Unit: Patterns and Algebra Lesson #: 3

Outcome(s) of Lesson: (Blooms or I can statement) (POS)

1. Demonstrate an understanding of repeatings patterns (three to five elements) by:

• extending
• comparing
• creating
patterns using manipulatives, diagrams, sounds, and actions.

How will I know students have achieved the learning outcome(s)? (End in mind)

Students will identify, describe, extend, and create repeating patterns in which two or more attributes change.

Hook: Read the book Beep Beep, Vroom Vroom by Stuart J. Murphy.

Learning Opportunities:

Time Learning Opportunity How do I check that students

one part of the lesson- describe, but do not write paragraphs (unique)(students understand what to do?
working (independently or together)

Hook: Students will listen to the story on

10 Gather the students on the carpet to read the story. Ask the students to the carpet, answering questions
mins come over once they are quiet, sitting at their tables, looking ready to go. asked by the teacher the second
time we read the book.
Read the story to the students once. After, we will go through the story
again and look at the patterns that Molly created with the cars (page 8).
Students may think of the colours, or the shapes of the cars. If students do
not think of the pattern, I will model my own thinking. Tell the students that
when I look at the book, I think of a pattern. I notice that the colours are
red, blue, yellow, red, blue, yellow. I notice that the colours are displayed
like that over and over and over again, making me see that this is a pattern.
I would then say that again but with the shapes of the cars.
(Page 12) Same conversation, but with a student explaining the patterns
they see.
(Page 16)- Same conversation, with a students explain the patterns they see.
Ask the students if they notice any other patterns within the book. Tell the

Page 1
Unit: Patterns and Algebra Lesson #: 3
students that there are many patterns within the book about colours and Materials Needed
shapes of the cars, but can they find the pattern with the sounds that the Beep Beep, Vroom Vroom by Stuart
cars make, too? If they don’t, then explain thinking. Tell the students that J. Murphy
the sounds in the book make a pattern. Tell the students that when I see the
word Vroom Vroom, Beep Beep, Crash Crash. They happen over and over
again in the book, making a repeating pattern.

How do I differentiate for ALL learners? Accommodations (ISP’s)

Beginning: Allow students that have trouble focusing to use their fidget tools to listen Allow students that have trouble
to the story. focusing to use their fidget tools to
listen to the story.
Developing: Allow students that have trouble focusing to use their fidget tools to listen
to the story.

Achieving: Allow students that have trouble focusing to use their fidget tools to listen
to the story.

Exceeding: Allow students that have trouble focusing to use their fidget tools to listen
to the story.

Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
Students will be asked to quietly stand up and go to their seats. (2 mins) GoNoodle body break
Banana Banana Meatball : https://family.gonoodle.com/activities/banana-banana-meatball (2:49- watch the whole thing)

Time Learning Opportunity How do I check that students

understand what to do?
After watching the video, ask the students to sit down quietly and calmly. Give Students will participate in the class
them one stern warning if they do not sit quietly, and then begin counting down discussion, being volunteers when
from 5. They will have 5 seconds to sit down quietly before I take away time from asked.
recess to finish our lesson.

After the video we will discuss what patterns we saw in the video. Ask the students
7 if they remember all the patterns we seen in the video. (Banana, banana,
mins meatball), (nod, clap, shake your hips), (loud, loud, quiet, quiet).
Have a discussion with the students about how patterns can be made with
anything. They can be made with objects, such as bananas and meatballs. They can
be made in movements or dances, such a nodding and shaking our hips. Patterns Materials Needed
can also be made with sounds, such as loud and quiet sounds.
Page 2
 be made
Unit: Patterns andinAlgebra
movements or dances, such a nodding and shaking our hips. Patterns Lesson #: 3
can also be made with sounds, such as loud and quiet sounds. Pasta
Beads
Beans
Marbles
Pattern Blocks
Activity
7 Fill small bags with pattern-making materials that have at least two colours, shapes
mins and sizes of each object.
• pasta
• beads
• beans
• marbles
• pattern blocks

Ask a volunteer to choose two items from any bag. Have a class discussion about
the similarities and differences between the two items from the bags. (Ex. These
beads are both round. One beads is blue, one bead is red. One is bigger than the
other.)
Model one more example for the students, picking items from the bags and having
this discussion with the class, switching volunteers.

After modelling this activity for the whole class, allow students (pairs) to have two
15 different bags and have them take turns drawing two items from their bags and
mins describing the similarities and differences to their partner. Students may then make
patterns with the materials they have in front of them. The teacher will try to get
to each table, asking the students to describe the pattern their partner made, and
seeing if the students are able to identify the core. After a few minutes, students
will get to switch bags so that they get to make patterns with them all.

How do I differentiate for ALL learners? Accommodations (ISP’s)

Beginning: Teacher may assist in the identification of the pattern, modelling their own
thinking,

Developing: Teacher may assist in the identification of the pattern, modelling their
own thinking,

Achieving: Students will be asked to describe the pattern their partner made.

Exceeding: Students will be asked to identify the core of the pattern. Asked to create
certain patterns (ABBA, ABBC, ABAB)

Page 3
Unit: Patterns and Algebra Lesson #: 3
Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
Students will be asked to clean up with 7 minutes left.

CLOSURE: (5 mins)
• Ask the students to make a pattern with the class.
o Examples- siting down and standing, arms up arms down, making noises, clapping hands, taller shorter.

Lesson Plan Analysis: Using your lesson above, describe the following: (This information MUST be in your learning opportunities)

Cooperative Making a pattern with the class, students will have to work together to come up with a pattern.
Learning Strategies
used
Movement Breaks GoNoodle- Banana, Banana Meatball. This is a body break that discusses patterns.

Modes of Learning Visual

Intrapersonal
Interpersonal
Higher Order Asking students to identify the core.
Question(s)

Reflection and Revisions:

Page 4