Title
Math Lesson Plan March 24, 2022
Pattern Rule & Linear Relationships
Grade, course, program 7/8
Critical Learning
-
Guiding Questions
Understanding of Pattern Rule
Collaboration (class participation in
completing the minds on exercises on the
board)
What is a pattern rule?
How can we represent patterns –
in how many ways? (graphing,
drawing, numbers, words, pattern
rule, etc.)
How can we graph a pattern?
Curriculum Expectations
Overall Expectations:
C1. identify, describe, extend, create, and make
predictions about a variety of patterns, including those
found in real-life contexts
C1. identify, describe, extend, create, and make
predictions about a variety of patterns, including those
found in real-life contexts
Specific Expectations:
C1.1 identify and compare a variety of repeating,
growing, and shrinking patterns, including patterns
found in real-life contexts, and compare linear growing
patterns on the basis of their constant rates and initial
values
C1.2 create and translate repeating, growing, and
shrinking patterns involving rational numbers using
various representations, including algebraic
expressions and equations for linear growing and
shrinking patterns
C1.3 determine pattern rules and use them to extend
patterns, make and justify predictions, and identify
missing elements in growing and shrinking patterns
involving rational numbers, and use algebraic
representations of the pattern rules to solve for
unknown values in linear growing and shrinking
patterns
Learning Goals
(Unpacked Expectations)
At the end of this lesson, students will be
able to:
-
-
-
Create a Pattern Rule
using an Algebraic
Equation
Represent Patterns in
multiple forms (t-chart,
numbers, words, pictures,
graphs)
Graph a pattern
Identify whether a pattern
is linear or not
Instructional Components and Context
Readiness
Materials
Terminology
-
Pattern rule
Graph
Linear pattern
Linear relationships
-
Printed out worksheets, examples drawn out on
the board
Title
Lesson #
Focus on action or pose as a question
Minds On
Approximately
10
Grade, course, program
Pause and Ponder
minutes
Go over examples on the board of pattern rule, starting with
various number patterns: e.g. 1, 8, 15, 22, 29, etc…
Ask students how they would put this into a t-chart (x values
+ y values)
Review pattern rule learned from yesterday (y=mx + b)
Ensure students understand x and y coordinates
*Clearly State Learning Goal of Day to Students*
-
Assessment for Learning
(AfL)
Assessment as Learning
(AaL)
Assessment in
minds on
includes
ensuring
student
understanding
Assessment in
Action includes
completion of
worksheets


Action!
Approximately
40
minutes
-
-
-
▪
▪
Introduce the new element of graphing the t-charts
coordinates
Get students to graph the pattern on the board using
desmos.com
Talk about how these patterns are linear
Have students complete the worksheets “Linear Relations”
and “Representing Patterns”
Scaffold the room to ensure student understanding,
answering questions as prompted
Consolidation
Approximately
10
minutes
-
-
Consolidate student understanding by practicing a linear
pattern on the board: have class participate to show
understanding of t-chart values and how they are placed into
a graph
Practice finding the pattern rule
Have students hand in worksheets, or depending on class
progress, continue worksheets into the next lesson if more
time is needed
Differentiation (DI)
-
Scaffold the
room to see
if students
are
understandin
g the content
– if not,
continue to
complete
exercises on
the board
throughout
the action
portion of the
lesson if
needed