Reflection: Lesson Planning Numbers 26 to 30 - Section 3: Practice


I know from talking with my colleagues here at school, as well as the BetterLesson team that I'm on, that we were all surprised to find that patterns has disappeared from the math standards. Patterns seems like such a fundamental part of mathematical understanding.

But in using the Common Core standards, I realize that it's there, but it's not grouped as a topic or highlighted as a critical area. Instead, it is woven into the topics using the structure of the practices coupled with the content of the standards.

Mathematical Practice 7 Look for and make use of structure.

"Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have."

In upper elementary grades, looking for patterns in numbers and operations is explicit in the standards. I wonder of students will be prepared for this, if early elementary teachers don't realize that even there isn't a cluster of content around patterns, it is meant to be taught from the start.

  Lesson Planning: Patterns
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Numbers 26 to 30

Unit 9: Numbers to 100
Lesson 3 of 8

Objective: Students will be able to count to 30 and recognize numbers up to 30.

Big Idea: Numbers don't stop at 20! We spend the last week or so of school looking at the numbers beyond 20.

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numbers 26 30
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