Division of Whole Numbers: St. Paul Norwood, Grade 5

In this lesson students work to representing their thinking when dividing whole numbers.  Click Here to download.

Reading, Representing and Comparing Decimals: Pope John Paul II, Grade 6

This diagnostic lesson in fractions includes a golf game for students to create and compare decimals.
For a download of this Word Lesson, click HERE.

Creating and Identifying Number Patterns: St. Francis Grade 3 and 4

To get a downloadable copy of this lesson in Word, click HERE.

Click HERE.

Creating Number Patterns: St. Francis Grade 3 and 4

Grade: 3/4 Lesson Title: Creating and Describing Number Patterns Date: Nov. 11/11
Strand / Curriculum Expectations
The students will describe, extend and create a variety of numeric patterns.

What do students need to know and be able to do? (consider curriculum mapping expectations)
• Patterning vocabulary (growing, shrinking, repeating)
• Addition and subtraction can be used to create a pattern
• Recognize simple patterns using numbers, shapes
Learning Goals (Skills and Processes)
The students will identify, create and describe growing, shrinking patterns and repeating patterns.
Students to work collaboratively to solve the problem: listen to and share ideas with others in the group
Lesson Components Anticipated Student Responses and Teacher
Prompts / Questions
Action!
Students will pull 2 card from a deck of cards (1-9) and use the digits to create a pattern.

Task:
Pull 2 cards from the deck. Create as many number patterns as you can, using these 2 numbers in the pattern.


Describe your pattern in words.

Students working in groups of three. Groups are mixed ability and mixed grades.
- If they pull doubles, students will put one card back and pull another card

- Tell me about your pattern

- Reminders to write the pattern rule down
Minds-on
A pattern begins with 35.

How might it continue?

Think, group share activity.

Students to record their thoughts on a sticky note and be prepared to share with the class.
35, 36, 37...
35, 40, 45, 50,...
35, 45, 55,...
35, 30, 25,...
35, 25, 15,...
Lesson Component Anticipated Student Responses and Teacher Prompts / Questions
After / Consolidation / Highlights and Summary
(Uncover Learning Goal, Success Criteria)
Highlight an example of student work that shows:

1. A Repeating Pattern (look at “core”)
2. Shrinking Pattern
3. Repeating Pattern Members from each group will be asked to indicate what their starting numbers were and to describe the pattern indicated inside the red circle.

The teacher/co-teacher will label each of the patterns with a card that indicates if it is repeating, growing or shrinking pattern
Consolidation
Exit Card/Independent Task/Reflection
Student Next Steps
(Large Group/Small Group/Individual)
Scavenger Hunt Exit Card:

Repeating
Growing
Shrinking Describe


Students to work independently to find a second example of each of the types of patterns among the student work posted around the room. They are then to choose one of them to describe in words. - Continue working on collaborative group work skills with students (listen to each others ideas, decide on a response together...)
- About 7 students need to work to recognize the core of a repeating pattern
- Move to describing pattern in “Pattern Rule” vocabulary. (e.g. Start at, then...each time, refer to operations such as add 5, subtract 7...)
- Challenge grade 4 students with more complex patterns (such as alternating and Fibonacci type patterns)

Describing and Creating Number Patterns: St. Francis, Grade 3 and 4

Geometry/Constructing Polygons: St. Mary Grade 4

CIL-M at St. Mary’s Dec 16  2010

·         Equity of voice

·         Collaboration with a special focus on teacher voice

·         Lead teacher has veto power

·         Open minded thinking for all participants

·         Risk taking

·         We all agree to assume diff roles

·         Mindful of student needs

·         Insider remains in the mode of observer

·         Start time and end times are respected

FOCUS is Geometry

Measuring angles and sorting polygons.  Drawing isometric figures on 3D paper

Gr. 4

OE- • construct polygons  using a variety of tools, given angle and side measurements

What do students know and be able to do?

·         Introduced the names of different sided figures

·         Pattern blocks to measure

·         Classified angles already by right, acute, obtuse -- introduction

·         Began learning to use a protractor – lots of problems

·         Understand the idea of congruent means same size, same shape

·        

Note: Insiders can observe for vocabulary, choice and use of benchmark values, tools/ representations used

Considerations for Planning:

Planning Brainstorm:

Lesson Title:
Learning Goal (Curriculum Expectation): ·         Use properties of quadrilaterals  to identify, sort and categorize them.  (parallel lines, angles – right, acute, obtuse, length of sides)congruent ·
Materials:
Lesson Components	Anticipated Student Responses
BEFORE
Brainstorm Christmas gifts How could we sort them?
DURING
Problem: Give them shapes and they need to come up with a sorting rule.  Glue their shapes onto their poster. Write the pattern rule at the bottom and we can cover it up to guess if needed	Angles are different Side lengths are different Acute, obtuse, right angles Number of sides

Debrief  After Working On It:

AFTER (Observations)                                                                  Actual Work
Math terms coming in their talk Some problems with where to put things on Venn if it didn’t belong Using a protractor at times but only measuring one angles Not going beyond one way to sort at times Need to expand to a variety of ways Understood parallelogram Using tools (text, charts, word wall) for spelling --Missing the “discuss” part often – one person would take the lead	n  “slanted” vs straight
AFTER CONSOLODATION LESSON (Highlights and Summary Statement)
•          Sharing some of their work – kids can share their What do all the shapes have in common?  The properties we found were… :             Quadrilaterals have 4 sides 0 or 1 - 2 sets of parallel lines Different angles Orientation doesn’t matter
®     REFLECTION :
Good attention with the elmo/smartboard Good vocabulary in general Next steps: Follow up lesson on media (diamond shaped shreddies) ·         How to use an organizer – what if it doesn’t fit ·         Directionality ·         Review hatch marks/parallel lines ·         Properties of different names (sort by angles/sides) ·         Shape can have more than one name ·         Riddle writing as an option ·         Oral “mystery bag”