Subject: Math

Topic: Extending and Creating Patterns Using a Variety of Materials

Grade: 2
Developed by: Sarah Arsenault, Kendra Booker, Ardith Eaton, Matthew Gillis, Kimberly Place
Universal Design for Learning
Representation

Action and Expression

Engagement
Outcomes
GCO:
Use patterns to describe the world and solve problems
SCO:
PR1: Demonstrate an understanding of repeating patterns (3-5 elements)
PR2: Demonstrate an understanding of increasing patterns by describing/extending/comparing/creating
patterns using manipulatives, diagrams, sounds, and actions.
Student Friendly Terms: Students will be able to create and extend patterns using a variety of materials.

Assessment (formative/summative, self/peer)

What prior data is informing your instruction?

APK

What assessment strategies will measure the learning from the outcomes?
Go to the outcome and match assessment tools with specific outcomes

Timeline / Elaboration
Before (APK) __m
Today we will be talking about patterns.

Can anyone tell me what a pattern is?

A pattern is anything that repeats itself. They can happen over and over again. Patterns can be short or long.
You just need two or more things to repeat. Patterns are everywhere! Theyre all around us! We see
patterns with colours, shapes, numbers, and letters. We see patterns on our clothes, in our homes,
outside or in nature. Some animals have patterns too! Zebras, Giraffes, Leopardseven Snakes, to
name a few. We hear patterns when were singing songs or see them when were playing games.
Once we are aware of what a pattern is, we begin to see them in almost everything. Even with our
everyday meals, we find a pattern. You eat breakfast, then lunch, then supper. Everyday, its the
same thing. Thats a pattern!

Can anyone find a pattern in this very room?

Alright, Im going to sing you all a little song about patterns. Now, Im going to ask you to finish some
patterns in the song, so its very important to listen. Here we go.

During __m

Transition to Centers:

1.Request a round of applause for Mr. Matt and his Sensational Shapes.

2.Raise hands to gather everyones attention.

3.Introduce the attention grabber for the lesson. When students hear one of us say, Ready to Rock? they
reply, Ready to Roll! This indicates that they should stop what they are doing and focus on the teacher.

4. C4U

5. Review a pattern that Mr. Matt had sung in his song. Ms. Kendra will write the pattern on the whiteboard
while Ms. Ardie asks for a volunteer to describe this pattern.

6. Ask for a volunteer to extend this pattern on the whiteboard.

7. Ms. Kendra writes another pattern from Mr. Matts song on the whiteboard. Ms. Ardie asks for a volunteer
to compare the 2 patterns that are now on the whiteboard.
Required Materials, Tools and Technology

4 different colours of playdough

Several shape cutters
Bucket to store shape cutters
Garbage bag
Scissors
Several colors of construction paper
Tape

Special Concerns

Differentiation

In-Class Support

There will be a teacher at each center who will instruct and assist students as necessary.

Cross-curricular Connections

2.1.1: Create art for a variety of reasons and recognize that there are many kinds of visual arts.

2.2.1: Explore the elements (colour, shape, line, value, space, form, and texture) and principles of design
with emphasis on pattern and repetition in the visual environment.

Reflection