Professional Documents
Culture Documents
The seventh artifact I have chosen for section three of this portfolio is my four-lesson
math learning segment on patterning. This learning segment demonstrates my ability to plan
and create learner accommodations. There are many benefits of unit planning, including being
aware of my students’ abilities, considering the ways I can help students learn using a variety of
instructional methods and activities, as well as “think imaginatively” (Cruickshank, Jenkins, and
Metcalf, 2009, p.179). Additionally, grade two is a level that provides foundational skills in math
so it is essential that they gain concrete understanding of the concept. Each of the lessons
provides detailed information on student knowledge background, engaging anticipatory sets and
lessons, differentiated worksheets, assessments, including a quiz that I created, and learner
accommodations.
Connections to Standards
InTASC
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of the
discipline accessible and meaningful for learners to assure mastery of the content.
4(a) The teacher effectively uses multiple representations and explanations that capture
key ideas in the discipline, guide learners through learning progressions, and promote each
The teacher understands how to connect concepts and use differing perspectives to
engage learners in critical thinking, creativity, and collaborative problem solving related to
The teacher understands and uses multiple methods of assessment to engage learners in
their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision
making.
The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
learners to develop deep understanding of content areas and their connections, and to build skills
CAEP
Claim 1: Medaille College graduates know the subject matter in their certification
area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through
Educators apply their professional knowledge to promote student learning. They know
the curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
Care
The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
LESSON 1
CCSS.MATH.CONTENT.4.OA.C.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. For example, given the rule “Add 3” and
the starting number 1, generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers. Explain informally why the numbers will
Patterns and Relationships- identify, extend and create a repeating pattern involving two
attributes (e.g., size, colour, orientation, number), using a variety of tools (e.g., pattern blocks,
attribute blocks, drawings) (Sample problem: Create a repeating pattern using three colours and
two shapes.)
LESSON 2
CCSS.MATH.CONTENT.4.OA.C.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. For example, given the rule “Add 3” and
the starting number 1, generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers. Explain informally why the numbers will
sequence, a number line, or a bar graph (e.g., the given growing pattern of toothpick squares can
(Sample problem: Write the next three terms in the pattern 4, 8, 12, 16,….)
LESSON 3
CCSS.MATH.CONTENT.4.OA.C.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. For example, given the rule “Add 3” and
the starting number 1, generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers. Explain informally why the numbers will
sequence, a number line, or a bar graph (e.g., the given growing pattern of toothpick squares can
Patterns and Relationships- extend repeating, growing, and shrinking number patterns
(Sample problem: Write the next three terms in the pattern 4, 8, 12, 16,….)
LESSON 4
CCSS.MATH.CONTENT.4.OA.C.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. For example, given the rule “Add 3” and
the starting number 1, generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers. Explain informally why the numbers will
sequence, a number line, or a bar graph (e.g., the given growing pattern of toothpick squares can
Patterns and Relationships- extend repeating, growing, and shrinking number patterns
(Sample problem: Write the next three terms in the pattern 4, 8, 12, 16,….)
given a pattern represented on a number line or a pattern rule expressed in words (Sample
problem: Make a number pattern that starts at 0 and grows by adding 7 each time.)