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Discovering Patterns

Mathematics • Year 4 • 45 • 9 students • Created with AI following Aligned with Common Core State Standards

Mathematics
4Year 4
45
9 students
20 April 2025

Teaching Instructions

A. Mini-Lesson (I Do/We Do – 10-15 min):

Show a number pattern on the board: 2, 4, 6, 8, __, __

Ask: "What’s the rule?" Guide students to say "Add 2 each time."

Reveal a shape pattern: 🔴🔴🔵🔴🔴🔵__ __

Ask: "What’s repeating here?" Let students turn and talk, then share.

Explain: Sometimes we can see patterns repeat, increase, decrease, or change in a way we need to describe.

Show a pattern where the rule doesn’t say everything (e.g., "Multiply by 2" but only even numbers appear). Ask what they notice beyond the rule.

B. Developmental Application (You Do – 20 minutes):

Students work in pairs or small groups to:

Complete number pattern puzzles.

Create and extend shape patterns using cut-outs or blocks.

Worksheet includes: Write the rule, extend the pattern, describe what they noticed beyond the rule.

Teacher circulates, prompts thinking: "Why did you choose that number/shape?" "What else do you notice?"

C. Culminating Application (Share & Reflect – 10 min):

Students share one pattern they solved or created.

Class discusses unexpected features: "What did you notice that wasn’t in the rule?"

Exit ticket: "What did you learn about patterns today? Write one thing you noticed that surprised you." I want something like this for the actvitity

Discovering Patterns

Unit #4

Grade Level: 4th Grade Mathematics

Duration: 45 minutes

Class Size: 9 Students


Standards Alignment

  • Common Core State Standards:
    • Mathematics: 4.OA.C.5 - Generate and analyze patterns.
    • Mathematics: 4.G.A.2 - Classify two-dimensional figures based on their properties.

Learning Targets

  • Students will identify and extend numerical and shape patterns.
  • Students will articulate rules governing the patterns they discover.
  • Students will recognize and describe characteristics of patterns beyond the stated rules.

Materials Needed

  • Whiteboard and markers
  • Number pattern puzzles (prepared beforehand)
  • Shape cut-outs or blocks (various colors and shapes)
  • Worksheets for individual/group work
  • Chart paper for sharing reflections
  • Exit ticket slips
  • Timer

Lesson Breakdown

A. Mini-Lesson (I Do/We Do – 10-15 minutes)

  1. Introduction to Number Patterns (5-7 min)

    • Write the number pattern on the board: 2, 4, 6, 8, __, __
    • Ask the class, "What’s the rule?"
    • Guide students to recognize, "Add 2 each time."
    • Transition: Discuss why identifying the rule is important in understanding the pattern.
  2. Introduction to Shape Patterns (5-7 min)

    • Write or project the shape pattern: 🔴🔴🔵🔴🔴🔵 __ __
    • Invite students to turn and talk about what they observe.
    • Bring the class back together to share thoughts on the repeating shapes.
    • Explanation: Explain various types of patterns—those that repeat, increase, decrease, or evolve differently.
  3. Exploration Beyond the Rule (5 min)

    • Present a misleading pattern: 2, 4, 8, 16
      • State the rule is "Multiply by 2" but also draw attention to how only even numbers appear.
    • Pose the question: "What do you notice beyond the rule?"
    • Wrap-up: Summarize that patterns can surprise us with features not captured by the defined rule.

B. Developmental Application (You Do – 20 minutes)

  1. Group Work Setup (3 min)

    • Organize students into pairs or small groups (3 students per group).
    • Distribute number pattern puzzles and shape cut-outs/blocks to each group.
  2. Tasks (15 min)

    • Number Pattern Task:
      • Complete a set of puzzles on the worksheet: Write the rule, extend the pattern, describe any surprises.
    • Shape Pattern Task:
      • Create and extend their own shape patterns using cut-outs or blocks.
    • Ensure students are using the concept of collaboration while they are working through the tasks.
  3. Teacher Circulation (during group work)

    • As you circulate, engage students with prompts:
      • "Why did you choose that number/shape?"
      • "What else do you notice about your patterns?"
    • Encourage discussion of different conclusions they reach within their groups.

C. Culminating Application (Share & Reflect – 10 minutes)

  1. Sharing Patterns (5 min)

    • Have each group share one number pattern and one shape pattern they solved or created.
    • Encourage them to explain their findings and any unexpected features they noticed.
  2. Class Discussion (3 min)

    • Facilitate a class discussion on unexpected features:
      • "What did you notice that wasn’t mentioned in the rule?"
    • Record responses on chart paper for visual reinforcement.
  3. Exit Ticket (2 min)

    • Distribute exit ticket slips.
    • Prompt: "What did you learn about patterns today? Write one thing you noticed that surprised you."
    • Ask students to turn in their tickets as they leave the classroom.

Differentiation and Inclusion Strategies

  • Grouping: Pair students strategically based on ability levels for collaborative learning.
  • Visual Aids: Use color-coded shapes and large print worksheets to aid students who may benefit from visual support.
  • Support: Provide additional guidance to students who struggle by working closely with them during group activities.
  • Challenge: Offer more complex patterns for advanced learners to analyze and extend.

Assessment

  • Monitor student participation during group work.
  • Collect exit tickets to assess understanding of pattern concepts and identify areas for review.

This detailed lesson plan engages students in hands-on activities while addressing multiple learning styles and promoting collaboration. By sharing unexpected aspects of patterns, students build a deeper understanding and appreciation for mathematical concepts.

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