Students will be able to generate a number pattern and make observations about the numbers.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
Ask students the following questions: "Where do you see patterns? Is anyone wearing a pattern? Does anyone see a pattern in the classroom?" Write or draw their responses on the board and give them an example of patterns if necessary.
Gather background knowledge by asking students to work in pairs to find patterns on a multiplication chart (e.g., all rows and columns that have even factors will produce an even product, rows, and columns for 5 all have products that end in 0 or 5, etc.).
Ask students to think about how finding patterns helps in counting or remembering their multiplication facts. Allow them to share in partners and choose someone to share aloud with the class.
Provide student-friendly definitions for the following words in students' home languages (L1) and English (L2): "pattern," "row," "column," "multiplication," "odd," and "even." When possible, include images to support their understanding.
Give sentence stems to help students share their observations of patterns in the multiplication chart: "One pattern I see is..." or "Finding patterns is helpful when..."