KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Casey Biddle Date: 11/2-3/17

Cooperating Teacher: Mrs. March Coop. Initials

Group Size: 28 Allotted Time 2 days - 1 hour Grade Level 4_

Subject or Topic: Patterns- Extending Tables Section 934

STANDARD:

4.OA.5: Generate a number or shape pattern that follows a given rule. Identify apparent
features of the pattern that were not explicit in the rule itself.

I. Performance Objectives (Learning Outcomes):

 The students will be extending tables involving patterns through the use of
addition, subtraction and multiplication by using counters to interpret the
relationship of the table along with creating their own table.

II. Instructional Materials

 www.pearsonsuccessnet.com
 Counters
 Worksheet R2-3
 Robby the Robot
 Math Notebook
 Whiteboard
 Expo Markers
 Smart Board
 Assessment worksheet
 Copy Paper

III. Subject Matter/Content (new content, prerequisite skills, key vocabulary, big idea)

New Content:
 Students will learn what an input and an output are
 Students will identify the rule of an extended table in order to complete the table
 Students will make their own table from a word problem
 Prerequisite Skills:
 Addition, subtraction, multiplication, division
 Reading word problems

Key Vocabulary:
 Input: put in, taken in
 Output: the amount of something produced

Big Idea:
 The students will extend tables of ordered pairs for situations involving
multiplication, addition, or subtraction.

IV. Implementation
A. Introduction

Day 1 Thursday 11/2

 The teacher will start by having the students do a pre-test of the assessment
without any instruction. The teacher will write the problem on the board and
allow the students to solve without any help/instruction.

 The teacher will then go right into the lesson by having the students get out their
math notebook in order to take notes.

 The teacher will then hand out counters to all students and allow them 2 minutes
to play with the counters. Once the 2 minutes is up the teacher will explain, “We
were given time to play so we can now focus during the lesson.”

 The teacher will explain to the students that if they are struggling during the
lesson they can use their counters to visually see the numbers.

 The teacher will write Topic 2-3 on the board followed by the title “What is an
input/output table?”

 The teacher will define input and output on the board while the students copy this
into their notebooks.

 The teacher will create an in/out table with the rule add 2. The teacher will be
writing the table in the following bullet on the board with the correct blanks for
the missing numbers.
 In Out

1
5
5 7
7 9

 Demonstrate how to use the counters for one of the problems in the table in order
to help solve for the rule, this way students will know how to use them the rest of
the lesson and small group work.

 Allow time for students to solve for the rule in order to find the missing numbers.

 The teacher will prompt the students by asking questions such as, “What do we
notice with the numbers 5 and 7, and 7 and 9?” Or “Does anyone see a pattern
with the numbers in the table?”

 The teacher will solve the table with the students.

 The teacher will ask students how to solve for the IN number if they only have the
OUT number and the rule.

 The teacher will show students how to solve from IN OUT but also OUT IN
explaining that, “If you only have the OUT number and know your rule, you can
do the opposite of the rule, which then solves for the IN number.”
 Give time for student responses.

 Once the table above is completed give the students another table to complete
together with the rule subtract 1. See the bullet following. Write this table on the
board.

In Out

1
3 2
4
7 6
 Allow time for students to solve for the rule in order to find the missing numbers.

 The teacher will prompt the students with the same questions asking, “What do
we notice with the numbers 3 and 2, and 7 and 6?” Or “Does anyone see a
pattern with the numbers in the table?”

 The teacher will solve the table with the students.

 The teacher will then write the 3rd and final table example with the students with
the rule multiply by 4. Write this table on the board.

In Out

1
3 12
20
7
9 36

 Allow time for students to solve for the rule in order to find the missing numbers.

 The teacher will prompt the students with the same questions asking, “What do
we notice with the numbers 3 and 12, and 9 and 36?” Or “Does anyone see a
pattern with the numbers in the table?”

 The teacher will solve the table with the students.

 The teacher will do a quick check of thumbs up or thumbs down. Thumbs up if

the student can confidently complete a table on their own, thumbs down if the
student needs a little more practice.

 The teacher will have students put away their math notebooks.

Day 2 Friday 11/3

 The teacher will have students revisit their math notebooks to review what we
talked about on Thursday.

 The teacher will say, “What did we talk about yesterday?” and “Can anyone give
me an example of a problem with the rule?”

 The teacher will then have students put away their notebooks and prepare for the
Friday lesson.
 B. Development
Day 1 Thursday 11/2

 The teacher will then hand out counters to all students and allow them 2 minutes
to play with the counters. Once the 2 minutes is up the teacher will explain, “We
were given time to play so we can now focus during the lesson.”

 The teacher will then bring out Robby the Robot, which she will hang on the
front board. (Picture attached) She will explain how Robby is a Robot who solves
patterns but has to have all 3 parts in order to function. Robby must have an IN,
an OUT, and a RULE or Robby cannot function.

 The teacher will also explain this is what the students did in their notebooks, just
not in table form.

 The teacher will write a number on the IN box of Robby in Expo marker and will
write a number on the OUT box of Robby in Expo marker.

 The teacher will then ask the students what they think the rule is for that problem.
The teacher will say, “What is the rule that makes me go from the IN number to
the OUT number?”

 The teacher will repeat steps 2 and 3 until students can do this with proficiency
going from IN numbers to OUT along with OUT to IN.

 The teacher will have a list attached of possible numbers to write in both hands as
well as a list of rules.

 The teacher will complete this until there are no more examples.

Day 2 Friday 11/3

 The teacher will tell students to come over in front of the smart board where they
will be watching a video recapping extending tables.
 www.pearsonsuccessnet.com  Video from the textbook.
 The teacher will walk students through this video by asking prompting questions
such as, “How many leaves are on one clover? 2? 3?” Allow time for thinking
and answers.
 The teacher will then ask, “can we make our own table with the clovers and their
leaves?” Allow time for thinking and answers.
 Create a table with the students for 1 clover in the IN column, 3 leaves in the
OUT column. 3 clovers in the IN column, 9 leaves in the OUT column.
 Ask students to see add 2 more rows to their table
 Example:

In Out

1 3
3 9
____ ____

____ ____

 Once the table is completed the teacher will ask the students, “What is the rule for
this table?”

 Allow time for students to ask questions.

 The teacher will have students return to their seats.

 The teacher will then hand out counters to all students and allow them 2 minutes
to play with the counters. Once the 2 minutes is up the teacher will explain, “We
were given time to play so we can now focus during the lesson.”

 The teacher will hand out the worksheet R2-3 (attached) and will explain to students
to “Complete and practice the problems 1, 2, and 3 on the worksheet independently
asking your table partners if you get stuck.”

 The teacher will give students time to complete this worksheet.

 After students have had time to complete the worksheet the teacher will go over the
answers with the students and will complete another thumbs up thumbs down check
to see where students are regarding their understanding for extending tables.

C. Closure
Day 1 Thursday 11/2
 The teacher will have the students create their own IN, OUT and RULE as an exit
slip. This will be done on a blank piece of paper.
 The students can use any numbers and rule that they want.
 This will be collected when finished.
 Day 2 Friday 11/3
 The teacher will talk to students about different real life situations where extended
tables might come up.
 Ex.
 Choosing teams for a game how many number of players on each team
 How many cookies to make for a certain amount of people

 The teacher will then hand each student an assessment that they will work on
individually and will turn in after they have completed it.

 The teacher will read the directions for the assessment and allow students to
complete the assessment.

 The teacher will collect the assessment to analyze.

 For students who have trouble with the assessment, the teacher will review the
assessment with them during intervention.

D. Accommodations/Differentiation

 No IEPs to follow.

 Manipulatives will be given to all students to assist with a visual representation of

the numbers in the table. These can be used at all times during the lesson.

 Assist student (AL) with drawing the tables in his math notebook for note taking.

 During the assessment walk around and assist student (BB,LW, ZM, anyone who
is struggling) and set up the table and assist with writing the first number under
the IN column and the first number under the OUT column.

E. Assessment/Evaluation Plan
1. Formative
 Thumbs up thumbs down for comprehension of the
material
 Exit Slip
 Writing to explain assessment (attached)
2. Summative

V. Reflective Response
 A. Report of Students’ Performance in Terms of Stated Objectives (after lesson is
taught)
The students for this lesson completely understood how to use
extending tables and find the rule for the extending tables. The students
were able to create their own rules, and almost complete the table on their
own. Students had trouble reading the directions therefore did not create a
table.
Remediation Plan
More example problems will be given to students where they have to
write the rule, make a table and find the answer. I will also give more real-
life word problems so students have more practice with this. These scenario
cards will be given in groups to students and as a group they will come up
with an answer for the card. I will sit next to LW as I am circulating to make
sure she is engaged and understanding all steps to the problems. I will then
go over the answers with them, followed by reviewing the assessment
question directions so students know exactly what I am looking for.

B. Personal Reflection
Did I stay in the time limit?
I did stay in the time limit while teaching this lesson. While planning
for this lesson I knew that it was too much information to teach the
students in just one day, therefore I made it into 2 days and that worked
out perfectly as the students were able to learn it, review it and then do the
assessment independently without running out of time.

Were there any problems that occurred?

There were no problems that occurred during this lesson. All of the
students were on task and comprehended exactly what they needed to be
done during the lesson. The problems occurred during the assessment piece
as students did not read directions and therefore missed a step in the
directions or they did not show their work correctly. Students also rushed
through this assessment and did not take their time resulting in careless
mistakes, such as for the rule writing a plus sign rather than a multiplication
sign.

Did they understand the content?

The students had no problem understanding the content, they really
enjoyed Robby Robot and he helped them with all of the problems that they
were unsure how to solve. Students were able to do the worksheet
 independently and their understanding also showed during their Topic 2 test,
where they correctly solved the problems with the extending tables and
solving for the rule.

Changes?
The changes I would make to this lesson were I would add in the
scenario cards so that the students would have more practice with real-
world scenarios. I would also have them do more small group work rather
than group work, including problems for the worksheet where I would have
the boys do some problems and the girls do the other few problems. This
way all students are not working on the same problems ad they will be able to
get more of the problems completed. I also would have added more Robby
Robot examples, since these were the examples that clicked in their heads I
would have used him more for students to practice with. During the
worksheet, independent work, I would have also pulled a small group of
students who maybe needed a little more assistance rather than just
monitor and walk around.

VI. Resources

 Envision Math Workbook, Teacher Edition.