f65 Strange Elevators - An AskERIC Lesson Plan
Lesson Plan #: AELP-ATH0022

## Strange Elevators: Creating and Extending Patterns

Written by: Jami Ann Summa

Victory Villa Elementary
Baltimore, MD

DATE: November 1996

Objectives

A. Instructional Objective
1. To recognize a pattern.

2. To create a pattern and extend it.

3. To observe how patterns can be similiar and different.

B. Behavioral Objective

1. TTSW examine patterns and determine what comes next in the pattern.

2. TSW utilize a 100's chart to help him 81d visualize the pattern.

3. TSW determine what the selected patterns have in common.

Materials

1. 100's charts

2. Index cards and pencils.

3. Elevator page-make a ditto. Draw an elevator. This is a strange elevator because it only stops on certain floors. The floors make a pattern. Create a pattern and encourage the children to work with a partner in order to find the next seven floors.

Procedure

A. Motivation
1. Have the children examine two patterns written on the board.

5, 10, 15, ___, ___ and 7, 12, 17, ___, ___

or

3, 6, 9, ____, ____ and 2, 5, 8, ____, ____

2. Ask the children what the patterns have in common?

3. Have them write their ideas on an index card and share it with a partner.

4. Have 2 volunteers complete the patterns on the board.

5. Ask the class to respond, "Agree" or "Disagree".

6. Discuss the patterns.

B. Development

1. Before handing out the assignment, give the directions.

2. Give the background details about the elevator and what the children are suppose to do.

3. Tell the children to work with someone sitting next to them.

4. Provide 100's charts to help the child visualize the pattern.

5. When finished, go over responses.

6. Have the children flip the elevator page over. Each child should create 2 new patterns. Have them exchange their papers with a partner.

7. The partners should extend the new patterns and return it the child who created it for checking.

Conclusion and Assessment

1. Have the children share their patterns with the class.

2. Collect the papers for further assessment.
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