Samantha Pallitto

LESSON TOPIC: Math Patterns incorporating Dance

A. What LEARNING OBJECTIVES/ MAIN IDEAS do students need to know (maximum of
3)?
Students will be able to create different patterns
Students will use dance to describe different patterns
B. What COMMON CORE skills will be introduced or reinforced during this lesson?
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.
C. Which content area STANDARDS are addressed in this lesson?
D. What academic and content specific VOCABULARY is introduced in this lesson?
Patterns
E. What materials (e.g., ACTIVITY SHEET, MAP, SONG) will I present to students?
White boards / Dry-Erase boards
Music
Blocks with different shapes
F. What activity, if any, will I use to settle students and establish a context (DO NOW)?
Have a variety of patterns displayed on the board, with shapes and numbers.
Have students record in their math journals the characteristics that make each one a
pattern. (AB, AABA, ABBA, etc.).
Discuss different characteristics of patterns with students.
G. How will I open the lesson (MOTIVATION) and capture student interest?
Explain to students that patterns happen in our everyday lives.
Ask students to turn and talk to a partner about different ways patterns occur in our
everyday lives. Ask students to look around the classroom and find different ways
patterns occur.
Give each pair of students shape blocks and have them arrange blocks in different
patterns.
Conference with pairs and have them explain the characteristics of the patterns they
have created.
H. What additional INDIVIDUAL/TEAM/FULL CLASS ACTIVITIES will I use to help
students discover what they need to learn (suggest three)? If these are group
activities, how will student groups be organized?
Show class that patterns can occur with movement & dance through walking,
skipping, leaping, marching, etc.
Group students in groups of 5 and have them create movement patterns with the
characteristics discussed earlier.
Regroup class and have class show the different movement patterns they have
created.

Next play a song that students are familiar with and discuss the different patterns of
the song (verse, chorus, repeat ABA pattern)
Have students create an ABA pattern to the song in their groups of five, one
movement for the verse, and one movement for the chorus, and then have them
repeat the pattern while the song plays.

I. How will I DIFFERENTIATE INSTRUCTION with MULTIPLE ENTRY POINTS for diverse
learners?
Using manipulatives such as blocks helps students who learn kinesthetically.
Using visual learning through dancing helps visual learners.
Using the music to hear the different patterns helps students who learn through
audio.
J. What H.O.T. (Higher Order Thinking) questions will I ask to engage students in
analysis and discussion?
What patterns do students recognize in the classroom?
What patterns were students able to create with the use of blocks?
What movements do students use to create the ABA pattern, does it match with the
pattern of the song?
K. How will I ASSESS student mastery of the skills, content, and concepts taught in this
lesson?
I will assess students by having the groups present their different AB pattern of the
song to the rest of the class.
For homework, students will also create a drawing of different patterns discussed in
class.
L. How will I bring the lesson to CLOSURE (SUMMARY QUESTION)?
Groups will present their dance to the rest of the class.
Present ABA patterns through drawing, and tell students you would like them to
create their own ABA drawing for homework.
M. How will I reinforce and extend student learning?
Homework: students will draw a piece of artwork that has an ABA pattern.