Kindergarten Less

on Patternin

g

2012

Discovering Patterns

What Are the Big Ideas? Patterns The concept of patterning is closely ■linked to those of sorting and classifying. As children classify objects, they realize how objects are the same and different. Then, children can sort based on attributes, such as color, shape, or size. Children can then organize their objects into patterns based on these attributes, such as red or blue tall or short. In kindergarten, sorting is with objects based on 1attribute only; patterns are with actions, sounds, or objects. The ■core of a pattern consists of the elements that repeat over and over. Present at least 3 repetitions of the core of the pattern when presenting a new pattern, so that there is only 1 way to extend the pattern. Children in kindergarten can identify, reproduce, extend, and create patterns with 2 elements, AB (e.g., red-blue, red-blue, red-blue), and patterns with 3 elements, ABC (e.g., red-blue-green, red-blue-green, red-blue-green), or AAB (e.g., red-red-blue, red red-blue, red-red-blue), or ABB (e.g., red-blue-blue, red-blue-blue, red-blue-blue). Experience ■in constructing a variety of patterns and communicating their thinking about the patterns allows children to consolidate their understanding. The ability to recognize a pattern helps children ■understand relationships and use them to predict what will happen next, both in mathematics and in real life. Patterns are integral to mathematics.

Observer _____________ Teacher _______________ Date______________Focus on Teaching (Taken from The Math Coach Field Guide)

Upon what prior knowledge will students build for the day’s learning?

Goal-Setting IntroductionHow will students learn what they must know and be able to do?

Lesson BodyWhat performance tasks, experiences, discussions, and other activities will enable students to deeply understand the essential content?

Closure/ Preview (HOW WILL WE USE WHAT WE’VE LEARNED TODAY IN THE FUTURE?)What did the students learn? How does it fit in the big picture? How will they build upon this knowledge in the future?

Focus on LearningEvidence of Student Learning- What did you observe about students’ performance during an activity? Their discourse or conversations? Their written work?

Evidence of Student EngagementHow did students interact with the content? Did they work cooperatively in a group or partner setting? Did they respond to every pupil response question? Did they accept responsibility for their learning?

Evidence of DifferentiationWere open-ended tasks, questions, experiences, performances, and or problem formulation included in the lesson?

Next stepsWhat would I like to try in my classroom based on the lesson?

How can I plan my lessons using the Backwards Approach?

Identify the outcomes to be learned

Patterns and Relations Strand (P)PK.1Demonstrate an understanding of repeating patterns (two or three elements) by:

o identifyingo reproducingo extendingo creating Patterns using manipulatives, sounds, and actions. [C, CN, PS, V]

Communication, Connections, Problem Solving, Visualization

a) Distinguish between repeating patterns and non-repeating sequences by identifying the part that repeats.b) Copy a repeating pattern (e.g., actions, sound, color, size, shape, or orientation) and describe the pattern.c) Extend repeating patterns by two more repetitions.d) Create a repeating pattern, using manipulatives, musical instruments, or actions and describe the pattern.e) Identify and describe a repeating pattern in the classroom, the school, and outdoors (e.g., in a familiar song, in a nursery rhyme, in a game, on the street, on the playground).

Word Wall/ Math Wall/ Photo Vocabulary

differentsamesetsortsorting rulepatternAB Patterncore

Now that I have listed my outcome:Determine how the learning will be observedWhat will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?

What assessment tools will be the most suitable to provide evidence of student understanding?How can I document the children’s learning?

Create your assessment tools before you create your lesson task.

Evidence that children can:■ identify a pattern■ reproduce a pattern

Plan the learning environment and instructionWhat learning opportunities and experiences should I provide to promote the learning outcomes?What will the learning environment look like?What strategies do children use to access prior knowledge and continually communicate and represent understanding?What teaching strategies and resources will I use?

How can I differentiate the lesson to challenge all students at their learning ability? How will I integrate technology, communication, mental math, reasoning, visualization, etc into this lesson? (7 Processes) Look at your outcomes to see which of the processes you should be including.

Plan your lesson here: What lesson format will you use? BEFORE-DURING-AFTER? Math PODS? ETC.

How do you know it is a pattern? What part repeats in the pattern?

Invitation for Learning

How are these pictures the same and how are they different?

Assess student learning and follow upWhat conclusions can be made from assessment information?How effective have instructional strategies been?What are the next steps for instruction?How will the gaps in the development of understanding be addressed?How will the children extend their learning?