Lesson Plan : Perfect Patterns
Teacher Name: | Kayla Hearne |
Grade: | Kindergarten |
Subject: | Math |
Topic: | patterns |
Content: | Cooperative Learning Structure: Thinking Skills Rationale: The students are accustomed to this type of environment through the use of a math circle seating arrangement and learning partners. Key Concepts: square, hexagon, triangle, rhombus, diamond, pattern |
Goals: | K.5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns. The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects. (K.6) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. The student is expected to: (A) use patterns to predict what comes next |
Objectives: | The student will be able to identify patterns. The student will be able to identify shapes. The student will be able to construct his own pattern. The student will be able to complete given patterns. |
Materials: | 1-inch square cutouts of three different colors, pattern blocks |
Introduction: | Instruct students to get into the math circle. Hold up each individual pattern block and give the name of the shape. Students repeat. Give each student a good-sized handful of pattern blocks and allow the students to explore and familiarize themselves with the blocks. Following the exploration, introduce the term PATTERN. |
Development: | Lay out an ABAB pattern on the floor in the middle of the math circle using no more than two different shapes. After completing the pattern, point to each block and say the name of the shape. Repeat once by only pointing to the block and instructing the students to state the name of the shape. Then go back and point to each block again and say ABAB as you point to each one. Point to each block once more, having the students decide whether it is an A block or a B block. Do this for ABBABB and ABCABC patterns as well. |
Practice: | Make a pattern using the blocks in the middle of the math circle. Leave blanks within the pattern itself. Point to each shape, having the students state the name of the shape, saying "blank" when you point to a blank. Ask the students to state which shape belongs in the blank, according to the given shapes within the pattern. Do this for all three forms of patterns. |
Accommodations: | For lower-level learners: have a reference sheet or poster with names of shapes and pattern examples For higher-level learners: provide examples of more complicated patterns; this may also challenge the mediocre learner (i.e. AABBCCAABBCC) |
Checking For Understanding: | Match Mind: Put a folder up or some kind of barrier to hide the pattern blocks from the math circle. Form a pattern behind the "wall". Give students hints to the shapes that are used and in what position they fall in, in the pattern. (i.e. 1st is the block with four sides) Instruct students to use their listening skills and place the blocks on the floor in front of them the best they can to match the pattern hidden behind the "wall". After the last clue is given to what the pattern should look like, show the class the pattern. Ask the students to compare their pattern to the one given. Then ask what kind of pattern it is, either ABAB, ABBABB, or ABCABC. Repeat this as many times for the satisfaction that each child understands. |
Closure: | Review the shapes of the blocks, holding each block up just as previously done. Explain that in an ABAB pattern, every other one is the same. In an ABBABB pattern, explain that the second and third shapes are the same. In an ABCABC pattern, there is a series of three shapes then it repeats again. |
Evaluation: | Use a Bloom's taxonomy worksheet: asking questions on all levels (knowledge, comprehension, application, analysis, synthesis, evaluation) Colored Squares: three rows of one-inch squares, nine squares per rows. Using the one-inch square cut-outs, make an ABAB pattern, an ABBABB pattern, and an ABCABC pattern. |
Teacher Reflections: | This lesson was really fun to do with the students. It was nearly all hands-on, which kept the students interested and motivated. A couple students had a language barrier issue so I was sure to repeat any information I felt was necessary to repeat and I also asked every student to speak at one time or another. |
| Create New Lesson Plan | Lesson Plan Center |