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How can I plan my lessons using the Backwards Approach?

Identify the outcomes to be learned

P2.1 Demonstrate understanding of repeating patterns (three to five elements) by: describing representing patterns in alternate modes extending comparing creating patterns using manipulatives, pictures, sounds, and actions .

Now that I have listed my outcome:

D etermine how the learning will be observed W hat will the children do to know that the learning has occurred?W hat should children do to demonstrate the understanding of the mathematicalconcepts, skills, and big ideas?W hat assessment tools will be the most suitable to provide evidence of studentunderstanding?How can I document the childrens learning?

Create your assessment tools before you create your lesson task.

I want students to identify, create, describe and translate numerical and non-numerical patternsarising from daily experiences in school and on the playground.

It is essential that students are able to sort objects, using one or two attributes prior to the lessons.

y

T o begin this unit, I want students to recognize that objects have similarities and differences

y

R ecognize objects have attributes such as size, shape, colour, thickness

y

S ort objects using a single attribute

y

S tate the sorting rule

E ssential Learning of Sortingy

R ecognize and match shapes by one or two given attributesy

R ecognize that there is more than one way to sort a group of objects

y

R ecord the sorting rule

y

R ecognize that an object may be sorted by more than one sorting rule

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Student Name Recognizes and is ableto describe a simplepattern

Is able to extend asimple pattern

Represents a patternusing a differentmaterial

Comments: Are there any students that need work with sorting?

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P lan the learning environment and instruction W hat learning opportunities and experiences should I provide to promote thelearning outcomes?W hat will the learning environment look like?W hat strategies do children use to access prior knowledge and continuallycommunicate and represent understanding?W hat teaching strategies and resources will I use?How can I differentiate the lesson to challenge all students at their learningability? How will I integrate technology, communication, mental math, reasoning,visualization, etc into this lesson? (7 Processes) Look at your outcomes to seewhich of the processes you should be including .

Plan your lesson here: W hat lesson format will you use?BEFORE-DURING-AF T ER? Math PODS ? ETC .

Before: Have students look at the pictures of the leaves.Last year you learned a lot about patterns. I want you to look at the pattern.Is there anyone that can tell me or describe for me what they see? Have a few students answer.During this time make jot notes as an evaluation tool whare students are at in terms of their knowledge about patterns. Are there any key mathematical vocabulary terms being said? If so,record them on the board (make word wall cards after). I think I remember when?Have students write their thoughts on the entrance slip. This will be used as a base lineevaluation tool.Share.

Display the pattern and ask What do you think would come next?Think Pair Share

Where can we find patterns?DiscussPatterns are all around us. We can also hear patterns in nature. Have students close their eyes andlisten. Make a chickadee sound.

Discuss

Have students listen to the pattern.Who can describe it?When we describe patterns we are actually naming the pattern.

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We can name using words, letters, numbers, pictures or even represent the pattern using differentmaterials.Depending where students are at, talk about the attributes how many elements were in thepattern. What is repeated? Core. Grade 2 outcomes says that they need to use 3-5 elements.

Have students represent the pattern using the materials on their desks.Be sure to take photos of their representation as we can use it for future lessons and journalwriting.

Next have students look at their representation and their partners representation. Discuss aspartners how they are similar and how they are different. Share in full group.

Have students record their pattern and their partners pattern and write how they are similar anddifferent. Photos can be attached as a display after.

ClosureReview attributes, repeating pattern and pattern core.

Lesson 2 will be creating repeating patterns using 3-5 elements, using pictures, manipulatives,sounds and actions.

A ssess student learning and follow up W hat conclusions can be made from assessment information?

How effective have instructional strategies been?W hat are the next steps for instruction?How will the gaps in the development of understanding be addressed?How will the children extend their learning?