Which set of standards are you looking for?
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.
- 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.
- Connect with students prior knowledge by displaying images of everyday patterns they are familiar with (e.g., trees, flowers, blocks, clothing designs, etc.).
- Provide the definition of a pattern in students' home language (L1).
- Introduce the song by modeling the hand motions and singing the words aloud.
- Have students echo each line after you sing it to become comfortable with the new vocabulary.
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.
- Have students turn and talk to a partner to share what comes next in the pattern.
- Allow students to demonstrate what comes next in the pattern in addition to saying it aloud (e.g., putting their hands up or down).
Guided Practice(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.
- Explain that an AB pattern has two parts, the A and the B.
- Model how to create an AB pattern with student input.
- Have students create a clapping/stomping pattern along with you to practice identifying an AB pattern.
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.
- Post visual instructions on the board to support student understanding.
- Ask students to share their pattern with a partner, explaining how they know it is a pattern. ("I know this is an AB pattern because____.")
- Scaffold students who are struggling while making their bracelets. Help them to place to correct color that would come next.
- 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.
- Check each bracelet as students complete them. Note if they placed the colors in a correct AB pattern.
- Assess student understanding by listening as they share with a partner during independent work time, collecting their bracelets, and checking for any areas of innaccuracy or confusion.
- Collect and display the finished bracelets. Ask students to identify the pattern and check for confusion.
Review and closing(5 minutes)
- Ask students what a pattern is.
- Choose a student to display their bracelet and say the pattern they made.
- Have students pair share with a partner to explain their bracelet pattern.
- As a class, create a group AB pattern with student input.