LESSON PLAN TEMPLATE – Sample One

UPDATED 12 June 2019

Date: November Subject: Math Grade: SK/1

ONTARIO CURRICULUM EXPECTATIONS

Overall:
C1. Patterns and Relationships

Specific:
C1.1 identify and describe the regularities in a variety of patterns, including patterns found in real-life
contexts

C1.2 create and translate patterns using movements, sounds, objects, shapes and letters, and numbers
LEARNING GOALS
• Students will be able to identify what a pattern is and predict what should come next in patterns.
Students will be able to create an ABBA and ABAB pattern.

SUCCESS CRITERIA
• I can create an ABBA pattern.
• I can create an ABAB pattern.
• I can predict patterns.

ASSESSMENT TASKS & TOOLS (‘as/for/of’ learning)

Assessment for learning:

• Students may have had experience:
• Copying, extending, describing and creating a repeating pattern
• Identifying simple patterns with material they are familiar with (toys, food, etc.)
• Connect with students' prior knowledge by showing patterns of images they see in their daily life
(trees, cars, snowflakes)

Assessment as learning:
• Assess student understanding as they create patterns with blocks and objects.

Assessment of learning:
 • Assess student understanding by listening to their reasoning of their pattern, the ability to dance
along with the Go Noodles video and check for any areas of confusion.

RESOURCES
• YouTube: Go Noodle - https://www.youtube.com/watch?v=BQ9q4U2P3ig
• Pattern Manipulatives:
• Coloured teddy bears
• Cubes
• Tiles
• Shapes
• Pictures of real-life objects (trees, cars, and houses)
• Computer
• Chart paper

ACCOMMODATIONS
• Extra time to complete the tasks
• Preferential seating so those who have troubles hearing or staying focused
• Take frequent breaks to ensure students are understanding the material

INTRODUCTION
• Tell students they will be learning about patterns today.
• Tell them that a pattern is a design that repeats.
• Sing a pattern song with the class:
• “Patterns happen all the time. It’s pattern, pattern, pattern time (clap three times). It’s
something that happens over and over again (roll hands around each other)
• I will sing the song first, only letting the class listen. Then I will encourage the students to
join in as I sing it again.
 • Ask students to show their own patterns with their hands (snap, clap, etc)

BODY OF LESSON
• We will move on once students have sung the pattern song with me and displayed their own
pattern creations through sounds
• Make connections with images and of everyday patterns that they are familiar with (trees, cars,
food)
• Using chart paper, show students an ABAB pattern. Explain that there are two parts, the A and
the B, then it is repeated. Model how to create an AB pattern with student input
• Students will then use the manipulatives on their desks to show their ABAB patterns
• After 10 minutes, students will do a gallery walk, walk around the desks to see the patterns that
students have made
• We will have a class discussion about having students share their ABAB patterns.
• Next, we will move onto ABBA patterns. I will do the same as I did for the ABAB patterns – I will
show ABBA patterns with real life objects they see in their daily life. I will model various
examples on chart paper in front of the room, and then ask the students to create their own
using the manipulatives on their desks (coloured bears, tiles, cubes, etc.).
• After about 10 minutes students will do another gallery walk to see everyone’s ABBA pattern.
Then we will sit and discuss the different patterns.
• Some students will make mistakes with their patterns, so I will use it as a learning moment and
show/teach students how we can fix the manipulatives to make it correct.

CONCLUSION, REVIEW, WRAP UP OF LESSON

• To conclude the lesson, we will do a “Go Noodle” pattern dance and sing-along to bring all of the
information together.

REFLECTION OF LESSON
• The lesson is planned well, however there are many unexpected obstacles that can arise. It is
important to leave extra time, as young students take much more time to complete tasks.
• There is also a lot of confusion because many students are at different academic levels, and
they are very young, so it is important to take my time throughout the lesson and not rush the
material.