*Note lesson 3 and 4 are not my own

Outcome:

 P3.1 Demonstrate understanding of increasing and decreasing patterns including:

• observing and describing • extending
  • comparing
  • creating patterns using manipulatives, pictures, sounds, and actions.

Indicators: 

(a) Identify and observe situations relevant to self, family, and community that contain an increasing or decreasing pattern, identify the starting value of the pattern, and describe the rule for the pattern and how the pattern would continue.

(c) Observe various patterns (increasing or decreasing) found on a hundred chart, such as horizontal, vertical, and diagonal patterns, and describe the pattern rule.

(f) Create a concrete, physical, pictorial, or symbolic pattern (increasing or decreasing) and describe the pattern rule.

(g) Describe strategies used to solve situational questions involving increasing or decreasing patterns, including determining missing elements within the pattern.

Lesson 1

Lesson Plan- Indicator A
Stage	Timing	Teacher Activity	Student Activity
Mental Set (Hook)	Up to 10 minutes	Read the story Mrs. McTats and Her Houseful of Cats	Students will be listening to the story (preferably sitting in the reading/rug area so they can all see and it feels more casual).
Development	15-20 minutes	1. Read the story again and draw pictures on the board to represent the number of cats throughout the story. 2. Ask students if they know how many cats there will now be after each page before you draw. 3. At the end of the story, ask students if they can identify the pattern in this story (+2, +3, +4, +5, +6). Then ask what would have come next had the story continued.	Students will be listening to the story and participating in a group inquiry about: How many cats will come next Identifying the pattern rule at the end of the story Figuring out what the next term would have been had the story continued
	5-7 minutes	1. Explain using cats or pattern blocks that patterns can also get smaller and smaller. (You could go through the story backwards: she starts with 25 cats but then 6 are adopted and leave, then 5, then 4…) 2. Be sure to ask students what would come next and what the pattern rule is.	Students will be listening and participating in a group inquiry about decreasing patterns: What would the pattern rule be (based on the teacher’s example)? What would come next?
	15 minutes	1. Put students into pairs and give each pair a different book that shows increasing or decreasing patterns, ex. One Grain of Rice, The Napping House, Rooster’s Off to See the World, and Counting Crocodiles 2. Explain that students are to read the book with their partner and talk about the pattern and pattern rule in their book. When they are done they work on their math journals. 3. Walk around the room and assist where needed.	1. Students will be placed into pairs and given a book to read.  2. They will read the story and identify and talk about the pattern and pattern rule.  3. Students will return to their desks and work on their journal assessment piece.
Closure	Up to 10 minutes	1. Write the questions on the board: What increasing or decreasing patterns did you notice in your story? Draw the pattern that you noticed and write the pattern rule. What would the next term of the pattern be? Extension question: What is the missing term in this pattern? i) 2, 5, 8, ?, 14, 17 (Ans. 11 ) ii) 10, 7, 4, 1, ? (Ans. -2) 2. Walk around the room and assist as needed.	1. Back at their desks, students will answer the following questions about their story:  What increasing or decreasing patterns did you notice in your story? Draw the pattern that you noticed and write the pattern rule. What would the next term of the pattern be? Extension question: What is the missing term in this pattern?  i) 2, 5, 8, ?, 14, 17 (Ans. 11) ii) 10, 7, 4, 1, ? (Ans. -2) 2. Hand in their journals and do other work at their desks.

Activities/Lesson 2 Indicator F

Source of activity: https://www.edu.gov.mb.ca/k12/cur/math/support_gr3/patterns_relations.pdf

Objective: Students will create their own increasing and decreasing patterns in a variety of different ways. concrete, physical, pictorial, or symbolic

Hook: We will start off this lesson by reviewing increasing and decreasing patterns. To do this the teacher will show a couple of examples using objects around the room or pattern blocks. 

Brief description of the activity:

Each student is given a handful of pattern blocks. Instruct them to make their own increasing or decreasing patterns with them, challenge them to use at least two different shapes in their pattern and make at least four terms. Have students draw their pattern in their math journals. 

Students will view another student’s pattern (partner from Lesson 1) and work out what their pattern rule is and continue the pattern for another three terms. They will again draw this in their math journals. 

Assessment: 

Back in their desks, students make sure they have written down the pattern rule for both their and their partner’s pattern. 

They will also be asked to compare the patterns. 

Students will also be asked to complete at least two of the following questions:

1. Using numbers instead of pictures, create an increasing pattern and write the pattern rule (recall yesterday’s lesson).
2. Draw whatever symbols you like to represent this pattern rule: Start with 12. Remove 2 each time. 
3. Write a story that has an increasing or decreasing pattern in it. Feel free to draw pictures!
4. The Grade 3 class is having their picture taken. The photographer put them in rows. She put 1 person in the first row, 2 in the second, 3 in the third, and so on. If there were 7 rows of students in the picture, how many students were there in the class? Use a pattern to find your answer.
5. Write a problem that can be solved using an increasing or decreasing pattern. Share your problem with a partner.

The teacher will read each math journal to assess student understanding. 

 

Activities/Lesson 3 Indicator C

Source of activity: Hundred Chart Puzzle with Printable – Teach Beside Me

PA2-11.pdf (jumpmath.org) 

Objective(s): Students will find patterns in a hundred chart and explain the rules for patterns found

Hook: Given a hundred chart puzzle to find how it going in order. Since the main lesson will be on the hundreds chart and it is a fun and quick activity to do.

Brief description of activity:

Hundreds chart puzzles then give a whole hundreds chart for the actual lesson. For the lesson, Explain the terms and ideas given. It is finding patterns in columns, rows and diagonals with colour markers. Let them do the questions as an assignment.

Assessment: 

The assignment is done and handed in, students can understand the terms, know what the journal questions are and can answer them. 

Activities/Lesson 4 Indicator G

Source of activity: Hundred board logic chart

Objective(s): Find the answer to the questions using the hundred chart and pattern rules.

Hook: Read a question and do it as a class. In an entertaining voice so they understand. 

Brief description of the activity:

Answering the word problems, there are three made but the teacher can make their own to fit the classroom environment in the questions. So in their groups of four let everyone have a job. Let them answer the questions and find the answer, Then let them make their own problems like the questions they were given.

Make sure students have an understanding of the problems. 

Let the students work alone or in groups to make their questions.

Make sure they also went through the questions so they know it works to the correct answer.

At the end read some of them out and figure them out as a class.

Assessment: 

See if they have the right answers and ask their own questions.

Making sure that the students can understand the content.