, rule using numbers.
and symbolic forms.

Learning Intentions: ”I can …” statements for this lesson; written in student-friendly language; connected to curricular
competencies and content.
 I can figure out if the number pattern is growing or shrinking.
 I can use strategies (counting on/back, 100s chart) to help me figure out the rule in the number
pattern.
 I can use play to help me learn about number patterns and rules.

Core Competencies: Name It - Notice It - Nurture It: Which specific competencies will be practiced and developed in this lesson?
(See Core Competency document on Canvas: Files/Planning Resources and Templates)
Communication Thinking Personal and Social
 I can present information  I can show and  I can celebrate my efforts and
clearly. explain my thinking
 I can give, receive, and act on when I work on
feedback. different projects.
 I can reach my goals
by trying a variety of ways.
accomplishments.
 Brainstorm Your “Think Abouts”
(the essential pedagogical considerations in your planning)
Formative Assessment (For/As): Identify the Summative Assessment (OF): How is this lesson connected to
strategies you will use to check for understanding and provide feedback or preparation for the summative assessment for this unit?
to help inform you and your students of their progress towards the
learning targets(s). At the end of the unit, students will complete a summative
worksheet asking them to continue the given pattern(s), draw
Teacher: the next five terms of the given pattern(s), write the next five
1) Can the students finish the teacher’s patterns at the terms of the given pattern(s), and change attributes in the given
rainbow table? pattern(s). This lesson directly connects with writing the next
2) Can the students use strategies to help them determine five terms of the given pattern(s), because students will need to
the number pattern rule? be able to determine whether the number pattern is increasing
3) Can the students successfully complete the ‘Growing or decreasing and be required to determine the number pattern
and Shrinking Patterns’ worksheet to the best of their rule.
abilities? In addition, the Chilliwack School District uses SNAP Number
4) Can the students use play to help them determine the Sense as an assessment tool. This lesson directly correlates to
number patterns and rules? the counting on and back component of the assessment.

Peers:

Self:
1) Can I finish Mrs. Trainor’s patterns at the rainbow table?
2) Can I use some strategies I’ve previously learned
(counting on/back, 100s chart) to help me figure out the
number pattern rule?
3) Can I try my best to complete the worksheet?
4) Can I use respectfully use play with others to help me
figure out the number patterns and rules?
(Only include the details that pertain to this lesson)
Differentiation: Consider anticipated needs / adaptations to Student Voice and Choice:
ensure success for ALL learners, both universal (UDL) and essential (IEP). How will you give students the opportunity to direct their own learning?

- Starting with the emerging students at the - Students can choose partners within their groups for
rainbow table for the first rotation, so they know the Roll the Dice game.
what to do at the other two stations. Scaffolding - Students can choose which growing/shrinking patterns
learning so this group uses the most stamina in the they would like to create at the rainbow table and on
first round, medium stamina second round, and the back of their worksheets.
then less stamina in the game in the last round. - Students can choose which previously learned
- Providing small group instruction at the rainbow strategies work best for them to help determine the
table and checking in with each student number pattern rules.
individually.
- Providing extending students/early finishers with
lots of opportunity to create their own
growing/shrinking patterns on the back of the
worksheet.
- Providing all students with 100s charts and dry
erase markers as visual aids.
- For Student E, having EA support with worksheet
and game. Student E can also colour in printed
100s charts with increasing decreasing patterns
designated from the worksheet (-2), (+3), (-5), (+7).
-
 Opportunities to embed Indigenous ways of knowing/voices and decolonize ways of learning/teaching:
What?: (Indigenous content/ways of knowing and being) How?: (teaching strategies that embody FPPL/ways to decolonize)
Learning is experiential, relational, and reciprocal. Students experience each station once. Students learn with the
teacher, by themselves individually, and then with a partner
during the game. Students take turns during the game.

Learning involves patience and time. Students experience 15 minutes at each station during the
rotations. If they aren’t enjoying their time at one station, they
will need to demonstrate patience before moving onto the next
station.

Lesson Prep:
Materials / Resources / Technology Needed for this Lesson:
Mini whiteboards, dry erase markers, and erasers.
 18 copies of the Growing and Shrinking Patterns worksheet (can be found at the end of the lesson plan).
 6 copies of the Roll the Dice game in clear sleeves (can be found at the end of the lesson plan).
 100s charts and paper hundreds charts for Student E (can be found at the end of the lesson plan).
 Classroom timer.
 Math Group names sheets (on the whiteboard).
 Dice.
 Page 10 of the Halloween Number Talks Slideshow (can be found at the end of the lesson plan).
 Pencils and erasers.
 Colouring utensils for Student E.

Lesson Design – Pulling it All Together

Time: Teacher Does: Students Do:
Hook / Cueing Have the students gather at the carpet and Students gather at the carpet.
Curiosity: explain that we will be doing stations for
How will you engage
students? How will you
math this morning. There will be three
introduce the lesson? rotations, so each group (1, 2, 3) will get a
What strategies will you turn at every station. *Tell students to look Students look at the whiteboard to determine
use to help students
connect to and activate at the whiteboard with the groups written at where their groups are starting.
prior knowledge? the designated stations.

Station 1: Rainbow table with Mrs. Trainor. Students actively listening to the instructions
Station 2: Growing and Shrinking Patterns for each station.
worksheet (explain how to complete this to
the students).
Station 3: Roll the Dice Game (demonstrate Student volunteers to demonstrate playing
how to play this game at the carpet, starting the dice game with Mrs. Trainor.
with who goes first and how to play the
game).

First Rotation: Group 1 at station 1, Group 2

at station 2, Group 3 at station 3.
 Second Rotation: Group 1 at station 2, Group
2 at station 3, Group 3 at station 1.
Third rotation: Group 1 at station 3, Group 2
at station 1, Group 3 at station 2.
*Remind students that we are going down
one on the list for each round, so they
should know where to go. If they are
confused, ask a friend for help on where to
go.
Learning Activities: First Rotation (15 minutes):
Consider how you will
Station 1: Group 1 at the Rainbow table with Group 1 at the rainbow table with Mrs.
present new
information, and create the teacher. Trainor.
opportunities for - Give students a mini whiteboard, dry Students receive learning materials and draw
modelling, guiding
practice, independent
erase marker, and eraser and allow for 30 seconds.
practice, and checking for 30 seconds of drawing time.
for understanding. - Ask students to erase their boards. Students erase their boards.
- Teacher draws 45, 55, 65, … and ask Students finish Mrs. Trainor’s pattern on their
students to finish pattern on their own whiteboards.
boards.
- Ask “is this pattern growing or Students contribute to discussion by
shrinking?”, “what is this pattern answering the questions. Students determine
going up by?”, “what strategies can the rule using different strategies.
we use? (100s chart and counting
on/back)” and “how do you know?”
Discuss the rule (+10).
- Repeat above with different Students repeat above with different numbers
numbers and different rules: (-2), and different rules.
(+3), (-5), (+7), (-100), (+50). Do as
many as time allows.
- Closing: have students create their Students create their own growing or
own growing or shrinking patterns shrinking patterns; students determine other
and everyone else determines the students’ number pattern rules.
rule.

Station 2: Group 2 completing the Growing Group 2 working on completing the Growing
and Shrinking worksheet at table spots. and Shrinking worksheet at table spots.

Station 3: Group 3 playing the Roll the Dice Group 3 playing the Roll the Dice Game at the
Game at the carpet with a partner. carpet with a partner.

Second Rotation (15 minutes):

Station 1: Group 3 at the Rainbow table with Group 3 at the rainbow table with Mrs.
the teacher. Trainor.
- Give students a mini whiteboard, dry Students receive learning materials and draw
erase marker, and eraser and allow for 30 seconds.
for 30 seconds of drawing time.
- Ask students to erase their boards. Students erase their boards.
- Teacher draws 45, 55, 65, … and ask Students finish Mrs. Trainor’s pattern on their
students to finish pattern on their own whiteboards.
boards.
- Ask “is this pattern growing or Students contribute to discussion by
shrinking?”, “what is this pattern answering the questions. Students determine
 going up by?”, “what strategies can the rule using different strategies.
we use? (100s chart and counting
on/back)” and “how do you know?”
Discuss the rule (+10).
- Repeat above with different Students repeat above with different numbers
numbers and different rules: (-2), and different rules.
(+3), (-5), (+7), (-100), (+50). Do as
many as time allows.
- Closing: have students create their Students create their own growing or
own growing or shrinking patterns shrinking patterns; students determine other
and everyone else determines the students’ number pattern rules.
rule.

Station 2: Group 1 completing the Growing Group 1 working on completing the Growing
and Shrinking worksheet at table spots. and Shrinking worksheet at table spots.

Station 3: Group 2 playing the Roll the Dice Group 2 playing the Roll the Dice Game at the
Game at the carpet with a partner. carpet with a partner.

Third Rotation (15 minutes):

Station 1: Group 2 at the Rainbow table with Group 2 at the rainbow table with Mrs.
the teacher. Trainor.
- Give students a mini whiteboard, dry Students receive learning materials and draw
erase marker, and eraser and allow for 30 seconds.
for 30 seconds of drawing time.
- Ask students to erase their boards. Students erase their boards.
- Teacher draws 45, 55, 65, … and ask Students finish Mrs. Trainor’s pattern on their
students to finish pattern on their own whiteboards.
boards.
- Ask “is this pattern growing or Students contribute to discussion by
shrinking?”, “what is this pattern answering the questions. Students determine
going up by?”, “what strategies can the rule using different strategies.
we use? (100s chart and counting
on/back)” and “how do you know?”
Discuss the rule (+10).
- Repeat above with different Students repeat above with different numbers
numbers and different rules: (-2), and different rules.
(+3), (-5), (+7), (-100), (+50). Do as
many as time allows.
- Closing: have students create their Students create their own growing or
own growing or shrinking patterns shrinking patterns; students determine other
and everyone else determines the students’ number pattern rules.
rule.

Station 2: Group 3 completing the Growing Group 3 working on completing the Growing
and Shrinking worksheet at table spots. and Shrinking worksheet at table spots.

Station 3: Group 1 playing the Roll the Dice Group 1 playing the Roll the Dice Game at the
Game at the carpet with a partner. carpet with a partner.
Closure: Acknowledge and thank the students for Students return all materials and place
How will you draw this
their hard work and focused time. Ask worksheets (with names on them) into the in
time to a close? Check
for Understanding? students to return all materials (whiteboard bin.
What will you do? Say? markers, dice, pencils, erasers) and place
Link to next lesson?
Growing and Shrinking Patterns worksheets
into the in bin with their names on them
(incomplete work can also go into the in
bin).

*If there is extra time at the end, project *Students participate in the class number talk
page 10 of the Halloween Number Talks and use different items to add/subtract to
slideshow. Ask the students to add or build 1000.
subtract to build 1000 and discuss how many
combinations we can make.

Ask students to wash up and get ready for Students wash up and get ready for munch
munch and move. and move.

Thoughts, Reflection, Preparation for Next Class

Name:_____________________ Date:______________________
Growing and Shrinking Patterns
Directions: Fill in the missing values and circle whether it is a growing (+) or
shrinking (-) pattern. Then, write what the pattern is increasing or decreasing by
in the blank.
Growing or
Shrinking?
30, 35, 40, ___, ___, ___, 60, ___… ADD or SUBTRACT
by…
__________
Growing or
Shrinking?
99, 96, 93, ___, ___, 84, ___… ADD or SUBTRACT
by…
__________
Growing or
Shrinking?
___, 22, 24, 26, ___, ___, 32… ADD or SUBTRACT
by…
___________
Growing or
Shrinking?
100, ___, ___, 70, ___, 50, ___, ___… ADD or SUBTRACT by…
___________
Growing or
Shrinking?
___, 68, 64, ___, 56, ___, ___… ADD or SUBTRACT
by…
___________
Growing or
Shrinking?
120, ___, 124, 126, ___, ___, ___… ADD or SUBTRACT
by…
___________
Growing or
Shrinking?
210, ___, 230, ____, 250, ____, 270... ADD or SUBTRACT
by…
 ___________
Growing or
Shrinking?
21, 28, ___, 42, ___, ___, ___... ADD or SUBTRACT by…

___________
Growing or
Shrinking?
___, 80, 72, ___, ___, ___, 40... ADD or SUBTRACT by…
___________

Create your own number pattern:

Growing or
Shrinking?
___, ___, ___, ___, ___, ___, ... ADD or SUBTRACT by…
___________

Growing or
Shrinking?
___, ___, ___, ___, ___, ___, ... ADD or SUBTRACT by…
___________

Growing or
Shrinking?
___, ___, ___, ___, ___, ___, ... ADD or SUBTRACT by…
___________

Growing or
Shrinking?
___, ___, ___, ___, ___, ___, ... ADD or SUBTRACT by…
___________

Growing or
Shrinking?
___, ___, ___, ___, ___, ___, ... ADD or SUBTRACT by…
___________

Growing or
 Shrinking?
___, ___, ___, ___, ___, ___, ... ADD or SUBTRACT by…
___________

Growing or
Shrinking?
___, ___, ___, ___, ___, ___, ... ADD or SUBTRACT by…
___________

Growing or
Shrinking?
___, ___, ___, ___, ___, ___, ... ADD or SUBTRACT by…
___________

Name: _______________ Date:____________

Roll the Dice Game!
Directions: On your turn, roll the dice and record the number in the dice shape on the left. This
number will be your “rule.” Then, look at your “start at” number and continue the number pattern by
adding (or subtracting) the rule to it. Now it is your partner’s turn. Don’t forget to check each other’s
work!
For these number sequences, add the rule to the start number:
I rolled a: Start at:

7 10 13 16 19 The rule is:

4 add 3

23 The rule is:

The rule is:

37

The rule is:

16

For these number sequences, subtract the rule from the start number.
 The rule is:
50

The rule is:

68

100 The rule is:

The rule is:

37 3 29 25 21 17
3

Hundreds Chart:

1 2 3 4 5 6 7 8 9 10
1 1 1 1 1 1 17 1 1 20
1 2 3 4 5 6 8 9
2 2 2 2 2 2 27 2 2 30
1 2 3 4 5 6 8 9
3 3 3 3 3 3 37 3 3 40
1 2 3 4 5 6 8 9
4 4 4 4 4 4 47 4 4 50
1 2 3 4 5 6 8 9
5 5 5 5 5 5 57 5 5 60
1 2 3 4 5 6 8 9
6 6 6 6 6 6 67 6 6 70
1 2 3 4 5 6 8 9
7 7 7 7 7 7 77 7 7 80
1 2 3 4 5 6 8 9
8 8 8 8 8 8 87 8 8 90
1 2 3 4 5 6 8 9
9 9 9 9 9 9 97 9 9 10
1 2 3 4 5 6 8 9 0