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The Importance of Patterns

Last Updated: May-08-2009

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Developed By

  Jennifer Raicevich
Mollie Kesselring

Lesson Title

  The Importance of Patterns

Length of Lesson

  45 minutes (1 class period)

Lesson Unit

  Variables and Patterns- Inroduction to Algebra







Michigan Content Expectations



  relationship, quantities, graph, table



Elmo projector

Computer with internet access.


Basic school supplies (paper, pencils, calculator, etc.)




This lesson is an introduction to a pre-algebra unit.  The students will be able to find patterns in a set of numbers and describe them.  They will also use the pattern information to create tables and graphs from a set of data. 


Big Idea(s)


Alegbra uses many patterns and variable to describe those patterns.  Students need to connect general patterns for a better understanding of algebra concepts.


Essential Questions


What makes a pattern?

Where are patterns found?

What is an example of a pattern?

Some sets of numbers have a pattern.  Give an example of a number pattern and it's rule.

                 Example: 2, 4, 6, 8  The pattern(or interval) is: The numbers increase by two.

The vocabulary increase and decrease are important to algebra concepts (graphing and tables).



Learning Objectives


Students will be able to identify a number pattern.

Student will be able to tell what the pattern (interval) is.

Students will be able to complete a pattern with a given set of numbers.



Summative Assessment


Students will complete an exit card to show what they have learned about patterns.  The information for the exit cards is located in the assessment section of the resource website.


Lesson Opening


Ask students what a pattern is and have them identify or describe patterns they see in the real world.  Example: cinder block placement on room walls and floor tiles. Patterns in nature, etc.



Lesson Opening Co-teaching Plan


Co-teacher is monitoring student participation.




Student will see a short video clip that decribes a pattern being used and completed.  Student will be paying attention to the pattern and will be ready to discuss the pattern and converstation that was in teh video clip.

Patterns Video Clip

After the video clip, students are asked what the pattern was, what problems the characters had completing the pattern and extent the numbers using that pattern.


Exploration Co-teaching Plan


Co-teacher is asking questions to the students along with the content teacher.


Check for Understanding


The teacher will put number sets on the board and students will complete the sets and find the pattern (interval).


5, 8, 11, __, __, __           Set completion: 14, 17, 20   Pattern (interval): Increase by 3 (3)

10, 8, 6, __, __, __           Set completion: 4, 2, 0    Pattern (interval): Decrease by 2 (-2)

These will be discussed as a whole group.


Check for Understanding Co-teaching Plan


The co-teacher will monitor student participation and give extra instruction for those who need it.




Students will be asked to come up with their own set of numbers and pattern.  This will be discussed as a class.  Students will then see a video about patterns in music.

Stomp Video

After the video the teacher will discuss other music patterns (example: We will, we will rock you which is 2 feet stomps and 1 hand clap), then relate that to a math pattern.  Increase 2 could be 2 hand claps, or a decrease of three could 3 foot stomps.


Explanation Co-teaching Plan


Co-teacher will monitor student participation.


Check for Understanding (2)


Students will copy sets of numbers from the board onto a notecard.  They will then complete the set and find the pattern (interval).  They will then had the notecards to the teacher on their way out the door as an exit card. 

The sets of numbers used are Assessment: Level A on the teachersdomain.com website.


Check for Understanding Co-teaching Plan (2)


Co-teacher will monitor student progress and give extra instruction or extra time to those who need it.


Extended Practice


Pairs of students will go to the board to create and solve sets and discover patterns.

Teacher can also use Assessment: Level B for futhur practice.  This can be found in the lesson plan on the teachersdomain.com website.




At the end of the lesson students will be better prepared for pre-algebra basics.  Being able to find a pattern (interval) will help with graphing, tables, and solving pre-algebra equations.

The students will then move into our pre-algebra book, Variables and Patterns, to learn the graphing, table and equation skills.


Closing Co-teach Plan


Co-teacher will help review pattern concepts to those who need it and assist the move into our pre-algebra book, Variables and Patterns, to learn the graphing, table and equation skills.