Direct Instruction:

Teacher Talk:

Today we are covering the common core standard of 4.5A: Generalize and Analyze Patterns.

Does anyone know what a pattern is? What do patterns do? Where do you see patterns in school The real world? Everyday life? Can you think of a reason why we need patterns? How about in a job that you may have in the future?

Let’s come up with a definition of what a pattern is? -----

Now let’s compare our definition of what a PATTERN is to what is the given definition is.

Definition of Pattern (taken from icoachmath.com)

A Pattern constitutes a set of numbers or objects in which all the members are related with each other by a specific rule. A pattern is also known as sequence. There can be finite or infinite number of members in a pattern.

On the SMART Board :

Create a pattern which contains 2 identical groups with each group having 3 different images, a star followed by a bar, which is followed by 3 dots. How would you extend this pattern.

Create other problems equivalent to the one below:

Find the next three terms of the following pattern.

81, 79, 77, ___, ___, ___,...

Choices:

A. 79, 81, and 83

B. 83, 81, and 79

C. 75, 73, and 71

D. 79, 77, and 75

Correct Answer: C

Have students pair/share their thinking about the rule. For example:

Step 1: The rule for the pattern is to count down by 2 repeatedly and continue the sequence to find the next 3 terms.

Step 2: So, the next three terms in the sequence are 75, 73, and 71.

(Other terns that may need to be defined or explained: number, rule, sequene)

Guided Practice: Have students work in pairs on a netbook at the following websites to reinforce discovering rules about patterns.

http://www.learner.org/teacherslab/math/patterns/word.html

http://www.mathplayground.com/logicgames.html

http://www.mathsisfun.com/definitions/pattern.html

Check for Comprehension: (Using Bridges Student Workbook pages)

Now that we have experienced some different types of patterns, I want each of you to work with your math partner(s) to solve these patterns. Remember, you need to figure out the rule by testing several patterns and then quiz each other by seeing if you and your partner can predict/design/demonstrate what the “tenth” pattern will look like. Be sure to question each other: how do you know that this is the tenth pattern representation? How can you prove it? What was the rule that you figured out? Does it work? Did you both get the same answer? What if you both decide to determine what the twentieth pattern would be? Hand out Bridges worksheet from student workbook pages 149-150 and pages 152-153.