Instructor: Victoria Rivera

Lesson Title: Patterns

Curriculum Area: Math

Grade Level: 8
Date: September 2, 2015
Estimated Time: 15 minutes

Standards Connection: Understand that a function is a rule that assigns to each input exactly
one output. The graph of a function is the set of ordered pairs consisting of an input and the
corresponding output.

Complexity Level 4: Determine the rule that defines a pattern. [M. ES 8.2]

Student C will be given a set of patterns; C will extend the pattern with 90%
accuracy.
Student D will be given a set of patterns; C will extend the pattern with 90%
accuracy.

IEP Goals:

Learning Objective: Students will be able to complete a pattern and state the rule with 100%
accuracy.
Kid Friendly Objective: Ok class, today we are going to be learning about what a pattern is and
how a pattern follows a rule!
Evaluation of Learning Objective: The teacher will provide the students with a challenge
problem on their worksheet. The students will be asked to complete the pattern and determine the
rule of the pattern. Students must correctly answer the question in order to be considered
proficient.
Engagement:
At the beginning of the lesson, the students will be given bell ringer problems on the board,
which is part of their daily morning routine. These bell ringer problems will revolve around
patterns. The teacher will review behavioral expectations before beginning the lesson. Ok class, I
would like you all to sit up and listen while I am talking. If you would like to contribute to the
lesson, please raise your hand and wait for me to call on you. If everyone is on their best
behavior, we will play a game at the end of the lesson to help us review! Before we begin todays
lesson, we are going to a few bell ringer problems. The teacher will posts problems on the board
for students to complete on their personal whiteboards. The teacher will post the problems: 1, 2,
3, 4,____,_____ and 2, 4, 6, 8, _____,______. The teacher will point to each problem and ask the
students to share their answer on their whiteboard with the group. The teacher will call on
students to share their answers. The students will then complete the second problem and share
their answer with the group. The teacher will call on students to share their answer.
Design for Learning:

I.

Teaching: For the teaching portion of the lesson, the teacher will use an anchor chart
to serve as a visual for the students. Ok friends, today we are going to be talking
about patterns. I know that you guys have been talking about patterns for the last few
days, but we are going to be adding something new. I would like for you all to look at
the board. The teacher will point to the anchor chart that is stuck to the white board.
What does everything think a pattern is? Students will respond with various answers.
Thank you everyone for sharing your thoughts! A pattern is a series of numbers that
follows a rule, which means that the change in a particular pattern will remain
constant. When you examine a pattern you will not see a sporadic change in pattern.
A pattern will always make sense because its predictable. Lets look at the example
on the board together. I would like for everyone to guess what they think the rule will
be for 1, 2, 3, 4 would be on their whiteboard? Teacher will allow time for students
to ponder. Ok friends, what rule did you come up with? The students will show their
answers. Very good! The rule would be to add one. So each time we want to add a
number to the pattern, it will be one number larger than the number before it. Lets do
some more practice problems together just so we become more comfortable with this
concept. The teacher will write problems on the board. Each time the teacher writes
on the board, the students will write on their white boards what they think the next 3
numbers in the pattern will be and what rule the pattern follows. The students will be
asked to share what they wrote on their personal whiteboard with the group.

II.

Opportunity for Practice: To help reinforce the lesson, students will be given a
practice worksheet. Students will need to identify the numbers in the rest of the
pattern, as well as the rule for the pattern. Ok friends, now that we have worked
through some problems together, lets see if we can do some problems on our own.
The teacher will pass out the worksheet and will then proceed to read the directions to
the group. Write the numbers that come next in the pattern. In addition to completing
the pattern, please write the rule that the pattern follows. Does everybody
understand? This is just like what we did together as a group. There are three
questions and then a challenge question. When everyone is finished we are going to
play a game about the worksheet we just completed!

III.

Assessment: The teacher will observe the students throughout the lesson to ensure
that students have grasped the material and will use the bonus question on the practice
sheet as the assessment. The teacher will determine level of mastery based on if the
student got the correct answer.

IV.

Closure: As a fun way to close the lesson, the teacher will complete a game to
reinforce the lesson and definition of pattern. The teacher will orally give students a
pattern and the students will be asked to complete the pattern. The teacher will say a
number and throw the ball to a student and then they will say the next number in the
pattern. Ok friends, because you all were so good during our lesson, we are going to
play a game that involves a beach ball! I am going to start a pattern and toss the ball
to you. You will then need to say the number that comes next in the pattern.
Everybody got it? Good! Now lets play!

Differentiation Strategies:

Student D will refer to the visual throughout the lesson.

Student C and D will participate in small group instruction.
Student C will receive positive reinforcement from the teacher.

Materials and Resources:

2 mini whiteboards
2 expo markers
2 erasers
Anchor chart
Beach ball
Worksheet
Markers
Pencils
Reflection:
I am actually very proud of this lesson. This was the first lesson that I taught at my
placement and I received very positive feedback from my teacher about my performance. I was
really nervous at first because I did not know what to expect, but I believe that the lesson was
appropriate for the group of kids that I was working with and that they grasped the content.
Using the visual in my lesson was a good way to continue to remind the students throughout the
lesson what a pattern was and how a pattern follows a rule. The students responded well to the
anchor chart. I used orally prompting throughout the lesson and provided the students with
positive reinforcement. Some of the questions that I asked the students were a little too higher

level and my teacher could tell that I had been working with higher-level students. This is
something that I will need to remember in the future because these students do not need to be
asked questions that are higher up on Blooms taxonomy. It may take some time adjusting to this
type of teaching because we had been trained to ask students higher-level thinking questions.
Overall, I believe that the lesson was successful and the students met the learning objective.

NAME
Directions: Write the numbers that come next in the
pattern. In addition to completing the pattern, please
write the rule.

1. 1, 3, 5, 7, ___________, ___________, __________

The Rule:_______________________

2. 5, 10, 15, 20, _________, __________, _________

The Rule:_______________________

3. 0, 3, 6, 9, ___________, ___________, __________

The Rule:_______________________
CHALLENGE!!!
10, 20, 30, 40 , __________, __________, __________

The Rule:________________________