Artifact #7: Math Four-Lesson Learning Segment: Patterning

The seventh artifact I have chosen for section three of this portfolio is my four-lesson

math learning segment on patterning. This learning segment demonstrates my ability to plan

effectively, to instruct engaging lessons, maintain curriculum standards, provide assessments,

and create learner accommodations. There are many benefits of unit planning, including being

aware of my students’ abilities, considering the ways I can help students learn using a variety of

instructional methods and activities, as well as “think imaginatively” (Cruickshank, Jenkins, and

Metcalf, 2009, p.179). Additionally, grade two is a level that provides foundational skills in math

so it is essential that they gain concrete understanding of the concept. Each of the lessons

provides detailed information on student knowledge background, engaging anticipatory sets and

lessons, differentiated worksheets, assessments, including a quiz that I created, and learner

accommodations.

Connections to Standards

InTASC

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and creates learning experiences that make these aspects of the

discipline accessible and meaningful for learners to assure mastery of the content.

4(a) The teacher effectively uses multiple representations and explanations that capture

key ideas in the discipline, guide learners through learning progressions, and promote each

learner’s achievement of content standards.

 Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to

engage learners in critical thinking, creativity, and collaborative problem solving related to

authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in

their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision

making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning

goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage

learners to develop deep understanding of content areas and their connections, and to build skills

to apply knowledge in meaningful ways.

CAEP

Claim 1: Medaille College graduates know the subject matter in their certification

area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

 NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning

environments for all.

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

Ontario Teacher Ethical Standards

Care

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

NYS P-12 Common Core Learning Standards

LESSON 1

CCSS.MATH.CONTENT.4.OA.C.5

Generate a number or shape pattern that follows a given rule. Identify apparent features

of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and

the starting number 1, generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers. Explain informally why the numbers will

continue to alternate in this way.

Ontario Curriculum Expectations

Grade 3 Patterning and Algebra

Patterns and Relationships- identify, extend and create a repeating pattern involving two

attributes (e.g., size, colour, orientation, number), using a variety of tools (e.g., pattern blocks,

attribute blocks, drawings) (Sample problem: Create a repeating pattern using three colours and

two shapes.)

LESSON 2

CCSS.MATH.CONTENT.4.OA.C.5

Generate a number or shape pattern that follows a given rule. Identify apparent features

of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and

the starting number 1, generate terms in the resulting sequence and observe that the terms

appear to alternate between odd and even numbers. Explain informally why the numbers will

continue to alternate in this way.

Ontario Curriculum Expectations

Grade 3 Patterning and Algebra

Patterns and Relationships- represent simple geometric patterns using a number

sequence, a number line, or a bar graph (e.g., the given growing pattern of toothpick squares can

be represented numerically by the sequence 4, 7, 10,…, which represents the number of

toothpicks used to make each figure);

 Patterns and Relationships- extend repeating, growing, and shrinking number patterns

(Sample problem: Write the next three terms in the pattern 4, 8, 12, 16,….)

LESSON 3

CCSS.MATH.CONTENT.4.OA.C.5

Generate a number or shape pattern that follows a given rule. Identify apparent features

of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and

the starting number 1, generate terms in the resulting sequence and observe that the terms

appear to alternate between odd and even numbers. Explain informally why the numbers will

continue to alternate in this way.

Ontario Curriculum Expectations

Grade 3 Patterning and Algebra

Patterns and Relationships- represent simple geometric patterns using a number

sequence, a number line, or a bar graph (e.g., the given growing pattern of toothpick squares can

be represented numerically by the sequence 4, 7, 10,…, which represents the number of

toothpicks used to make each figure);

Patterns and Relationships- extend repeating, growing, and shrinking number patterns

(Sample problem: Write the next three terms in the pattern 4, 8, 12, 16,….)

LESSON 4

CCSS.MATH.CONTENT.4.OA.C.5

Generate a number or shape pattern that follows a given rule. Identify apparent features

of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and

the starting number 1, generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers. Explain informally why the numbers will

continue to alternate in this way.

Ontario Curriculum Expectations

Grade 3 Patterning and Algebra

Patterns and Relationships- represent simple geometric patterns using a number

sequence, a number line, or a bar graph (e.g., the given growing pattern of toothpick squares can

be represented numerically by the sequence 4, 7, 10,…, which represents the number of

toothpicks used to make each figure);

Patterns and Relationships- extend repeating, growing, and shrinking number patterns

(Sample problem: Write the next three terms in the pattern 4, 8, 12, 16,….)

Patterns and Relationships- create a number pattern involving addition or subtraction,

given a pattern represented on a number line or a pattern rule expressed in words (Sample

problem: Make a number pattern that starts at 0 and grows by adding 7 each time.)

Council for Exceptional Children

Standard #3: Promoting meaningful and inclusive participation of individuals

with exceptionalities in their schools and communities.