Jason

Grade Levels
3rd Grade

Commonwealth of Pennsylvania Standards and Anchors

 * 2.8.3.C** Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.
 * 2.8.3.D** Use a rule to find a missing value and determine a rule for a given pattern.

Big Ideas
Numbers, measures, expressions, equations, and inequalities can represent mathematical situations and structures in many equivalent forms. Numerical quantities and calculations can be estimated by using numbers that are close to the actual values, but easier to compute. The base-ten number system is a way to organize, represent, and compare numbers using groups of ten and place value. The same number sentence (e.g., 12 - 4 = 8) can be associated with different concrete or real world situations, AND different number sentences can be associated with the same concrete or real world situation. Two- and three-dimensional objects can be described, classified, and analyzed by their attributes, and their location can be described quantitatively.

Concepts
Fractions and decimals: Develop basic understandings Multiplication and division of whole numbers and the relationship between operations

Competencies
Develop an understanding of multiplication and division of whole numbers by building on knowledge of the base ten system/operations and through the use of representations (e.g., equal-sized groups, arrays, area models, equal "jumps" on number lines, successive subtraction, partitioning, and sharing) in order to describe relationships, make estimations, and solve problems. Develop an understanding of the size, meaning, and uses of fractions to represent parts of a whole, parts of a set, or points/distances on a number line, and that fractions are used to represent numbers that are equal to, less than, or greater than one

Vocabulary

 * Patterns**: Regularities in situations such as those in nature, events, shapes, designs, and sets of numbers (e.g., spirals on pineapples, geometric designs in quilts, the number sequence 3, 6, 9, 12,…).
 * Pattern Unit**: The part of a pattern that repeats.

Objectives
Students will develop strategies or determining geometric and numeric patterns. Students will:
 * Create, read, and extend a given linear pattern
 * Identify missing elements of a linear pattern
 * Recognize and record the pattern unit, sequence, and rule
 * Describe growing numeric and geometric patterns
 * Analyze number patterns on hundreds charts

Essential Question(s)

 * What three numbers will come next when you extend (15, 18, 21, ) pattern using a number line or number chart? What is the rule? How would you demonstrate that you have found the rule?
 * Given two patterns (for example, triangle, cube, sphere and cube, sphere, triangle), how are they alike? How are they different? How can you tell where a pattern unit begins and ends? If you wanted to extend your pattern, how would you decide which shapes to use? How would you explain how to find out what is missing in a pattern?

Duration
Visual and Number Patterns Unit (Lessons 1-3): Each lesson can take between 30-45 minutes, and may take several days to complete the entire unit. Breakup procedures and review as needed. Total unit duration is approximately 90-135 minutes.

Materials

 * Thinkfinity – []
 * pattern blocks or Shape Tool (interactive)
 * Hundreds Chart (interactive and/or worksheet)
 * Multiplication Chart (interactive and/or worksheet)
 * Calculator and Hundreds Board Tool or calculators
 * number line
 * "The House that Jack Built" by Mother Goose
 * Exploring Pascal's Triangle (interactive)
 * construction paper
 * crayons

Instructional Procedures
__Lesson 1 – What’s Next__ __Lesson 2 – Patterns on Charts__ __Lesson 3 – Growing Patterns__ __• • • • • • • • • •__
 * Using pattern blocks, make a pattern with at least three repeats of the pattern unit (example variety of two- and three- dimensional figures.
 * Then ask a volunteer to read the pattern. Repeat with other patterns and other volunteers. Next place the students in pairs and give each pair several pattern blocks. (If you do not have pattern blocks, you might supply the students with paper shapes.) Ask each student to make a pattern with at least three repeats. Then call on volunteers to read their patterns and ask if anyone else has a similar pattern. Encourage several students to read their patterns using both descriptive geometric language and attributed letter pattern (AAB).
 * For additional practice, show students the Shape Tool. Model how to make a linear pattern with the online shapes. As you demonstrate, you may wish to have the students copy the pattern with pattern blocks or draw it on paper. Allow volunteers to make a pattern on the Web site and read it to the class. Then encourage the students to use the site during math-center or free-choice times. Finally, ask students to record one pattern by drawing with crayons on blank pieces of construction paper.
 * After the students have made and recorded the patterns, call them together to describe their patterns.
 * Now show the Web site, Calculator and Hundreds Board Tool.
 * Ask a volunteer to enter 2, +, 2, =, =, =, = into the online calculator and to describe what he or she sees on the calculator display. Ask another student to describe what happened on the online hundred chart.
 * Next, place the students in pairs, and give each pair one copy of the Hundreds Chart and some crayons. Have students circle the patterns they find on their paper hundred chart. When the groups have located several patterns, call on volunteers to describe patterns they found. Encourage the students to find skip-counting patterns for 2’s, 5’s, and 10’s [a preparation for multiplication] and the pattern of odd and even numbers. Also encourage them to notice patterns in the tens and ones places. For independent practice, give students copies of the Multiplication Chart and ask them to color any number patterns that they notice.
 * To begin the lesson, recite "The House that Jack Built" by Mother Goose. Then ask the students to tell what happened in the story.
 * Next explain that students will be exploring patterns that grow according to a rule. Display the “bowling pin” pattern (which is a “counting-on” pattern):
 * Then ask, “What will come next in this pattern?” When students give the correct answer [a row of five dots], ask them to explain how they got that answer. Repeat with several more rows. Then ask the students to state the rule that they would use to add more figures to the pattern. Encourage alternate expressions of the rule.
 * Next display the pattern below, and ask students what they might call the pattern [a T pattern.]
 * Then repeat the steps used in the counting-on pattern above with the new pattern below.
 * || **Figure** || **Dots** ||
 * 1 || 1 ||
 * 2 || 5 ||
 * 3 || 9 ||
 * Have the students make patterns that grow and exchange them with a friend to extend. At the end of the class, ask for volunteers to share their growing patterns and their rules.
 * Enrichment Activity - Next introduce the students to Pascal’s triangle by opening Exploring Pascal's Triangle. Ask students to name any patterns that they see.
 * 1 || 1 ||
 * 2 || 5 ||
 * 3 || 9 ||
 * Have the students make patterns that grow and exchange them with a friend to extend. At the end of the class, ask for volunteers to share their growing patterns and their rules.
 * Enrichment Activity - Next introduce the students to Pascal’s triangle by opening Exploring Pascal's Triangle. Ask students to name any patterns that they see.
 * Enrichment Activity - Next introduce the students to Pascal’s triangle by opening Exploring Pascal's Triangle. Ask students to name any patterns that they see.

Suggested Instructional Strategies
Active Engagement, Modeling , Visual/Spatial

W = During this unit, students to use logical thinking to create, identify, extend, and translate patterns. H = Students have the opportunity to make patterns with numbers and shapes and explore patterns in a variety of mathematical contexts. E = Students explore patterns by using hundreds charts identifying patterns in place value, multiplication, and even/odd numbers. R = Students engage in discussion to reflect on pattern findings and work together on growing patterns. E = Students apply what they learned by creating, analyzing, and sharing their own pattern that grows and the accompanying rule utilized. T = These lessons include working as a class, in groups, and individually. It includes teacher modeling, hands-on activities, and technology. O = These lessons begin with concrete relationships, transition into more abstract exploration, recordings, and creation.

Formative Assessment
It is important for students to know how to: (click Find Rubric, Search Keywords (patterns), and Find Math - Problem Solving: Patterns)
 * make, extend, and record a linear patterns;
 * find the missing element in a linear pattern;
 * find and analyze patterns on a chart;
 * create, describe, and analyze growing patterns;
 * recognize the pattern unit, sequence, and rule.
 * [][|&]

Related Materials & Resources

 * **"Http://illuminations.nctm.org/ActivityDetail.aspx?ID=35." Web. 1 Mar. 2010. .**
 * **"Http://illuminations.nctm.org/lessons/HundredsChart.pdf." Web. 1 Mar. 2010. .**
 * **"Http://illuminations.nctm.org/lessons/MultiplicationChart.pdf." Web. 1 Mar. 2010. .**
 * **"Http://standards.nctm.org/document/eexamples/chap4/4.5/index.htm." Web. 1 Mar. 2010. .**
 * **"Http://illuminations.nctm.org/lessons/3-5/patterns/jackhouse.pdf." Web. 1 Mar. 2010. .**
 * **"Http://mathforum.org/workshops/usi/pascal/pascal_middisc.html>." Web 1 Mar. 2010. .**


 * LESSON 2**

Subject
Reading, Writing, Speaking, and Listening

Commonwealth of Pennsylvania Standards and Anchors
**R3.B.1.1.1** Identify, explain, interpret, compare, and/or describe components of fiction and literary nonfiction. Character (may also be called narrator, speaker, subject of a biography): Identify, explain, interpret, compare, and/or describe character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfictional text. Identify, explain, interpret, compare, and/or describe the relationship between characters and other components of text. Setting: Identify, explain, interpret, compare, and/or describe the setting (when or where a story or personal narrative takes place); Plot (may also be called action): Identify, explain, interpret, compare, and/or describe elements of the plot (conflict/problem, sequence of events, cause and effect relationships in the plot, how the problem was solved). Note: Items may use the terms event or solution. Items will not use the word plot. Items will ask what happened first, next, last, etc.

Big Ideas
Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text

Concepts
Acquiring and applying a robust vocabulary assists in constructing meaning Essential content of text, including literary elements and devices, inform meaning

Competencies
Identify and distinguish between components of fiction and non-fiction texts Identify relationships between characters, topics, events, ideas, setting, and/or plot in and among texts (i.e. literary elements) Use grade appropriate resources to confirm and extend meaning of vocabulary

Vocabulary
__Character:__ the person or animal in a story __Setting____:__ when and where a story takes place __Plot____:__ the events or happenings in a story __Conflict____:__ the problem the main character faces __Resolution____:__ the solution to the conflict

Objectives
Students will develop strategies for character development. Students will:
 * Review how characters tend to develop in stories by recalling their own favorite characters
 * Create character outlines on trading cards
 * Demonstrate comprehension of character development and story elements
 * Write a story in which they develop their own character

Essential Question(s)

 * How did your characters change from the beginning of the story to the end?
 * What kinds of things happened that caused your characters to change?
 * Why are these changes important to the story?
 * Does the resolution make sense based on what you know about the character and the conflict he/she/it is facing?
 * Why do authors create characters that change?

Duration
90-120 minutes

Materials

 * //Brave Irene// by William Steig
 * //c//omputers with Internet access
 * LCD projector (optional)/projector and transparencies (optional)
 * samples of popular trading cards
 * Character Trading Cards Planning Sheet
 * a variety of stories where a character has a problem that is resolved

Instructional Procedures
Session1 - Introduction Session 2 - Modeling Session 3 - Creating a Character__
 * Ask students to think of a favorite story character and describe how that character developed (changed) in the story; you might ask students to discuss this with a partner. Summarize the conversation by stating that in most stories characters have a goal. A problem or conflict with this goal develops and the character spends the story working through the conflict to resolve it and meet the goal.
 * Show students the trading cards you have collected. You may also ask students to bring in their own trading cards to share with the class. Discuss the purpose of trading cards. Ask students to study the trading cards and notice what kind of information is included. Ask them why they think trading cards were developed and how they use their trading cards. Review that trading cards provide the reader with some basic information about a person or character, include a picture, and can easily be traded.
 * Let students know that writers collect this same kind of basic information about characters before they write about them. They think about what their characters look like, where they live, what their personality is like, and what might happen to them. Explain to students that they will be creating their own trading cards in order to plan for a character they will include in the stories they are working on.
 * Choose a book to use as an example. You want a book with a character who has a problem that is resolved by the end of the story. This lesson uses //Brave Irene// by William Steig. Read the text you have selected, identifying places where the character is described, where the conflict/problem is introduced, where the character deals with the conflict, and where the conflict is resolved or the goal is reached. For older students, you may want to use a novel you have read aloud as a class or short stories with more complex characters.
 * Show students the online Character Trading Cards tool with an LCD projector; if you do not have an LCD projector, show students the transparency you have created. Using //Brave Irene//, model how the author might have developed the main character by asking the questions that are on the card. Read the text aloud and stop along the way to model your thinking and let students observe and discuss the author's description of the character, the conflict/problem, and the resolution. Fill in the Character Trading Card online or write on the blank transparency of the card you have created. Students should think not only about their characters but also about the plot and setting of their stories.
 * Review how asking questions like the ones on the trading card can help authors plan their characters before writing. If you have been completing the card online, print the trading card to show students this step and to have a sample for them to follow.
 * Explain to students that they used the trading cards to study how authors describe and develop characters in their stories. They will now do the same work to plan their own characters. Ask students to think about the story they are working on or to look at their list of story ideas and choose one. They should then focus on the main character in that story. You may want to have students work in pairs for a few moments to talk through their story ideas and their character ideas. It is often helpful to talk through ideas before writing them, especially for struggling writers.
 * Have students use the Character Trading Cards tool to plan a character by asking questions. If computer time or computers are limited, have students fill out the Character Trading Cards Planning Sheet.
 * Confer with students as they work through the questions. Depending on your students' writing abilities, you can push for more detail and sophistication in the characters they are developing. Have students print out and review their trading cards together. They should work through the questions with each other, making notes on their trading cards based on the feedback. Students can then revise their trading cards.

Suggested Instructional Strategies
Active Engagement, Modeling , Explicit Instruction , Differentiated Learning , Visual/Spatial , Verbal/Linguistic

W = During these sessions, students will use inference, plot development, and conflict resolution to understand how characters tend to develop in narrative text. H = Students have the opportunity to practice story structure and character development. E = Students demonstrate comprehension of character development by working together to brainstorm ideas to complete a trading card for //Brave Irene//. R = Students engage in discussion by sharing their trading cards to provide constructive feedback to guide the revision process. E = Students apply what they have learned by creating their own character outline for a character in a story they are writing. T = These sessions involve the clear visualization and manipulation of creating characters and settings. This lesson can be extended by creating and developing additional characters. Students can use these new characters to write and illustrate their own story or make and share character cards. O = First these sessions work through the process of brainstorming. Next they build up to group modeling through the process of guided practice. Then these sessions allow for creation and peer sharing. Finally, peer feedback leads to revision.

Formative Assessment
Student Observations and Discussion Story Mapping and Creation using Newly Created Character Criteria Checklist for Character Trading Cards:
 * Options:**
 * effectively plan a character outline
 * provide a clear description of the character physical appearance and personality
 * provide clear description of the setting.
 * describe how the conflict is related to the character's goals.
 * describe how the conflict is resolved.

Related Materials & Resources

 * "Http:[|readwritethink.org/files/resources/interactives/trading_cards/]//." Web. 1 Mar. 2010. .**
 * "Http:[|readwritethink.org/files/resources/lesson_images/lesson932/planning-sheet.pdf]//." Web. 1 Mar. 2010. .**
 * "Http:[|readwritethink.org/files/resources/interactives/storymap/index.html]//." Web. 1 Mar. 2010. .**