1. Topic-
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Identify and Describe Patterns.
(Patterns, relationships and algebraic thinking)
Vocab: Pattern, relationship, rule |
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2. Content-
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TEKS: 3.7B The student uses lists, tables and charts to express
patterns and relationships.
The student is expected to generate a table of paired numbers based
on real-life situations such as insects and legs. |
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3. Goals: Aims/Outcomes-
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1. Identify and extend paired numbers on a table
2.Determine the rule to complete the table
3.Identify the relationship between the numbers |
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4. Objectives-
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1.Class is expected to remain on task and participate in the discussion
2.Every student in the group is to participate in the activity and
be held accountable.
3.Work on your independent practice independently. (Show your Understanding-work) |
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5. Materials and Aids-
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*Representing patterns activity sheets (group work)
*How many packages (independent work) |
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6. Procedures/Methods-
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A. Introduction-
1.Recap of the previous day = go over the anchor chart
*Bayside Blossoms
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B. Development-
Think Aloud (Baking Bread)
Going to model how to think about a problem
= Important Steps/Questions to ask myself:
* I will read the question & I will re-read for understanding.
*Identify what the problem is asking me to do.
*What plan could I use to lead me in a reasonable result
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C. Practice-
1. Core Instruction/Group Activity
Today we will continue learning about how identify and extend paired
numbers on a table. During the lesson the students will work in groups
on four problems together that focus on generating a table of paired
numbers based on a real-life situation.
Steps
1. Read the problem and identify what the problem is asking.
2. Locate the table that goes with the problem.
3. Write a description on the strategies used to determine the rule
4. Share back with the rest of the class (Each group will take one
of the questions to share). |
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D. Independent Practice-
>How Many Packages Activity
1. Students will work independently to determine the correct picture
that would match up with the table.
2. Complete the table
3. Identify the description of the table (rule)
4. Share out to the student next to check for understanding
5. Glue into math journal |
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E. Accommodations (Differentiated Instruction)-
1. Provide some of the Spanish speaking student with a Spanish copy
as a reference for the independent practice.
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F. Checking for understanding-
1.Teacher will be moving from group to group to assist if needed.
2.Follow-up questions
*How did you come up with the rule to complete the table.
*What pattern did you notice on the table to help extend and identify
the pattern in your own words.
3.Description piece in the independent practice |
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G. Closure-
Wrap up
1.Finishing the independent piece and moving into centers & guided
math
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