Beacon Lesson Plan Library

That Rascal Pascal

Daphne Kallenborn


Students use the concept of number patterns to complete a portion of Pascal's Triangle as well as identify and describe the patterns represented.


Describes, analyzes and generalizes relationships, patterns, and functions using words, symbols, variables, tables and graphs.


- Computer with WEB access with the capability to display data for large group (either video adapter and large screen TV or a monitor projector of some type)
- Overhead Projector
- Transparency entitled That Rascal Pascal (attached file)
- Triangle worksheet page for each student (attached file) Make enlarged copies of triangle (at least one per group)by using same file as triangle worksheet page.
- That Rascal Pascal (attached file)
- Pencils, colored pencils, and paper for each student


1. Use a search engine such as to research background on Pascal to facilitate introduction.
2. Prepare equipment -computer and projection method, overhead,
3. Duplicate triangle handouts. (individual and group)


1. Show students a picture/poster of Pascal and his calculator. Tell the students that this calculator was invented and manufactured in 1645. Make sure to point out that this calculator is very similar in form and function to those that were used in the 1940ís. Proceed to tell the students that Pascal was responsible for a number of mathematical contributions. The one area of focus for this lesson is Pascalís Triangle and the number patterns that are visible through multiples.

2. If the students are not familiar with Pascalís Triangle, introduce the triangle by using the transparency and guide students through completion of the first five lines of the triangle.

3. Give students the handout and have them complete it.

4. When the students have their triangles completed, have them find a partner, and then check and correct their triangles. (Part 1 of Assessment)

5. Have students describe in their math logs or journals the pattern that they used complete their triangle. (Part 2 of Assessment)

6. Conduct a quick review/discussion of multiples of numbers.

7. Demonstrate coloring the multiples using the website - a good number to use is 4.

8. Have the students list the multiples of 4 as part of the coloring process. Encourage the students to look for patterns and make an educated guess about identifying the larger multiples of 4.

9. Divide the class into groups and have each group select a different number to use as a multiple (use one digit numbers).

10. Distribute a large triangle to each group and have them shade the multiples of the number they selected.

11. Have each group check their pattern using the interactive website used as part of the demonstration.

12. Once the group's shaded triangle is verified, have them discuss the pattern they see and then write a description on the bottom of the page. (Part 3 of Assessments)

13. Have each group share the finding with the class.


Assess for the following: Part 1 (Completion of Individual Triangle)
Part 2: Journaling Ė teacher reads and OKís (criteria for an acceptable entry would include a statement as to whether or not a pattern is noticed and if a pattern is noticed a description of the pattern is included)
Part 3: Group Work Rubric completed by each group participant

Web Links

This site contains a picture of Pascal and a picture of his calculator.

Web supplement for That Rascal Pascal
Interactive Activities

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