1. Topic-
Algebraic Patterns
 
2. Content-
pattern- a sequence of numbers, figures or symbols that follows a rule or design.
Expression, variable equation, function, nonnumeric pattern
 
3. Goals: Aims/Outcomes-
1.MA4A41 Generate algebraic reels and use all for operations to describe patterns, including nonnumeric growing or repeating patterns.
2. MA$A42 Describe mathematics relationships using expressions, equations, and visual representations.
 
4. Objectives-
1. describe nonnumeric growing and repeating patterns
2. identify, describe and extend numeric patterns
3. write and find value of expressions
4. explore/solve addition and subtraction equations
 
5. Materials and Aids-
pattern blocks, elmo, home examples of patterns, coloring medium, manila paper
 
6. Procedures/Methods-

A. Introduction-

1.Share personal patterns from home with students (Monday)
2. Create geometric pattern blocks designs which repeat at least 3 times, transfer to paper, and color.(Tuesday)
3. Show a model of a balance with weights and have students place weights on scale in order to balance the scale.
4. Read "Tai in School Carnival Challenge" and discuss the "mystery number"
 

B. Development-

1. Model creating a geometric pattern with blocks and transferring pattern to paper.
2. Model balancing the scale with numbers instead of weights.
3. Model finding the unknown mystery number using yellow/red chips.
 

C. Practice-

1. Students create pattern with blocks and transfer pattern to paper.
2. Practice oral skip counts by 2,5,10,and 3 and discuss what the skip count pattern for each count is (+2,+3, +5).
3. Take turns orally determining possible addition/subtraction sums/minuends which will "balance" the other side of the scale.
4. Get the total number of chips listed in equation, turn over the chips to other side for the known variable, the chips which remain the same color are the "unknown variable" or "mystery number"
 

D. Independent Practice-

1. Share with class
2. Students continue a given geometric pattern (star,moon, sun) or a mathematical pattern (15,18,21) for three more repeats.
3. Draw scale on dry erase board, place cube value on one side and draw possible addends/minuends which will balance the scale.
 

E. Accommodations (Differentiated Instruction)-

1. repetitive instruction
2. AKV multisensory instruction
3. use of manipulatives (scale, chips, dry erase board/markers)
 

F. Checking for understanding-

1. oral, visual check
2. student product
3. student practice finding the unknown variable with chips
 

G. Closure-

1. Encourage students to bring various items from home to share under the elmo which represent patterns in their world (Real Life connection).
 
7. Evaluation-
1. review student product
2. orally solve Real World Problem pg. 173, #1,2,3, pg. 174, #6,7,8,10, 11, 14, pg. 175
3. dry erase boards solve 9-24 on page 184
4. with chips solve #1-8 pg. 189.
 
8. Teacher Reflection-
Student will also complete Tutor Lessons from chapter 4 via computer.
 

This Lesson Plan is available at (www.teacherjet.com)