Submitted by: Karlie Troup_

___________________________CWID___50102516______________________
Grade Level: __5___ Mentor Teacher Daniel Buhrow ___
Subject/Topic:Math___________________

Looking for Patterns

Rationale: Materials/Equipment: (Include the source for any book,

Students will use numerical patterns to plot points on a recording, song, game, or idea, in APA format.)
coordinate plane. Flocabulary.com
Ipads
Laptops
Math Handouts

TEKS Achieved: Accommodations:(what YOU do to modify your lesson)

4c: Generate a numerical pattern when given the rule in the 1. Type in google translate what she is to do
form y=ax or y=x+a and graph 2. Allow her to translate the lesson using translate
ELP: 1H-(H) develop and expand repertoire of learning
strategies such as reasoning inductively or deductively,
looking for patterns in language, and analyzing sayings and
expressions commensurate with grade-level learning
expectations.

Blooms Taxonomy: Differentiated Classroom Strategies: Curriculum

Knowledge/Remember Learning: Cooperative Groups Integration:
Comprehension/Understand Auditory Hands-On Music
Application Visual/Spatial Technology Math
Analysis Kinesthetic Centers Reading
Create / Synthesis Verbal/Linguistic Independent Activities Science
Evaluation Musical Simulation Writing
Intrapersonal Charts/Graphs/Maps
Interpersonal Lecture
Problem Solving
Whole-group
Peer tutoring
Pairing

Objectives:
TSW be able to apply a numerical pattern to solve a problem when in the form y=ax or y=x+a
TSW be able to plot a pair of points (from the numerical pattern) on a coordinate plane
TSW be able to use more and more strategies to learn information in my classes: like making good
guesses, looking for patterns ,and analyzing sayings
Lesson Plan
Introduction:
To motivate the students I will show a video from the website Flocabulary.com. The video will review basic math
terms that will appear throughout the math lesson.
After watching the video I will ask students what terms they saw in the video, as well as when we would use that
certain term. For example, product is one term used in the video, a product is the answer to 2 numbers being
multiplied.

Information Giving:
For the math lesson we will first have a whole group math lesson
The lesson will mainly be review of concepts we have already covered: (dealing with fractions, conversions of
measurement, plotting a point on a coordinate plane, and applying numerical patterns)

Check for Understanding:

Students will come up and show how they worked out a problem on the smartboard
I will walk around and check student work as they solve problems in their journals
I will question students how to solve problems-when they provide answers I will question why that is the correct
step to take

Guided Practice:
Teacher Table: Here I will work with students in groups of 4-5. We will be working on a review which includes
some topics from the math lesson taught; however it will also help to review other math skills.
I will model for students some basic strategies that we can use to solve the math problems. As I see that students
understand I will gradually release responsibility to them as they will keep working on problems.

Independent Practice: For students to extend their learning we will then go into 4 math stations
(The 4th
station is guided practice at teacher table)
Partners: Students will work in pairs and play the game of battleship: to play they will be practicing plotting both
negative and positive points on a coordinate plane
TTM: Students will work on their think through math lessons for the week: TTM will help students to practice in
their math facts and fluency
Technology: Students will work through the program Front Row Math on their Ipads. Front row math will review...

Assessment/Evaluation: To assess if students have mastered the objective I will :

At teacher table- I will be able to check to make sure students are answering questions correctly and are going
through the correct steps to get to their answer
During whole group teaching- I will walk around and monitor students as they work in their journals: I can check
how they are working out individual problems
From Technology stations: we will receive their data and see where they are needing some help-from there we can
monitor them on those lacking areas

Closure / Culminating Activity:

To close the lesson: I will ask students why is it important to know all our math terms or vocabulary? How will this
help us in the real world? What is one example of how our math vocabulary can be applied in the real world?
Students will grab a partner and discuss the following questions. After a couple minutes we will have a whole group
discussion using students responses to guide discussion.

Accommodations and/or Modifications:

-For an ESL student:
The student will be able to use her ipad to translate the math slides as we go through the lesson for the day.
The student will be able to use her ipad to do any technology stations.