Pattern Recognition

Subject: Math

Grade Level: 4

 Florida State Standards:
-MA. 4.A.4.1. Generate algebraic rules and use all four operations to describe patterns including nonnumeric growing or repeating patterns.

Objective:
For the 4 th grade-math student to use their knowledge of patterns to be able to identify what n could be for various patterns so when given a worksheet the students will be able to correctly answer at least 8 out of 10 questions.
 
Background:
This lesson will be taught during the fall. This lesson plan groups the students in three groups based on readiness in each activity.
Describe the context of the lesson:
In a whole group discussion, we will review different types of patterns. The two types of patterns that we have discussed previously are shapes and numbers. We will activate the students’ schema to assist each of them in recalling patterns. We will start with what’s the next number in 1, 3, 5, 7, ____. We will discuss that we know the answer is 9 and that we are skip counting or counting odd numbers. We will do another example using shapes. I will take away the blank line and add a letter instead. I will tell the students that algebr a involves both letters and numbers. The letters can mean a number or shape that is not known yet. Using the same number pattern 1,3,5,7, n. I will then ask my students what n represents. They should be able to generalize from the previous answer in the same sequence of numbers to be able to tell me that n= 9 and we are still skip counting or counting only the odd numbers. We will try the other example with the shapes together as well. I will be prompting the students if they need the extra assistance. I will also call on pairs of students to help solve a problem together. These pairs are based on peer tutoring so the above grade level students and below grade level students would be paired together so they can assist each other.
Materials and Resources:
-Teacher made worksheet
 -Manipulatives: shapes
 -Number lines for curtain students
 -Smart Board
 -Pencils for students
*If a student finishes early, they are to get out one of their math facts and their flash cards and quiz themselves on various math problems. The flash cards for each student could be different due to the varying levels of my students. One student might have addition and subtraction because they are still working on mastering that level of math facts. Somestudents may have all four (addition, subtraction, multiplication, and division) while others may only have a select few. This helps the students continuously practice their math facts.
*After we completed enough practice problems and I feel that each student had a firm grasp on the concept of using a variable and be able to solve for that variable, I will send each student back to their own desks for independent work time. At their desks, each student would have a slightly different task involving algebraic patterns depending on their ability level.
The accommodations are as follows:
Tier I: Below Grade Level Learners
 -These students will have one missing pattern in the middle of a sequence. This helps them follow the pattern and continue it to make sure that it matches. They will have 4 shapes or numbers before the variable and at least 4 after it as well.
For example:Solve for n. 1, 3, 5, 7, n, 11, 13, 15, 17 They will also have to explain to me either verbally or written depending on the student and what accommodations they might need as to how the figured out what n was. What pattern did they use? They will also have number lines if needed to assist them with the number problems and they will also have manipulatives for the shapes so that the problems are tangible to the touch. They will
only have numbers in sequence that is being added or counting up. There will be no subtraction or counting down sequences. The shape sequences will be all different but repeating shapes for these students.
 
Tier II: Grade Level Learners
-These students will have one or more missing pattern in the middle or end of a sequence. This will help them be able to follow the sequence. The sequences themselves will be more difficult than skip counting or adding a few numbers. Some of them will be subtraction problems for them to figure out the sequence. For example, 13, 10, 7, n, 1. What is n and how did you figure it out? The shapes will be all different but repeating.
Tier III: Above Grade Level Learners
-These students would get more challenging sequences that can occur anywhere within the sequence. They will also have numbers that are added, subtracted, or simple multiplication (x2, x3, x5, or x10) When working with the shape sequences, the shapes might be the same shape just rotated. This will make it a little bit more challenging for these students.
Assessment:
Each group will be assessed based on their participation in whole group activities, which will be graded by a teacher checklist from their answers during the student practice items. They will also be assessed from their independent worksheets. These worksheets will be placed in their portfolios that are kept by the teacher to ensure proper learning and understanding has occurred. This will also be used to be able tocompare to pre and post assessment tests given throughout the year.
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