Teacher Name: Graeme McFarlane

Evaluation of Student Learning

Unit Assessment Plan
Subject Area Math
Grade Level Grade 4/5
Topic Patterns & Relations Patterns

Patterns
Identify Desired Results

What General Learner Outcomes are
being addressed?

What essential questions ties these
outcomes to real life?
Students will use patterns to describe
the world and to solve
problems.

Patterns and Relations (Patterns)

How does being able to identify and describe
patterns connect us to the world we live in?

Why are patterns important when riding a
bike, board, or flicker?

Reflecting on our lives, how do we live in a
pattern?

When playing rock band, mine craft, games
where KPS(keystrokes per second) is crucial,
how does identifying a pattern quickly help you
succeed?



What Specific Learner Outcomes are
being addressed as a result of this unit?

What essential and unit questions
will focus this unit meaningfully for
students?
Grade 4 SLOs (foundation)
1. Identify and describe patterns found in
tables and charts.
2. Translate among different representations of
a pattern, such as a table, a chart or concrete
materials.
3. Represent, describe and extend patterns and
relationships, using charts and tables, to solve
problems.
4. Identify and explain mathematical
relationships, using charts and diagrams, to
solve problems.

Grade 5 outcomes added in red ink, teaching to
the highest.
1. Determine the pattern rule to make
predictions about subsequent elements.

Tables and charts are a specific place to
identify a pattern, how can we connect these
to the world around us?

How does translating or reading a pattern, in
table, chart or of concrete material, help us
relate to patterns we see around us?

How does determining a pattern rule help us
solve a problem?

If we identify and explain mathematical
relationships how can our problem solving
connect with other topics?


Teacher Name: Graeme McFarlane

Learning Outcomes
GLO:
Patterns
SLOs:
Assessments
Title Exit Slip
Self-
Assessment
Whiteboard
Symbols
Performance
Tasks,
Observation
Assignments Quizzes
Type
(Formative/Summative)
F F/S F/S F/S F/S S
Weighting n/a 5% 10% 20% 25% 40%
1. Identify and describe patterns
found in tables and charts.
[C, CN, PS, V]
[ICT: C62.3]

2. Translate among different
representations of a
pattern, such as a table, a chart or
concrete materials.
[C, CN, V]
X

3. Represent, describe and extend
patterns and relationships, using
charts and tables, to solve problems.
[C, CN, PS, R, V]
[ICT: C62.3]
X
4. Identify and explain mathematical
relationships, using charts and
diagrams, to solve problems.
[CN, PS, R, V]
[ICT: C62.3]
X X X X
[Gr.5] #1. Determine the pattern
rule to make predictions about
subsequent elements.
[C, CN, PS, R, V]

Taxonomic
Level
Knowledge/Comprehension
December-January-February 2013


Application/Analysis/Synthesis/Evaluation
All Taxonomic Levels


Teacher Name: Graeme McFarlane


Assessment Tool Overview
Assessment Tool Description
Assessment
FOR Learning
Assessment
AS Learning
Assessment
OF Learning
Exit Slip
Students circle and smiley-face or neutral-looking face for whether they felt
confident in knowing the material covered that day, or if the teacher should
spend more time or not on the desired outcome.

Whiteboard Symbols
The students will draw the symbol or answer on their own whiteboard, then
to hold it up to show me to demonstrate their level understanding.

Self-Assessment
Students marking and reviewing their own assignments. A video of the
students describing or showing the class their grasp of a concept.

Performance Tasks,
Observation
Group work, or alone students will complete problems through pictorial and
concrete means. Centers and activities will help cement concepts by using
hands-on learning.

Assignments
Practicing understanding through worksheets, centers, flashcards, and
interactive games that will reflect student knowledge, and skills.

Quizzes
Quizzes that show student knowledge, skills, and abilities through questions
asked about every two weeks. Taking outcomes from previous grades and
build towards excelling at grade level, summative assessment.

Teacher Name: Graeme McFarlane
Template provided by Alberta Assessment Consortium www.aac.ab.ca

Patterns and Relations (Patterns)

Lesson Outline, 1 hour, September.
1. Getting to know you, activities.
2. Expectations and background about me.

3. Patterns in the world around us
-Look around classroom, brainstorm
-Smartboard visuals, spot the patterns
-How can we make patterns? Tangrams, block pattern creation
*Exit slip

4. Identify and describe patterns found in tables and charts
-Visuals in charts, Carroll style
-Discuss styles that express patterns

5. Translate among different representations of a pattern, such as a table, a chart or concrete materials.
- Venn vs. Carroll Diagrams, use socks
*Hoola-hoops, describe what you see, manipulatives

6. Represent, describe and extend patterns and relationships, using charts and tables, to solve problems.
-Examples on Smartboard, *whiteboard visuals
-Relate questions to money, cost, balloons
*Worksheet options

7. Show Your Skills Quiz 1 (Gr. 4s dont have Pattern Rule question)
-Expectations, strategies,
-Give students examples from quiz, talk through
* Write Quiz
*Colour worksheets, work with partner on extra questions

8. Determine the pattern rule to make predictions about subsequent elements.
-Example, *whiteboards, practice with partner
*Students write/make own problem, blocks, draw patterns

9. Review Show Your Skills quiz
--Go over questions taken from quiz and work through
- Students can use manipulatives, partners, draw, create, discuss ideas/problems

10. Identify and explain mathematical relationships, using charts and diagrams, to solve problems.
-Practice questions from other students, textbook
-Fill-in-the-blank questions, student creations questions continued

11. Quiz #2, Patterns, 16 questions (Gr. 4s dont have Pattern Rule question)
-Answer questions, review test strategies and write Quiz #2