Saint Joseph’s UniversityPennsylvania Standards Aligned System

Lesson Plan

Candidate’s Name Lauren Poinsett Course Prefix/Number/Section SPE 739

Date 2/17/2016 Subject Math Grade Level 4 Duration 20-30 min.

Lesson Topic Number Patterns______________________________________________________________________________

1. Essential Questions (Linked to Big Ideas)a. BIG IDEA: To be able to label and figure out number patterns on a

number line and written as a list.b. What is the difference between an odd number and an even

number?c. What is a pattern? d. How can you solve a pattern?e. How can you use a number line/word list to solve a pattern?

2. Learner Outcomes (Instructional Objectives) a. Student will be able explain vocabulary terms.b. Student will be able to complete pattern problems by naming and

explaining the pattern used.c. Student will be able to solve patterns in word lists and on number

lines.

3. Related Academic Standards: Common Core and/or PA Standardsa. CC.2.2.4.A.4 Generate and analyze patterns using one rule.

4. Vocabulary a. Even number, number pattern, odd number

5. Materials/Resources a. Math Triumphs (Grade 4) pages 37-39 (Teacher and student book)b. Vocabulary and English Language Development worksheet from

Math Triumphs (A24)c. Skills Practice worksheet from Math Triumphs (A25)d. pencile. eraserf. dry-erase boardg. dry-erase markerh. dry-erase eraseri. On-hand manipultatives (number line, number cards).j. Topmarks – Number Patterns

http://www.topmarks.co.uk/Flash.aspx?b=maths/numberpatterns

6. Instructional Proceduresa. Introduction: First, the teacher will review the vocabulary terms

to check for understanding (odd number, even number pattern). The teacher will not only review the definition but the signs for each vocabulary term with the student. The student and teacher will complete the vocabulary worksheet (A24) prior to moving on to the workbook pages. Once completed, the teacher and the student will work together to go through pages 37 through 39 in the student’s workbook. The teacher will walk the student through each example and provide the student with a practice problem or two in reference to each example. The teacher will use the dry-erase board and manipulatives as needed.

b. Developmental Activities: Once the teacher and student have reviewed the pages (extra practice problems as needed), the student will complete skills practice page A25 independently. The student may ask for help when needed. Also the teacher will highlight key words to help the student focus on the importance of each problem.

c. Closure: Then, the teacher will review the skills practice worksheet with the student. The teacher will review incorrect responses with the student and provide an additional problem to check for understanding. After reviewing the worksheet, the teacher will provide the student with the opportunity to play a game on http://www.topmarks.co.uk/Flash.aspx?b=maths/numberpatterns to practice Number Patterns (crack the code). The student will be given a few minutes at the end of the lesson to practice and play the game.

7. Addressing Learners’ Diverse Needsa. Visual supplements: dry-erase board will be used to write out

problems for a larger visual (print in workbook is very small); dry-erase board will also be used to draw a number line for a given problem to help student figure out the number pattern(s) and it will also provide a larger visual for student; number cards will be used to provide a tangible option to put numbers in the correct pattern or fill in the pattern for a given problem.

b. Highlight words to help student focus on key information for a given problem.

c. Teacher/staff will provide ASL to student throughout the lesson.d. Divider to block visual distractions from peer in classroom.

8. Formative/Summative Assessment

a. Skills worksheet will demonstrate students understanding of number patterns using a number line and/or word lists.

b. Monitor informally vocabulary comprehension (even number, odd number, and pattern) and skills learned throughout lesson to check for understanding.

9. Data Analysis and Reflection on Planning/Instruction; Plans for Reteaching (as applicable)

a. The teacher can informally monitor the students’ knowledge on vocabulary throughout the lesson. If a student shows signs of struggle, the teacher can review the terms with the student and provide examples to help with comprehension.

b. If the student shows difficulty in completing the skills worksheet, the teacher will know which areas to follow-up and re-teach the next day as well as review the problems he had trouble with on the worksheet prior to the end of the lesson.

c. The teacher can provide a follow-up lesson the next day prior to moving on to the next lesson to re-teach areas that the student may be having difficulties with. This will include extra practice on difficult skills along with examples from the teacher.

Appendix:

Worksheets: