Patterns in Motion

Lesson Duration

60 Minutes
Grade Level: 5th Grade
Curriculum Area: Ontario Mathematics Curriculum – Strand B: Algebra
Overall Expectation B1: Demonstrate an understanding of patterns and relationships in numbers, shapes, and data.
Specific Expectation B1.4: Extend and create repeating, growing, and shrinking patterns using different attributes such as colour, position, shape, and number, and make predictions about pattern rules.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify and describe a repeating, growing, or shrinking pattern.
2. Create their own patterns using numbers, shapes, or positions.
3. Formulate pattern rules expressed in words or mathematical terms.
4. Solve pattern problems, including predicting the next item(s) in a sequence and justifying their reasoning.

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Materials Needed

• Pattern blocks (triangles, squares, hexagons, etc.)
• Number cards (1–20)
• Chart paper and markers
• Graph paper
• Coloured pencils
• Smartboard or whiteboard
• Printed "Mystery Pattern" worksheets (pre-made sequences where students fill in missing terms or solve for the rule)

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Teaching Plan

1. Minds-on Activity (10 Minutes)

Objective: Activate prior knowledge of patterns.

1. Write a simple repeating pattern on the board using shapes:
   • Circle, triangle, square, circle, triangle, square...
2. Ask students:
   • “What comes next?"
   • “Can you describe the rule for this pattern?"
3. Gradually increase complexity:
   • Growing number pattern: 2, 4, 6, 8, 10…
   • Shrinking pattern: 100, 90, 80, 70...
   • "What do you notice?" (Encourage students to describe the relationships they see.)
4. Pose this question: "Where do we see patterns in everyday life?" (Examples: nature, art, schedules, music, etc.)

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2. Direct Instruction/Exploration (15 Minutes)

Objective: Teach how to build and analyze patterns.

1. Introduce Key Terms:

   • Repeating Pattern: A sequence of numbers, shapes, or other objects that repeat in the same order.
   • Growing Pattern: A sequence that increases in size or value according to a specific rule.
   • Shrinking Pattern: A sequence that decreases in size or value.

2. Write examples of real-life patterns on the board:

   • "Monday, Wednesday, Friday..." (days of activities) – students guess the skipped days.
   • "1, 4, 7, 10..." (growing by 3).

3. Sudden Switch Activity (hands-on demo):

   • Create a growing pattern on the Smartboard: “3, 6, 9, 12…” (Students calculate the difference between terms.)
   • Then, switch to a repeated pattern with shapes (e.g., red–blue–green, red–blue–green).
   • Ask students to explain how these two patterns are different and challenge them to model their own.

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3. Guided Practice (15 Minutes)

Objective: Students analyse provided patterns and create connections.

1. Divide the class into pairs and distribute pattern blocks and the Mystery Pattern Worksheet.
2. Assignment Breakdown:
   • Task 1: Complete the missing terms for 3 given rows of patterns. Examples:
     • Row 1: Square, triangle, __, square, triangle, __
     • Row 2: Number pattern growing by 5 → 15, 20, 25, __, __
   • Task 2: Identify the pattern rule for each row. Encourage both verbal explanations (in words) and/or mathematical rules (e.g., "Add 5 each time").
3. Share concepts: After completing these, have students swap worksheets with a partner to solve their patterns and give feedback!

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4. Independent Work (10 Minutes)

Objective: Students stretch their creativity by designing their own patterns.

1. Instruct each student to:
   • Create one repeating pattern using shapes or colours.
   • Create one growing/shrinking pattern using a sequence of numbers.
   • Describe the rule for both patterns.
2. Encourage creativity! Examples:
   • A “story” problem where the pattern represents objects growing or shrinking over time (e.g., "Each week, a sunflower grows by 3 leaves").

Challenge Extension: Advanced students can turn their patterns into graphable data on graph paper, emphasizing mathematical connections.

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5. Share-Out and Reflection (10 Minutes)

Objective: Consolidate learning and encourage collaboration.

1. Gallery Walk:

   • Students post their patterns on the walls or bring them to the front of the room.
   • Walk around and observe each other’s work.
   • Use sticky notes to write guesses for pattern rules on peers’ work.

2. Reflection Questions (whole class discussion):

   • “What strategies did you use to figure out pattern rules?”
   • “What makes a strong pattern? Is it clear? Easy to follow?”
   • “What was most challenging? Why?”

3. Quick Exit Card:

   • On an index card, answer:
     • “One thing I learned about patterns today is…”
     • “One question I still have is…”

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Assessment

• Formative: Participation during pair work, engagement during discussions, and observation of their Mystery Pattern Worksheets.
• Summative: Evaluate independent work (accuracy in patterns, clarity of rules, and creativity).

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Teacher Notes

• Differentiation: Have simpler patterns ready for students who may struggle, and add advanced tasks (like graphing patterns) for students who need more of a challenge.
• Classroom Dynamics: Use pairs strategically to balance skill levels.
• Behaviour Management: Set clear expectations for the gallery walk (e.g., respect others’ work, provide constructive feedback).

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Extra Ideas or Extensions

If time permits or as homework:

• Students can search for patterns at home or in nature and present the next day.
• Introduce the concept of algebraic expressions for growing patterns (e.g., "For 4, 8, 12..., the nth term is 4n").

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Patterns are everywhere, and this hands-on approach aims to inspire curiosity and practical understanding in students! Classroom success starts with sparking imagination.