Teacher:  Paul Roberts

School:  Carroll Jr. High School 

Title:  Patterns Here, There, and Everywhere! 
 
Subject: Mathematics 

Grade Level:  4 - 6 

Overview: 
The student should demonstrate an understanding of numbers, patterns, counting, and operations. 

Approximate Duration:  3 days; 60 minutes per day 

Content Standards:
Number and Number Relations
In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools.
Geometry
In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings.
Data analysis, Probability, and Discrete Math
In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions.
Patterns, Relations, and Functions
In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.

Benchmarks:
N-3-E
reading, writing, representing, comparing, ordering, and using whole numbers in a variety of forms (e.g., standard notation, number line, and geometrical representation;   (1,2,3,4)
N-4-E
demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply, and divide) and their relationships to each other;   (2,3,4)
N-7-E
constructing, using, and explaining procedures to compute and estimate with whole numbers (e.g., mental math strategies)   (1,2,3,4,5)
G-4-E
drawing, constructing models, and comparing geometric shapes, with special attention to developing spatial sense;   (1,2,4)
D-2-E
constructing, reading, and interpreting data in charts, graphs, tables, etc;   (1,4)
D-4-E
exploring, formulating, and solving sequence-of-pattern problems involving selection and arrangement of objects/numerals;   (1)
D-6-E
demonstrating the connection of data analysis, probability, and discrete math to other strands and real-life situations.   (1,4)
P-1-E
recognizing, describing, extending, and creating a wide variety of numerical (e.g., skip counting of whole numbers), geometrical, and statistical patterns;   (1,2,3,4)
P-2-E
representing and describing mathematical relationships using tables, variables, open sentences, and graphs;   (1,2,4)
P-3-E
recognizing the use of patterns, relations, and functions in other strands and in real-life situations.   (2,3,4,5)

Educational Technology Standards:  
Use accurate and developmentally appropriate terminology (e.g., cursor, software, hardware, pull down menu, window, disk drive, hard drive, CD-ROM, laser disc) when referring to technology.
Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.

Objectives:
1. The student should be able to demonstrate an understanding of a problem by drawing lines from MS Word.
2. The student should be able to demonstrate an understanding of patterns by creating shapes involving 1 or more pattern problems. 

Technology Tools and Materials:
Hardware:  computer
Software:  Microsoft Word

Background Information:
Students should have covered geometrical shapes. This will enable the students to notice and interpret patterns of different kinds. Students should have a working knowledge of Microsoft Word. 

Lesson Procedures:
1. Use the line button in Microsoft Word to create the following patterns.
a) picket fence (three vertical lines of equal length)
b) fence post with one wire (vertical line, horizontal line, alternating all of equal length)
c) fence post with three wires (vertical line, 3 horizontal lines, alternating all of equal length)
d) fence posts and diagonals (vertical line, diagonal line, alternating all of equal length)
e) fence posts with criss-cross wires (vertical line, criss-cross lines, alternating all of equal length)
f) more than one fence post (two vertical lines with criss-cross wires, alternating all of equal length)
2. Use the AutoShapes (basic shapes) button in Microsoft Word to create patterns with smiley faces and hearts.
3. Use the AutoShapes (block arrows) button in Microsoft Word to create patterns with right block arrow and upright block arrows. 

Feedback: If you are not the author but used this lesson plan, please send your comments to the author.