Grade 6 Lesson Plan: Identifying and Describing Patterns

Introduction: - Begin the lesson by asking students if they have ever noticed patterns in their daily lives or in nature. - Explain that patterns are all around us and can be found in various forms, such as repeating, growing, and shrinking patterns. - Inform students that today’s lesson will focus on identifying and describing these patterns, as well as creating and translating them using different representations.

Minds On: - Show students a series of images or objects that display different patterns (e.g., a checkerboard, a sequence of numbers, a growing plant). - Ask students to discuss with a partner what they notice about each pattern and whether they can identify any similarities or differences. - Have a few students share their observations with the class.

Materials: - Chart paper and markers - Whiteboard and markers - Worksheets (repeating, growing, and shrinking patterns) - Graph paper - Algebraic expression cards (optional)

Action (Working On It): Lesson Outline: 1. Introduce the concept of repeating patterns (C1.1): - Define repeating patterns as patterns that have a sequence of elements that repeat in a predictable manner. - Provide examples of repeating patterns, such as ABABAB or 123123123. - Have students identify and describe repeating patterns in real-life contexts, such as patterns in music, clothing, or architecture.

1. Introduce the concept of growing and shrinking patterns (C1.1):
   • Define growing patterns as patterns that increase or decrease in a predictable manner.
   • Provide examples of growing patterns, such as 2, 4, 6, 8 or 100, 90, 80, 70.
   • Specify that growing patterns can be linear or non-linear, but for this lesson, we will focus on linear growing patterns.
   • Have students identify and describe growing and shrinking patterns in real-life contexts, such as patterns in population growth or the decrease in temperature over time.
2. Create and translate patterns using various representations (C1.2):
   • Provide students with tables of values, graphs, and algebraic expressions.
   • Model how to create and translate patterns using each representation.
   • Have students practice creating and translating patterns using the provided resources.
3. Determine pattern rules and extend patterns (C1.3):
   • Introduce the concept of pattern rules as the underlying rule or formula that governs a pattern.
   • Model how to determine pattern rules and use them to extend patterns.
   • Provide students with patterns and have them determine the pattern rules and extend the patterns.
   • Use algebraic representations to solve for unknown values in linear growing patterns.

Questioning: - What is a repeating pattern? Can you provide an example? - How can you identify a growing pattern? Can you give an example of a growing pattern in real life? - What are some different ways to represent patterns? - How can you determine the pattern rule of a given pattern? - How can algebraic expressions and equations help us solve for unknown values in linear growing patterns?

Learning Goals: - Identify and describe repeating, growing, and shrinking patterns. - Create and translate patterns using various representations. - Determine pattern rules and use them to extend patterns. - Solve for unknown values in linear growing patterns using algebraic representations.

Success Criteria: - Students can identify and describe repeating, growing, and shrinking patterns in real-life contexts. - Students can create and translate patterns using tables of values, graphs, and algebraic expressions. - Students can determine pattern rules and use them to extend patterns. - Students can solve for unknown values in linear growing patterns using algebraic representations.

Assessment for Learning: - Observe students’ participation and engagement during class discussions and activities. - Provide feedback on students’ ability to identify and describe patterns accurately. - Monitor students’ progress in creating and translating patterns using different representations.

Assessment as Learning: - Encourage students to reflect on their learning by asking them to explain their thinking and reasoning behind identifying patterns and determining pattern rules. - Provide opportunities for students to self-assess their understanding of the concepts covered in the lesson.

Differentiation: - Provide additional support to struggling students by offering extra practice worksheets or providing manipulatives to help them visualize patterns. - Challenge advanced students by asking them to create more complex patterns or solve for unknown values in non-linear growing patterns.

Equity, Inclusion, Diversity, and Indigenization: - Incorporate examples of patterns from diverse cultures and backgrounds to promote inclusivity and diversity. - Use visuals and hands-on activities to accommodate different learning styles and abilities. - Incorporate Indigenous perspectives and examples of patterns found in Indigenous art or nature.

Consolidation and Plenary: - Review the main concepts covered in the lesson, including identifying and describing repeating, growing, and shrinking patterns, creating and translating patterns using various representations, and determining pattern rules. - Have students share their creative activity, such as a pattern they created or a real-life example of a pattern they found. - Summarize the importance of patterns in our daily lives and how they can help us make predictions and solve problems.

Resources: - Video resources: - “Patterns in Nature” by National Geographic Kids - “Patterns in Music” by TED-Ed

• Worksheet resources:
  • “Repeating Patterns Worksheet” by Education.com
  • “Growing Patterns Worksheet” by Math Salamanders
• Creative Activity: Ask students to create their own repeating, growing, or shrinking pattern using any medium they prefer (e.g., drawing, painting, collage). They should also provide a written description of their pattern and explain how it relates to real-life contexts.