Lesson Plan G4

Duration: 45 min Lesson title: Nonnumeric Patterns

Vocabularies: Material/Resources:

Patterns Nearpod
Growing Patterns
Repeating Patterns
Pattern unit
Standard:

4.OA.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.

Essential question: Objectives:

How are patterns used in mathematics? - Students will describe non-numeric

growing and repeating patterns.
Lesson question:

How are non-numeric patterns used in mathematics?

Prior taught skills:

- Patterns

Time Differentiation Procedure Application

2 min Reflection: Nearpod

What do you know about patterns?

3 min Pre-Assessment: Nearpod

Complete the following

2,4,6, …

Explain the patterns

5 min Lesson Focus/opener: Nearpod

“Technology - Have students write the meaning of patterns on a collaborative board.

integration” Then discuss the meaning of patterns and display the definition of
patterns
- Have students search the meaning of non-numeric patterns on the
collaborative board. Then discuss the meaning of patterns and display
the definition of patterns.
 - Have students search for the meaning of growing patterns on the
collaborative board. Then discuss the meaning of patterns and display
“Attention the definition of patterns.
grabber”
- Have students search for the meaning of repeating patterns on the
collaborative board. Then discuss the meaning of patterns and display the
definition of patterns.

Have students discuss the following questions

“Whole class - Where do we see patterns in the real world?

- What types of things can be used to create patterns?
discussion”
- What is the difference between a repeating pattern and a
growing pattern?

10 min Directed Instructions: Nearpod

“Technology
Use counters or draw the next three rows in the pattern shown below.
integration”
How many circles will there be in Row 8?

“Think – Pair –
Have students solve the example using the following questions in pairs.
Share”
- How did you choose to represent the pattern?
- Describe the pattern.
- Could you determine the number of circles in any row without
completing the pattern to that row? Explain.
- How many circles would be in row 16?

Use at least two of the shapes below to create your pattern. Your
pattern unit should be at least 4 shapes in length. Show two extensions
of your pattern unit. Then describe how you created it.

Have students solve the example using the following questions in pairs.
- Did you choose to use 2 of the objects or all 3?
- What are some of the ways you used the objects to create a pattern?
- If we used just one shape, could we still create a pattern?
“Think – Pair –
Share”
Example 1
Edgar’s room has a border of stars and moons. The stars and moons
show a repeating pattern. How many figures are in this pattern unit?
 Copy and extend the pattern one time.
Find the pattern unit.

- What do you recall about the meaning of a pattern unit?

Discuss the meaning of pattern unit, if needed.

Have students solve the example using the following questions in pairs.

- What is a repeating pattern?

- What pattern unit is repeated in the border?
- To extend a pattern, find where the pattern stopped and
continue the pattern unit. How can you extend this pattern?
- How many figures are in the pattern unit?
“Think – Pair –
Share”
Example 2
Sal uses billiard balls to show a growing pattern Use counters to model
and describe the pattern. Then observe the pattern.
Use counters to model the pattern. Begin with one counter.
Have students solve the example using the following questions in pairs.
“Whole class
discussion”

- How is this pattern different from the pattern in Example 1?

Suggest students model the pattern with counters. Have students tell how
many billiard balls are in each row as they model the pattern.
- How does the pattern in each row grow? Each row has one
more billiard ball than the row before it.
“Think – Pair –
Share”

10 min “Technology Guided practice: Nearpod

integration”
Have students extend each pattern then have students draw the shapes
on the lines.
10 min “Technology Demonstrate learning / independent practice: Nearpod
integration” Have students extend each pattern then have students draw the shapes
on the lines.

“Self-
evaluation”

Display the following question and have students answer the following
“Critical question.
thinking”
Which One Doesn’t Belong? A growing pattern is shown on the right.
Which figure below would not be in this pattern? Explain how you could
change the figure so that it would belong in the pattern.

“MI”

2 min “Technology :Wrap-up/students’ reflection Nearpod

integration” .Mention three things you learned today

3 min “Technology Formative assessments: Nearpod

integration”

Have students use the Draw It activity slide to draw the following
pattern

Draw the pattern below on the board. Give students one minute to
describe the pattern.
Triangle, square, square, triangle, triangle, triangle, square, square,
square, square
Teacher's reflection: