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* *Reflection:
Patterns for Facts - Section 3: Group Activity

Using a hundreds chart to help find multiples of a number was very helpful to the students. They could skip count to find their numbers. Once they listed their numbers, they studied the numbers to find the pattern.

This lesson provided students the opportunity to visually see the concept. They were able to work with a partner which provided them the chance to hear the thoughts of others.

As I monitored and questioned the students, this gave me a clear view of the students that I would pull into groups for further instruction.

*Patterns*

*Patterns*

# Patterns for Facts

Lesson 2 of 15

## Objective: SWBAT use patterns to find products.

*55 minutes*

#### Opener

*10 min*

I start off the day's lesson by asking, *Where do you see patterns in your everyday lives?* I allow the students to share with their neighbors. I then let a few students share their responses with the whole class.

I show the short video introducing patterns.

After the video, we talk about the different patterns they noticed. I take a few responses from the students. One student responded, "I saw a pattern of shapes on a shirt." Another student responded, "On the floor, they had black and white squares."

I tell the students, *Patterns are not only shapes and colors. Today, we will use patterns to help us find the multiples of numbers.*

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#### Direct Instruction

*10 min*

To begin the lesson, I call the students to the carpet. I have a power point presentation already up on my Smart board. I find that it works better for me if the students are in close proximity. It helps me keep an eye on the students to make sure that they are attentive to the lesson.

I let the students know that today we will learn to find multiples using a hundreds chart. I direct the students attention to the Smart board for our whole class discussion. I remind them to ask questions if they are confused about anything that they hear or see during this discussion.

I use the power point to guide the lesson. I start by giving the students the definition of a multiple. * A multiple is the product of a number and any whole number. For example, 8 is a multiple of 4 because 4 x 2=8*

I let them know that a hundreds chart is a tool that can help with this skill. With a hundreds chart you can skip count to find your multiples.

*Let's use the Hundreds Chart to find other multiples of 4. We can skip count to find the multiples of 4.*

*Some multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, and 40.*

*Looking at the pattern, can you find the other multiples of 4?*

*What do you notice about the pattern for the multiples of 4?*

*The multiples of 4 end with 4, 8, 2, 6, and 0*.

From the power point, I want the students to see that there are patterns in numbers. We can use a hundreds chart to help find multiples of numbers.

By the end of the direct instruction, the students should have somewhat of an understanding of how to use the hundreds chart to find multiples **(CCSS 4.OA.B4)**. Also, the students should understand that patterns help with multiplication.

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#### Group Activity

*20 min*

I like for my students to work in pairs because it allows all students the chance to be heard. I give the students a Patterns Group Activity Sheet and Hundreds Chart** (MP5)**. The students work together to find the multiples of 2, 5, and 9 **(MP1)**. These numbers are used because they are smaller numbers, and this will make it easier to show the students the patterns. The hundreds chart allows the students to easily find the multiples and look for patterns in the numbers **(MP7) (MP8)**.

As the students work in groups, I monitor walk around to listen in on the discussion. I take this opportunity to help guide the students by questioning, specifically the ones who are struggling, to lead them to the big idea. Some possible questions are as follows:

Possible Questions:

1. What is a pattern?

2. How can you use the Hundreds Chart to help you?

3. What do you notice about the numbers in the ones place for the multiples of 2?

4. How can this help you find other numbers that are not on the Hundreds Chart?

As the students excitedly work on the activity, I listen in to their conversation. I hear one group say, "If it is a multiple of 2, it has to be an even number." It is great when you can hear students work together by using resources and discussion to complete a task. After the students finish the group activity, I select some students to share their work. It is important for me to discuss the students' solutions as a whole class. These are some samples of student work: Student Work - Hundreds Chart and Student Work - Patterns.

Possible Misconception:

Make sure the students are using the hundreds chart correctly. Some students may think that the multiples are listed in the column under the number instead of skip counting to find the multiples. For example, on the hundreds chart under the number 2 are the numbers 12, 22, 32, etc. These are some multiples of 2 but not all of the multiples of 2.

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I give each student a hundreds chart. The students should take out a sheet of paper and write the instructions for the independent activity. I collect the assignment before the students leave the classroom and then use the results of the data to help plan reteaching.

Directions: Use the Hundreds Chart to list the multiples that are common in both 2 and 5. Circle the multiples of 2 and draw a square around the multiples of 5. What do you notice about the pattern of those numbers? Using what you have discovered, list 5 more multiples that are common for both 2 and 5** (MP6)**.

#### Resources

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#### Homework

*5 min*

For homework, I have the students write a paragraph to explain how patterns can help you find multiples of numbers.

The next day the paragraphs were collected. Some comments in the paragraphs were as follows:

You can find the patterns of 2 because it ends with 0, 2, 4, 6, or 8.

All multiples of 5 end with 0 or 5.

You can find patterns of 2 by skip counting.

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- UNIT 1: Fractions
- UNIT 2: Skills Review
- UNIT 3: Algebra
- UNIT 4: Geometry
- UNIT 5: Patterns & Expressions
- UNIT 6: Problem-Solving Strategies
- UNIT 7: Decimals
- UNIT 8: Measurement and Data
- UNIT 9: Multiplication and Division Meanings
- UNIT 10: Place Value
- UNIT 11: Adding and Subtracting Whole Numbers
- UNIT 12: Multiplying and Dividing

- LESSON 1: Making a Class Array (Meanings of Multiplication)
- LESSON 2: Patterns for Facts
- LESSON 3: Multiplication Properties
- LESSON 4: Distributive Property (Factors of 3 and 4)
- LESSON 5: Game: What's the Missing Number? (Distributive Property)
- LESSON 6: Patterns in Multiples of 10, 11, and 12
- LESSON 7: Finding Patterns using a Multiplication Chart
- LESSON 8: Is that a Fact?
- LESSON 9: Practicing Multiplication with Hot Dots
- LESSON 10: How to use Voki for Math
- LESSON 11: Meanings for Division
- LESSON 12: Relating Multiplication and Division
- LESSON 13: Special Quotients
- LESSON 14: Using Multiplication Facts to Find Division Facts
- LESSON 15: Let's Share Equally