6.

5 – Lessons with Play

By: Katie D’Angelo

Kindergarten Math – Exploring Patterns with Play

This is a lesson within a unit on patterns – students will already have had an introduction and some practice extending
and creating repeating patterns.
Big Idea Curricular Competencies Content
Kindergarten Mathematics Kindergarten Mathematics Kindergarten Mathematics
- Repeating elements in patterns can - Model mathematics in - Repeating patterns with 2-3
be identified contextualized experiences elements (identifying patterns in the
- Develop, demonstrate, and apply world, representing patterns in
mathematical understanding through various ways, etc.)
play, inquiry, and problem solving
- Represent mathematical ideas in
concrete, pictorial, and symbolic
forms
Core Competencies First Peoples Principles
Creative Thinking: Learning is holistic, reflexive, reflective, experiential,
- I get ideas when I play and relational (focused on connectedness, on
- I get ideas when I use my senses to explore reciprocal relationships, and a sense of place)
- I make my ideas work or I change what I’m doing
Communication
- I can understand and share information
Learning Targets Materials
- I can accurately identify and - Pattern Fish by Trudy Harris
label a pattern - Chart paper and coloured markers
- I can create my own patterns - Laminated fish templates (large blank fish
using materials that I choose (I with space to make 3-4 different patterns)
can create different kinds of - Large variety of loose parts for students
patterns) to choose from (variety of colours, shapes,
- I can share my learning clearly types of materials, etc.)
with my peers and my teacher - iPad or phone camera
Lesson Outline
- Introduce the read aloud Pattern Fish by Trudy Harris. Explain to students that if we look very closely, we
may notice patterns within the story. Teacher will read the first page of the story and clearly identify the
first pattern (i.e. Yellow-Black-Yellow-Black) and record on the chart paper.
- Think, Pair, Share: Give students the opportunity to identify other patterns on the page independently
(there are a lot!) and then share their ideas with a partner. When sharing with the class, draw all patterns
discovered on the chart paper, and practice labelling the patterns with letters (i.e. AB, AABB, or ABC).
Ensure students feel comfortable sharing their thinking by recording all ideas shared with the group.
- Repeat this group activity for a few pages of the story. The book is long and would be difficult to get
through in one sitting. I would reserve the remaining pages for “warm ups” in future lessons.

- Explain to students that will be creating our own ocean of pattern fish using the fish templates. At the
carpet, place a template under the document camera and project onto the screen. Invite students to come
to the front and model different examples of patterns using the loose parts.
- Students choose their own materials and space for their learning to create their own patterns using loose
parts upon their fish template.

- When students are satisfied with their fish, conduct a mini-conference in which the student must explain
their patterns to the teacher (for formative assessment rubrics, see below). Take a picture of their fish that
will be later printed out and used on the “pattern ocean” mural.
- Early finishers can: create an additional pattern fish (can you use different materials, create different kinds
of patterns, etc.?), create other pattern elements for the ocean using their imaginations (patterns in
seaweed, bubbles, other kinds of sea creatures, etc.), or provide assistance to a friend in need.
Scaffolding Learning Nurturing Creativity
- Activate student background knowledge and - Using thinking strategies such as Think, Pair, Share
previous learning about labelling and creating provides opportunities for all students to think
repeating patterns creatively and as well as practice communicating their
findings (even if they may not be comfortable or ready
- Explicit instruction and practice creating and
to share their learning with the class)
labelling repeating patterns using Pattern Fish as
well as guided practice and creating examples as - Students are free to use a variety of materials to
a class using loose parts create their patterns, and are not limited to what kinds
of patterns they will make. Students are encouraged to
- Students who are struggling can be placed next
create patterns that are different from the ones created
to a more capable peer who can support their
during the class brainstorm.
learning (or invite an older student from a buddy
class to provide assistance) - Teacher allows students to work where they are most
comfortable in the classroom and plays calm,
- Allow students who require additional support
instrumental music in the background
to refer back to Pattern Fish for inspiration
- Extensions can be offered to students who are
finished early and want a challenge – What other
patterns can you create for our ocean? (i.e. patterns
with seaweed, bubbles, etc. that can be added to the
mural)
Formative Assessment

Learning Objectives Rubric:

Emerging Developing Proficient
★ ★★ ★★★
I am just getting started I am still learning… I’ve got it!
Objective: Student I can usually identify and
With one-on-one support, I I can identify and label
label simple repeating
can identify and label may be able to copy a simple both simple and
patterns. I may require
(explain) a repeating simple pattern that I have
support to identify more
more complex repeating
seen before. patterns
pattern complex patterns.
Objective: Student With one-on-one support, I I may require support to I can independently create
can generate 2 or may be able to copy a create 2+ kinds of patterns. 2+ kinds of patterns using a
more different kinds simple pattern that I have My patterns may be simple variety of attributes and
seen before. and reflect class examples. materials.
of patterns

Creativity Rubric:
Emerging Developing Proficient
★ ★★ ★★★
I am just getting started I am still learning… I’ve got it!
When exploring patterns When exploring patterns
I can generate through play, I can copy through play, I can When exploring patterns
pre-existing ideas sometimes produce through play, I can
original ideas when I
generated by others. I original ideas. I may require independently produce
use my senses to require one-on-one support from others to get new and interesting ideas.
explore support to generate my started and to expand my
own ideas. ideas.
With one-on-one support
I can clearly I can share and provide a I can clearly and
and encouragement, I may
simple explanation for my independently share and
communicate my be able to share and
learning and products. I explain my learning and
learning and product explain my learning and
may require support to use products with others using
products with others using
with others topic-specific language. appropriate language.
simple language.