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
Pages
9
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
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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.
Guided Practice:
Activity Description/Teacher
Student Actions
●
The teacher will give the students another word problem to solve. The teacher will draw the pattern on a whiteboard posted on the smartboard
camera for the students to reference and use to create their equation. The problem is a ABCCABCC pattern and the questions are “What is the 19
th
shape in the pattern? What is the rule for this pattern?”
●
The teacher will call to notice the shapes in the patterns and what the given number is. The teacher will then
instruct the students to solve the pattern’s given number and the rule in their small groups. ●
The teacher will walk around the classroom to formatively assess the students in their small groups. The teacher will ask the students higher order questions to trigger critical thinking such as “Can you think of a different method to solve the pattern?” and “Can you explain your peer’s thought process in your own words?”. The teacher will also ask the students to explain their reasoning. ●
The students will get out their materials to
assist them such as the dry erase boardand dry erase marker to begin their guided practice.
●
The students will discuss the patterns and rules with their answers with their peers. They will explain the process of how they solved the equation. They will use a “fist-
to-five” hand signal to let the teacher know of their understanding.
Independent Student Practice:
Activity Description/Teacher
Student Actions
●
The teacher will pass out a pattern worksheet with 6 problems for the students to complete.
●
The teacher will read the detailed instructions for the students. The ●
The students will complete six math problems on their worksheet assignment independently. (See copy of assignment
teacher will explain that there are six pattern problems that the students need to analyze and extend to a given
number, then find the rule of the pattern. below in summative assessment section)
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
●
Upon showing the teacher that everyone has completed their assignment, the teacher will instruct students to log onto Google forms to perform a quick exit ticket. The teacher will use the results of this exit ticket along with the worksheet to identify students that are struggling with this concept and plan for reteaching with differentiation. ●
The students will complete a two-part question exit ticket to show their understanding of the lesson (example shown below in the summative assessment box). Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
Since there are no gifted and talented students in this classroom, this is not applicable to this lesson. However, if there were gifted and talented students in this class, the teacher would have the students serve as peer support for their fellow group members. The teacher would give them questions to challenge them such as “if you made a mistake, show me how you corrected it” and “what would happen if I added another shape to the pattern?”
EL:
For ESOL students, the students will use text to speech oral directions on the exit ticket that they may listen to repeatedly. The students will also have access to their group of peers that can explain something that they may struggle with. Students with Other Special Needs:
For students with other special needs, the teacher will include oral instructions that are replayable for the exit ticket instead of only written instructions. Additionally, the students will have the opportunity to
come to a small group with the teacher during independent practice for extra assistance. Assessment
Formative
Describe how you will monitor, support, and extend student thinking.
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To formatively assess the students during the lesson, the teacher will use a variety of methods. Throughout the presentation for new procedures portion of the lesson, the teacher will use a “fist to five” assessment method to check for understanding. The students will put up five fingers if they understand, 3 fingers if they are confused about a specific part of the lesson, and a fist if they don’t understand at all. For the formative assessment, the teacher will walk around to each group of students during the guided practice to listen to quality discussion.
The teacher will see if the students are: -
discussing the problem with their peers
-
explaining how they solved the pattern
-
comparing answers with their peers
-
To perform a check for understanding and to help the discussion, the teacher will ask questions such as :
-
How did you solve the equation?
-
Did you solve your equation mentally or on paper? Can you show me your process?
The teacher will adjust their questions depending on the student to aid understanding. There will be one problem related to the lesson that the students will have to complete before they are allowed to complete the lesson. This way, the teacher can look at the results of the exit ticket and the Seesaw summative assessment and see if the lesson needs to be reviewed with differentiation. Summative
(Quizzes, Tests, products) For the summative assessment, the students will complete one two-part question. The students will need to identify the given number of the pattern, and then explain what the rule of the pattern is. They will complete this activity with 80% accuracy. They will submit this assessment on Google forms.
1.
The learning strategy I chose for this lesson References:
Georgia Department of Education. 2016. Georgia Standards of Excellence: Mathematics.
Web. Retrieved
from: https://www.georgiastandards.org/Georgia-Standards/Documents/Grade-K-5-Mathematics-
Standards.pdf
.
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