Lesson

 outline:  

Prior  Knowledge/Engagement  Learning  Experiences  (s):  

In  this  prior  knowledge  experience  students  will  engage  with  using  a  variety  of  concrete  
materials  to  manipulate  different  patterns  (Reys  et  al,  2012,  p.  199).  Students  will  sit  facing  
the  interactive  whiteboard.  They  will  view  the  Sesame  Street  video  of  Bert  and  Ernie  playing  
a  game  called  ‘Guess  what’s  next’.  In  this  video  the  two  characters  explore  patterns.  Bert  
begins  by  creating  a  pattern  and  Ernie  has  to  guess  how  to  complete  it.  The  well-­‐known  
children’s  show  is  sure  to  evoke  interest  and  engagement  in  the  students.  The  sing-­‐along  
element  of  the  video  is  also  likely  to  resonate  well  with  the  young  children.  The  video  gives  
two  examples  of  different  types  of  patterns.    
 
In  the  body  of  the  lesson  the  students  will  also  play  the  ‘Guess  what’s  next’  game  in  pairs  
although  they  will  be  using  different  types  of  maths  manipulative  instead.  The  teacher  will  
create  her  own  example  of  how  to  do  this.  The  teacher  will  model  two  examples  and  choose  
a  student  to  guess  what’s  next.  The  materials  used  include  cotton  pom  poms,  seashells,  
coloured  tiles,  pattern  blocks,  Unifix  cubes  or  coloured  counters.  The  first  pattern  the  
teacher  creates  will  be  a  repeating  alternating  pattern  with  only  two  attributes,  the  second  
example  will  have  more  changing  attributes.  Before  the  student  completes  the  pattern  the  
teacher  will  play  the  song  and  encourage  all  the  students  to  sing  along.    
 
The  students  will  then  be  told  to  return  to  their  tables  where  they  will  work  with  the  person  
seated  next  to  them.  The  manipulative  objects  will  be  located  in  boxes  on  the  mat  and  
students  will  take  what  they  wish  to  use  to  complete  their  patterns.  One  student  will  create  
the  pattern  and  the  other  students  will  have  to  guess  what  comes  next.  They  will  then  
switch  and  do  the  same.  Student’s  will  be  asked  to  describe  the  patterns  to  their  partner  
once  they  think  they  have  figured  it  out.  If  they  cannot  figure  it  out  then  the  person  creating  
it  shall  explain  it.  An  observation  checklist  found  in  Appendix  1  will  be  used  to  assess  
student’s  prior  knowledge.  The  teacher  will  circulate  around  the  room  until  each  students  
has  been  checked  off  against  the  checklist.  
Video  Source:  
Playrific  2015,  Sesame  Street  –  Guess  what’s  next,  video,  Playrific,  viewed  11  April  2017  
<http://www.playrific.com/m/1636/sesame-­‐street-­‐guess-­‐whats-­‐next>  

 
Assessment:    
What  will  you  assess?   How  will  you  assess?     When  will  you   How  will  you   What  forms  of  
assess?  &  Who   record  your   feedback  will  you  
leads  the   assessments?   provide?  
assessment?  
Concepts:   Formative  assessment:   This  assessment   The  assessment   This  assessment  
Children  create  and  extend   Assessing  student’s   will  be  done  during   will  be  recorded  on   will  provide  
patterns  using  various   prior  knowledge  using   the  learning   the  checklist  where   feedback  to  the  
objects,  drawings,  sounds   an  observation  checklist   experience.  The   notes  on  specific   educator  about  
and  movements.   (Appendix  1).  This  is   observation   students  can  also   student’s  prior  
  deemed  assessment  for   checklist  is  a  fast   be  recorded.    The   knowledge.  This  
Children  show  abstract   learning  as  it  is  ongoing   and  easy  way  of   key  on  the  checklist   will  enable  them  
thinking  through  problem   and  developmental   finding  out  what   in  Appendix  1   to  alter  planning  
solving  and  making   (Groundwater-­‐Smith  et   students  already   indicates  how   for  the  unit  if  it  
predictions   al.  2015,  p.  295).  The   know  about  the   marks  will  be   does  not  align  
  number  of  attributes   topic.       recorded.   with  student’s  
Children  classify  objects  into   and  which  of  these  have   current  
specific  order  and  provide   been  used,  as  well  as   understanding  of  
explanations  for  them   students  ability  to   the  concepts.  
  recognise,  extend  and   Checklists  are  a  
Thinking  and  Working   describe  the  elements   useful  tool  when  
Mathematically:   of  a  pattern  will  be   making  
Problem  solving     assessed.     comparisons  
    between  students  
Reasoning  and     on  a  particular  
communicating     subject  area  
mathematical  ideas     (Brady  &  Kennedy  
  2012  p.  61)