Lesson: Arithmetic and geometric patterns
Lesson Objective
Lesson Plan
Standard 
6.PRA.8  Recognize when information given in a table, graph, or formula suggests a proportional or linear relationship. 6.PRA.9  Produce and interpret graphs that represent the relationship between two variables (x and y) in everyday situations 

Objective 
Essential Question 

SWBAT recognize the difference between arithmetic and geometric patterns, and create a rule about the sequences with 80% accuracy. 
Explain how patterns suggest a relationship. What kind of relationships do they suggest? Justify. 
Lesson Agenda 

Agenda Item/ Time (Board Configuration) 
5 E’s 
Learning Activities 



Teacher will do… 
Students will do … 
10 minutes 
Daily Math Review (WarmUp/ Do Now) 
Please fill in the missing item on each line

Silently complete Do Now 
5 minutes 
Mental Math 
Verbally give students the Mental Math Problem 
Respond verbally with an answer 
5 minutes 
Engage

Begin a monologue on patterns. Patterns such as 3, 6, 9, 12 are familiar to us since they are among the patterns you first learn as young students
As you advance, you will experience number patterns again through the huge concepts of functions in math
Today we will explore arithmetic and geometric patterns

Engage in the conversation and give examples of simple patterns

10 minutes

Explore (Conceptual Development) 
Provide 8 examples of sequences 
Complete the 8 sequence problems given to them 
10 minutes

Explain (Guided Practice) 
Explain the difference between a arithmetic pattern and geometric patterns. Arithmetic means we are either adding or subtracting in each sequence, and geometric means we are either multiplying or dividing in the pattern 
Actively listening and taking notes 
25 minutes

Extend/ Elaborate

Set up 6 work stations for students to circulate through
Divide the students into groups of 5 
Rotate through work stations to observe patterns in different situations
They are to determine the following:

10 minutes

Evaluate (Assessment/ Closure) 
Give the students the following Exit Slip:
1, 3, 9, 27, 8 2. The rule for a pattern is “multiply a number by 2, then add 1.” If the first number in the sequence is 0, what are the next five numbers in the sequence? 3. What rule determines the next number in this sequence? 2, 6, 18, 54, 162 Write an algebraic expression to describe the rule.

Discuss their results from their findings and summarize it to turn in 
Homework 
MCAS Finish Line (6^{th} grade) Pg. 122 Patterns 

Core 
Arithmetic and geometric patterns 

Lesson 
Lower Level Learners: Find the next three terms in each sequence and give the rule. 2, 5, 8, 11 1, 10, 100 10, 9, 8, 7 
Lesson Resources
6 PRA 8 geometric arithmeticseq Combination 
1,025

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