Lesson Plan

Teacher: Josh Dokter Grade: 1

Subject: Date: November 14th

Overall Organizing Idea: Assessing

time: 55 Patterns: Awareness of patterns supports problem solving in
minutes various situations.

Guiding Question:
What can patterns communicate?

Learning Outcome(s)
Students examine patterns in cycles.

Learning Objective(s): Students will be able to:

1. Identify pattern cores and patterns in their lives.
2. Recognize repetition as the key element of a pattern.
3. Extending and predicting what the next element of a pattern
will be.

Key Vocabulary: Pattern core, repetition.

Materials: Winter pattern worksheet., Fall pattern worksheet,

pattern strip worksheet, manipulatives (lego, dominos or other
similar coloured shapes) that can be used to create patterns.

7-10 Introduction: Looking for

minutes identification of
At their desks patterns in their
A short video from Scratch garden on patterns (2:30) daily lives when
called upon
Ask students what patterns do they see in their daily lives,
What is a pattern? (Things happen over and over again in the same
order.)
● Identify a pattern myself (day, night)
● Ask individual students what patterns they can think of.
○ I would like at least 3 different answers.

Vocab: Introduce the concept that things happening over and over
again is called “Repetition” and repetition is what makes a pattern a
pattern.
● I read
● You read (2 students at least)
● They read
 Vocab 2: The “pattern core” is the element of the pattern that
repeats again and again ex. day, night. Seasons, weekday, weekend.
A pattern core is a pattern core because of repetition.
● I read
● You read (2 students at least)
● They read

11 Activity 1: I am looking for the

minutes creation of a
total At their desks pattern that
Introduce the first of our games: Making patterns with incorporates two
1 minute manipulatives at our table. elements based
for ● The first activity will be at student tables, making colour upon colour.
demonstr patterns out of manipulatives.
● I will demonstrate with the manipulatives, making a pattern
ation
of two elements based upon colour. ex. (red blue, red blue )
8 minutes Making patterns with manipulatives at the tables.
for ● Student will have 8 minutes to make a series of patterns
activity based upon the colour of the manipulative
● While this is happening I will circulate to check for
2 minutes understanding and ask each student to tell me what their
for pattern core is.
cleaning ● Once the 8 minute time is up I will give students two
up minutes to take all the manipulations and place them back
where they are supposed to go.

Sponge:
Students may attempt to make patterns out of three or four colours
using the manipulatives or continue to make different patterns out of
two colours.

5 Brain Break:
minutes
I will put on a brain break video for the students
12 Activity 2: I will be looking for
minutes recognition of the
total At the their desks: pattern core and
Once materials from Activity 1 are put away I will introduce repetition using
1 minute activity 2, winter patterns that will be cut and pasted into the correct images.
for spot.
demonstr ● Using the visualizer I will demonstrate using the first
question on the worksheet
ation
● Students will then have 8 minutes to complete the worksheet
8 minutes and two minutes at the end to clean up all pieces of scrap
for paper, put away all glue and scissors and place all
activity worksheets into the hand in bin.
● While they are working I will circulate to check for
2 minutes understanding and ask each student to tell me what the
for pattern core of one of the questions is.
cleaning
up

Sponge:
Students may work on the fall pattern worksheet

15 Activity 3: I am looking for the

minutes extension of the
Students will then begin activity 3 at their desks again. Colouring in pattern using
3 for and extending a pattern. colours.
demonstr ● I will demonstrate using the visualizer again with the first
ation question. Unlike the previous
● I will ask a student to then complete the second pattern on activity students
the worksheet and a student to complete the third question as
12 for the must find the next
well.
activity three parts of the
● Students will then have 12 minutes to work on the activity,
ideally completing the first two pages of activities. Which pattern and not
consists of ABAB patterns. just the next one.
● I will circulate and ask each student if they can tell me what
the pattern core of one of the patterns is.
● Once time is up I will ask students to place their work in the
hand in bin and sit in front of the smart board.

Sponge:
Students who complete the first two pages early can work on the
third page of the workbook, which has AABAAB patterns.

Alternatively, students may finish their fall pattern sheet..

2-3 Closure: I am looking for

minutes In front of the smart board. student answers
I will close the activity by again asking students to tell me what a that identify
pattern core they can think of is. Ex. going to school and then going repetition in their
home. lives.

Evaluation/Rubric:

Student work handed in, questions and observations made while

circulating around the room