Jodi Thompson PSII Practicum

LESSON PLAN

Grade: 7 POS Mathematics Lesson Title: Wednesday March 4, 2020

Overview of lesson

This lesson will be an introduction to linear relations

- Working with pattern blocks to find linear relations from a pattern
- Introduction to variables and constants

Alberta Program of Study

General Learning Objectives (Maximum 1 ) Specific Learning Objectives (Maximum 2)

Use patterns to describe the world and to solve Demonstrate an understanding of oral and written patterns and
problems. their equivalent linear relations.

Learning Resources / Material & Equipment used

- Pattern blocks
- Worksheets for students
- PowerPoint slides to follow along with worksheet

Lesson Procedures (Steps)

Introduction (10 minutes)

Number talks
- Explain the rules of number talks again
- Number talks are done mentally – students will not be allowed to use paper and pencils
o Accommodations can be made for students who may need it
- Determine the next numbers in a list of numbers and explain the pattern in words
o Example: 4,9,14,19,24,29,34…. Start at 4 and add five each time
- Once the time is up, discuss what students think the answer is and have them explain their thinking process for that
- Collect a variety of methods and see what students were thinking, what process they used and where they may be struggling
- As a class go over the variety of responses and see if students prefer one over the other or if it gave them a new way to think
about a problem like this

Body (30 minutes)

Direct instruction Part (15 minutes)

- Explain growing and repeating patterns
o A repeating pattern has a pattern unit that repeats over and over again
o A growing pattern gets bigger in the same way over and over again
- Example 1

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- Show a pattern on the board and work through how to come up with an equivalent linear relation
o Show the pattern below – if pattern block are available have the students replicate the pattern with a partner and
blocks at their desks as they follow along with the lesson – otherwise they will be provided with a worksheet to
follow along with
o Work through this example explaining that since the triangle and trapezoid appear in each step they should remain
the same – this becomes a constant
o The two will stay the same in the linear equation since those two blocks do not change in the whole pattern
o The box around the numbers represents that they change each time and therefore become a variable
 Ask students to suggest a symbol that could be used for the variable
o Then from looking at the pattern the equation can be written as b=2+n
o How many blocks would we see on the 50th diagram?

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- Example 2
o Write the numbers 2,4,6,8… on the board
o Draw the pattern out with blocks (see image below)
o Since we know that the 2 stays the same that is our constant
o Each time the constant is being multiplied by the figure number (variable)

- Worksheet: have students complete a worksheet on patterns and linear relations

o If it helps some students can use the blocks or draw out their pictures
o Circulate and help as needed until the end of the class
o When completed they can work on Textboox questions p. 362 #7, 9, 10, 12

Closure/ Reflection

Have the students hand in their worksheets at the end of class

Professional Reflections: (of the lesson) What went well? What needs modification? This is not the final
reflective essay, however contents of this reflection could be used in your reflective essay.

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