STEM Lesson: Math focus (numbers, patterns)

The Rabbit Problem

Elisabeth Elder-Gomes

Subject: STEM (math) Topic: The Rabbit Problem Length:65 minutes

Learning Outcomes:
NB Curriculum Outcomes
Math
NB Curriculum Outcomes for grade 5:
GCO: Number (N): Develop Number Sense
-->SCO: N1: Represent and describe whole numbers to 1 000 000.
GCO: Patterns and relations (PR): Use patterns to describe the world and solve problems.
-->SCO: PR1: Determine the pattern rule to make predictions about subsequent terms
(elements).

Science
NB Curriculum Outcomes for grade 4:
GCO: Habitats
-->SCO: Students will be expected to...
• use the terms habitat, population, and community in appropriate contexts (104-6)
• identify questions to investigate about the types of plants and/or animals at a local habitat, and
the conditions under which they live (204-1)
NB Curriculum Outcomes for grade 5:
GCO: Weather
-->SCO: Students will be expected to…
• identify and use weatherrelated folklore to predict weather (105-2)

Language Arts
NB Curriculum Language Arts Outcomes gr.3-6:
GCO: Reading and viewing
• interpret, select, and combine information using a variety of
strategies, resources, and technologies
GCO: Writing and other ways of representation
• use writing and other forms of representation to explore, clarify, and reflect on their thoughts,
feelings, experiences, and learnings; and to use their imaginations

NGSS Standards
Rationale
Follow this lesson students will be refreshed on patterns and relations. Students will also learn
about the Fibonacci sequence. Additionally, students will touch on science outcomes by learning
about habitats and weather.

Learning objectives
I can… identify patterns and sequences in rabbit reproduction.
I can… listen to a story and respond to questions about it.
I can… identify elements and weather of an ideal habitat for rabbits.

Possible misconceptions
Students may not be familiar with rabbit reproduction rates, and believe that they reproduce at
the same rate they are familiar with - humans! Students will probably not be familiar with the
Fibonacci sequence and will not realize that it can be found in various parts of nature.

Materials/resources
Materials Location

1. The picture book The Rabbit Problem 1. On the teacher’s desk beside
by Emily Gravett computer
2. Activity sheet (Appendix A) 2. 20 copies printed, in first drawer of
3. 5 poster boards, markers for each of desk
the 5 tables 3. Located at each table
4. 1 laptop per group 4. Located at each table

Differentiation
● Students have the opportunity for kinesthetic learning through movement to different
parts of the room.
● Visual learners have the opportunity to create a visual representation of their learning.
● Students have access to laptops
● Auditory learners have the opportunity to listen to the story and explanations.
● Students are placed in groups strategically by the teacher in order to combine “low
flyers” with “high flyers” in order to help each other.

Prep
The teacher will set up 5 different stations at 5 separate work tables around the classroom. On
each table there will be a laptop, a posterboard and a pack of markers.The teacher will also
have printed or photocopied enough activity sheets so that each student has one. The teacher
must ensure to have the picture book ready to read.

The lesson

What the teacher will do What students will do

Engagement (5 minutes) Engagement

● Physical lineup activity: The teacher will ● Students will line up where the
ask students to stand up, and then place teacher directs them.
them in a boy/girl/boy/girl pattern in a ● Students will look for a pattern in
circle around the classroom. The teacher their physical lineup, and give
will ask the students what the pattern is. answers when needed.
Once the students respond “boy/girl”, the
teacher will write “ABAB” on the board to
demonstrate what type of pattern it is.
● The teacher will then organize the
students in a different pattern: brown
eyes, green eyes, blue eyes. *Note*: it
may not be possible to organize all
students in this sequence depending on
eye colour, but the teacher will take as
many as possible.
● The teacher will then ask the students
what pattern it is this time. It may take
longer for them to guess as it is less
 obvious. Once a student guesses
correctly, the teacher will write
“ABCABC” on the board to demonstrate
that this is the pattern type.
● The teacher will explain that we are
going to read a book today, and it is
important to pay attention to the patterns
we might find in it.

Exploration (5 minutes) Exploration

● The teacher will read the text The Rabbit ● Students will listen to the book.
Problem by Emily Gravett.

Explanation (20 minutes) Explanation

● The teacher will do a brief recapitulation
on patterns, to touch on prior knowledge.
The teacher will ask the following
questions: What types of patterns do we
know? Increasing patterns and repeating
patterns. What is an increasing pattern?
A pattern that grows in numbers
throughout the sequence! What is a
repeating pattern? Like the ones we just
did! A sequence with different elements
repeating in a certain order.
● The teacher will then ask the students if
they saw a pattern in the book. Students
will probably provide the answer. If not,
the teacher will ask the following
questions to make the answer come
more easily: How many rabbits were at
the beginning? How many were there
after one month? After two months? The
teacher will explain that the rabbits
created their own pattern, and we need
to investigate it!
● The teacher will hand out the activity
sheet to each student and draw the
same table on the board (the following:)
● Students will answer questions
about patterns if they know the
answers. If they recognized a
pattern during the first reading, they
will tell the teacher.
● Students will listen to the reading
and fill out the activity sheet.
● Students will share their answers
with their table groups.
● Students will write down the
answers from the board if they do
not have it written down yet.
● Students will listen to the teacher’s
explanation of the Fibonacci
sequence.

month # of rabbits

● The teacher will tell the students to listen

 very carefully and to fill out the table on
their sheet as they go. The teacher will
then re-read the book until it gets to the
month of April.
● The teacher will ask students to share
what they have found with their groups in
a pattern form (similar to the ABAB,
ABCABC form on the board from the
engagement activity).
● The teacher will get groups to share with
the class, and write the answers on the
table on the board. The teacher will give
students a minute to copy down these
answers in case they did not do so
during the read aloud.
● The teacher will have a group
discussion about the pattern in the
book. The teacher will explain that
this pattern is called the Fibonacci
sequence: 0,1 → 0+1=1→ 0,1,1→
1+1=2,... and so goes the
sequence. It may be helpful to show
the following image

Extension (20 minutes)

● The teacher will then number students 1
to 5. Once everyone has a number, the
teacher will designate a work table for
each of the 5 groups.
● The teacher will explain to the students
that they must work as a group to predict
the following 3 answers on the table Explanation
(how many rabbits will there be in may? ● Students will listen for their
June? july?) Once they reach a assigned number and then go to
their designated table.
 conclusion, they will write it on their ● At their table, students will work
poster board. together using the laptop, activity
● Along with predicting the pattern, the sheet and picture book to write
students will work together to reflect on down (on their posterboard): 1.
the picture book that was read and Their predictions for the next three
perform research on the laptop. months, 2. Elements and weather
Together, they will write down elements for an ideal habitat for rabbits to
necessary to the rabbit’s habitat to allow breed and live.
them to reproduce and be happy (if ● Students can decorate their poster
groups are having a hard time, the board with drawings.
teacher can ask them prompting ● Students will ask the teacher any
questions: what kind of foods do they questions they have.
eat? What animals are dangerous to
them? Do they swim? fly?) and write
down the type of weather they succeed
best in (relatively warm but they have fur
to withstand cooler temperatures,...)
*Note*: it is possible that students may have
difficulty remembering the book. The teacher
can ask the prompting questions suggested
above, give them access to the picture book,
and allow them access to one laptop per group
to do research.

Evaluation (15 minutes)

● The teacher will ask groups to present
their findings to the class. Meanwhile, the
teacher will be able to formatively assess
through observation and collection of
product at the end of the course. The
teacher will be able to assess student Evaluate
understanding of patterns and relations ● Students will present their poster
as well as understanding of habitats and boards to the class.
weather.

References
Gravett, Emily. (2010). The Rabbit Problem. New York, NY: Simon & Schuster Books for Young
Readers.

National Science Teachers Association. (2015). Next generation science standards: Grade 3-5
engineering design. Retrieved from http://www.nextgenscience.org/dci-arrangement/3-5-ets1-
engineering-design

New Brunswick Department of Education and Early Childhood Development. (2002) Atlantic
Canada science curriculum: Grade 3. Retrieved from:
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Science/Science-
Grade3.pdf

Van De Walle, J.A. (2018). Elementary and Middle School Mathematics: Teaching
Developmentally. Boston: Pearsons.

Rabbit image of Fibonacci Sequence and relevant information:

Hambleton, A. (2011). Math and Children’s Literature Assignment. Retrieved from:
http://educ.queensu.ca/sites/webpublish.queensu.ca.educwww/files/files/Community/COC/Melo
dies/Mister%20Fibonacci%20-%20Notes.pdf

Information about the Fibonacci Sequence:

https://www.mathsisfun.com/numbers/fibonacci-sequence.html

Appendix
Appendix A

The Rabbit Problem

Find the pattern in the book!
Month Number of rabbits