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Date: November

30-December 11

Topic: Mathematics
Time: 20-30 Minutes

Grade: K/1

Mrs. Legge

Rationale: It is important that students are able to develop skills in relation to

early math concepts. Using stories, manipulatives and teamwork to bring
understanding of patterns and grouping concepts will allow students to make
sense of math in a concrete rather than abstract way.
Mathematics K/1
-Big Ideas

Number represents and describes quantity: Quantities can be

decomposed into smaller parts.
Number represents and describes quantity: Numbers to 20 can be
decomposed into 10s and 1s.
We use patterns to represent identified regularities and to form
generalizations: Repeating elements can be identified.

-Curricular Competency

Develop mental math strategies and abilities to make sense of

Use reasoning and logic to explore and make connections
Use multiple strategies to engage in problem solving (e.g., visual, oral,
role-play, experimental, written, symbolic)
Develop, construct, and apply mathematical understanding through
role-play, inquiry, and problem solving
Engage in problem-solving experiences that are connected to place,
story, and cultural practices relevant to the local community
Communicate in many ways (concretely, pictorially, symbolically, and
by using spoken or written language to express, describe, explain, and
apply mathematical ideas)
Describe, create, and interpret relationships through concrete,
pictorial, and symbolic representations
Visualize and describe mathematical concepts
Connect mathematical concepts to each other and make mathematical
connections to the real world (e.g., in daily activities, local and
traditional practices, the environment, popular media and news events,
cross-curricular integration)
Share and reflect upon mathematical thinking

Draw upon local First Peoples knowledge and/or expertise of local

Elders to make connections to mathematical topics and concepts

Mathematics K - Content

number concepts to 10
decomposition of numbers to 10
repeating patterns with two or three elements
change in quantity to 10 using concrete materials
equality as a balance and inequality as an imbalance
concrete or pictorial graphs as a visual tool for the class

Mathematics 1-Content

number concepts to 20
ways to make 10
repeating patterns with multiple elements and attributes
change in quantity to 20, concretely and verbally
meaning of equality and inequality

Pattern Bugs:
I can:

Listen and respond to a story being read.

Use manipulatives to help me solve the math problem.
Work with my peers to create new ideas and patterns.
Colour a new pattern and write or say words that match the pattern.

1. Read book- orally discuss the patterns we hear and see in the
pictures, pause to have I Do, We Do, and They Do moments to
complete the patterns. Discuss the patterns they see in the pictures
and if they match the pattern being said by the words. 20 min
2. Revisit book: have students work in pairs with manipulatives at their
desk tops to build patterns as we reread the book. Teacher will first
demonstrate building the first pages pattern using the magnetic
dots on the board. Teacher will pause to allow students to build the
patterns we are reading and encourage class participation in
reading the patterns aloud. Other teachers can circulate and help a
group that is needs support in this task. 30 min
3. Revisit book: Have students create their own pattern bug using
templates by colouring their favorite pattern along the bug.
Students will then create a word pattern for the bug eg. Buzz buzz
sip (teachers will help students create letter sounds and words for
their pattern) Teacher will show sample she has created. Teachers
can write the pattern first for Ks and then they can copy the letters
if theyd like. 1s will attempt letter sounds and may ask for help to
create the words. 30 mins

Miss Linas Ballerinas:

I can:

Listen and respond to a story being read.

Use manipulatives to help me solve a problem.
Work with my peers to create new ideas and solve a math problem.
Build even groups of 2, 3, 4, 5, 10 with a peer or own my own.

1. Read book- orally discuss the problem Miss Lina encounters and using
the ten frames counting dots see if we can help solve it as a team.
Teacher will pause to allow students to discuss the new problem Miss
Lina faces with her dancers. We can draw it on the board as we read
and see how it changes as they solve the problem. 20 min
2. Revisit the book and have students build the problem using
manipulatives in pairs as we reread the book. Teacher will first
demonstrate (using magnetic dots) the first page to allow the students
to set up the beginning of the problem. Teacher will pause after each
problem to allow discussion and building time. Other teachers can
circulate and assist when students require additional support. 30 min
3. Revisit Book: Using same manipulatives have students create groups of
2, 3, 4, 5, 10 by taking a handful of manipulatives and see which
groupings works out evenly or which have some left over. Students can
work in pairs or on their own to build groupings. Teacher will first
demonstrate using magnetic dots for the class, then we will try it all
together before students can work on their own time to build and
discover. Teachers will circulate providing assistance and encouraging
deeper thinking by asking questions like, what if we had one more?
Two more? Ten more? 30 min
Stick Math in the Forest Culminating Task
I can:

Use manipulatives to help me solve a problem.

Work with my peers to create new ideas and solve a problem.

Use what I learned about First Nations Peoples to see how they would
solve math problems using the forest.
Use the skills Ive learned with patterns and groupings to help me solve
the problems.

1. As a culminating activity have students collect sticks and in groups of

4-5 solve problems using the sticks. (If weather looks glum have
students/Teachers collect sticks throughout the week and bring them
into the classroom to build) Teachers will each have a group that they
encourage to think collectively to build and move the sticks to solve 5
mathematical problems. Students will be grouped so that all skill levels
are represented and they can work through the problems as the pace
the group allows. Teacher will take the students through the questions
to as far as students can be successful, and then move to the next
when the group has reached as far as they can go today. Because
groups will all be moving at their own pace, each teacher can
demonstrate or provide support for the group when need, but still allow
students to fail and retry many times as this success worth more.
Teacher will bring in our lessons from First Nations Principles and
discuss how sticks and other forest items could have been used as
counters long ago. 30 min
a. How many sticks do we have? What if we broke them all in half,
how many would we have? Can we find an answer without
breaking the sticks? How different ways can we find an answer?
(counting by twos, counting the ends of the sticks, breaking
them in half etc.)
b. Can you arrange the sticks from shortest to tallest? Thinnest to
c. Can you separate the sticks into equal groups of two? Three?
Four? Five? How many are left over for each grouping?
d. Can you build a pattern using your sticks? Can you build a
different pattern? How many different patterns can you build?
e. How many squares can you build with your sticks? Triangles?
What if you use the same stick for more than one of the shapes?
What if you cross the sticks?
Students can work in groups to assist those who need support. Teachers will
each have a table to monitor and assist J.Jy.M.P and may need to work
directly with that student to allow some deeper thinking. Students can take

the learning as far as they are comfortable building to their level and
extending, teachers will be able to guide learners further by asking for
groups 6, 7 etc.

Teachers will observe students and take pictures throughout the

learning to document building and thinking.
Students will create a pattern bug and write/say words for assessment.
Teachers will document big learnings in their group and make notes in
each students ongoing assessment page.


Pattern Bugs by Trudy Harris

Miss Linas Ballerinas by Grace Maccarone