LESSON DATA:
II.
Amanda Lapointe-Cabral
Math
Grade 1
Patterning
Patterning
40 minutes
Smartboard
White Board
Writing instruments
Patterning Manipulatives
Whiteboards - Individual
Patterning packages containing pattern practice sheets and popsicle sticks.
Patterning worksheets Complete The Pattern and Making Patterns
INSTRUCTIONAL PROCESS:
A. Standards:
1. NYS P-12 Common Core Standards Mathematics
Standard Strand: PK.OA
Grade: PK
Topic Strand: Operations & Algebraic Thinking
Key Idea: Understand simple patterns.
Duplicate and extend (eg., What comes next?) simple patterns using concrete objects.
2. NYS P-12 Common Core Standards Mathematics
Standard Strand: 1.CM.3
Grade: 1
Topic Strand: Communication
Key Idea: Students will communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Share mathematical ideas through the manipulation of objects, drawings, pictures, charts,
and symbols in both written and verbal explanations
3. Ontario Elementary Mathematics Standards
Overall Expectations: Identify,describe,extend,andcreaterepeatingpatterns;
Specific Expectations:
Identify,describe,andextend,through investigation, geometric repeating patterns
involving one attribute (e.g., colour, size, shape, thickness, orientation);
B. Central Focus:
Students will be able to describe and create various pattern types with and without using
manipulatives. The requisite skill for this lesson is to be able to identify and describe the
attributes that are creating the pattern.
C. Objectives:
1. Students will be able to create a pattern by combining one or more attributes.
2. Students will be able to identify the differences between AB, AAB, ABB types of
patterns.
3. The student will be able to recognize, create, and explain various patterns using one
attributes 80% of the time.
D. Assessment Plan:
1
The teacher will formatively assess students ability to create a pattern using one or more
attributes.
The teacher will formatively assess students ability to define and create the various types
discussion.
Students will be able to recreate a pattern using their psychomotor skills, by stomping and
clapping out the pattern sequence.
E. Opening/Anticipatory Set
Arrange-to
place
in
proper,
desired,
or
convenient
order;
adjust
properly.
(http://www.dictionary.com/browse/arrange?s=t)
F. Main Body/Procedure:
F. Closing:
1. Teacher will go over the patterning concept one more time, reviewing the vocabulary
words for a section time and asking students if they were able to apply their vocabulary
words in their pattern making today. Teacher will listen to student responses and will
remediate as necessary.
2. Teacher will then provide students with their final assessment, teacher will inform
students that these final assessments are to be complete on their own and not in partners.
The focus of the lesson is patterning, which students can make connections with in
everyday life regardless of their socio economic status of culture.
Teacher created a safe space for students, allowing them to speak freely amoungst
eachother in order to establish the comfort level to answer questions infront of the group and
come to the board and display their personal patterns infront of the rest o the class.
Teacher delivered the lesson in a variety of ways to connection with the various learning
styles of the group. Teacher used many visuals and manipulatives in order to assist all
students.
Accommodations:
The lesson was delivered in a variety of instructional methods in order to connect with
each learner. The sounding out the patterns connects with my kinesthetic, music and
interpersonal learners. The creating their own patterns activity provides support to my
interpersonal and mathematic learners. The visual aids, vocabulary words provided to support
the lesson may support my linguistic learners. Finally, doing patterns together as a group on
the white board supports my visual learners. The variety methods including oral instructions,
teacher modeling, hands-on activities, discussions, and visual aids and picture diagrams are
all to accommodate all different learning styles help ensure that each student has a chance to
learn the way they learn best.
ENL and struggling readers students were provided a handout containing the vocabulary
words, definitions and pictures of examples of patterns in order to patter support them. Prior
to the lesson the AIS instructor was to review the handout with the students in order to
provide students with some basic knowledge prior to the lesson.
Prerequisite Skills:
In order to be successful in this lesson:
Anticipated Misconceptions:
Academic Language:
Vocabulary words: Repeat, Grow, Arrange, Extend
Academic language used within the lesson was Tier 1 (mathematic vocabulary).
The key words used were: mean, median, mode, range, add and divide.
They were Tier 1 used every day in conversation and not necessarily in relation to
mathematics
Students received a vocabulary words, they were instructed to write their new words in their
math journals. However they also received a pattern fact sheet containing both the written
definition for the vocabulary words as well as examples. This will also serve as a guide for
any students who may be absent and missed the lesson.
Students who are ENL and struggling readers have also received a pattern fact sheet
equipped with the definition of pattern as well as with pictures associated with the various
patterns learnt during the lesson AB,AAB,ABB.
Worksheets