Instructional Planning Pt. 2

EDBE 8Y01 Instructional Planning: Part Two

NAME:     Elizabeth Nash
Grade:  3	Subject: Mathematics Strands: Patterning and Algebra	Mini Unit: Patterning
Overall Expectation(s): “Describe, extend and create a variety of numeric patterns and geometric patterns.” (pg. 61)	Specific Expectation(s): Patterns and Relationships -       “Create a number pattern involving addition or subtraction, given a pattern represented on a number line or a pattern rule expressed in words.”	Achievement Chart Categories addressed in this lesson: ð        Knowledge & Understanding ð        Thinking ð        Communication ð        Application Rationale: This lesson will allow students to think about patterning in a real-world context. It will allow them to think about their perceptions of patterns, and how they are used, while communicating their own creation to others.
LEARNING SKILLS AND WORK HABITS: Which LSWH(s) will be addressed in this lesson? Responsibility       Independent Work         Collaboration         Organization        Initiative        Self-Regulation Rationale:
LEARNING GOAL(S) Describe the curriculum expectations & LSWH  for this lesson in student friendly language We are learning to… -       Identify and recognize patterns -       Skip count -       Make our own patterns -       Use tools such as counters, blocks, hundreds charts and technology -       Explain and reflect on our patterns	TASK Create a task for the learning goal(s) to be addressed in this lesson:  Describe what  students will be doing to address the learning goal(s) for this lesson: The students will be creating and building patterns with hundreds charts, connector cubes and technology, to demonstrate their knowledge of how pattern is constructed (for example: using 6 and counting by 6 is something they created). What is the PURPOSE of the task: For As Of              What is the NATURE of the task: Diagnostic Formative Summative The task will provide evidence of student learning from which SOURCE? Observation Conversation Product	SUCCESS CRITERIA Describe what successful attainment of the learning goal(s) for this lesson task looks like: I can… -       Demonstrate my knowledge and understanding of identifying and recognizing patterns and skip counting -       Use critical thinking skills by creating my own number pattern using manipulatives -       Communicate my ideas effectively to my classmates and my teacher -       Make connections to math concepts that I have learned before
ASSESSMENT TOOL    Anecdotal Record, Rating Scale, Checklist, Rubric, Other I will be walking around throughout the work time, recording student learning. I will be using an observational and conversational checklist to assess my students and their understanding of making patterns. I will use this checklist to allow for a deeper understanding of student learning, so that I can make adjustments to future instruction.

Assessment Tool:

Learning Goal	Success Criteria	Learning It	Got It	Mastering It
Identify and recognize patterns	Demonstrate knowledge/understanding of identifying and recognizing patterns
Understand skip counting	Demonstrate knowledge and understanding of skip counting
Make a new pattern	Using critical thinking skills by creating own pattern using manipulatives
Effective use of tools (counters, blocks, hundreds charts, technology)	Communicating ideas effectively to classmates and teacher
Explaining and reflecting on patterns	Making connections to math concepts previously learned