# Zombie Epidemic

Team Members and grade level they teach: Elizabeth Salazar, Marieta Soma, Casey Tietsort

Standard(s): 5.17 TSW describe the relationship found in a numerical pattern and express the relationship.
7.12 TSW identify and graph ordered pairs in the four quadrants of a coordinate plane.
8.14 TSW use tables, graphs, words and representations for given situation.

Lesson Study Title: Zombie Epidemic

Overview of the lesson and how it connects to STEAM: (Please attach the task & blackline masters) Left blank per Theresa

Anticipated student strategies: (BOARD PLAN with Sequencing and connections) Drawing , mapping /diagrams, tables, math algorithm and tree diagram.

Formative Assessment strategies: (Rubric/checklist) Please see attached Rubric

Goals
What are your mathematical goals for the lesson:
1) What do you want students to understand as a result of this lesson? …as a result of this unit?
2) What mathematical processes are you working to develop?
3) How does this lesson contribute to their continuing development as learners?

Prior Knowledge
In what ways does the task build on students’ previous knowledge? What definitions, concepts, or ideas do students need to know in order to begin to work on the task? What questions will you ask to help students access their prior knowledge?
The goal I want my students to learn are being able to describe numerical and geometric patterns formed by using concrete materials (yarn) and describe the relationship found in patterns using words, tables and symbols to express the relationship. Students should understand that patterns and functions can be represented in many ways and described using words, tables, and symbols.

Prior knowledge includes understand the structure of a pattern and how it grows or changes using concrete materials and calculators. The definitions and concepts or ideas needed are understand that mathematical relationships exist in patterns and that an expression uses symbols to define a relationship and shows how each number in the list, after the first number is related to the preceding number. Question is what expressions can be used as numerical or variable or a combination of numbers and variables to demonstrate the pattern?
Anticipating Student Responses
Identify the ways in which the task can be solved.
• Which of these methods do you think your students will use?
• What misconceptions might students encounter?
• What errors might a student make?

Expectations
What are your expectations for students as they work on and complete this task?
• What resources or tools will students have to use in their work?
• How will the students work — independently, in small groups, or in pairs — to explore this task? How long will they work individually or in small groups/pairs? Will students be partnered in a specific way? If so in what way?
• How will students record and report their work? Hopefully my students will use a table or tree diagram pattern to complete a table. Others will use drawing to communicate the pattern.

The misconceptions is not dividing the total number of handshakes (yarn) by 2
The error students might make is counting two handshakes between two people instead of one.

Students staying on task and having productive conversation as to how they will demonstrate the mathematical pattern.
Students will work in small groups to explore this task.
I have already paired my groups with various strengthen and weakness in groups. So that scaffolding happens every day in our learning between peers.
Launch
How will you introduce students to the task so as not to reduce the problem solving aspects of the task(s)?
What will you hear that lets you know students understand the task(s)?

Explore/Monitoring
As students are working independently or in small groups:
• What questions will you ask to focus their thinking?
• What will you see and hear that lets you know how students are thinking about the mathematical ideas?
• What questions will you ask to assess students’ understanding of key mathematical ideas, problem solving strategies, or their representations?
• What questions will you ask to advance students’ understanding of the mathematical ideas?
• What questions will you ask to encourage students to share their thinking with others or to assess their understanding of their peers’ ideas?

How will you ensure that students remain engaged in the task?
• What will you do if a student does not know how to begin to solve the task?
• What will you do if a student finishes the task almost immediately and becomes bored or disruptive?
• What will you do if students focus on non-mathematical aspects of the activity (e.g., spend most of their time making a beautiful poster of their work)?

Whole Class Discussion/Selecting, Sequencing, Connecting
Which solution paths do you want to have shared during the class discussion in order to accomplish the goals for the lesson?
• Which will be shared first, second, etc.? Why?
• In what ways will the order of the solution paths helps students make connections between the strategies and mathematical ideas?
The task will be introduced with two pattern samples – Question: can you identify what is the next pattern and relationship in the examples. Students should be able to identify the next missing pattern with both given examples.

• Can you tell me in your own words what you understood our object is? Given 2 students in a group, how many handshakes (yarns) will you have? Given 4?
• Students talking about the yarn representing the handshakes
• How many pieces of yarn they would have when there are 1,2, 3, 4… number of people in a group to see how many pieces of yarn they will end up with when there are 12 students in a class.
• Can you use a table to describe the relationship in this pattern?
• How will you represent the pattern of number of handshakes (yarns)? Can you use a table to describe the relationship in this pattern? Or draw a picture or symbol to describe the pattern?
• In what ways is your group’s thinking similar or different than the other group(s)?
• Role play with the group/or student who is struggling with the concept
• Have the students start on the poster recording their findings and if they finish have them work on pattern blocks with varying the unit
• Redirect students to what needs to be completed

The paths I want to have shared are those students who have understood the relationship of handshaking depicting a table, then a picture and finally a numerical representation. This way I can have students understand similarities and differences within their works.

Assessment
What will you see and hear that lets you know that students in the class understand the mathematical ideas addressed in the lesson?
I should be able to see and hear students effectively communicate the relationship that with one person there are no handshake (yarn) and as the number of people increase there is a relationship of number of students times number of students minus 1 divided by two (n)(n-1)/2

References: PWCS curriculum guide for 5th ,7th , and 8th grade