Nonnumeric Patterns Math Mon 12/7

Name: Michele Morelli

Date: 12/7/15
Audience: Mrs. Roses 4th grade classroom, 25 students
PA Standards:
CC.2.2.4.A.4 Generate and analyze patterns using one rule
M04.B-O.3.1.1 Generate a number or shape pattern that follows a
given rule. Identify apparent features of the pattern that were not explicit
rule itself.

in the
Objectives:

Students will describe and practice nonnumeric growing and repeating patterns
Students will create tessellation shape for station introduced later on in the week.

Materials:

25 copies of problem of the day

25 My Math textbooks
1 copy My Math teachers guide
25 double-sided copies of Growing Patterns and Identifying Shape Patterns skill sheets
25 construction paper squares for tessellation station set-up
Scissors
Tape

Introduction/Motivation: To introduce the lesson, I will pass out the problems of the day for
the week. I will give students only a few minutes to work on Mondays problem, then we will go
over it. Next, I will ask students what theyve learned about patterns in previous grades. I will
tell them that today we will focus on nonnumeric patterns- I will ask them to make educated
guesses to describe what a nonnumeric pattern is (Patterns-list of numbers, figures or symbols
that follow a rule- not based on numbers, usually shapes)
Procedure:
1. Students will open their My Math textbooks to chapter 7, lesson 1 (page 413). We will read the
definitions at the top of the page together. (I will open to 413 in my book as well)
2. Begin with example 1- read problem aloud. Ask students, What do you recall about the meaning
of a pattern unit? (Part of a pattern that repeats or grows) What is a repeating pattern? ( A
pattern made from a unit that repeats over and over).
3. Follow teachers guide for the remainder of the example.
4. Turn to page 414- Read example 2 aloud. How is this pattern different from the pattern in
example 1? (it grows, doesnt repeat) How does the pattern grow in each row? (each row has
one more ball than the row before it).
5. Have students finish filling in the blanks in example 2, go over briefly.
6. Move to guided practice at the bottom of page 414. Go over pattern units, and focus on #2- tell
students there are additional observations that can be made about patterns other than the obvious.
#2 has a pattern of adding one triangle- what is another observation you can make about this
pattern? (The triangles will always outnumber the circles)

7. Turn to page 415, independent practice. Assign #5-11. Stop students as they are working to go
over 5-8 (#5- ask if it is a growing or repeating pattern- how do you know?) (#7- repeating or
growing?) (#9- what is the pattern unit?)
8. Go over #5-11 in independent practice
9. Pass out double-sided worksheet (growing patterns and shape patterns) - Assign both sides, go
over answers.
10. Pair students up to complete hands-on activity- students will create an auditory pattern of stomps,
snaps, claps, etc. Students will write down their pattern, then perform it for their partner. Partner
will need to identify and extend partners pattern.
11. Share a few auditory patterns.
12. Assign homework- page 417 #1-8
13. Have students put books away and I will pass out square pieces of paper. I will ask students if
theyve heard of tessellations. If so, what are they? (Pattern made of identical shapes, must fit
together without any gaps, shapes cannot overlap).
14. We are going to create a shape that will be the basis of a station we will introduce in the next
few days. After we create these, you will need to hold onto these for when you are assigned to the
tessellation station.
15. Instruct students to cut a side (left or right) in a shape from corner to corner (demonstrate). Tape it
to opposite side.
16. Instruct students to cut either top or bottom of square from corner to corner- tape to opposite side.
(Demonstrate)
17. Trace on board to show station will work.
18. If there is 20 mins of class left, assign students to stations. If there is less, challenge students to
create their own non-numeric growing pattern. Have them draw it on a piece of paper, switch
with a partner and have them solve. We will share if we have time left over.

Assessment: Lesson 1 My Homework page in textbook

Closure: #18 in procedure