Sample+Lesson

Rules in Number Patterns || M3N2—Students will further develop their skills of addition and subtraction and apply them in problem solving. B) Use mental math and estimation strategies to add and subtract. || The students will be able to identify the increasing or decreasing rule in a number pattern. The students will complete a worksheet that includes completing number patterns and identifying the number rule for those patterns with 90% accuracy.
 * Lesson Plan Template**
 * Name: Abigail Grindle**
 * Grade Level: 3rd**
 * Estimated number of days lesson will cover: 1**
 * Lesson Subject/Title:
 * Performance Standards:
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: BLANK || What are other words for increasing and decreasing in math? What happens in number patterns? || Increasing/Addition Decreasing/Subtraction Rules Number Patterns ||
 * Essential Questions:
 * Key Vocabulary:


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * || Introduction/hook/activation of prior knowledge

The teacher will use number disks and charts on the board and have the students put the digits of numbers in the correct spots to practice place value. (Ex: 4675..5 ones, 7 tens, 6 hundreds, and 4 thousands) || BLANK || Large construction piece number pieces, magnets to put on board, and chart drawn out on board || Thumbs up/down if agree or disagree || Demonstrate/Model (if appropriate) Use number disks and chart on board to demonstrate.
 * || Instructional activities

Guided Practice (if appropriate) Write a number pattern on the board for the students to look at and determine the rule for the pattern. For example, is it increasing by 100 or decreasing by 10? The teacher will show them how to use their number pieces to show how only one place changes at a time sometimes. For example, in 310, 410, and 510 the rule would be increasing by 100 every time. The teacher would show this by adding one piece at a time. The students will then practice by coming up to the board and teaching their peers.

Independent Practice (if appropriate) Have the students go back to their seats and complete a worksheet on the number rules and patterns. || BLANK || Board number pieces and chart drawn out

Worksheet and pencils. || Green cards help up if agree/ Red cards held up if disagree. Discuss.

I will look to see if every student got 90% of the problems correct. I will use this assessment to see what needs to be reviewed more. || The students must write a number pattern with 5 numbers of their own and state the rule that they are using on a sheet of paper. || BLANK || Paper and Pencil || Ticket out the door. I will review their answers later to assess their understanding. || Lesson Reflection: BLANK What worked well in your lesson?
 * || Review and Closure

What modifications did you make in your instruction for varying abilities of students based on your formative assessments?

What follow-up instruction related to your objectives is needed either for remediation or extension?

What would you still like to learn that might help you to better meet the diverse needs of your students?