Lesson Plan The following is a problem-solving lesson plan.

This lesson plan specifically focuses on teaching patterns to first grade students. Pattern Problem Solving Lesson Plan Lesson plan topic: Patterns Intended grade level: First Grade 1. Objectives and Goals: Students will gain an understanding of a variety of patterns, including ABABAB, ABCABC, using shapes, colors, and objects. Students will gain an understanding of the usage and relation of patterns to the real world. Students will explore their own creativity and demonstrate their learning through making their own patterns. Mathematics state standard(s): 1.G.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes. Mathematics national standard(s): Process standards: The problem-solving process standard is being applied through using different problem solving techniques to help the students understand patterns. The connections process standard is being applied through making connections to the real world and patterns. The communication process standard is also being applied as there would be full classroom discussions based on patterns. Content standards: The algebra content standard is being applied through the usage of the different patterns explored in the class. The content standard geometry is being applied through the discussion of shapes with patterns. 2. Required Material-

White board, variety of white board colored markers, magnetic shapes (can be used on the white board), paper, pencils, markers, a variety of small pieces of colored paper, and a SMARTBoard for technology integration.

3. Instructional Approach Direct Instruction would be the first instructional approach. I would begin the class through using the students to create my own an ABABAB pattern. I would do this by having the students stand in a line in a girl-boy-girl-boy-girl-boy pattern. Then I would place different shapes on the board and form them into patterns and have a class discussion based on the pattern. Cooperative learning would be my second instructional approach as it would allow the students to explore patterns independently and with a partner. The students would be working together in pairs, and eventually on their own, to manipulate and create their own patterns using materials, such as magnetic shapes, markers, colored paper, white paper, and pencils. The overall lesson instructional approach is designed to follow the Gradual Release of Responsibility Model (GRRM).

Technology Integration: Integration of a SMARTBoard to the classroom, used to present the different shape or color patterns to the students easily as they would be displayed on the board. There would be two rows of patterns, the first row would display shapes in a repeating pattern and the second line would show the pattern but with missing elements. The students would be able to discuss together what the missing elements are through looking at the images on the SMARTBoard. Then same approach could be done with colors, instead of shapes. 4. Content: Begin the lesson by placing the students in an ABABAB pattern. Through acting it out the students create a girl-boy-girl-boy-girl-boy pattern on their own and become part of the lesson. o Discuss the pattern. Next have a discussion on shapes and what different shapes look like. Try a simple ABABAB pattern using a square and triangle, then have one missing element.

o Have the students use the guess and check technique to help them find the missing element. Move the lesson from shapes to colors. Then from only colors to objects with those same colors, though the objects can be different the color pattern needs to remain the same. Students should understand the color to be the main theme of the pattern. Have students make their own patterns through placing the students into pairs and allowing them to draw a picture of their own pattern idea. Using colored paper, pencils, markers, and white paper. Relate the entire lesson to the real world through discussing different pattern options on clothing. o Tell the students about a friend of yours named Polly Polka-Dotted Pants. Polly is a very particular purple people eater; she can only wear polka dotted pants. NOT striped pants. NOT rainbow pants. NOT black pants. Show the students the only pattern pants that Polly can wear. Then place the students in to different groups and give them different options of pants with patterns and have them choose what type of pants that Polly would wear through using the guess and check technique.

5. Adaptations for diverse learners: Give low-functioning students additional time and support to develop their own patterns. Make the lesson plan more applicable to the diverse learners, specifically ESL students by trying a simpler form of the lesson and mostly focusing on looking for the visual patterns instead of the terminology in order to gain a base understanding of patterns.

6. Informal assessment: I will be evaluating the students throughout the lesson for the following: Eye contact Checking the students throughout the lesson to find if they are exhibiting good eye contact to see if they are connecting to the lesson. Eye contact is a simple but effective way during the lesson to see if they are engaged and following.

Listening and Comprehension Watching for the students to seem involved in the lesson, including focus, lack of fidgeting, good eye contact, and desire to ask questions whenever necessary. Also, asking deeper questions of the students throughout the lesson based on the real world to see if they understand certain aspects.

Class Participation Ability of the students to listen and respond to questions or comments, ability to ask good questions. Have them openly wonder and keep track of their thinking for the entire class to discuss and build on.

7. Formal assessment: Short worksheet at the end of class based on patterns with missing elements. Students should be: Able to demonstrate a gaining of an understanding of a variety of patterns, including ABABAB, ABCABC, using shapes, colors, and objects. Able to demonstrate an understanding of the usage and relation of patterns to the real world. Able to demonstrate their own creativity and their learning through making their own patterns.

8. Reflection: Understanding and using patterns is a useful skill for a 1st grader to learn. Through this lesson, the students go from learning about a simple ABAB pattern to more complicated patterns using colors, shapes and eventually applying their ideas about

patterns and colors to the purple people eater Polly. Many different methods are used to have the students understand the mathematics and the routine behind understanding patterns and then using their knowledge in an applicable manner. The lesson starts off with using direct instruction in order to have the entire class engaged and become part of the material. Then as time goes on, the students are encouraged to work with each other and have their learning grow together. The students will then eventually move to working and creating patterns on their own, in order to follow the Gradual Release of Responsibility Model. The lesson also moves from concrete to abstract with the different applications of patterns. In the end, the students should be able to demonstrate basic knowledge of what a pattern is and how it can be identified.

References Iowa Core Mathematics Standards, First Grade: http://educateiowa.gov/index.php?option=com_content&view=article&id=2252&Itemid=4353 Van de Walle, J. A., Karp, K.S., & Bay-Williams, J.M. (2010). Elementary and Middle School Mathematics: Teaching Developmentally (7th ed.). Retrieved from The University of Phoenix eBook Collection database.