Wednesday Have students provide the Each lesson has sentences and – differentiated instruction reflections related to definition and characteristics. Write on activities and homework concepts explored in Frayer Model based on the understanding the various stations. Thursday Have students provide examples – of the concept by the (synonyms) and non-examples (antonyms). students. The teacher will Students use Journal reflection use the student work on the magazines to find Quick Check to prescribe patterns in our Key Vocabulary: differentiated instruction. everyday life. Then Topic 8: Pattern, repeats, predict create a poster Also….. showing patterns around us. Use TE Meeting Individual Needs 193E and193F to Math Concept differentiate instruction for Board using – ELL, Special Needs, Below vocabulary, Level and Advanced pictures, and students. knowledge Tier 2 Students work in – small groups or with peer tutors to complete assigned tasks. When working with peer tutors, pair High with Medium or Medium with Identifying Patterns Low; students who have an academic gap too large will Identify patterns in pictorial representations or get frustrated. sets of concrete objects in order to make predictions or solve problems. 1.4A Example: Identify, Show the students a set of pictures or a set of concrete describe, and objects that create a pattern. extend concrete and pictorial Possible Pattern: patterns in to make predictions and solve problems. Ask the students, pattern do the pictures/objects Not included “What make? How do you know?” in new TEKS
1.4A Identify, describe, and extend concrete and pictorial patterns in to make predictions and solve problems. Not included in new TEKS Wednesday – Have students provide the definition and characteristics. Write on Frayer Model Thursday – Have students provide examples (synonyms) and non-examples (antonyms). Journal reflection Key Vocabulary: Topic 8: Pattern, repeats, predict Identifying Patterns Identify patterns in pictorial representations or sets of concrete objects in order to make predictions or solve problems. Example: Show the students a set of pictures or a set of concrete objects that create a pattern. Possible Pattern: Ask the students, “What pattern do the pictures/objects make? How do you know?” Each lesson has differentiated instruction activities and homework based on the understanding of the concept by the students. The teacher will use the student work on the Quick Check to prescribe differentiated instruction. Also….. Use TE Meeting Individual Needs 193E and193F to differentiate instruction for ELL, Special Needs, Below Level and Advanced students. Tier 2 – Students work in small groups or with peer tutors to complete assigned tasks. When working with peer tutors, pair High with Medium or Medium with Low; students who have an academic gap too large will get frustrated. sentences and reflections related to concepts explored in the various stations. Students use magazines to find patterns in our everyday life. Then create a poster showing patterns around us. Math Concept Board – using vocabulary, pictures, and knowledge