Unit Topic: Algebraic Thinking Grade Level: Fourth
Unit Objective: The students will investigate the relationship between growth patterns and expressions.
My ten-day Unit Plan is represented by a graphic organizer, a narrative description, and group lesson plan for day seven. The lessons are created for a fourth grade general education classroom. The unit topic is on growing patterns and incorporates many different curricular areas. The unit graphic organizer identifies the overall objective and the outline for the ten-day unit. The unit plan integrates seven subject areas: physical education, health and wellness, art, social studies, science, English/language arts, and math. The description of each day also includes the topic, resources, and the Indiana Standards and Indicator covered in each lesson, and brief description of an activity that students would take part in during that given day.
Objectives for Each Lesson
Day One: The students will practice the pattern of stopping, pivoting, passing, catching, stopping, and so forth while playing Ultimate Frisbee.
Day Two: The students will identify and discuss the distinct pattern when refusing something that can destroy their health.
Day Three: The students will distinguish how some artists, including M. C. Escher and Robert Fathauer, use tessellations to form patterns in their masterpieces.
Day Four: The students will recognize that patterns are everywhere and are sometimes necessary to follow.
Day Five: The students will construct an electrical current and identify the patterns.
Day Six: The students will conclude the number of cats that appear at Mrs. McTats’ door arrive following a pattern.
Day Seven: The students will investigate the relationship between the models, drawings, T-charts, rules, and their expressions through an activity and a discussion.
Day Eight: The students will justify their thoughts with the help of their models, drawings, and T-charts on the relationships between the two expressions.
Day Nine: The students will investigate the relationship between models, drawing, T-charts, rules, expressions, and their graphs through questioning and class discussion.
Day Ten: The students will write an informative composition about how Bob’s mathematical work is incorrect, how to fix his problem, and why their solution corresponds correctly with the problem.
Rationale for the Rubric
Throughout the ten-day unit plan, the students will investigate the relationship between the growth of patterns and expressions in various activities. The students and the teacher will also have multiple discussions based on the activity. These discussions will be informal assessments to grasp how well the students understand the relationships of growth patterns. The teacher will also monitor the students’ progress by listening to these everyday discussions. On the tenth day, the students will construct an informative composition, which was graded based on a rubric. The rubric will confirm if the students did or did not understand the relationship between the growth pattern and the expression.
View my Unit Plan
View my Graphic Organizer
View my Whole Group Lesson Plan for Day 7
View my Whole Group Lesson Plan’s Data Sheet for Day 7
