Pattern Exploration

Unit 4

Overview

In this 45-minute lesson, fourth-grade students will learn to generate a number pattern and explore its features. They will work in groups to identify rules underlying the patterns and explain their observations.

Standards

• Common Core State Standards:
  • 4.OA.C.5: Generate a number or shape pattern that follows a given rule.
  • 4.OA.C.6: Identify apparent features of the pattern that were not explicit in the rule itself.

Learning Targets

• Students will generate a simple number or shape pattern based on a defined rule.
• Students will identify and explain features of the pattern that are not explicitly stated.

Materials Needed

• Whiteboard and markers
• Pattern cards (with different rules for patterns)
• Graph paper
• Colored pencils
• Post-it notes
• Math journals

Lesson Outline

Introduction (5 minutes)

1. Engage the Class:
   • Begin with a quick question: "What patterns do you see in the classroom?" (e.g., tiles on the floor, stripes on shirts).
   • Write examples on the board to set the context for the lesson on patterns.

Direct Instruction (10 minutes)

1. Introduce Number Patterns:
   • Explain what a number pattern is. Use a simple example like: Start with 2, and then add 3 each time (2, 5, 8, 11...).
   • Write the example on the board and demonstrate how to find the rule (adding 3).
   • Highlight features: the starting number, the operation used, and the sequence.

Group Activity (15 minutes)

1. Pattern Generation:
   • Divide students into groups of 3-4.
   • Assign each group a unique rule to create their pattern (e.g., “Start at 1 and add 2 each time” or “Start at 4 and multiply by 2”).
   • Groups will generate their patterns on graph paper and use colored pencils to visually represent them.
   • Encourage each group to think about features of their patterns that may not be explicit in the rules (e.g., how the numbers increase, visual symmetry in shape patterns, etc.).

Group Sharing (10 minutes)

1. Class Presentation:
   • Have each group present their pattern to the class.
   • As they share, ask guiding questions:
     • “What rule did you follow?”
     • “Can you point out features that are not in the rule?”
   • Write down key observations on the board for reference.

Reflection and Conclusion (5 minutes)

1. Wrap-Up Discussion:
   • Discuss as a whole class the different types of patterns discovered.
   • Ask students to write a reflection in their math journals answering: "What was your favorite pattern created today and why?"
   • Collect journals for assessment.

Differentiated Instruction

• For Advanced Students: Encourage them to create more complex patterns or to extend their patterns and explain what they discovered when they went beyond the initial rule.
• For Struggling Students: Provide visual aids and prompts. Pair them with supportive peers within their group and offer one-on-one guidance as needed.
• For English Language Learners (ELL): Use visuals and encourage them to share their patterns in pairs before presenting to the whole class. Allow them to use their native language if it helps in understanding concepts better.

Assessment

• Informal assessment through group presentations and reflections in journals.
• Use observation of group work to assess understanding of rules and the ability to identify features of patterns.

Extensions

• For homework, ask students to find patterns in their everyday life (e.g., nature, architecture, etc.) and write about at least one pattern in their journals.

This lesson plan aims to make math engaging and accessible for all students while promoting critical thinking and collaboration.