Subject/Lesson Title/Group: Lesson start time: 9:30 am, Tuesday

Math/The Penny Jar Estimated ending time of lesson:

60 min
Standard(s): 4.OA.C.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. For example, given the rule Add 3 and the starting number 1, generate
terms in the resulting sequence and observe that the terms appear to alternate
between odd and even numbers. Explain informally why the numbers will
continue to alternate in this way.
Learning Goal(s): Resources/Materials:
Students will be able to generate Smart Board, Smart Board Notebook
number patterns and identify features of slides, Investigations Student Activity
the pattern. Book, pennies or counters*, jars or
plastic cups*
Students will be able to represent the
patterns through drawings and tables. *Supplies used will vary depending on
availability within the fourth grade
Key Vocabulary: representation team.
Anticipatory Set: (Bell work) If you skip count by 7, where will you be after
counting 4 times? Students are familiar with skip counting and should be able to
use repeated addition or multiplication to solve.
Mini-Lesson: The teacher will introduce the new unit, Unit 8: Penny Jars and
Towers, by describing how pennies and jars will be utilized to achieve the learning
goal. The teacher and students will then work together to generate a number
pattern for a penny jar problem. 4 pennies will be put in a jar. The teacher will
explain that 6 pennies will be put in the jar for 7 rounds, and each round will be
recorded with a table and drawing. The goal is to conclude how many pennies are
in the jar at round 7.
Work time:
Activity 1: With a partner, students will work with Penny Jar Situation Cards and
page 501 in their Student Activity Book. Students will choose one card that has a
scenario similar to the mini-lesson example. For example, one card reads: Start
with 5 pennies. Add 6 pennies each round. Students will record on page 501 how
many pennies are in the jar after 6 rounds. Students will figure this out by
physically putting pennies in jars (e.g. put 5 pennies in the jar, then add 6 pennies
6 different times). Each pair will have a jar and pennies to manipulate. Students
will complete 1 2 situations with the cards.
Activity 2: Next, students will turn to page 502 of their Student Activity Book.
Their task will be displayed on the Smart Board: Pick one of the Penny Jar cards.
Without using the pennies or the jar, create a table or drawing similar to the first
activity we did together. Make sure your table or drawing represents 6 rounds of
putting pennies in the jar. Students will create a table or a drawing similar to
those displayed during the mini-lesson. As pairs are working together, the teacher
will circulate the room and choose 2 3 pairs to share their tables or drawings.
Students will have the opportunity to display their work on the Smart Board and
explain it to the class. The teacher will facilitate a discussion based on student
work by asking questions listed below.
Closure: Joe started with 2 pennies. He added 5 each round. He concluded there
are 18 pennies in his jar after 3 rounds. Do you agree with his number pattern? If
he is wrong, how do you fix his error? If he is right, how do you know? Students
will answer these questions regarding a non-example. A table with the number
pattern will be displayed. Students will briefly look over the table to determine, in
this case, the error with the number pattern. They will explain why they know he
is wrong, or why they think he is right. This will give students the opportunity to
summarize their learning by analyzing a problem.
Differentiation for Student Needs: Some students may need to use the
pennies and jar to count and create representations for each activity. This is
appropriate for some SPED students, and the teacher will check-in with these
students and determine if this is needed when circulating. Some ELL students
may need the word representation to be defined if viewing a model of
expectations during the mini-lesson is not adequate. Students will also be working
in pairs, and pairs have been pre-determined to be appropriate to serve the needs
of students that may need extra math support.
Questions: (Be sure to include Integration Areas: Integration of
higher level questions. See Blooms writing into a math lesson
Taxonomy).
If I started with 4 pennies, and I
put 6 in the jar, how many
pennies are in the jar now?
How many pennies are there after
7 rounds?
When you look at this
representation, can you tell how
many pennies are in the Penny Jar
after round ____?
How many pennies were added
each round?
What helps you see how many
pennies were in the jar after each
round?
What do you see that is similar in
all of the representations?
What expressions/equations could
we use to represent the number
of pennies in the jar after round
6?
Formative Assessment: As the math curriculum is spiraling, students will
receive multiple formative assessments in the form of homework and a quiz later
in the week. The idea is that students are initially exposed to content, practice it
at a later time, and master it eventually. During this math today, I will be
circulating as students are working on activities to conduct an informal
assessment of student understanding of the topics introduced. I will be looking for
students ability to generate number patterns and utilize tables/drawings as they
problem solve. I may record student understanding based on completion of work
and ability to contribute to discussion, and record on a data chart. This data will
be used modifying next day(s) sequence of lessons.