Beacon Lesson Plan Library
I Can Make a Pattern, You Can Make a Pattern
DescriptionPatterns, patterns everywhere! Can you make a pattern? Students will make a physical pattern using sounds, physical movements, and manipulatives.
ObjectivesThe student identifies simple patterns of sounds, physical movements, and concrete objects.
Materials-Linking Cubes of different colors
-Teddy Bear Counters
-Dry Erase Markers
Preparations1. Gather various classroom manipulatives as:
- teddy bear counters
- linking cubes
- pattern blocks
2. Marker board
3. Gather marker board markers in 4 colors.
Procedures1. Demonstrate a pattern using the students in a “girl/boy” pattern.
2. Change students for another demonstration until all have had a turn.
3. Give an example of a pattern using physical movements (maybe snap/clap). Vary the pattern and have the students repeat. Observe students and repeat pattern as needed for those having difficulty.
4. Follow the same procedures for sounds (such as sing/hum”).
5. Introduce lesson by drawing a pattern on the board.
6. Direct students to assigned stations, or centers, where they can explore with the concrete objects. Math stations/centers are set up in the classroom for students to explore making patterns with assorted manipulatives and concrete objects (unifix cubes, counting bears, assorted legos, cut up paper pieces for gluing on sentence strips, etc.)
Allow time for the students to explore the manipulatives and then ask them to make a pattern using the manipulatives.
7. The students work in teams of 3 or 4 students to describe their pattern to each other. Examples will be available in each station/center for reinforcement.
8. Assess each student’s skill by an observation check list and rotating from station to station to observe each team member as they preform the task of producing a pattern. The checklist contains a list of patterns that have been introduced in large group instruction. (AB, ABC, AAB, ABB). Does the student produce a minimum of 2 patterns of this kind?
AssessmentsFormatively assess students through teacher observation as they perform a given pattern of sound, physical movement, and use concrete objects to form a pattern. Use a checklist of patterns that have been introduced in large group instruction (AB, ABC, ABB, AAB)and assess students as they perform a minimum of two (2) of the patterns listed for a passing grade (grade "S"(Satisfactory), "N" (Needs to Improve), or "U" (Unsatisfactory)
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