Learning Experience Plan 1-4 Block Template

Clarion University of Pennsylvania Early Childhood Learning Experience/Lesson Plans Teacher Candidate: Sara Clark Date: 2/2/2014 Block Site: AC Valley Elementary School Partner: Lesson Title: Patterns: Number Sequences Ages of Children: 8 and 9 years old

Group Size: 22

Big Idea (Common Core Standards): The base-ten number system is a way to organize, represent, and compare numbers using groups of ten and place value. Essential Question: (Common Core Standards): What strategies and models help us understand how to solve multiplication and division problems and how
multiplication and division are related/connected?

Goal: Students extend a pattern of numbers by finding a rule. They make up their own numerical patterns. Challenging Vocabulary: Extend, rule

Common Core Standard Statement for ELA or Math: (YOU MUST ALIGN STANDARDS, OBJECTIVES, AND ASSESSMENTS) CC.2.2.3.A.4: Solve problems involving the four operations, and identify and explain patterns in arithmetic. National Standards (NCSS, NCTE, NCTM, NSTA)

Objective: Student will identity and extend whole-number patterns involving addition and subtraction.

Assessment: Observation of white boards. Students will complete questions on worksheet in their workbook that corresponds with lesson 9-2. They will answer 100% of questions correctly.

represent and analyze patterns and functions, using words, tables, and graphs. Curriculum Integration: (Describe how at least two of the following are integrated into your investigation.) Creative Thinking and Expression: Children will create their own number patterns. Language and Literacy Development/English and Language Arts: Children will read from math book and word problems. Scientific Thinking and Expression: Children will find numerical patterns. Technology: Children will watch lesson on SMART board.

Investigation

Adapted from the PreK/K Early Childhood Learning Experience/Lesson Plan

Learning Experience Plan 1-4 Block Template

Duration: Investigation Procedure (A step by step description of the lesson procedures and application of skills How will the instructor present new concepts & information?
What will the children do to construct knowledge? What is the instructors role during the lesson?) :

1. Have problem of the day drawn on the board and have children use their white boards to put the next line of the pattern. 2. Discuss skip counting and ask a child to count by twos, fives, and tens and then explain how this shows a pattern. 3. Ask students how they know what the next number is and then explain how these sets of numbers have a set rule that is followed for every next number. 4. Walk through video from eVision for lesson 9-2 5. Have students get out their math books and turn to page 208. 6. Do numbers 1-21 together on their white boards. Review/Closure (How will the children review what they learned?): 1. Have students get their workbooks out and complete page 35 (get it checked) then take 36 home for homework. Questioning (What are some open-ended questions that you plan to ask to facilitate childrens knowledge construction during the investigation?): [
What would be a better way to count your crayons other than one by one? How can you make a pattern using a set of numbers? What is the rule of this set of numbers?

Brain Break (How will children engage in a quick physical brain break?
Pull popsicle stick from brain break jar.

Differentiation (How will you adjust instruction/guidance to address unique strengths and needs of at least one learner in your group?):
Have students work together in partners, or have high achieving students create their own new pattern and explain the rule to the teacher.

Diversity/Anti-Bias Consideration (What diversity topics will you address and/or how have you planned so that the learning experience does not reflect any bias?):
None

Anticipated Difficulties (What are some problems that may arise in your lesson? How will you overcome these difficulties?)
If students are having difficulty grasping this concept, I will bring out manipulatives so that they can physically see the patterns and rules.

Materials, Resources, and Preparing the Environment (What materials and other resources are needed and what will you do to prepare the environment?): White boards and markers SMART board and video Math books Math Work books

Reflection and Analysis of Learning Experience

Reflect on the learning experience/lesson by responding to the following questions.

Adapted from the PreK/K Early Childhood Learning Experience/Lesson Plan

Learning Experience Plan 1-4 Block Template

1. Review your assessment results. Did each child meet the objective? How do I know that each child learned what was intended?

2. Were the children productively engaged? How do I know?

3. What unplanned activities occurred? Why did these occur?

4. Did I alter my instructional plan as I taught the lesson? Why?

5. What additional assistance, support, and/or resources would have further enhanced this lesson?

6. If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

Adapted from the PreK/K Early Childhood Learning Experience/Lesson Plan