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II.
III.
Essential Questions:
IV.
Identify, extend, and create patterns, given geometric solids and pictorial
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Ask students to recall different patterns we have been identifying this week: visual
(plane shapes, colors, and size), numbers (odds and evens), sound, and movement.
2. Provoke sense of inquiry into topic.
Create AB pattern with students (boy/girl) and ask a volunteer to extend it.
Repeat for AAB pattern.
3. Set purpose for learning.
Share instructional objectives with students.
Share real-life application. With patterns we can:
Discover new things (patterns like spirals are strong and take up little space
in some seashells and spiral staircases) Show shell.
Better understand the world around us (poison ivy vs. Virginia Creeper
Leaves of 3, let it be. Leaves of 5, let it thrive).
3
Movement break!
Collaborative Practice: Students work with shoulder partners, taking turns being
pattern maker and pattern completer (making different repeating patterns with
geometric solids and identifying which solids come next in the pattern).
6. Pictorial (5 minutes)
Show p. 134 on SMART board and ask volunteers to complete patterns.
Potential misconception/problems:
VI.
VII.
Formative:
VIII.
http://www.mathsisfun.com/algebra/pattern-match-shapes.html
Technology:
IX.
Self-Assessment
Were students engaged in lesson?
Were students able to identify and extend patterns created by their partner and create their
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own patterns?
Were students able to articulate their understanding verbally and/or in their journal entry?