Lesson: Patterns: Complete and Extend

Tara Smith E.l. Haynes Pcs Washington, DC
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Lesson Objective

SWBAT extend a pattern

Lesson Plan

Materials Needed: DN Worksheet, white board, dry erase markers, chart with patterns, and, IND Practice Worksheet.
Vocabulary: relevant, irrelevant, patterns, repeated, 
 
……….
Do Now (2 - 3 min): The teacher passes out the DN worksheet, which requires the students to complete simple patterns. 
 
Opening (2 -3 min): Teacher opens by reviewing the answers to the DN and asking the students for a thumbs up / thumbs down about the difficulty of this task. The teacher then states the objective, “Good! I am glad you found this task fun. I really like patterns so I am excited to teach you about them today. Yesterday we learned how to distinguish relevant from irrelevant information to understand a word problem and solve. Patterns don’t have irrelevant information to confuse us, but we have to be detectives and figure out the pattern, it is sort of like breaking a code! Today, we are going to learn about patterns, how to figure how the pattern and then complete a pattern. By the end of the lesson, you will be able to extend a pattern.”
 
 
Direct Instruction (10 - 12 min): Teacher explains, “A pattern is a series of repeating numbers, shapes, symbols. This is important, because we won’t only see number patterns on our test, so we need to be comfortable with shapes, symbols and numbers and understand them all as potential patterns. The one and only key to patterns is “FIND THE RULE!” There is always a rule when you are asked to complete or extend a pattern. Sometimes you will be asked to fill in a missing number in a pattern, and the key to solving that is the same, FIND THE RULE. What is our key to solving patterns? [FIND THE RULE]. Great! Now, I know you are with me, so watch as I solve this pattern but FINDING THE RULE.” 
 
2, 5, 8, 11, __, __, __
 
Step 1: Look for a number pattern
Step 2: FIND THE RULE ~ Ask yourself, “What is the relationship between each number?” 
Step 3: In this pattern, each number is 3 more than the one before it.
Step 4: Use the rule to extend the pattern. In this case, 14, 17, 20.
 
When extending this pattern the teacher should have the following visible for students: 
 
11+3=14   14+3=17  17+3=20
 
2, 5, 8, 11, 14, 17, 20
 
The teacher continues, “Ok, did everyone see how I followed my steps to extend the pattern? I first need to look at the relationship between the numbers (or in some cases shapes/symbols) between the numbers. Patterns are never random, so we should NOT just pick a random number to extend the pattern on. We need to first figure out how the numbers are related to each other, do I add to get to the next number? Do I subtract? Multiply? Divide? Let’s watch Ms. Smith do one more and then we will work on 2 together before independent practice time.”
 
The teacher thinks aloud through the following problem using the steps above. Then the teacher has the students compare the answer he/she got to the multiple choice options.  
 
Steve writes the number pattern below.
13, 19, 25, ____ 37, 43
What is the missing number in Steve’s pattern?
 
A. 27
B. 29
C. 31
D. 33
 
Step 1: Look for a number pattern
Step 2: FIND THE RULE ~ Ask yourself, “What is the relationship between each number?”
Step 3: In this pattern, each number is 6 more than the one before it.
Step 4: Use the rule to extend the pattern. In this case, 31 / Answer C.
 
Guided Practice (10 min): The teacher continues, “Ok now it is time for us to work together. I am going to write some patterns on the board and we are going to solve them together. Lets get into our ready position in 3, 2, 1…” The teacher writes the following patterns on the board and calls on student volunteers to either come up to the board/chart to solve or call out answers from desk. 
 
Question 1:
Whitney writes the number pattern below.
1, 2, 4, 8, 16, ?
What is the next number in the pattern?
 
Answer _______________
On the line below, write the rule tor Whitney's pattern.
Rule ____________________________________________________________
 
Question 2: 
Rosalia wrote the rule below to describe a number pattern.
 
add 2, subtract 1, add 2, subtract 1
 
Which pattern was made using Rosalia’s rule starting with the number 20 ?
 
A. 20, 22, 24, 26, 28
 
B. 20, 21, 19, 20, 18
 
C. 20, 22, 21, 23, 22
 
D. 20, 19, 18, 17, 16
 
 
Independent (10 min): The teacher hands out the IND worksheet, which mimics Guided Practice. Students are asked to complete the worksheet independently and turn it in. 
 
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
 
 
 

Lesson Resources

IND Lesson 2 Patterns   Classwork
638
DN Lesson 2 patterns   Starter / Do Now
381

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