Lesson Plan : Patterns All Around Us
Teacher Name: | Harriet McDonald |
Grade: | Grade 1 |
Subject: | Math |
Topic: | Patterns |
Content: | The is a study of identifying, creating and extending patterns by describing the various pattern models (ABBA AAB etc) and translating patterns using different materials. Students should be able to identify the pattern unit and comprehend how patterns are important for problem solving and ways patterns are used in everyday life. |
Goals: | The student will identify and create a pattern with 90% accuracy. The student will identify the pattern unit and extent the pattern with 90% accuracy. The student will create and record a pattern using a different form or translation with 90% accuracy. The student will recognize and create number patterns and apply patterns to solve problems with 90% accuracy. |
Objectives: | 5.03 Create and extend patterns, identify the pattern unit and translate into other forms. TLW: identify a pattern. TLW: create a pattern. TLW: identify the unit. TLW: extend the pattern. |
Materials: | Murphy, Stuart J. Beep Beep, Vroom Vroom! Level 1 Patterns, Harpercollins Publishers, New York, New York, 2000. Unifix cubes, Student Math Journals, Mud Puddle game boards for each pair of students. Website: http://www.primarygames.com/patterns/question1.htm http://www.jonhston.k12.nc.us/ Week By Week Essentials http://www.community.learnnc.org/dpi/math/archives/2005/06/strategies_for.php First Grade Week by Week Essentials: Michael Kestner, Mathematics and Science Section Department of Public Instruction Raleigh, (1999-2000) First Grade Week By Week Essentials; Department of Public Instruction, Raleigh, (1994 ed.) |
Introduction: | Bell Ringer/Anchor activity�Students will play a game with a partner called Mud Puddle: (Appendix I) On a game board, two players begin by placing an attribute block in any mud puddle. Student takes turns (while helping one another) place other attribute blocks on the game board, such that they are different from neighboring puddles by the number of lines connecting the puddles. This activity serves as a review of attributes. |
Development: | Introduce Patterns by reading Beep Beep, Vroom Vroom! by Stuart J. Murphy. This story is about a child arranging and rearranging toy cars in a predictable pattern. As the story is read, ask students to describe each of the patterns the character makes.Ask what is being repeated in each pattern. What makes it a pattern? Find the part of the story that includes a pattern made with the noise the toy cars make. Point out that a pattern can not only be pictures, or a series of objects but also with movements and sounds such as a clapping, snapping rhythm. |
Practice: | Have students act out the re-reading using cubes to copy the patterns |
Accommodations: | For ESL students: Go to the following website: http://www.primarygames.com/patterns/question1.htm Showing the website using the boxlight projector. Students can work in teams to tell what comes next in the pattern shown in the game. For Strategic students: Display AB, ABB, ABC patterns. Use noodles and yarn to make a necklace. Use pattern blocks to model a pattern using shape and/or color. Ask students to continue the pattern. Ask students to substitute the individual pattern blocks with different shapes. Advanced Students:Make a class chart with these column headings: Number of children, Number of Feet, Number of Fingers on Right Hand, Number of Toes. Under the column for children, list the numbers 1 through 10 and complete the chart as a group or with a partner. Tell about the pattern you notice underneath the columns. Design a shirt or outfit that reflects a pattern other than ABAB or ABB. |
Checking For Understanding: | Each team has the class identify the pattern, telling why it is a pattern. |
Closure: | The class will take a Pattern Walk or Tour to see how many different patterns they can find in the school environment. Each student will record their patterns in math journals. ((Assessment) |
Evaluation: | All products made from Independent Practice. *Teams make up rhythm pattern to perform. *Record pattern from the pattern walk into their math journal and tell why it is a pattern. |
Teacher Reflections: |
| Create New Lesson Plan | Lesson Plan Center |