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Karla Lopez

Professor Gray

ECE 151

31 March 2015

ECE 151: Math In The Preschool

Theme: Patterning

Age and Number of Children: 4 four year old

Content Standards: Content Standard 1.0: Numbers, Number Sense & Computation, 2.PK.2

Recognize and replicate simple patterns (e.g., ABAB).

Process Standards:

6.4 E/L Explain and verify results with respect to the original problem.

7.1 E/L Discuss and exchange ideas about mathematics as a part of learning.

7.12 W/L Explain and justify thinking about mathematical ideas and solutions.

Objective:

1. Able to copy an ABAB pattern.

2. Describe the pattern of a given sequence (e.g., big button, small button).

3. Fill at least one missing piece to complete the pattern.

Materials:

One small white board

Several magnets

Hot glue or other strong adhesive

Various popsicle sticks

Big and small buttons (about 7 of each size)

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Two different colored pebbles (about 7 of each color)

To get the material ready first glue together the popsicle sticks to form two frames with four

squares each and one frame with twelve squares. Follow by gluing magnets behind each of the

completed popsicle frames, buttons, and the colored pebbles. Make sure to have enough

materials for each child.

Note: Depending on the childrens grasp of the concept one can use more or less items to create

the pattern.

Activity: Set the white board in front of the child, place the two frames with the four squares

next to each other on the white board. Create a pattern with the buttons on the first row and ask

the children to copy the same pattern on the second row. If the child is able to complete it repeat

the process with a different pattern. Ask the child if he/she can describe the pattern being used.

Continue the activity, by removing the pieces and the frames from the white board. Place the

frame with twelve squares on the white board and create a new pattern using the pebbles leaving

two missing pieces. Ask the child to fill the missing pieces to complete the pattern. Repeat with a

different pattern using both the buttons and the pebbles. Allow the child to explore on their own

to see what they can create, point out if a child creates a pattern.

What Happened: All the children showed a wider knowledge to pattering than what I had

expected. They all easily copied the patterns I created using the four and twelve square frames.

However, when filling in the missing pieces Magaly had difficulty grasping the concept. This

activity was for the most part child guided as they asked to create different and longer patterns.

Cassandra and Julio put their white boards together and created an ABAB pattern across both

white boards. Even with the longer pattern and more missing pieces Cassandra, Julio, and Elanie

were able to fill in the pieces to complete the pattern. When I asked children to continue the
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pattern they were able to do so without any problems; with the exception of Magaly who

continued to have difficulty with understanding patterns. I wanted to introduce children to an

AABB pattern because they had no difficulty with an ABAB pattern. However, I decided against

it as I felt it was best for Magaly and her peers to continue working together and learn from each

other the ABAB pattern.

What Next: Continue to provide children with pattering experiences. Create a pattern activity

using two very different objects and work one-on-one with Magaly to help her better understand

the pattern being followed. Work with all the children following the same activity, but introduce

them to an AABB and an AAABBB pattern.

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Related Preschool Book

Title: The Shape Song Swingalong

Author: Stevesongs ISBN: 978-1-84686-679-1

Use of Math Concept: I picked up this book because it was highly recommended by a preschool

teacher who uses it for patterning. The book focuses more on shapes as the title suggest and

patterning can be seen scarcely. However, if doing patterns with shapes this book can be helpful.

Recommendation: This book is great when working with shapes. But, I would not recommend

this book for patterning. As it lacks in many to bring out the pattern math concept.