Kids in QuiltsEncourage the students to use letter notation to describe the pattern that they have created. b) Students need geoboards, rubber bands, and interlocking cubes. Have the

What Do We Know About Patterns?The Story of QuiltsAttribute Blocks

Patterns in Our WeekPatterns, Patterns, Everywhere

Brown Bear, Brown Bear... Patterns in Stories100 Chart

Calculator Math A Cozy Combination: The Culminating Task

The Gift of Patterns: A Celebration

Including:

September 2001

Written by:

Patricia Dennison, Wilma Buiting, Tammy Clune (Project Manager)

Kids in QuiltsPatterns

Length of Unit: approximately: 16.3 hours

An Integrated Unit for Grade 1

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 08, 2001 at 3:31:49 PM

Kids in QuiltsPatterns An Integrated Unit for Grade 1



Our Lady of Good Counsel / Sacred Heart / CDSBEO(613) 258-7757 x224

Catholic District School Board of Eastern Ontario

Our Lady of Good Counsel / Sacred Heart / CDSBEO(613) 258-7757 x224

Catholic District School Board of Eastern Ontario

Based on a unit by:

An Integrated Unit for Grade 1Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

Acknowledgement for Junior/Intermediate Mathematics Units

The developers are appreciative of the suggestions and comments from teacher colleagues involvedthrough the internal, external and theological review.

The following organizations have supported the elementary unit project through team building andleadership:

The Council of Directors of OntarioThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment BranchCatholic Curriculum Cooperative (CCC)

A special thank you to The Institute for Catholic Education who providedleadership, direction and support through the Advisory and CurriculumCommittees.


Kids in Quilts Page 1

Patterns An Integrated Unit for Grade 1

Task ContextThe students will build on their knowledge and skills of patterns to create a patterned sequence. This patternwill become part of a larger class quilt. Students must be able to identify, create, and explain their pattern.

In completing the subtasks, students will work to explore the concepts of patterning using a variety ofmaterials. Students will work collaboratively and alone to focus on how patterns work in their everyday livesand how patterns enhance the aesthetic value of our environment. Students will begin to use the 100 chart toexplore patterns in sequential numbers. Regularity is the essence of mathematics and the students will beable to see how patterns relate to the language of math. When students use labels for their patterns (e.g.,AB), it prepares them to use variables in the future when learning algebra.

Task SummaryActivities related to the unit will develop mathematical skills and knowledge in these mathematics strands:Patterning and algebra, number sense and numeration, measurement, geometry and spatial sense.

The students will explore patterns in numbers, geometry, measurement (days of the week and money), andin their environment. They will learn, through the use of a calculator and 100 chart, to explore patterns insequential numbers as well as combining and separating number combinations. Students will make models ofpatterns using concrete materials, actions, and be able to extend a pattern given the pattern rule. Studentswill see that patterns occur in language and stories and in their environment. Through these hands-onopportunities, they will see that each pattern consists of a rule that when followed will continue the pattern.With this in mind, students will produce a square for a class quilt that will extend a given rule determined bythe teacher and/or class.

Culminating Task AssessmentThe students will create a square for a class quilt. They will use two items that change one attribute (colour)to create a pattern sequence such as AB, ABB, AAABB. They must be able to describe this pattern rule andextend the pattern further. The students will be encouraged to apply their abilities to make a meaningfulcontribution to a class project, as their square will be pieced together with the other students' work to make aclass quilt.

Catholic Graduate Expectations:CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualities in thework of others.

Links to Prior KnowledgeFrom the Kindergarten curriculum, it is expected that the students will be able to identify and reproduce simplepatterns (e.g., red block-blue block; clap-clap-stamp). They will be able to create and extend simple patternsusing a variety of materials or actions. The initial assessment described in subtask 1 can be used as areference to determine if the student has a basic understanding of patterning.

Considerations

Notes to TeacherThis unit provides a lot of information and activities for a grade 1 class. It has been created as a "fluid" unit,one that can be adapted and modified to meet the needs of the students as well as your teaching style. Thetimes listed for each subtask are flexible and given to you as a guide. Your class may need more time tocomplete the tasks or perhaps they will finish quickly.

Unit Overview

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We have also provided a variety of resources that are not necessarily needed to complete subtasks, butenrich the whole unit. These include stories, websites, and software. They are listed under "Unit WideResources" and are also found in the resource list as 'unit' resources. Use them as you see them working inyour classroom.

Thank-youSpecial thanks to the Northern Ontario Catholic Curriculum Cooperative.Graphics have been drawn by teachers on staff. Permission granted in writing for their use in this unit.

Celebration PreparationIn the final subtask, that is, the celebration, the children will be making connections between their lives withthe life of Jesus. To help the students make this connection, you are encouraged to read a story from thegospels daily to show examples of how Jesus lived his life in service of others. See subtask 10, A Gift ofPatterns, for some suggestions of which Bible stories may be appropriate. The grade 1 Religion program "WeBelong to God, Year 1" offers some excellent suggestions. Of course you can choose other stories whichyou feel will make the connection. When it's time for the celebration, the students will be familiar with some ofthe many giving acts of Jesus and see the pattern of his life.

Safety: Throughout this unit, students will be using small manipulatives. Remind them that it is unsafe forthem to put these objects into their nose, ears, or mouth. You may need to reinforce this safety rule as theunit progresses.

Enhancing your class for the unit1. Flashlight Word WallDraw a large flashlight on a large piece of paper. This flashlight will be the place where you will list the newvocabulary associated with the unit. You can write the words right on the flashlight or write them on cards tostick onto the flashlight. Every day take a few minutes to review, spell, discuss, or write about the word ofthe day. To help add drama to this mini-lesson, turn off the lights and with a real flashlight shine on the wordto highlight it for the children to see. This captures their attention and helps them focus on the word. You canalso use these words in word games.

2. On your monthly calendar, use a pattern for the number cards. Ask children to predict what today's datewill be. Many commercially-made calendar dates come in patterns: some in an AB pattern, others in aseven-day-week rotation.

3. Arrange or have the children arrange themselves to form a pattern when they line up or sit on the carpet.Ask them to tell you the pattern rule. If someone guesses it before you finish the pattern, let them continue toarrange the students.

Exploration CentresThese centres are a variety of activities that will be available to challenge and/or reinforce the expectationsof this unit. The teacher can implement them in a variety of ways.They can be used as open activities for students to go to when they have finished their work early.The centres can also be used as Math stations, where children can go to explore patterns when they havefree time.These activities can also be used as a whole-class lesson where the entire class completes the centre inconjunction with one of the subtasks.

1. Under the CoverA guessing game that has part of a pattern covered and the students are challenged to determine what ishidden under either a small cloth or container. Have available some manipulatives that can be arranged into apattern (buttons, pattern blocks, etc.). The pattern can be given by the teacher or created by a partner. Thestudents create and extend patterns. They solve the problem of what part of the pattern is hidden. They playthe game in pairs and then come together to discuss their strategies for finding what is hidden. This activityallows students to focus on the elements of a pattern, and being able to identify patterns can help them makepredictions about what will occur next.


In centres 2, 3, and 4, the students can record their patterns onto recipe cards, which can be put into a filefor other children to reproduce or extend. Have the name of the pattern creator on the card. As a studentcompletes the pattern on the card, have him or her write his or her name on the card too, and a comment onhow the pattern worked.

2. Staircase PatternsStudents work to create a series of towers with interlocking cubes.The first tower is one cube tall, the second is two cubes tall, the third tower is three cubes tall, etc. Within thetowers there can be a colour pattern.Then, with a partner, the students take turns hiding their eyes while their partner takes away a tower fromthe pattern. They try to guess which one is missing. The towers can be rearranged to make the game moreinteresting. Students take turns to do the hiding and guessing.

3. Geoboard Patternsa) Students need geoboards, rubber bands, paper, and crayons or pencils.Use the rubber bands to make shapes on the geoboard to form a pattern. Copy the pattern on paper.Encourage the students to use letter notation to describe the pattern that they have created.b) Students need geoboards, rubber bands, and interlocking cubes.Have the children make a pattern of lengths with the interlocking cubes. Then reproduce the patterns usingthe rubber bands on the geoboards. For example, if they have an AB pattern using towers of two and fourcubes, they would use the rubber bands to stretch over two and four posts on the geoboard. When thestudents reproduce the pattern on to geoboards, they are identifying that patterns can be represented indifferent ways.

4. ButtonsProvide a station in the classroom where buttons are available to create a pattern. They can be sorted bycolour, shape, size, and number of holes. Have students copy their pattern onto paper or recipe cards.

5. 3D PatternsHave pictures of samples of architecture where patterns are present (e.g., bridges, brick walls, ceiling tiles).Provide an area where children can use toilet paper rolls, cereal and tissue boxes, etc., to create patterns.Encourage them to build a structure that has a pattern in it.

6. Listen to the PatternYou will need 12 water glasses of the same size and style, water, and a xylophone mallet.Create a water xylophone by labeling the glasses A, B, or C. Pour the same amount of water in each glassthat has the same letter so that they will sound the same when struck by the mallet. Students may arrangethe glasses in a different order to form a repeating patter (e.g., ABC, AABBCC).

7. Word FamiliesYou will need charts with common word families, paper, and pencils.Students will identify common word ends or families as they write them on paper. Examples could includeendings such as -it, -ap, -ick, etc. Using the -ap ending they could write tap, trap, map, sap, flap, nap, etc.

Students with special needs, including those identified as ESL learners, may require additional time to exploreeach task. Another suggestion is to allow these students to work with a buddy to complete the task.



Subtask List Page 1List of Subtasks

What Do We Know About Patterns?Using a blackline master, students will continue a given pattern. They will also be asked to create theirown patterns. This will give the students an opportunity to demonstrate what they already know aboutpatterns and how they work.

Catholic Graduate Expectations:CGE 5b - thinks critically about the meaning and purpose of work.

1

The Story of QuiltsUsing the story Something from Nothing by Canadian author Phoebe Gilman as a springboard, theclass will discuss how quilts are usually made from old pieces of cloth and follow a pattern rule. Thisstory will be the catalyst to intrigue the children about the culminating task.

Catholic Graduate Expectations:CGE 2d - writes and speaks fluently one or both of Canada's official languages.CGE 5b - thinks critically about the meaning and purpose of work.

2

Attribute BlocksStudents experiment and explore with the attribute blocks to create different patterns when given thepattern rule in simple, informal language. They will also be introduced to letter notation to describe theirpatterns.

Catholic Graduate Expectations:CGE 5a - works effectively as an interdependent team member.CGE 5b - thinks critically about the meaning and purpose of work.

3

Patterns in Our WeekAfter reading the book The Very Hungry Caterpillar, the children will discuss the patterns in the bookand cycles that occur in the life of a caterpillar. While learning the life cycles, the students will developa respect for nature and an appreciation of God's gifts in our world. They will make connections tochanges that occur in the human life cycle and how it is a predictable cycle (i.e., pattern). This may bean opportunity to discuss fruits as part of a nutritional diet.

Catholic Graduate Expectations:CGE 7d - promotes the sacredness of life.

4

Patterns, Patterns, EverywhereTo begin our exploration of patterns and patterning rules, the students will have ample opportunity tocreate patterns using a variety of materials. In the light of Christian values, the students will supporttheir peers and be able to discuss their work with each other.

Catholic Graduate Expectations:CGE 2a - listens actively and critically to understand and learn in light of gospel values.CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualitiesin the work of others.

5

Brown Bear, Brown Bear... Patterns in StoriesAfter listening to the story Brown Bear, Brown Bear, by Bill Martin Jr., the students will create their ownbooklet following the pattern rule Mr. Martin has established.

Catholic Graduate Expectations:CGE 2d - writes and speaks fluently one or both of Canada's official languages.

6

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Subtask List Page 2List of Subtasks

100 Chart Working with the 100 chart, students will find patterns in sequential numbers. They will also explorehow skip counting by 2s, 5s, and 10s creates patterns.

Catholic Graduate Expectations:CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualitiesin the work of others.

7

Calculator Math Students will use calculators to explore patterns in odd and even numbers using addition andsubtraction keys. They will also identify the effects of zero in combining and separating combinations.


8

A Cozy Combination: The Culminating Task The students will create a square for a class quilt. They will use two items that change one attribute(colour) to create a pattern sequence such as AB, ABB, AAABB. They must be able to describe thispattern rule and extend the pattern further. The students will be encouraged to apply their abilities tomake a meaningful contribution to a class project, as their square will be pieced together with the otherstudents' work to make a class quilt.


9

The Gift of Patterns: A Celebration In the final subtask, the students will have an oportunity to celebrate all that they have learned andcreated. They will also be called to extend the pattern of Jesus' acts in their own lives.

Catholic Graduate Expectations:CGE 7c - seeks and grants forgiveness.CGE 7j - contributes to the common good.

10

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Kids in Quilts Subtask 1What Do We Know About Patterns?

Patterns An Integrated Unit for Grade 1 mins30

Expectations1m84 A – describe, draw, and make models of patterns

using actions, objects, diagrams, and words;Km23 A – create and extend simple patterns using a variety

of materials or actions (e.g., popsicle sticks,pebbles, stickers, counters).

Km22 A – identify and reproduce simple patterns (e.g., redblocks alternating with blue blocks; clap-clap-stamp);

DescriptionUsing a blackline master, students will continue a given pattern. They will also be asked to create theirown patterns. This will give the students an opportunity to demonstrate what they already know aboutpatterns and how they work.

Catholic Graduate Expectations:CGE 5b - thinks critically about the meaning and purpose of work.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesDemonstrationReview

AssessmentThrough this performance task, you shouldbe able to see the various levels ofknowledge among your students. As thestudents progress through the work sheet,the patterns grow increasingly more difficult,giving you an idea as to where the childrenare and if you need to review someKindergarten expectations or are able tocontinue on with the grade 1 curriculum.

Use the anecdotal record (BLM 1.2) to makenotes on where the class is as a whole, whoneeded extra help, who appears to havemastered the skills, and who may needenrichment during this unit.

Assessment StrategiesPerformance Task

Assessment Recording DevicesAnecdotal Record

Teaching / Learning1. Using beads or pattern blocks create a simple AB pattern. Have the children volunteer to come up and extendthe pattern. For the auditory learners in your class, you may wish to do some rhythmic clapping call and responseexercises.

2. Continue to create patterns and have the students come up to extend them. You may wish to vary the types ofpatterns you use as starters (e.g., AAB, AABB, ABC, etc.). As you see what the children are able to accomplish,you can increase or decrease the difficulty of the task.

3. On the experience chart paper start a simple AB pattern and have the children volunteer to come up andcomplete the pattern. Repeat step 2 using the chart paper. Ask a student to start their own pattern on the chart

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Kids in Quilts Subtask 1What Do We Know About Patterns?


Resources

paper and have another extend it.

4. Introduce words like "extending the pattern," "pattern rule," "attribute," and "repetition." Add these words toyour flashlight word wall.

5. Distribute and review the instructions of the BLM 1.1 worksheet.

AdaptationsSome students may be able to create and extend patterns using concrete materials but may not be able tocomplete the blackline master. Offer them the opportunity to string beads onto a string, copying the pattern on theBLM. Then have them extend the pattern on the string. Use the same assessment strategies noting that theyneed hands-on activities. If time permits, have them copy their extended pattern from the beads to the BLM.

What Do We Know About Patterns? BLM 1.1.cwk

Prior patterning knowledge BLM 1.2.cwk

experience chart paper And markers

Rhythmic Instruments

Pattern Blocks

Coloured Beads and String

Notes to Teacher

Teacher Reflections


Kids in Quilts Subtask 2The Story of Quilts


Expectations1m91 – compare patterns using objects, pictures, actions,

and spoken words.1m98 A – identify relationships between objects by stating

shared attributes (e.g., shape, colour);1a35 A – identify the elements of design in familiar

environments (e.g., the colours in the classroom; theshapes used in wallpaper samples; the forms foundin a piano, rectangles, columns);

DescriptionUsing the story Something from Nothing by Canadian author Phoebe Gilman as a springboard, the classwill discuss how quilts are usually made from old pieces of cloth and follow a pattern rule. This story willbe the catalyst to intrigue the children about the culminating task.

Catholic Graduate Expectations:CGE 2d - writes and speaks fluently one or both of Canada's official languages.CGE 5b - thinks critically about the meaning and purpose of work.

GroupingsStudents Working As A Whole ClassStudents Working In Pairs

Teaching / Learning StrategiesBrainstormingChoral ReadingDirected Reading-thinking Activity

AssessmentWhile the children are comparing theirpatterns and extending the wallpapersample, watch for opportunities to see if they- can identify relationships between objectsby stating shared attributes.- are able to identify the elements of designin the wallpaper samples (shapes, colours,form).

CGE: Look for students who areparticipating actively and are focused on thetask at hand.

Assessment StrategiesObservationPerformance Task

Assessment Recording DevicesAnecdotal Record

Teaching / Learning1. (30 minutes)After reading the story Something from Nothing, discuss with the children how pieces of old material can beused to make something new. Bring out a quilt or pictures of quilts from magazines, books, or catalogues.Brainstorm about the quilt. Here are some suggested questions to getting students to start thinking aboutpatterns in quilts:- How were they made?- Do you see different designs?- What colours do you see?




Resources

- What shapes and sizes do you notice?

2. (20 minutes)With the children create a Quilt Chant.You may wish to follow the sample below based on Margaret Wise Brown's poem Bugs.

I Like Quilts____________quilts (Use adjectives supplied by the children to fill in the first four blanks.)____________quilts____________quilts____________quiltsAny kind of quiltsI like quilts!A quilt on my/the ____________. (Use nouns to fill in these four spaces.)A quilt on my/the ____________.A quilt on my/the ____________.A quilt on my/the ____________.I like quilts!__________quilts (Use six more adjectives to describe more quilts!)__________quilts__________quilts__________quilts__________quilts__________quiltsI like quilts!

Chant your new creation with your class everyday. You can cover some new adjectives and nounsoccasionally to introduce or reinforce colour words, shape words, and other nouns. This may create a sillychant but the children will enjoy the new creation. As the unit progresses and the children learn more aboutpatterns, the chant can be reconstructed to show what they have learned. You may wish to have eachstudent write their own chant at any point during the unit.

3. (30 minutes)Show a variety of wallpaper samples. While in pairs ask the children to compare patterns that they see in thewallpaper (shapes, colours, lines, forms).Provide for each child a folded piece of construction paper (in half) with a square of wallpaper pasted on theleft hand side of the paper so that the wallpaper is touching the fold. The children are then asked tocontinue/extend the pattern of the wallpaper on the right hand side of the construction paper.You may wish to demonstrate or provide examples of completed wallpaper patches.

Adaptations

Something from Nothing Pheobe Gilman

Mary Maxim Catalogues

Construction Paper 1




Wallpaper Sample Books

Experience Chart Paper and Markers

Crayons or Markers

Quilts

Notes to TeacherThis subtask can be started concurrently with subtask 1. The introduction and the creation of the chant can bedone on the same day as you evaluate the prior knowledge of your students. Then, the creation of thewallpaper patch can be done in a subsequent day.

Investigate in your community to see if there is someone who has quilts that he or she can bring in to your classand talk about them with your students. Also check with staff members, student families, and of course, yourown family. Having these examples available will stimulate the students' creativity and sparkle their enthusiasm.

Go to your nearest wallpaper/paint store and ask them for old wallpaper sample books. Merchants are usuallyvery happy to help schools out. Leave your name and school phone number so that they can call you when newcatalogues come out so they can pass the old ones to you.You can also use fabric samples. Check with your local stores.Wrapping paper is another alternative to wallpaper.

Teacher Reflections


Kids in Quilts Subtask 3Attribute Blocks


Expectations1m97 A – compare, sort, and classify concrete objects

according to a specific attribute (e.g., colour, size);1m98 A – identify relationships between objects by stating

shared attributes (e.g., shape, colour);1m89 – talk about a pattern rule;1m90 A – given a rule expressed in informal language,

extend a pattern;1a29 A – recognize and name the primary colours of

pigment (red, blue, yellow);1m74 A – compare and sort two-dimensional shapes

according to attributes they choose;1m75 A – describe and name two-dimensional shapes (e.g.,

circle, square, rectangle, triangle);1m85 A – recognize similarities and differences in a variety

of attributes (e.g., size, shape, colour);

DescriptionStudents experiment and explore with the attribute blocks to create different patterns when given thepattern rule in simple, informal language. They will also be introduced to letter notation to describe theirpatterns.

Catholic Graduate Expectations:CGE 5a - works effectively as an interdependent team member.CGE 5b - thinks critically about the meaning and purpose of work.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesMini-lessonPeer Practice

AssessmentAs you look through the students' responsejournals, you will get a good idea of whichstudents are grasping the concepts andwhich will need more assistance. Thestudents will have more time to explorethese concepts throughout this unit,especially in subtask 5. This is a goodopportunity to see if extra adaptation isnecessary for enrichment or remediation.

Can the student sort the blocks according toattributes?Can the student identify similarities anddifferences in the blocks of a given set(pattern)?Is the student able to create a pattern?Is he/she able to describe the pattern usingsimple language?Can he/she use the letter notation todescribe the pattern?Is the student able to list the three primarycolours?

Assessment StrategiesResponse JournalObservation

Assessment Recording DevicesAnecdotal RecordChecklist




Teaching / LearningIn this subtask students will learn about:

a) Different kinds of attributes. Specifically:colour - usually the primary colours: red, blue, and yellowshape - square, rectangle, circle, triangle, and hexagonthickness - thick and thinsize - big and smallYou may want to list and display these words in the classroom so the students can refer to them whenneeded.

Depending on how familiar your class is with attribute blocks, you might want to spend some time on sortingthe blocks into smaller groups using one attribute, such as all the squares, all the blue blocks, all the thinblocks. This will help the students see that the blocks have different attributes which may be the pattern rule.

b) The use of variables notation to describe a pattern, that is, to describe a pattern through the use of letters.For example: AB pattern might be: red, yellow; an ABB pattern might be: thin, thick, thick.

1) Using the attribute blocks, create a pattern where only the attribute of colour changes. Example: blue, red.Use all of the shapes, sizes, and thickness. Discuss how this is a pattern. Make sure that the studentsunderstand that even though it has many different shapes and sizes, it is the colour that makes it a pattern.Introduce that this is called an AB pattern.

2) Ask the students if they can make an AB pattern using just shapes (where thickness, colour, and size arenot an issue). Demonstrate their ideas. Even if they do not work out, you can discuss as a group why not,and how you can solve the problem together.

3) Break the whole group into smaller groups and ask them to make their own ABB pattern using their ownattribute blocks. Ask for a volunteer from the group to display and talk about their pattern.If the students need a direction as to how to start their pattern, you may want to give them a starter. (Usesize, for example. "You have big and small blocks. Use the size to make an ABB pattern.")

4) Continue giving the smaller groups an opportunity to work together on different challenges:a) Give the pattern rule, they can be asked to use variable notation.Orb) Given the attribute to use they can be asked to produce their own pattern and discuss the notation of theirpattern rule.

5) Response JournalGive the students their own journal (you can provide a small notebook or photocopy BLM 3.3). Ask them torespond to this question: "Draw a pattern. What can you write to tell about your pattern?"

Students could use attribute blocks, or pattern blocks, and trace them to complete the pattern in the responsejournal.

AdaptationsSome students may be overwhelmed with the number of attributes these blocks have. To help them decrease thenumber of attributes available, divide the blocks into one colour or shape first and then use the remainingattributes as part of your pattern rule (e.g., big red circle, small red circle). You may also consider using patternblocks instead as they change only in shape and colour (see notes to teacher).




ResourcesThin Attribute Blocks BLM 3.1.cwk

Thick Attribute Blocks BLM 3.2.cwk

Patterning Journal BLM 3.3.cwk

Response Journals 1

Attribute Blocks 1 set

Notes to TeacherThe use of attribute blocks gives the students the opportunity to use attributes other than shape and colour, asattribute blocks also vary in thickness and size. If you do not have attribute blocks and do not wish or have thetime to create your own, the use of pattern blocks is an option. Carefully adapt your questions so that they donot ask students to use thickness or size as part of the pattern rule.

Teacher Reflections


Kids in Quilts Subtask 4Patterns in Our Week


Expectations1m50 A – name the days of the week in order, and the

seasons;1m89 – talk about a pattern rule;1e13 A – correctly spell words identified by the teacher (on

charts/lists posted in the room and on individualword lists);

1e15 A – use capitals to begin sentences and todifferentiate certain words (the pronoun I, names,days of the week, and months);

1s50 – identify food as a source of energy for themselvesand other living things;

1p6 – suggest occasions (e.g., a bake sale, a classparty) when they can choose healthy food snacks,and describe the factors affecting their choices(e.g., choices made because of allergies or culture);

1p5 – identify the food groups and give examples offoods in each group;

1s9 – describe some basic changes in humans as theygrow (e.g., growth of feet, hands, arms; loss of babyteeth), and compare changes in humans withchanges in other living things;

1m104 A – read and discuss data from graphs made withconcrete materials and express understanding in avariety of informal ways (e.g., tell a story, draw apicture);

1m103 A – organize materials on concrete graphs andpictographs using one-to-one correspondence;

DescriptionAfter reading the book The Very Hungry Caterpillar, the children will discuss the patterns in the book andcycles that occur in the life of a caterpillar. While learning the life cycles, the students will develop arespect for nature and an appreciation of God's gifts in our world. They will make connections tochanges that occur in the human life cycle and how it is a predictable cycle (i.e., pattern). This may be anopportunity to discuss fruits as part of a nutritional diet.

Catholic Graduate Expectations:CGE 7d - promotes the sacredness of life.

GroupingsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesGraphingNote-making

AssessmentUse a class list to mark the scores for eachof the expectations being assessed.

Rating Scale:1) Student receives one check mark for eachday named in order.

2) Student receives one check mark perentry graphed correctly with one to onecorrespondence from the data tallied in thefruit log. Your student should be able toreceive one point per day regardless of thenumber of fruit eaten that day (i.e., Billy hasno fruit on Tuesday and therefore shouldnot graph anything. He would still receive amark for not graphing because he isfollowing the one to one correspondencefrom his fruit log.)

3) Student receives one check mark foreach time he/she uses a capital at thebeginning of the days of the week on theirfruit log.

Assessment StrategiesQuestions And Answers (oral)Performance Task

Assessment Recording DevicesRating Scale




Resources

Teaching / Learning1. Read the book and discuss patterns.Examples of some patterns seen in this story include:a) Days of the week. Throughout this subtask, students will be assessed on naming the days of the week inorder.b) Number of fruit eaten increases by 1 after each consecutive day.c) The life cycle of the butterfly.

2. Students will keep a daily journal/log of the fruit that they eat each day for a week. This can be recorded fromfruit eaten at home or school. Remind the students that they will be assessed on the use of capitals (to beginsentences and days of the week). You can use BLM 4.1 provided, create a small booklet by stapling foldedsheets of paper, or your choice of booklet.

3. At the end of the week, students will use the daily journal to tally their results and report these results as apictograph. You may need to provide a mini lesson on pictographs and graphing depending on the priorknowledge of your students in this area. BLM 4.2 is a basic one and you may wish to elaborate if there is a need.

4. After each student has completed their personal graph, the class will come together to create a class graph.Discuss with the children some information learned from the data displayed in the graph (e.g., most eaten fruit,least eaten fruit, etc.).

As a follow-up to this task, the students could write in their math journals what they discovered about their eatinghabits (e.g., I ate more bananas than apples this week).

AdaptationsStudents who are at the higher range in your class can expand upon this assignment to include the fruitconsumption of different family members. They can then create a graph to show the fruit consumption of thefamily. This can be extended to discuss the amount of fruit that needs to be purchased for the family.

For students who are having some difficulty, they can take a tally of the fruit they have in their lunch. This limits theamount of data and size of the graph. You can consider doing a class tally every day of fruit found in lunches, andthen at the end of the week continue with the class graph.

Fruit Log BLM 4.1.cwk

Fruit Graph BLM 4.2.cwk

The Very Hungry Caterpillar Eric Carle

Experience Chart Graph Paper

Stickers, Bingo Daubers, or Markers

Fruit Pieces and Marshmallows

Shish Kabob Rods




Notes to TeacherAs an extra patterning activity you can create your own fruity shish kabob.Give each student a wooden shish kabob rod. Make sure the ends of the rods are not sharp. You mayneed to cut off a sharpened end. Have a variety of fruit cut into small pieces. (Double check for any fruitallergies in your class.) Place fruit in their own bowls (i.e., a bowl of cherries, a bowl of bananas) and alsohave a bowl of marshmallows. Have the students create repeating patterns by skewing pieces of fruit onthe rod. Make a chart to display the students' patterns. One student might have an ABC pattern using acherry, pineapple, and marshmallow. Have students describe their pattern before they eat the fruit.

The story of Creation (Genesis) is an excellent story to reinforce the days of the week. You may wish toread and discuss this with your class. Consider creating a timeline with the days of the week listed anddraw what God created on each day.

Today is Monday is another book written by Eric Carle. It provides the days of the week pattern as well asa growing pattern of things to eat each day.

Teacher Reflections


Kids in Quilts Subtask 5Patterns, Patterns, Everywhere


Expectations1m86 A – use one attribute to create a pattern (e.g., thick or

thin, open or closed);1m84 A – describe, draw, and make models of patterns

using actions, objects, diagrams, and words;1m90 – given a rule expressed in informal language,

extend a pattern;1m89 A – talk about a pattern rule;1m56 A – name coins up to $2 and state the value of

pennies, nickels, and dimes;1m72 – identify attributes of two-dimensional shapes;1s9 A – describe some basic changes in humans as they

grow (e.g., growth of feet, hands, arms; loss of babyteeth), and compare changes in humans withchanges in other living things;

1a15 A – create rhythmic patterns, using a variety of sounds(e.g., sounds made with the voice or instruments orby clapping);

DescriptionTo begin our exploration of patterns and patterning rules, the students will have ample opportunity tocreate patterns using a variety of materials. In the light of Christian values, the students will support theirpeers and be able to discuss their work with each other.

Catholic Graduate Expectations:CGE 2a - listens actively and critically to understand and learn in light of gospel values.CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualities inthe work of others.

GroupingsStudents Working IndividuallyStudents Working In Small Groups

Teaching / Learning StrategiesLearning CentresDemonstrationWorking With Manipulatives

AssessmentTo manage the students' paper work, eachstudent could have a folder or portfolio witha checklist on the front cover. As the studentcompletes each activity, the teacher caninital or mark this checklist. The teacher mayalso wish to maintain his/her own trackingsheet for the class.

As the students present, watch for how theyexplain their patterns.Do they use the notations or the variables,or do they use just words? (E.g., "I made anAAB pattern" vs. "I stamped a dime, dime,penny, dime, dime, penny.")Do they use words like "extend," "patternrule," "model," "repeats"? (E.g., "My patternis big, small, big, small" vs. "My pattern ruleis big and small and it repeats over and overagain.")

Assessment StrategiesClassroom PresentationObservation

Assessment Recording DevicesChecklist

Teaching / LearningThis subtask involves students to rotate through five activity centres. You will need six class periods. Thefirst period is to explain each centre and what will be expected of the students. We are allotting 40 minutes




per period. The centres can occur one per day or you may wish to have a whole day of centres to completethe subtask in one day. Each session, one student per group will orally present what he/she has completed inclass. By the end of the subtask, every student should have an opportunity to discuss the pattern rule he/shehas used as well as any other interesting facts/information they have learned that day. Encourage the use ofwords like: "extend," "pattern rule," "model," "repeats" and the use of the AB notation of variables.

If you are not comfortable using centres, or your class does not have adequate experience in centres, youcan adapt this activity to meet your and your students' needs.You can decrease the number of centres operating at one time. Consider the centres as teacher-directedwhere the whole class does one or two centres on one day allowing you to manage one or two centres at atime.

Activity Centre 1 -- Snap CubesStudents create their own pattern using interlocking cubes. Then they ask a person from their group tocontinue the pattern that they have started. Once they have successfully completed the pattern, they recordtheir rule on BLM1. (You may wish to refer to the resource list for this subtask for alternate worksheets.)Students should include the notation of variables.Students who finish early can continue to make other patterns. They are encouraged to create more complexpatterns and be able to report on their rule.

Activity Centre 2 -- Modeling Clay and Cookie CuttersAfter each student has made his/her pattern using the clay and cutters, they will ask a friend in their group toextend it. The student will then trace his/her cookie cutters to record the pattern.You may wish to use sponges and paint instead of the modeling clay and cookie cutters, or add a separatecentre for sponge painting patterns.

Activity Centre 3 -- InstrumentsAllow the students to use a variety of rhythm instruments and explore the sounds. Then a student acts asleader and starts a pattern. Other students extend and continue the pattern. Each student in the group shouldhave the opportunity to be the leader. A timer might be appropriate to help the student monitor and manage theamount of time each person is the leader.

Activity Centre 4 -- MoneyUse coin decals, coin stamps, or coin cutouts (see Resources section for this subtask). Students will createtheir own pattern on paper. Again, a friend in their group will extend their pattern as they extend someoneelse's.

Activity Centre 5 -- DramaStudents will create their own story miming like charades. They can choose something like the life cycle ofthe butterfly or the frog, the seasons, the life of a baby tooth, or their routine for getting ready for bed. Have arecorder who will draw a picture or write a word to help them remember the sequence. For example he/shewill draw a toothbrush for brushing teeth, a pillow for climbing into bed, a book for bedtime story....Then, each student in the group will follow the pictorial sequence to extend the pattern of the scene (i.e., ifthe pattern is toothbrush, pillow, book, praying hands, the students will act out brushing teeth, climbing intobed, reading a book, and saying prayers).The life cyle of an animal is an interesting sequence to act out as it will show different generations. Sara actsout the life cyle of a butterfly and when Kyle continues it, he acts out being her son, and when Mollycontinues it, she is the third generation.It is more difficult to give a variable to an action but if they can give their actions a picture it helps the childrensee that patterns occur in our everyday life.This may be an interesting activity to do as a whole class outside of the centres subtask.Allow enough time for cleanup and of course ample opportunity for the children to talk about their patterns.




Resources

They will be enthusiastic about their products and will definitely want to share their pattern rules.

AdaptationsAre there any students who are having a difficult time creating a simple pattern? They will need more attention andperhaps require a bit more structure. Provide them with a pattern to reproduce and then show them that extendingis almost the same as reproducing a pattern.

Students who need a bit more of a challenge can be asked to create more complex patterns using a third or fourthattribute.

Students who finish early can maintain their own tracking sheet in their journal to help them monitor where theyhave been. They may also write about what they have learned at each activity in their journal using pictures andwords.

Cube Squares BLM 5.1.cwk

Sammy’s Science House

Quest 2000 Teacher Support Package,Grade 1

Addision-Wesley Publishers Ltd., 1997

Interactions, Blackline Masters, Grade 1 Ginn Publishing Canada Inc., 1994

Rhythm Instruments 1 set

Snap Cubes 100 cubes

Money Stamps and Stamp Pads 1 set

Play Coins 1 set

Modeling Clay a variety of colours

Cookie Cutters a variety of shapes and sizes

Crayons or Markers 1 set

Coin Cut Outs

Scissors

Glue

Paper

Egg Timer 1




Notes to TeacherThis subtask offers you the opportunity to introduce or review the names and values of coins.

As this is a very busy subtask, you may wish to include parent volunteers at some of the activity centres.The volunteers can help keep the children on task as well as help them reach their goals. Students fromolder grades can act as math buddies to help out as well. Perhaps having a meeting with volunteers and/orbuddies to show them what you expect them to do while assisting you in the classroom would be helpful.

The licensed software Sammy's Science House has a section in "the movie theatre" which providesexcellent suggestions for sequencing, and thus a routine or cycle that the students can use as an examplefor the drama centre. You may wish to explore with Sammy prior to the centres subtask to get acquaintedwith the program. The students can go to Sammy's Science House at anytime during this unit to get ideasabout sequencing.

Teacher Reflections


Kids in Quilts Subtask 6Brown Bear, Brown Bear... Patterns in Stories


Expectations1e4 A • produce short pieces of writing using simple forms

(e.g., stories, descriptions, lists of information);1e7 A • use and spell correctly the vocabulary appropriate

for this grade level;1e15 A – use capitals to begin sentences and to

differentiate certain words (the pronoun I, names,days of the week, and months);

1e43 • listen and react to stories and recount personalexperiences;

1m84 A – describe, draw, and make models of patternsusing actions, objects, diagrams, and words;

1m89 – talk about a pattern rule;

DescriptionAfter listening to the story Brown Bear, Brown Bear, by Bill Martin Jr., the students will create their ownbooklet following the pattern rule Mr. Martin has established.

Catholic Graduate Expectations:CGE 2d - writes and speaks fluently one or both of Canada's official languages.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesRead AlongChantingGuided Writing

AssessmentIs the colouring, printing, and spacing neat?

Is there capitals at the beginning ofsentences, on proper names, and thepronoun "I"? Are all the other letters lowercase (except where used to convey feeling,e.g., I see a BIG dinosaur...)?

Is there a consistency in following thepattern seen in the story?

Does the pattern extend five times? (fivepages or the predetermined amount thatyou decide for your class/student.)

Does the student explain the pattern? Howis the pattern extended?

Assessment StrategiesPerformance Task

Assessment Recording DevicesChecklist

Teaching / Learning1. Read the story Brown Bear, Brown Bear by Bill Martin Jr. Then, as a class read it together chorally. Changehow you read the story (boys only, girls only, softly, in a creaky voice).

2. Have the students respond to the book:Their favourite animal, their favourite colour, how the pictures are made, what patterns they see.

3. Students will make their own book called "What Do I See"?Use BLM 6.1 if you wish, or have the students write out the pattern themselves.


Kids in Quilts Subtask 6Brown Bear, Brown Bear... Patterns in Stories


Resources

They are to fill in the blanks with adjectives (colour) and nouns. Then draw pictures to accompany their story.

There are a number of different ways you can approach this:a) Life cycle of an animal (Tiny egg, what do you see? I see a green tadpole looking at me.... I see an adultfrog looking at me.)b) Different types of fruit (fuzzy peach, red cherry)c) Friends (kind Sasha, artistic Sandeep, soccer Kim)

4. Let students know that you are looking for proper punctuation and capitals at the beginning of sentencesand names.

5. Allow a time for sharing the pattern stories.

AdaptationsThe length of the booklet can be altered depending on the ability of the student. A stronger student may becapable of writing a longer story and a weaker student fewer pages. More experienced writers can produce a storywritten without filling the blanks on photocopied sheet but writing the complete story on their own.

Adapt the expectations of students who are struggling with printing and the writing process. For example, the useof capitals may be limited to one of the three required in this subtask (i.e., only check for capital "I" or at beginningof sentences).

Subtask 6 - Brown Bear Booklet BLM 6.1.cwk

Brown Bear, Brown Bear Bill Martin Jr.

Pencils, Crayons, Erasers

Paper for First Draft

Notes to Teacher

Teacher Reflections


Kids in Quilts Subtask 7100 Chart


Expectations1m11 A – read and print numerals from 0 to 100;1m15 A – count by 1’s, 2’s, 5’s, and 10’s to 100 using a

variety of ways (e.g., counting board, abacus, rote);1m87 A – identify counting patterns in hundreds charts;1m89 A – talk about a pattern rule;1m14 A – demonstrate the one-to-one correspondence

between number and objects when counting;1m36 – describe their thinking as they solve problems.1m105 – demonstrate understanding that an event may or

may not occur;

DescriptionWorking with the 100 chart, students will find patterns in sequential numbers. They will also explore howskip counting by 2s, 5s, and 10s creates patterns.

Catholic Graduate Expectations:CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualities inthe work of others.

GroupingsStudents Working IndividuallyStudents Working In PairsStudents Working As A Whole Class

Teaching / Learning StrategiesDirect TeachingHomeworkProblem-solving Strategies

AssessmentLook for students whohave one-to-one correspondence whilecounting on the 100 chart- have difficulty recognizing and namingnumbers to 100- have difficulty/need assistance using the100 chart to count by 5s and 10s- can predict where the next colourednumber/space will be on the grid- can determine if a given number is part oftheir pattern (e.g., When counting by 5s willyou shade the number 87?)- are able to describe and explain thepatterns that they have created- who are able to create more than onepattern at a time (e.g., using alternatingcolours when shading in multiples of 5)

Assessment StrategiesQuestions And Answers (oral)Performance Task

Assessment Recording DevicesChecklistAnecdotal Record

Teaching / LearningIn this subtask, the students will create their own mini quilt about what they have explored using the 100chart. First, they will make a quilt piece that will include their patterned name. Second, a quilt piece that showsthe patterning that occurs in the chart itself, and finally, a piece that demonstrates skip counting will beproduced.




Letter Patterns in Names (quilt piece #1) (40 minutes)1) Use 100 chart paper as a grid (BLM 7.1). The student prints his/her name, one letter in each square.He/she repeats this pattern until all the squares are filled in.2) The student then colours in the first letter of his/her name each time it occurs.3) Encourage students to talk about what patterns they see. (E.g., Samuel will have a coloured square andthen five letters not coloured.)4) You can sort their quilt pieces by the pattern of shaded boxes.Students who finish early can start colouring the second letter of their name a different colour, then the thirdletter....

Finding Patterns in Sequential Order (quilt piece #2)Part 1 (60 minutes)1) Display a 100 chart. To encourage a discussion about the 100 chart, ask the following questions:Why do you think this is called a 100 chart?How many rows are there?How many columns are there?Do you see any patterns?What do you notice about the first number in each row? the last number in each row?What do you notice about the digits in each column?2) Hidden number game: Remove or hide numbers one at a time and ask the students to guess which numberis missing (hidden).3) Another hidden number game: Remove or hide numbers (several at a time), display the numbers on apredetermined space beside the chart. Ask students which numbers go in which space.These hidden number games can be played throughout the unit.4) Each student is given a 100 chart which is partly completed (BLM 7.2). Using what they have learnedabout patterns and their knowledge of sequential numbers, they print in the numbers that are missing. Youmay wish the students to work with a partner to discuss what numbers are missing. But each student isencouraged to complete their own 100 chart.5) HOMEWORK: Assign "100 Chart Home Link" (BLM 7.3).

Part 2 (30 minutes)1) Display a completed 100 chart. Ask the students to look for any patterns that they see. Facilitate thediscussion by asking questions about certain "rows" and "columns." Then shade in the correspondingsquares on the large chart. You may want to use a laminated chart and markers for this.2) Ask the students to find other patterns on a 100 chart (BLM 7.4). This can be the chart that they completedfrom part 1 or it can be a new one provided by the teacher.3) Provide an opportunity for students to talk about their patterns in front of the class. To help students whohave difficulty verbalizing their pattern, ask questions about what is the same/different in the column or rowthey have coloured.

Skip Counting Using the 100 Chart (quilt piece #3) (40 minutes)1) Ask students who can skip count by 10s. As someone counts, cover the numbers that they say on thelarge class 100 chart. Discuss what pattern they see. Leave this pattern displayed and move to another 100chart and ask for someone to count by 5s. Again, ask the students what pattern they notice. Move to a thirdlarge 100 chart and continue this process, this time skip counting by 2s.2) Each student will need a completed 100 chart (BLM 7.4), small counters, and coloured crayons (bingodaubers). Ask each student to choose one of the patterns discussed today and copy it on their new quiltpiece. The small counters can be used to cover the numbers before they start counting. Some students maynot need the counters, whereas others will feel more comfortable using them as a guide.Students who finish early can continue with another pattern on another 100 chart.3) Assign Homework "Skip Counting" (BLM 7.5).




Resources

Putting the Mini Quilt Together (30 minutes)Using coloured construction paper and the quilt pieces created in this subtask, create a mini quilt. Display thequilts in the class or in the hall.

Cut out the three quilt pieces completed in this subtask. Glue each onto a separate piece of constructionpaper. Then piece the construction paper together with another colour to create a mini quilt. See subtask 9 forattached BLM of a sample of this quilt.

Adaptations

Blank 100 Chart BLM 7.1.cwk

Something Is Missing BLM 7.2.cwk

100 Chart Home Link BLM 7.3.cwk

100 Chart BLM 7.4.cwk

Skip Counting BLM 7.5.cwk

Coloured Pencils or Crayons

Construction Paper

Bingo Daubers

Glue

Scissors

Large 100 Chart at least 3

Small Laminated 100 Chart for StudentUse




Notes to TeacherThis is a subtask that could be linked with 100 Day.The creation of a mini quilt is an option that you may wish to skip depending on time and resources.

Find It Quick (A game)This game can be used for students who finish early, as a whole class activity, or as part of the learningcentres available throughout the unit.Ask students to find a number in a 100 chart using their knowledge of the patterns and cover it with abutton or other small item. Continue with other numbers.Example: Ask students to find # 60. They can deduce that all numbers that end with zero are found at theright hand side of the chart. They look down that column only instead of counting from 1 to 60 or randomlylooking for 60.

Teacher Reflections


Kids in Quilts Subtask 8Calculator Math


Expectations1m24 A – use a calculator to explore counting, to solve

problems, and to operate with numbers larger than10;

1m28 A – demonstrate that addition involves joining andthat subtraction involves taking one group awayfrom another;

1m88 A – use a calculator and a computer application toexplore patterns;

DescriptionStudents will use calculators to explore patterns in odd and even numbers using addition and subtractionkeys. They will also identify the effects of zero in combining and separating combinations.


GroupingsStudents Working As A Whole ClassStudents Working In Pairs

Teaching / Learning StrategiesDirect TeachingProblem PosingProblem-solving Strategies

AssessmentThe purpose of this subtask is to allowstudents the opportunity to explore patternsthrough the use of a calculator and makeconnections and review expectations ofsubtask 7. It also gives the students anotheropportunity to discuss patterns in a numericsense as opposed to the visual patterns(shape, colour) that we see in our world.

Things to look for:1) Are the students working well withpartner? Opportunities to share calculatorand take on responsibility of the recorder.2) Are they able to transfer their knowledgeand skills from subtask 7 to this subtask(covering squares, counting, recognizingnumbers)?3) Response journal: Are students able towrite or draw to explain their thinking?4) Are they comfortable and at ease with thecalculator?

Assessment StrategiesPerformance TaskResponse Journal

Assessment Recording DevicesChecklistAnecdotal Record

Teaching / LearningA calculator is a good tool for exploring patterns in skip counting. Students will enjoy counting out loud with




Resources

the calculator. Be aware that not all calculators work the same. For some, pushing the (=) sign repeatedly willcreate the skip pattern. Other calculators need the whole operation to be keyed in each time.Remember that many computers have a calculator feature. (Some students may never have used a calculatorbefore, so a mini lesson about its keys and care may be necessary.)

Students will be working in pairs to use the calculators. If you do not have enough calculators for pairs youcan increase your group to three or four students. The pairs will need to listen to instructions given by theteacher. Discussion, questions and answers will occur among the pair and within the whole class. Theteacher will use the overhead projector and 100 chart acetate to show the whole class as they work withtheir partners.

Part 1 (40 minutes)Have the students work in pairs. One student can record the numbers as the other uses the calculator.1) Provide a starting number for the students and ask them to add 10 repeatedly, recording each new numberwith a button or cube on the 100 chart. Ask them to describe the pattern.2) Can the students use the 100 chart to predict the next number in the pattern? Check their using thecalculator.3) Starting with the same number ask the students to add five repeatedly, again marking the answers on the100 chart. Discuss the pattern.4) Continue this with adding two, then one, and finally zero repeatedly.5) Discuss why adding zero to the pattern does not change the initial number.6) Repeat the process with different numbers as the starting point. Allow enough time for the students toexplore the number patterns and to discuss the similarities and differences among them.7) response journals: Students write about how addition patterns are done on calculators, 100 charts, andusing their "brain." Which would they prefer to use and why?Provide real-life questions for the student to use their new skill. E.g., Marci has an allowance of 3 dollars aweek. If she has 5 dollars and waits 3 weeks how much money will she have? (5+3+3+3=...)

Part 2 (40 minutes)Use the same format and procedure as in Part 1, but this time after choosing a number, subtract by 10, 5, 2,1, or 0. (Be sure to remind the students to stop at zero when extending their patterns, as the calculator willcontinue to subtract into negative integers.) Again, review and discuss why zero does not change the initialnumber keyed into the calculator.Discuss with the class that when subtracting numbers get smaller and go up on the 100 chart and whenadding the numbers get bigger and go down the 100 chart.response journal: How is addition different from subtraction?You can use a math notebook or BLM 3.3 (Patterning Journal) from subtask 3 when responding.

Adaptations

Response Journals

Calculators 1

100 Chart 1

Small Buttons or Cubes or Bingo Daubers




Overhead Projector

100 Chart on Acetate

Notes to Teacher

Teacher Reflections


Kids in Quilts Subtask 9A Cozy Combination: The Culminating Task


Expectations1m91 A – compare patterns using objects, pictures, actions,

and spoken words.1m90 A – given a rule expressed in informal language,

extend a pattern;1m89 A – talk about a pattern rule;1m86 A – use one attribute to create a pattern (e.g., thick or

thin, open or closed);1m85 A – recognize similarities and differences in a variety

of attributes (e.g., size, shape, colour);1m84 A – describe, draw, and make models of patterns

using actions, objects, diagrams, and words;

DescriptionThe students will create a square for a class quilt. They will use two items that change one attribute(colour) to create a pattern sequence such as AB, ABB, AAABB. They must be able to describe thispattern rule and extend the pattern further. The students will be encouraged to apply their abilities to makea meaningful contribution to a class project, as their square will be pieced together with the otherstudents' work to make a class quilt.


GroupingsStudents Working Individually

Teaching / Learning StrategiesWorking With ManipulativesOral Explanation

AssessmentYou may wish to have an interview with eachstudent to discuss their pattern rule fromtheir quilt square. Another option might beto have a whole-class presentation wherestudents can present their squares to theirpeers.

Assessment StrategiesSelf AssessmentPerformance Task

Assessment Recording DevicesRubric

Teaching / LearningPreparation:Each student will need a black square of construction paper (30 cm square). They will use precut 5 cm squares inblue and red to create a pattern on the square. Blue and red will be the class pattern rule, it is up to the individualstudents to create their own pattern rule on their quilt square.

Let the students experiment with patterns on their desktop before gluing the squares onto their square ofconstruction paper. We suggest they practise at least three times in order to find a pattern that they like.

Give the students their large square so they can glue their pattern onto it.

Ask students to describe their patterns. Encourage them to use letter notation.

When piecing the squares together for a quilt, we recommend that you use a 30 cm square of yellow as analternating square between the students' pieces. This will incorporate the primary colours into the quilt.

You may wish to laminate the pieces for the celebration.


Kids in Quilts Subtask 9A Cozy Combination: The Culminating Task


Resources

Students may use their math journal to describe a model of their pattern using words or pictures.

Self-assessment can be done by students using BLM 9.1.

AdaptationsStudents who need a bigger challenge can use more than one shape. For them, you may include other shapessuch as triangles, octagons, circles, etc. Consider limiting the colours to just blue and red as this will have agreater effect on the overall appearance of the class quilt.

Individual Quilt

How Did I Do? BLM 9.1.cwk

Sample Quilts sample 9.1.cwk

Black Construction Paper 1

Yellow Construction Paper 1

Blue and Red Construction Paper

Glue 1

Pencil 1

Math Journals

Notes to Teacher

Teacher Reflections


Kids in Quilts Subtask 10The Gift of Patterns: A Celebration


Expectations

DescriptionIn the final subtask, the students will have an oportunity to celebrate all that they have learned andcreated. They will also be called to extend the pattern of Jesus' acts in their own lives.

Catholic Graduate Expectations:CGE 7c - seeks and grants forgiveness.CGE 7j - contributes to the common good.

GroupingsStudents Working As A Whole Class

Teaching / Learning Strategies

Assessment

Assessment Strategies

Assessment Recording Devices

Teaching / LearningPreparation1) Have students create a small bracelet using beads and string. Encourage them to use the colours, shapes,and sizes of the beads to create a pattern in their bracelet. You can include the pattern of letters WWJDwhich stands for "What would Jesus do?" When you discuss the pattern of Jesus' life during the liturgy, youcan explain how we as Catholics strive to be like Him. These bracelets will be used as part of the prayercelebration.

2) On the alternating yellow squares of the class quilt created in subtask 9, write some of the many miraclesand good works that Jesus did while with us on earth. We Belong to God Year 1 has aims that help grade 1students appreciate the Bible as a book of stories to show us how Jesus lived.

For example:Jesus blesses the children (Mark 10.13-16)Feeding the 5000 (John 6.1-13)Parable of the Good Samaritan (Luke 10.25-37)Parable of the lost sheep (Luke 15)Jesus the Good Shepherd (John 10.2-5, 11.14-16)Jesus and Zaccheus (Luke 19.1-10)Jesus cruses the blind man (8.22-26)Jesus heals the paralyzed man (Luke 5.17-19,24-25)A woman forgiven (Luke 7.36-59)The Golden Rule: Love your neighbour as yourself (Matthew 7)Jesus restores Jairus' daughter to life (Mark 5)Parable of the Prodigal Son (Luke 15)Jesus forgives his enemies

3) Have booklets from subtask 6 on display as well as the mini quilts from subtasks 2 and 7.




4) Have parents bring in snacks and food for the celebration. Choose interesting foods that show patterns,such as shish kabobs (see subtask 4), Neapolitan ice cream, sandwiches using white and brown bread,cinnamon buns, animal crackers (for patterning).

5) You may also wish to decorate the room with paper chains. Students can work in groups to createpatterned links with construction paper or wallpaper strips.

6) Have children dress in clothing that have patterns on them for this special day.

Prayer CelebrationInvite family, principal, available staff, and priest to your celebration.

Opening Song: (suggestions)Who Is this Man? (#7 in We Belong to God, Year 1)orPeace Is Flowing Like a River

Sign of the Cross

Introduction:Today we are gathered here to celebrate the many patterns we are blessed with in our lives. We seepatterns in nature, in the cycle of life, and seasons. We hear patterns in music and in the sounds of ourdaily lives. We touch patterns that are in quilts, nature, and our clothes. Let us take a moment to thank ourGod for these wonderful blessings (pause).

Let us look at our wonderful quilt that we worked together to make. Think of how hard we worked. How muchfun we had and how much we learned. Now look at the words that are part of our quilt. They tell us thestories of Jesus' life. Let's listen to some of these stories.

Liturgy: (Suggestion)Matthew 25:31-46....when have I seen you hungry, thirsty, sick or imprisoned? When you help the least important ones, you did it for me!You may wish to choose another passage which depicts the pattern that Jesus wants us to live.

Homily:Discuss with the children how Jesus lived his life in the pattern of helping everyone, being friends to all, andforgiveness. And He asks us to follow his way, to continue the pattern of his life in everything we do.E.g., Being helpful and kind to a new student. Inviting a lonely class mate in your game at recess.This is also an excellent opportunity to reinforce the WWJD bracelets and how we can model Jesus in ourdaily lives.

Presentation:Have all the students' names in a hat. Ask each student one at a time to come up and draw a name from thehat. They give the bracelet that they have made to this student. Perhaps this is an opportunity to tell a positivequality to the friend as they give their bracelet. If you have chosen not to create a bracelet, you can hand outthe certificates at this time.

Closing Prayer:Let us pray with the words that Jesus taught us. Our Father...

Closing Song: (suggestions)




Resources

I Will Follow the Good Shepherd (#10 in We Belong to God, Year 1)orWhatsoever You Do to the Least of My Brothers

Adaptations

We Belong to God, Year 1: Cassette

Coloured Beads and String

Snacks for Celebration

Notes to Teacher

Teacher Reflections


Black Line Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List


Page 1

Rubric

Individual Quilt2

ST 9

Blackline Master / File

100 ChartBLM 7.4.cwk

ST 7

100 Chart Home LinkBLM 7.3.cwk

ST 7

Blank 100 ChartBLM 7.1.cwk

ST 7

Cube SquaresBLM 5.1.cwk

ST 5

Fruit GraphBLM 4.2.cwk

ST 4

Fruit LogBLM 4.1.cwk

ST 4

How Did I Do?BLM 9.1.cwk

ST 9

Patterning JournalBLM 3.3.cwk

ST 3

Prior patterning knowledgeBLM 1.2.cwk

ST 1

Sample Quiltssample 9.1.cwk

ST 9

Skip CountingBLM 7.5.cwk

ST 7

Something Is MissingBLM 7.2.cwk

ST 7

Subtask 6 - Brown Bear BookletBLM 6.1.cwk

ST 6

Thick Attribute BlocksBLM 3.2.cwk

ST 3

Thin Attribute BlocksBLM 3.1.cwk

ST 3

What Do We Know About Patterns?BLM 1.1.cwk

ST 1

Licensed Software

Math Circus Unit

Math Circus Act 2 Unit

Sammy’s Science House ST 5

Print

Anno's Counting BookMitsumasa Anno

A counting book depicting the growth in a village andsurrounding countryside during twelve months.

Harper Collins Children's Books, 1986. ISBN:0064431231

Unit

Brenda's ButtonsMarci McGill97-359

Unit

Brown Bear, Brown BearBill Martin Jr.

ST 6

Ernest and Celestine's Patchwork QuiltGabrielle VincentISBN 0-688-04557

Unit

Interactions, Blackline Masters, Grade 1Ginn Publishing Canada Inc., 1994

Page 47 has coin cutouts0-7702-2322-2

ST 5

Mary Maxim Cataloguesor similar magaines, catolgues or books which showexamples of quilts

ST 2

Quest 2000 Teacher Support Package, Grade 1Addision-Wesley Publishers Ltd., 1997

Activity Master 5, page 11 -snap cubesActivity Master 11, page 17 - coin cutouts

0-201-55262-0

ST 5

Selina and the Bear Paw QuiltBarbara Smucker

Unit

Something from NothingPheobe GilmanISBN 0 525 44590 0

ST 2

The Keeping QuiltPatricia PolaccoISBN 0-671-64963-9

Unit

The Patchwork QuiltValerie FlournoyISBN 0-8037-0097

Unit

The QuiltAnn JonasISBN 0-688-03825

Unit

The Quilt StoryTony Johnston and Tomie dePaolaISBN 0-590-43890-5

Unit

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 08, 2001 at 3:33:44 PM Page D-1

Kids in Quiltssubtask 1BLM 1.1

Name: ____________________________

What do we know about patterns?

1. Copy this pattern:

2. Draw the next one:

3. Create your own pattern:

Kids in Quiltssubtask 1

BLM 1.2Prior Patterning Knowledge

Based on Kindgarten Expectations

Student’s Name Identifies and reproduces simple patterns (Km22)

Creates and extends simple patterns (Km23)

Make as many copies as necessary so each child is recorded and evaluated on the Kindergarten expectations for patterning. Keep in mind that you may need to adapt the strategies to assist students who need manipulatives.


Thin Attribute Blocks Duplicate three copies on red, yellow, and blue paper and cut out blocks. Or duplicate this page three times and have the students colour one page red, one page yellow, and one page blue. Once the thick and thin blocks have been cut out, youwill have a set of 60 attribute blocks. Create as manysets as necessary for your class. These can be laminated and saved from year to year. Store each set in zip locking bags or envelopes.


Thick Attribute Blocks

Duplicate three copies of this page on thicker paper (tag board). If thicker paper is not readily available, use the thickness of the lines to help you discriminate the thickness of the shape. Another idea is to paste the shapes on to cardboard. Again you may have the students colour one page red, one page blue, and one page yellow.

Patterning Journal

Kids in Quiltssubtask 3BLM 3.3Name: _____________________________

date: ____________________

Kids in QuiltsSubtask 4

BLM 4.1

Day Fruit Log

Name: _____________________________

E.g.: Monday apple and grapes

Kids in QuiltsSubtask 4BLM 4.2

What does this graph tell you? _______________________________

Name of FruitFruit GraphDraw a picture of the fruit for each time you ate it.

Name: _______________________________

Kids in Quilts subtask 5BLM 5.1

Cube Squares

Name: ________________________________


,

what do you see?

I see a

looking at me.

Brown Bear Booklet

Kids in Quiltssubtask 7BLM 7.1Name: __________________________

Blank 100 Chart


Name: __________________________

Something Is Missing

Follow the pattern.Print the numbers that are missing.

2 3 4 5 6 7 8 9

11 13 14 15 16 17 18 20

21 22 24 25 26 27 29 30

40

50

60

70

80

90

9998979695949392

31 32 33 35 36 38 39

41 42 43 44 494847

51 52 53 54 57 58 59

81 83 84 85 86 87 88

61 62 63 65 66 68 69

71 72 74 75 76 77 79

Name: __________________________

2 3 4 5 6 7 8 9

11 13 14 15 16 17 18 20

21 22 24 25 26 27 29 30

40

50

60

70

80

90

9998979695949392

31 32 33 35 36 38 39

41 42 43 44 494847

51 52 53 54 57 58 59

81 83 84 85 86 87 88

61 62 63 65 66 68 69

71 72 74 75 76 77 79

1 10

100 Chart Home Link

12

23

19

28

34 37

45 46

55 56

64 67

73

82

91

78

89

100


In class, we have been arranging numbers in order using a 100 chart.

DIRECTIONS: Use this chart to play games with your child at home. Use coins, buttons, or small pieces of paper to cover some numbers. Help your child find out which numbers are hidden. Use the patterns in the chart to help. You can play this game over and over again when you cover different numbers every time.

Name: __________________________

2 3 4 6 7 8 9

11 13 14 15 16 17 18 20

21 22 24 25 26 27 29 30

40

50

60

70

80

90

9998979695949392

31 32 33 35 36 38 39

41 42 43 44 494847

51 52 53 54 57 58 59

81 83 84 85 86 87 88

61 62 63 65 66 68 69

71 72 74 75 76 77 79

1

100 Chart

12

23

19

28

34 37

45 46

55 56

64 67

73

82

91

78

89

100


1 5 10

Name: __________________________

2 3 4 6 7 8 9

11 13 14 15 16 17 18 20

21 22 24 25 26 27 29 30

40

50

60

70

80

90

9998979695949392

31 32 33 35 36 38 39

41 42 43 44 494847

51 52 53 54 57 58 59

81 83 84 85 86 87 88

61 62 63 65 66 68 69

71 72 74 75 76 77 79

1

Skip Counting

12

23

19

28

34 37

45 46

55 56

64 67

73

82

91

78

89

100


4. Using your coloured chart, write in the numbers to complete the pattern.

a) 5, 10, 15, 20, ____, 30, 35, ____, ____

b) 20, 30, 40, 50, 60, ____, ____, ____, ____

1

1. Choose a coloured crayon. Now count by 5s. Colour every number that you say.2. Now count by 10s and circle all of the 10s.

5 1010


Name _________________________

Colour the pattern that best tells how you did.

I able to describemy pattern rule.

I told someone aboutmy pattern using letters.

I listened to someone elsetell me about his/her pattern.

I made a patternwith 2 colours.

By myself With some help With difficulty

How Did I Do?

Example of three piece quilt for subtask 7

name pattern

skipcounting

end/start pattern

Example of student’s square for class quilt (culminating task)

red square

blue square

Sample of completed class quilt (culminating task/celebration)

Jesus heals the leper

Jesus feeds the 1000s

Love yourneighbouras yourself

WWJD

The GoodSamaritan

Let the childrencome to me

= student square made on black with blue and red(see B above)

= yellow alternating square

C

B

AKids in Quilts Subtask 9sample 9.1

Sample Quilts

Expectations for this Subtask to Assess with this Rubric:

Problem solving:1m84make a model of apattern using objects

Understanding ofconcepts: 1m86creating a pattern usingone attribute (colour)

Application ofmathematicalprocedures: 1m84, 1m89describe a pattern usingwords/diagrams andtalk about a pattern rule

Communication ofrequired knowledge:1m89talk about a pattern apattern rule (orally)

– with a limited range ofappropriate strategies– rarely accurately

– that are considered to bebasic in solving problems– with major errors and/oromissions

– unclearly and imprecisely– rarely using appropriatemathematical terminology

– with appropriate strategies– frequently accurately

– by giving appropriate butincomplete explanations– using more than half of therequired concepts

– that are considered to beappropriate in solvingproblems– with several minor errorsand/or omissions

– with some clarity and someprecision– sometimes usingappropriate mathematicalterminology and symbols

– by choosing the mostappropriate strategies– usually accurately

– by giving both appropriateand complete explanations– using most of the requiredconcepts

– that are considered to bethe most appropriate insolving problems– with a few minor errorsand/or omissions

– clearly and precisely– usually using appropriatemathematical terminologyand symbols

– by modifying knownstrategies or creating newstrategies– almost always accurately

– by giving both appropriateand complete explanations,and by showing that he orshe can apply the conceptsin a variety of contexts– using required concepts

– that are considered to bethe most appropriate insolving problems, andjustifies the choice– with practically no minorerrors and/or omissions

– clearly, precisely, andconfidently– always using appropriatemathematical terminologyand symbols

Level 1 Level 2 Level 3 Level 4

Individual Quiltfor use with Subtask 9 : A Cozy Combination: The Culminating Task

from the Grade 1 Unit: Kids in QuiltsStudent Name:Date:

– by giving partially completebut inappropriateexplanations– using only a few of therequired concepts

1m84 – describe, draw, and make models of patterns using actions, objects, diagrams, and words;

1m86 – use one attribute to create a pattern (e.g., thick or thin, open or closed);

1m89 – talk about a pattern rule;

Category/Criteria

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Expectation List

Selected


Page 1

Assessed

Mathematics---Patterning– identify and reproduce simple patterns (e.g., red blocks alternating with blue blocks; clap-clap-stamp); 1Km22

– create and extend simple patterns using a variety of materials or actions (e.g., popsicle sticks, pebbles, stickers, counters). 1Km23

English Language---Writing• produce short pieces of writing using simple forms (e.g., stories, descriptions, lists of information); 11e4

• use and spell correctly the vocabulary appropriate for this grade level; 11e7

– correctly spell words identified by the teacher (on charts/lists posted in the room and on individual word lists); 11e13

– use capitals to begin sentences and to differentiate certain words (the pronoun I, names, days of the week, and months); 21e15

English Language---Oral and Visual Communication• listen and react to stories and recount personal experiences; 11e43

Mathematics---Number Sense and Numeration– read and print numerals from 0 to 100; 11m11

– demonstrate the one-to-one correspondence between number and objects when counting; 11m14

– count by 1’s, 2’s, 5’s, and 10’s to 100 using a variety of ways (e.g., counting board, abacus, rote); 11m15

– use a calculator to explore counting, to solve problems, and to operate with numbers larger than 10; 11m24

– demonstrate that addition involves joining and that subtraction involves taking one group away from another; 11m28

– describe their thinking as they solve problems. 11m36

Mathematics---Measurement– name the days of the week in order, and the seasons; 11m50

– name coins up to $2 and state the value of pennies, nickels, and dimes; 11m56

Mathematics---Geometry and Spatial Sense– identify attributes of two-dimensional shapes; 11m72

– compare and sort two-dimensional shapes according to attributes they choose; 11m74

– describe and name two-dimensional shapes (e.g., circle, square, rectangle, triangle); 11m75

Mathematics---Patterning and Algebra– describe, draw, and make models of patterns using actions, objects, diagrams, and words; 41m84

– recognize similarities and differences in a variety of attributes (e.g., size, shape, colour); 21m85

– use one attribute to create a pattern (e.g., thick or thin, open or closed); 21m86

– identify counting patterns in hundreds charts; 11m87

– use a calculator and a computer application to explore patterns; 11m88

– talk about a pattern rule; 3 31m89

– given a rule expressed in informal language, extend a pattern; 1 21m90

– compare patterns using objects, pictures, actions, and spoken words. 1 11m91

Mathematics---Data Management and Probability– compare, sort, and classify concrete objects according to a specific attribute (e.g., colour, size); 11m97

– identify relationships between objects by stating shared attributes (e.g., shape, colour); 21m98

– organize materials on concrete graphs and pictographs using one-to-one correspondence; 11m103

– read and discuss data from graphs made with concrete materials and express understanding in a variety of informal ways(e.g., tell a story, draw a picture);

11m104

– demonstrate understanding that an event may or may not occur; 11m105

Science and Technology---Life Systems– describe some basic changes in humans as they grow (e.g., growth of feet, hands, arms; loss of baby teeth), and compare

changes in humans with changes in other living things;1 11s9

Science and Technology---Energy and Control– identify food as a source of energy for themselves and other living things; 11s50

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Expectation List

Selected


Page 2

Assessed

Health and Physical Education---Healthy Living– identify the food groups and give examples of foods in each group; 11p5

– suggest occasions (e.g., a bake sale, a class party) when they can choose healthy food snacks, and describe the factorsaffecting their choices (e.g., choices made because of allergies or culture);

11p6

The Arts---Music– create rhythmic patterns, using a variety of sounds (e.g., sounds made with the voice or instruments or by clapping); 11a15

The Arts---Visual Arts– recognize and name the primary colours of pigment (red, blue, yellow); 11a29

– identify the elements of design in familiar environments (e.g., the colours in the classroom; the shapes used in wallpapersamples; the forms found in a piano, rectangles, columns);

11a35

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Expectation Summary


Selected Assessed

English Language1e1 1e2 1e3 1e4 1 1e5 1e6 1e7 1 1e8 1e9 1e101e11 1e12 1e13 1 1e14 1e15 2 1e16 1e17 1e18 1e19 1e201e21 1e22 1e23 1e24 1e25 1e26 1e27 1e28 1e29 1e301e31 1e32 1e33 1e34 1e35 1e36 1e37 1e38 1e39 1e401e41 1e42 1e43 1 1e44 1e45 1e46 1e47 1e48 1e49 1e501e51 1e52 1e53 1e54 1e55 1e56 1e57 1e58 1e59 1e60

Mathematics1m1 1m2 1m3 1m4 1m5 1m6 1m7 1m8 1m9 1m101m11 1 1m12 1m13 1m14 1 1m15 1 1m16 1m17 1m18 1m19 1m201m21 1m22 1m23 1m24 1 1m25 1m26 1m27 1m28 1 1m29 1m301m31 1m32 1m33 1m34 1m35 1m36 1 1m37 1m38 1m39 1m401m41 1m42 1m43 1m44 1m45 1m46 1m47 1m48 1m49 1m50 11m51 1m52 1m53 1m54 1m55 1m56 1 1m57 1m58 1m59 1m601m61 1m62 1m63 1m64 1m65 1m66 1m67 1m68 1m69 1m701m71 1m72 1 1m73 1m74 1 1m75 1 1m76 1m77 1m78 1m79 1m801m81 1m82 1m83 1m84 4 1m85 2 1m86 2 1m87 1 1m88 1 1m89 33 1m90 211m91 11 1m92 1m93 1m94 1m95 1m96 1m97 1 1m98 2 1m99 1m1001m101 1m102 1m103 1 1m104 1 1m105 1 1m106 1m107

Science and Technology1s1 1s2 1s3 1s4 1s5 1s6 1s7 1s8 1s9 11 1s101s11 1s12 1s13 1s14 1s15 1s16 1s17 1s18 1s19 1s201s21 1s22 1s23 1s24 1s25 1s26 1s27 1s28 1s29 1s301s31 1s32 1s33 1s34 1s35 1s36 1s37 1s38 1s39 1s401s41 1s42 1s43 1s44 1s45 1s46 1s47 1s48 1s49 1s50 11s51 1s52 1s53 1s54 1s55 1s56 1s57 1s58 1s59 1s601s61 1s62 1s63 1s64 1s65 1s66 1s67 1s68 1s69 1s701s71 1s72 1s73 1s74 1s75 1s76 1s77 1s78 1s79 1s801s81 1s82 1s83 1s84 1s85 1s86 1s87 1s88 1s89 1s901s91 1s92 1s93 1s94 1s95 1s96 1s97 1s98 1s99 1s1001s101 1s102 1s103 1s104 1s105 1s106 1s107

Social Studies1z1 1z2 1z3 1z4 1z5 1z6 1z7 1z8 1z9 1z101z11 1z12 1z13 1z14 1z15 1z16 1z17 1z18 1z19 1z201z21 1z22 1z23 1z24 1z25 1z26 1z27 1z28 1z29 1z301z31 1z32 1z33 1z34 1z35 1z36 1z37 1z38 1z39 1z401z41 1z42 1z43 1z44 1z45 1z46 1z47 1z48 1z49 1z50

Health & Physical Education1p1 1p2 1p3 1p4 1p5 1 1p6 1 1p7 1p8 1p9 1p101p11 1p12 1p13 1p14 1p15 1p16 1p17 1p18 1p19 1p201p21 1p22 1p23 1p24 1p25 1p26 1p27 1p28 1p29 1p301p31 1p32 1p33 1p34 1p35 1p36 1p37 1p38

The Arts1a1 1a2 1a3 1a4 1a5 1a6 1a7 1a8 1a9 1a101a11 1a12 1a13 1a14 1a15 1 1a16 1a17 1a18 1a19 1a201a21 1a22 1a23 1a24 1a25 1a26 1a27 1a28 1a29 1 1a301a31 1a32 1a33 1a34 1a35 1 1a36 1a37 1a38 1a39 1a401a41 1a42 1a43 1a44 1a45 1a46 1a47 1a48 1a49 1a501a51 1a52 1a53 1a54 1a55 1a56 1a57 1a58 1a59 1a601a61

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Page 1Unit Analysis

Assessment Recording Devices

5 Anecdotal Record5 Checklist1 Rating Scale1 Rubric

Assessment Strategies

1 Classroom Presentation3 Observation7 Performance Task2 Questions And Answers (oral)2 Response Journal1 Self Assessment

Groupings

8 Students Working As A Whole Class3 Students Working In Pairs2 Students Working In Small Groups7 Students Working Individually

Teaching / Learning Strategies

1 Brainstorming1 Chanting1 Choral Reading2 Demonstration2 Direct Teaching1 Directed Reading-thinking Activity1 Graphing1 Guided Writing1 Homework1 Learning Centres1 Mini-lesson1 Note-making1 Oral Explanation1 Peer Practice1 Problem Posing2 Problem-solving Strategies1 Read Along1 Review2 Working With Manipulatives

Analysis Of Unit Components

10 Subtasks 54 Expectations 86 Resources 71 Strategies & Groupings

-- Unique Expectations -- 5 Language Expectations 26 Mathematics Expectations 2 Science And Tech Expectations 2 Health & Physical Education 3 Arts Expectations

Resource Types

1 Rubrics 16 Blackline Masters 3 Licensed Software 14 Print Resources 1 Media Resources 1 Websites 34 Material Resources 12 Equipment / Manipulatives 0 Sample Graphics 3 Other Resources 1 Parent / Community 0 Companion Bookmarks

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Documents

Kids in QuiltsEncourage the students to use letter notation to describe the pattern that they have created. b) Students need geoboards, rubber bands, and interlocking cubes. Have the