Unit and/or Day (Title):

Introduction to Patterning/November 13, 2015

Curriculum Expectations: List overall and specific expectations
General Expectations
- identify, describe, and create repeating patterns
Specific Expectations
- identify repeating patterns found in real-life contexts (e.g., a
geometric pattern *on the board* on wallpaper, a rhythm pattern
in music)
Learning Goals: In student-friendly language
We are learning to create and read patterns.
We are learning this because (come up with as a class)
We will know we are successful when (come up with as a class)
Guiding Questions: List 2-3 questions that frame students
learning
How do you know what you need to do in the pattern?
How can you tell what comes next?
How would you describe this pattern to someone else?
Time Before: Minds On (Establish a positive learning
Materials
:
environment, connecting to learning or
:
10experiences, setting the context for learning
15
Start with learning goals as a class.
geometric
min.
Discuss:
shapes
What is a pattern?
- tape
Repeating pattern why do we call it a repeating
pattern?
They can be created in a variety of different ways
(objects, shapes, colours, sizes)
CORE What is the core of the pattern?
** Its like a train each section is the same and
they keep repeating

Time
:
3035
min.

Put a pattern on the board with shapes.

Ex. Circle, circle, square, circle, circle, square
How could we read this pattern with letters?
A, A, B, A, A, B
- tell me what the core of the pattern is? (a, a, b)
During: Action! (Introducing new learning or
extending/reinforcing prior learning, providing
opportunities for practice and application for
learning)
Stations
Working with partners I have chosen. (Chosen
based on level they are working at and who they
work together well with).

Materials
:
- station
signs
- strips of
coloured
paper
- glue

Liam & Ethan

Addy & Amaya
Asher & Henry
Dylan & Jack
The choice they will be given is based on who is
sitting still decide what station to start at
explain they will be going to each station
Those students can work together (interpersonal)
at the station or individually (interapersonal), that
is up to them but they need to stay with their
partners at each rotation.
Before beginning stations: Ask students to explain
what we are doing to check for understanding
also thumbs up thumbs down
Station 1: Pattern Chain
(Visual-Spatial)
Example: ABBA ABBA
Students will create their own patterns with strips
of coloured paper by gluing them together in a
chain
Students should make sure they lay out their
pattern before beginning to ensure all the colours
they would like to use are there.
- Will be hanging artwork in room
Station 2: Pattern Energizers
(Kinesthetic Learners)
A page is provided with movement patterns.
Students will try to look at the patterns and follow
them. Encourage them to create their own if they
have time!!
Station 3: Blocks and Popsicle Sticks
(Visual-Spatial)
Have example on desk. R, Y, B, Popsicle stick, R,
Y, B,
Students will create patterns with the coloured
blocks and popsicle sticks to separate the core.
Once they have completed at least 5 cores they
will need to write down their pattern on the paper
provided. To save time use the letter of the colour
and draw a popsicle stick.

sticks
- pencils
- paper
- popsicle
sticks
- coloured
blocks
SecondsPr
o on
phone

Time
:
5-10
min.

Station 4: IXL Station

(Mathematical-Logical)
Ms. Ly will be monitoring in room 302 with the
smartboard (already been discussed and approved
by Ms. Ly)
- Since students are in another room the group
behind them will come tell them the timer has
gone and they need to move to the next station.
Students will have a chance to read word
problems and solve the patters they see.
No written work at this station.
After: Consolidation & Connection (Helping
student demonstrate what they have learned,
providing opportunities for consolidation and
reflection)
EXIT CARD
Give each student a picture taken yesterday
beside photo they will need to tell me what the
pattern is and circle the core on the photo. Once
finished I will give them a push pin and they can
post it on the wall.

Materials
:
- photos of
patterns
in the
distillery
district
- push
pins

Following we can meet on the circle and share any

learning moments with each other.
Students want to read their math stories so if they
are paying attention I will give them a chance to
read their stories to the class.
Assessment Opportunities
Balanced Assessment:
Observation (O): Watching them create patterns at the materials
station and movement station.
Communication (C): Listening to their discussions in partners and our
meeting circle.
Product (P): Station 3 written work and exit card.
Accommodations/Modifications
Amaya - diagnosed with high-functioning Autism. She has troubles
listening to and processing information keep her closer to teacher
during lesson. When explaining something ask her to repeat/explain
what steps we should be taking - needs to be reminded multiple times
to stay on track.
Henry cant hear out of right ear place with left ear looking at the
teacher so he can hear instructions
Next Steps
Introduce growing and shrinking patterns with numbers and shapes.