# It's Pattern Time

• Preschool, Kindergarten
• Math
• 45 minutes
• 3.0 based on 1 rating
October 24, 2015

Get those bodies moving and make some patterns. This lesson uses fine and gross motor skills to teach your students about AB patterns.

### Learning Objectives

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 AB pattern.

## Lesson

### Introduction (5 minutes)

• Tell students they will be learning about patterns today. Tell students that a pattern is a design that repeats.
• Sing the pattern action 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)``````
• Sing the song first, only letting the class listen. Then encourage students to join in as you sing it again.

### Explicit Instruction/Teacher Modeling (5 minutes)

• Call a few students to the front of the classroom.
• Demonstrate how to make a pattern by positioning students in various patterns. Such as boy, girl, boy, girl, or standing, bending, standing, or hands up, hands down, hands up.
• Encourage students to say what comes next in the pattern.

### Guided Practice/Interactive Modeling (10 minutes)

• Place students in small groups.
• Give groups counters or blocks in two colors.
• Instruct them to work together to make an AB pattern.
• Discuss the patterns each group made.
• Reward them with praise if they complete the activity correctly.

### Independent Working Time (10 minutes)

• Distribute one pipe cleaner to each student with a bowl of several beads in two different colors.
• Show students an example of a bracelet with an AB pattern.
• Tell students to make bracelets in an AB pattern by sliding beads on the pipe cleaner.
• Tie the completed bracelets on your students' hands.

## Extend

### Differentiation

• Enrichment: Have students play the Make Your Own Pattern Game. Challenge students to use a specific number of beads on their bracelet to practice their counting skills.
• Support: Scaffold students who are struggling while making their bracelets. Help them to place to correct color that would come next.

## Review

### Assessment (10 minutes)

• Check each bracelet as students complete them. Note if they placed the colors in a correct AB pattern.

### Review and Closing (5 minutes)

• Ask students what a pattern is.
• Choose a student to display their bracelet and say the pattern they made.