KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Shannon Butler Date: 3/28/17_

Cooperating Teacher: Ms. Boyko Coop. Initials ___________

Group Size: _18_ Allotted Time _65 min Grade Level: First Grade

Subject or Topic: Math Section:

STANDARD:
Standard - CC.2.1.1.B.1 Extend the counting sequence to read and write numerals to
represent objects.

I. Performance Objectives (Learning Outcomes):

The students will be able to create a repeating ABC pattern using three pattern block
shapes on a number strip in order to analyze and explain a pattern by answering 6
questions with 84% accuracy, or 5 out of 6 questions correct.

II. Instructional Materials

Pattern Counting Blocks
Student activity worksheet page 35
Pencils
Number strips
Scissors
Glue
Pattern blocks

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)

A. Prerequisite skills

1. The students need to understand and be able to create AB patterns

2. The students need to understand and be able to create ABD patterns
3. The students need to know the names of the shapes of the pattern blocks
4. The students need to be able to skip count by twos
5. The students need to know even numbers
6. The students need to know odd numbers
 7. Students need to be able to identify different shapes

B. Key Vocabulary

1. Pattern- a repeated design

2. Alternating- every other one or back and forth
3. Even numbers-can be divided equally into two groups
4. Odd numbers- cannot be divided equally into two groups

C. Big Idea

The students will create ABC shape patterns to explain similarities and
differences between three units of a pattern, and use that knowledge to
determine later shape positions of the pattern.

D. Content
1. Patterns can be made using colors, shapes, and numbers.
2. When given a pattern, it can be determined which number, shape, or color will
come next by continuing the pattern.
3. To continue a pattern or find different places in the pattern, you can count on
4. Patterns can be AB alternating patterns, or ABC alternating patterns, which uses 3
units instead of 2.
5. Each element of a pattern is associated with a number sequence.

IV. Implementation

A. Introduction

1. Discuss with the students that they have been working with patterns and exploring
the number sequence associated with the elements of the pattern. Tell the students
that today we are going to continue working with patterns and describing the
number sequences associated with each pattern element.
2. Review AB patterns using shapes showing a triangle-square pattern block
sequence that is drawn on chart paper.
3. Tell the students to look at the repeating pattern. Ask the students What can you
tell me about the numbers that come under the triangles? Have the students
discuss with the person sitting next to them. Then call on a student to share with
the group.
4. Ask the students What can you tell me about the numbers that come under the
squares? Have the students discuss with the student sitting next to them. Then
call on a student to share with the group.
5. Call on students to extend the triangle number sequence beyond the numbers they
can see.
6. Call on students to extend the number sequence for the square beyond the
numbers they can see.
7. Continue asking the students what shape will be over different numbers and after
they respond ask how do you know allow them to explain.
8. If students are able to figure out numbers in the teens easily, challenge them with
larger numbers such as 20, 25, and 30.
9. Tell the students that we are now going to create a pattern using 3 shapes.

B. Development

1. Put the number strip on the board and draw in an ABC pattern using squares
triangles, and hexagons. (Make sure the students know what a square, triangle,
and hexagon is by showing them a picture of each and explaining its attributes)
2. Complete the ABC pattern up to box 10.
3. Ask the students How many numbers away is the second hexagon in the pattern
from the first? Point to the first hexagon to show it is the first hexagon in the
pattern, then point to the second hexagon to show that it is the second hexagon in
the pattern.
4. Have them look at the pattern and discuss with the person sitting next to them.
5. Ask the students to show thumbs up or down to show how many numbers the
second hexagon is to the first. Ask them if it is one number away, (thumbs down)
ask them if it is two numbers away, (thumbs down) and ask them if it is three
numbers away. (Thumbs up)
6. Show that the second hexagon is three numbers away by pointing to and counting
the spaces between the two on the pattern.
7. Have the students list the number sequence that goes with the hexagon and write
it on the board next to the hexagon.
8. Ask the students What are we counting by in this sequence? (Counting by 3)
9. Have the students look at the first triangle and the second triangle in the pattern.
Ask them How far away is the second triangle from the third triangle? Have
them share with the person sitting next to them.
10. Ask the students to show thumbs up or down to show how many numbers the
second triangle is to the first. Ask them if it is one number away, (thumbs down)
ask them if it is two numbers away, (thumbs down) and ask them if it is three
numbers away. (Thumbs up)
11. Show that the second triangle is three numbers away by pointing to and counting
the spaces between the two triangles on the pattern.
12. Call on students to list the number sequence that goes with the hexagon and write
it on the board next to the triangle.
13. Ask the students what are we counting by in this sequence? (Counting by 3)
14. Have the students predict how far away the second circle is from the first circle
and share with the person sitting next to them.
15. Have the students say aloud their prediction. (Three)
16. Call on different students to explain how they could predict that the circles are
three numbers away.
17. Add on to student responses explaining that we can predict the circles are three
numbers away from each other because a pattern is repeating, and since the
hexagon and triangle were both sequences of 3, the circle will be too.
18. Have the students tell the number sequence for the circles in the pattern and write
the sequence next to a circle.
19. After writing the sequences for each shape, ask the students what shape will be
above number 13? Remind students to use the number sequence and model how
to find the last occurring shape and skip count by three to find where it will be
next.
20. Have them share with the person sitting next to them, call on a student to share
aloud and fill in the patter strip, have the students determine if that s the correct
shape or not by showing thumbs up or thumbs down after it is drawn in.
21. Continue to fill in the pattern by asking the students which shape will be over
different numbers. Use steps above to fill in the pattern for numbers 16, 18, and
12.
22. Show the students the student worksheet activity and explain that they will be
completing this worksheet the same way we just did together using three shapes
and an ABC pattern.
23. Have the students go back to their seats and choose three shapes for their pattern.
Have the students use pattern blocks and glue them down in a pattern.
24. Have the students answer numbers 1 through 6 using their patterns.
25. Make sure students have a correct ABC pattern using three shapes.
26. As the students answer the questions circulate and guide them. Prompt them as
needed to refer to the pattern and recognize the sequence for each shape.

C. Closure

1. After the students finish their worksheets and get them checked, have the students
put the worksheet away.
2. Have an ABC pattern filled in on a number strip up to block 10 on the board using
stars, circles and squares. Refer the students to the pattern on the board and have
them draw what the 6th shape in the pattern will be.
3. Have the students write the number sequence for the circles on a piece of paper.
4. Have the students share with the person sitting next to them.
5. Call on students to share the number sequence and write it on the board.

D. Accommodations/Differentiation

Accommodations:
For students who are not generating their own repeating patterns easily, start a
pattern with a few blocks. Then ask the students to finish the pattern.
 Read any questions aloud for students
Check student work as they are working and prompt them in correcting incorrect
answers by guiding them and having them answers the questions aloud. Explain
why the student got the answer incorrect and prompt them in correcting it.

Differentiation:
Students who have mastered making an ABC pattern and answering related
questions about it will create a different pattern such as an AABC or ABAC using
three shapes.
Students who have not yet mastered making an ABC pattern and answering
questions about it will make another ABC pattern using their blocks when they
finish their worksheet.

E. Assessment/Evaluation Plan

1. Formative

The students will be evaluated on their student activity worksheet paper using
a checklist. The teacher will check that the student created an ABC pattern
using three shapes and answered all 6 questions with 84% accuracy (5 out of 6
questions correct) to meet the lessons objective. The students will not receive
a check if they did not meet the lessons objective and have 2 or more
questions answered incorrectly.

2. Summative-

There is no summative assessment at this time. The students will be evaluated

on this skill during the end of the unit assessment.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

Students who did not receive a check during the lesson will create an ABC
pattern to gain knowledge of the units and characteristics of ABC patterns and
build number sequencing fluency.

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
 1. Did I clearly explain the lessons objective and what the students were
responsible of doing during independent practice?
2. Did I model for the students how to create ABC patterns using three
shapes and answer questions about the ABC pattern?

VI. Resources (in APA format)

Karen Economopoulos (2012) Investigations In Number, Data, and Space (Unit 7)

Cambridge, MA: TERC.