BNM2 Task 2 Lesson Plan

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School

Western Governors University *

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Course

BNM2

Subject

Mathematics

Date

May 30, 2024

Type

docx

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Uploaded by DeaconDanger14404

Direct Instruction Lesson Plan General Information Lesson Title: Patterns Subject(s): Mathematics Grade/Level/Setting: The math lesson will take place in a 4th grade general education classroom. The class is comprised of 28 students, 5 of which are English Language Learners, and 3 that are below grade level. The students are split into seven heterogeneous cooperative learning groups. Prerequisite Skills/Prior Knowledge: What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson? The students will know:  how to identify number patterns  how to identify pictural patterns  How to use Google form to record their response Standards and Objectives State/National Academic Standard(s): CCSS.MATH.CONTENT.4.OA.C.5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself (Common Core Standards, 2021). Learning Objective(s): Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition, behavior, and criterion). Given an exit ticket, the student will identify the pattern extension and the rule of the pattern with 80% accuracy. Materials Technology What materials will the teacher and the students need in order to complete the lesson? Dry Erase Boards How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model to explain the technology integration strategies you plan to use.) The students will be using the Google Form

Dry Erase Marker Pattern Worksheet Chromebooks internet application on their Chromebook to complete their exit ticket. The students will be more engaged with this form of assessment completion. The teacher can also receive the results of the student’s work immediately and can make notes to address later. Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): The content and language focus of the learning task represented by the active verbs within the learning outcomes. The teacher will explain during direct instruction how to extend a pattern and to find the rule of the pattern. The students will predict what the pattern extension will be. The students will explain in detail the strategies used to discover the unknown pattern shape and the rule. Vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline. The students will use the following vocabulary words: pattern analyze rule extend growing repeating The teacher and the students will discuss the definition of these vocabulary words in the Presentation Procedures for New Information/Modeling section of the lesson. The students will use these terms in their explanations of their answers during the Guided Practice. Discourse and/or Syntax: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).

The teacher will utilize oral language to directly instruct the students on how to analyze a pattern and how to determine the rule of said patten. The students will utilize oral language to explain their reasoning behind the patterns during the guided practice section. The students will work in cooperative learning groups to discuss how to complete the pattern and determine the rule. The teacher will be monitoring student progress formatively by walking around the classroom. Planned Language Supports: The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines. The teacher will utilize two planned learning supports such as cooperative learning groups and higher order questioning. The students will work in small groups to maximize learning during the guided practice section of this lesson. Working with peers provides academic supports and creates more opportunities to practice language skills. The students will have a discussion on the strategies used in solving the equations and compare the answers they got. Additionally, the teacher will use higher order questioning to put an advanced cognitive demand on the students and have them think beyond a simple question. The questions will trigger critical thinking skills and help the students evaluate and analyze what they have learned in this lesson and apply it. This will be used during the guided practice section of the lesson and will have the teacher walking around the classroom using these questions to activate their analysis of the lesson and scaffold their thinking to produce a higher level of thinking. Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions ● The teacher will start with an interactive activity by asking one student to create a clapping pattern for the other students to duplicate. ● The teacher will ask the students what the clapping is related to in math, and further explain that they will be discussing patterns in today’s lesson. ● The students will raise their hands to volunteer for the opening activity. A fellow student will then clap a pattern for their peers to duplicate. The students will answer why they believe the clapping was related to today’s lesson. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions ● The teacher will start to perform a think aloud for the students by drawing an ABCABC pattern on the ● The students will raise their hands to tell the teacher what they notice about the given pattern. The students will make

board. The teacher would state that there are ways to extend the pattern and to find the 13 th shape. The teacher will explain that while the students can draw the pattern and count to the 13 th shape, that there is a way to perform this procedure without drawing. The teacher will then circle the first 3 terms of the pattern and ask the students how many times we can add or multiply 3 to get to 13. Once the students answer, “add three 4 times or multiply 3x4 to get 12”, the teacher will explain that we just go over one more shape in the pattern to find the 13 th shape. ● The teacher will then explain how to identify the rule of the pattern. The teacher will ask the students if the pattern is growing or repeating. The teacher will say if the pattern is growing, the shapes will keep changing. If the pattern in repeating, the same shapes are being used over and over again. ● The teacher will show how to check her answer to ensure that the answer is correct. predictions about what the shape the given number will be.

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