MATH PRACTICUM LESSON PLAN
Name: Darcie Koch
Date: October 20, 2011
Subject: Math
Grade(s): Second
I.
Objective
* The student will be able to determine missing numbers in a pattern, and determine if
the hundreds, tens, or ones place is changing,
*Standards:
2.1.2.E: Apply number patterns to represent numbers in various ways (skip counting,
repeated addition/subtraction)
II.
Concepts and Vocabulary
Hundreds
Tens
Once
Pattern
Place Value
III.
Materials
Student Materials
Number grid worksheet (one for each student)
Glue
Piece of Construction Paper (one for each student)
Packet with fill in the blank PowerPoint slides (one for each student)
Teacher Materials
Number pattern PowerPoint
Red balloon cut outs with number patterns
Blue balloon cut outs with number patterns
Trophy cutouts with number patterns
Smart board
IV.
Procedure
A. Anticipatory Set
Today we are going to be learning about number patterns. First we are going to do a
quick warm up to review skip counting. Everybody take out a red, blue and green
crayon. DO NOT color anything until you hear the directions. (The teacher will
distribute the number chart worksheet to the students. The teacher will give the
students the following instructions:
Count by two’s, circles these numbers with your red crayon.
Count by five’s, put an X on these numbers with your blue crayon.
Count by ten’s, colors these number with your green crayon.
*Ask the students, if I wanted you to count by ones, what boxes would we color?
*If I wanted you to count by hundreds, what boxes would you color?
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Tell students that they did a good job finding numbers by skip counting. Ask the
students how skip counting can help us to find numbers in a pattern?
Depending on the student’ s answers, be sure to let them know that when looking to
see what number comes next in a pattern, they need to look to see if the hundreds,
tens, or ones place is changing. If the number in the ones place is changing, how
many is it increasing or decreasing by?
B. Development of the Lesson (Methods and Activities)
*The teacher will begin the Number Patterns PowerPoint. The teacher
will review the hundreds, tens, and ones, place values with the
students on slide 2. The students will then proceed to practice their
number patterns. The teacher will solve the first number pattern with
the class. And determine whether the pattern counted by hundreds,
tens, or ones. The teacher will go through the PowerPoint with the
students, guiding them as needed. The teacher will call on students to
come write in the missing numbers, and circle the patterns on the
smart board. The other students will be following along, filling in the
answers in their packet (which is made up of each of the slides that
have “fill in the blanks)
Once the teacher and students have finished the PowerPoint, they are
going to have a balloon race! Each student will receive a red balloon
cut out with a number pattern on it. The teacher will instruct the
students that once they finish their patterns, the teacher will come to
check their answer. If the student is correct, they will choose whether
they want a balloon with the same difficulty, or if they want a harder
problem. Once the students complete 4 balloons, they will receive a
trophy cut out with patterns on it. Based on how they completed their
other 4 balloons, the teacher will determine if their trophy problem
will have a step up/down pattern on it (the student will not be aware if
it is step up/down)
The students will then glue their balloons/trophy onto their piece of
construction paper.
If students finish early, they may make up their own number pattern
for me to solve, and return to them next week!
C. Modeling (when necessary/relevant):
Demonstrating/showing
Think aloud strategy, counting aloud.
D. Checking for Understanding:
Formative assessment – making sure students understand the lesson as you go, did
they complete their patterns correctly?
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E. Guided Practice:
Walk around the room; direct students as necessary. Help students find if the patter is
going by hundreds, tens, or ones if they are having difficulty, then have them proceed
solving the problem.
Step-Up Activity – Blue balloons that have more difficult patterns. Such as ones that
may change in the ones place by twos, or fives, or where the numbers may change by
addition or subtraction. The also include numbers in the 1000’s, as well as
descending patterns. These problems include:
105, 110, _____, 120, 125, _____135
20, 22, ______, 26, ______30
1000_________3000______5000________
510, 515, _____, _______, 530, 535, 540
100, 99, _____, 97, 96______, 94, _______
800, 700, _______, _________, 400, ________
3, 6, ___, 12, _____, 18, _____
65,_____,63, ____, 61,____,59
20, ____, 10, ____, 0
Trophy Problems:
100,103,_____109,112
100,102,____,106_____110
550,____,540,535,_____,525
On Level Activity – Red balloons that are all ascending, and have patterns that change
in either the hundreds, tens, or ones place. Only ascending by one value in each place.
300, _____,500,_____,700,_____
340,____,360,370,_____,_____
702, 703, ______, _______, _______.
813, 814, _____, _______, ________
200, 300, 400, ______, _______, ______
210, 220, 230, _____, _______, _________
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____, 991, ____, 993, 994,_______
800, 810, _____, 830,_____, ________
110, 210,_____,410,_____,610
Trophy Problems:
995,_____,997_____,_____
96, ____,98,99_____,101,______
200,_____,_______,______600
Step Down:
5,10,15_, 25
10, 20, __,40__50
100,200,____,300,400
50,60,70____,____100
500,600_____,_____900
30,40_____,60_____70_____
Trophy Activities:
600,_____,______900
40,45____,55____65
120____140_____160____180
F. Closure:
Summarize the lesson
Ask students how do hundreds, tens, and ones help us to solve number patterns?
V.
Evaluation
Was the student an active participant in the lesson?
Did the student correctly complete their number pattern balloons?
Did the student actively participate by writing on the smart board, and writing the
answers in their packets?
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