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Lesson Plan Template

  • Grade

  • Subject

  • Section

First

Math

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  • Competency

RI.3.1

  • Aligned Standards

Number and Operations in Base Ten

  • Strand

1.NBT.A.1

  • Vocabulary

Sequence: A set of numbers arranged in a specific order.

Pattern: The regular and repeated way in which something happens or is done.

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Count Up and Down In a Sequence

Prerequisite Skill

Count Backward (up to 120)

Materials and Preparation

  • Whiteboard and markers
  • Printed worksheets with number sequences
  • Pencils and erasers

Learning Objectives

  • Students will be able to identify the pattern in a given number sequence.
  • Students will be able to complete a number sequence by filling in the missing numbers.

Introduction

Begin the lesson by explaining that a number sequence is a list of numbers arranged in a particular order. Provide an example on the whiteboard: "37, 36, 35, ___, 33, 32." Ask students if they can identify the pattern in the sequence. Guide them to see that each number is 1 less than the previous number.

Explicit Instruction/Teacher modeling

Demonstrate the process of identifying the pattern in a number sequence. Write the sequence "37, 36, 35, ___, 33, 32" on the board again. Explain that to find the missing number, we need to look at how the numbers change. Show that each number decreases by 1, so the number that comes after 35 must be 34.

Guided Practice

Hand out worksheets with similar number sequences. Work through the first few sequences together as a class. For example: "45, 44, ___, 42, 41" and "28, ___, 26, 25." Encourage students to identify the pattern and fill in the missing numbers. Walk around the room to offer assistance and check for understanding.

Independent Practice

Allow students to complete the rest of the worksheet on their own. Walk around the room to offer assistance and check for understanding.

Differentiation

Support

  • Work with small groups of students who need extra help.
  • Use manipulatives or visual aids to help students understand the concept of sequences.

Extension

  • Challenge students with sequences involving multiplication or division, such as "3, 6, 12, ___, 48."
  • Provide logic puzzles that involve identifying patterns.

Assessment

Assess students' understanding through a worksheet included in the worksheet pack. The assessment should contain a variety of sequences with different patterns. Ensure students explain their reasoning for each answer.

Review and closing

Review the key concepts of identifying patterns in sequences. Address any common misconceptions, such as confusing increasing and decreasing sequences. Ensure students understand how to approach finding the missing number in a sequence. Allow time for any final questions, and encourage students to share their observations.

Misconceptions

  • Pattern Confusion: Some students may struggle to identify the correct pattern. Provide additional examples and practice.
  • Skipping Steps: Ensure students do not skip steps when identifying the pattern. Encourage them to write down each step.
  • Reversal of Sequences: Students might reverse the pattern. Emphasize the direction of the sequence (increasing or decreasing).
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