Kellie Segraves

Graduated Difficulty Tiered Lesson

Title: Number Patterns
Subject: Math
Grade Level: 2nd
Duration: 40 minutes (10 pre-discussion, 20 work, 10 post-discussion)
Standards:
2.NBT.A.2: Count within1000; skip count by 5s, 10s,100s
2.NBT.B.5: Fluently add and subtract within 100
Higher Order Creative Thinking Skills:

conduct comparisons using criteria

analyze demands of a variety of questions
write clear coherent explanations
Constructs plans to address questions and tasks
Use criteria and guidelines to evaluate work

Essential Questions:
How can we use patterns to help us solve other math problems, such as
addition and subtraction word problems?
What patterns can we find around our classroom and in our world?
Objectives: The students will
1. Know: that to continue a number pattern means to use the rule of the
pattern to add on to it, not just repeat it.
2. Understand: Patterns in groups of numbers can help them to see how
numbers relate to each other and can help them to find fast and easy ways
to solve addition and subtraction problems.
3. Do:
Identify the rule or pattern that a group of numbers follows
Continue a number pattern using the rule that was identified
Create their own number pattern, using a set rule that others could use
Lesson Description:
Steps:

1. Hook: What is a number pattern? Are there any number patterns in our
classroom? In our school? At your house?
2. Share objectives for the lesson: See above.
3. Discussion: What is a rule? For this activity, I want you to challenge
yourself to find the rule and continue the pattern with some number
patterns that I have created. Some of you will be challenged to create a
pattern for me. While you are working, be thinking of how patterns can help
you with addition and subtraction. Differentiation: There are three number
patterns displayed on the board A,B,and C. (Display the first pattern from
each challenge sheet). I am going to give you 1 minutes to look at the
patterns and decide which one is the right challenge for you. If you can
complete A quickly, look at B. If you can complete B quickly look at C. Find
the one that is a just right challenge for you.
4. Determine Level: Students determine their own level
Differentiation: There are three number patterns displayed on the board
A,B,and C. (Display the first pattern from each challenge sheet). I am going
to give you 1 minutes to look at the patterns and decide which one is the
right challenge for you. If you can complete A quickly, look at B. If you can
complete B quickly look at C. Find the one that is a just right challenge for
you. If you choose one and are able to complete it correctly, you may go on
to the next one. If you choose one and after giving it careful consideration,
you decide it is too difficult, you may go back to the previous one. If you
complete an entire challenge before time is up, you must attempt the next
challenge.
5. Assign Task: (Differentiated)
Level A: Working with patterns that follow rules in line with
counting strategies they have seen before, such as counting by
2s, 5s, and 10s. An example of a pattern in this tier might be: 2,
4, 6, 8, 10, ___, ___ etc.
Level B: working with patterns that follow rules like growing
patterns. An example of such pattern would be: 1, 2, 4, 7, 11,
17, ____, ____, etc., with the rule being +1, +2, +3, +4, +5, +6
and so on.
Level C: working with patterns that follow rules that include
both growing and decreasing of numbers. An example of such a

pattern would be: 2, 5, 4, 7, 6, 9, 8, ___, ____, etc., with the rule

being +3, -1, +3, -1. These students will also be prompted to
create a stump the teacher pattern.
**Teacher will circulate and offer differed levels of support and
extension as needed. For example: modeling and use of manipulatives; a
think aloud mini lesson on how to find the rule; partnering students;
encouraging high level student created patterns.
6. Self-Evaluation: Students will use provided answer keys to check
results when task is completed.
7. Self-Reflection and Analysis: Students will make adjustments on
levels as they work and check their work.
8. Wrap-up: Use your fingers to show me on a scale of 1-4 how challenging
was this activity? Can anyone tell me how number patterns could help us
with our addition and subtraction?
9. Evaluation: Teacher will evaluate using observations during work time,
opening and wrap-up discussion, as well as looking at levels achieved in the
challenge.
10. Continuation: In Math Daily 3, Math With Someone, students will be
tasked with creating, extending, and finding the rule for each others
patterns.
Resources/Materials: Challenge sheets A,B, and C. Answer sheets for A,B,
and C. manipulatives (if needed)

Reflection: This strategy worked well with second graders and with our
math content. The students liked the challenge and choosing a level for
themselves. It was interesting to see the self-realization of those who chose
to start too low or too high. I think some of them surprised themselves by
going farther with the challenge than they expected. Next time I would
probably add an additional challenge level between A and B. There seemed
to be a big jump in difficulty. I will use this strategy and lesson again!