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LessonTitle:Beep,Beep,Vroom,Vroom!AABBPatterns

Context/GradeLevel:ThislessonisdesignedforaKindergartenclassatClara

ByrdBakerElementary.Therearetwenty-onestudentsintheclass,includingone

studentwithandIndividualEducationPlanandtwostudentswhohavebeenidentifiedasEnglishLanguageLearners.Thisisthefifthlessoninaunitonpatterns

duringanapplethemedweek.StudentshavealreadybeenintroducedtoABABand

AABpatterns.

Objectives:

Givenmanipulatives,studentswillarrangethemanipulativesinanAABBpattern.

AfterpracticearrangingitemsinanAABBpattern,studentswillcreatetheirownexampleofanAABBpattern.

SOL:SOLK.16The student will identify, describe, and extend repeating patterns.

Materials:Beep,Beep,Vroom,VroombyStuartMurphy,Unifixcubes

1. ReadBeep,Beep,Vroom,Vroomaloud.Introducethestory,tellingthechildrenitisaboutagirlnamedSarahwhoplayedwithherbrotherstoycars

whenheaskedhernotto.Tellthestudentsthattheywillhavetousewhat

theyhavelearnedthisweekaboutpatternstohelpSarahputthecarsbackin

therightorderbeforeherbrotherreturns.Throughoutthereading,askthe

studentstoidentifyanddescribeandextendthepatternsSarahmakesnot

onlywiththecars,butwithhersoundeffects.

2. Tellthestudentsthattheyaregoingtopracticemakinganewtypeofpatterntoday.IntroduceAABBpatternsbylayingouttwogreenapples,followedtworedapplesandtwogreenapples.Havestudentvolunteersextendthe

patternuntiltherearetenapples.AskstudentshowtheycouldmakethispatternusingthelettersAandB.Askthestudentstothinkofotherways

theycouldmakethispatternthroughmovement,withobjects,withpeople,

orwithwords.Askiftheyseeanyexamplesofthispatternintheclassroom.3. Distributetwodifferentcoloredsetsofunifixcubestoeachchild.InstructthemtomakeanAABBpatternswiththeiralloftheirunifixcubes.

4. AfterthechildrenhaveassembledtheirunifixcubesintoanAABB,askthemtotakeoff10cubesandmixthemup.Thenpairthechildrenandhavethem

trytoputthecubesbackintherightorderagain,justlikeSarahdidwiththecarsinthestory.

5. Afterthechildrenhavereassembledtheirpartnersunifixcubes,instructthemtocheckeachotherswork.Askseveralstudentstodescribetheir

patterns.Askhowtheyknewiftheirpartnerputtheirpatternbacktogether

correctly.Summarizebyaskinghowtheywouldnamethepatternsthey

madeusingthelettersAandBandaskinghowtheycouldtellifobjects

followedanAABBpattern.

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Evaluation:

BeforestudentscangotoChoicecenters,theymustcreatetheirownAABB

patternandwriteafulllineofthispatternonasheetofpaper.

DifferentiationandAdaptations:

Ifstudentsfinishthestep5beforeothers,havethemtrymakingadifferent

patternandfollowthesameexercise.

SupporttheELLsbywritingthepatternAABBontheboard,ensuringthatawiderangeofvisualexamplesarepresentedinstep2,andmodelingsteps3,4,

and5thoroughly.Bepreparedtofocusmoreattentionontheselearnersduring

groupworkre-explaindirectionsasneeded.

StudentAchievementData

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SummativeAssessmentTask:AfterpracticearrangingitemsinanAABBpattern,

studentswilldrawtheirownexampleofanAABBpatternonadryeraseboard.

Student

Number

Sucessful

TaskCompletion

-1stattempt-2ndattempt

-3rdattempt

Notes

1

2

3 Atfirst,wroteAABBAABBneededtobe

promptedtomakehisownpattern,using

differentsymbols

4

5 InitiallymadeABABpattern,thencopied

neighborspattern,drewAABBpatternusing

circlesandtrianglesonthirdattempt6

7

8 StartedanAABBpatternusingxsandosbut

afteronecore,changedtoABAB,hadtobe

promptedtocheckhisworkandmakesureallofitfollowedanAABBpattern

9

10 DrewanAABpatternfirst

11

12 Initiallywasjustscribbling,thenwhen

promptedtoshowmeanAABBpattern,he

madeanABABpattern,hadtoremodelan

AABBbeforehewasabletosuccessfully

complete

13

14

15

16 AtfirstmadeABABpattern

17

18

19 MadeanAABpatternfirst20

21

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Reflection

Overall,thelessonwentsmoothly,buttherearemanychangesIwouldmake

toimprovelessondeliveryinthefuture.Onesuccessofthelessonwasthat

studentsexhibitedactivelisteningandinformedinputduringthereadaloudand

wereeagertoparticipateinmakinganAABBpatternasaclass.Oneareaofimprovement,however,wasthepartnertask.AsKindergartnersataveryearly

stageofsocialdevelopment,mystudentsstillstrugglewithpartnerwork,so

havingthemworkwithapartnertoexpandanAABBpatternwasachallengefor

manyofthestudents.Inthefuture,IthinkIwouldmakesuremodelthepartnertaskwithastudentsothatthestudentshaveanexplicitexampleofhowtowork

cooperativelytocompletethetask.Anotherareaofimprovementwasthelengthofthelesson.MyactivitiestooklesstimethanIoriginallyanticipated.My

cooperatingteacherusuallyallotsfiftyminutesformathinstructioneachday,so

Ihadhopedtofillthisblock,butmylessononlyendeduptakingaboutthirty

minutes.Havingcompletedthelesson,Inowhaveamoreaccurateideaofthe

timingsoIwouldbeabletoadaptthelessontofitintoanappropriatetimeframe.Analysisofstudentperformancedataalsorevealedsomemoreareasof

improvement.

Studentperformancedataindicatesthatallstudentswereabletoproducean

originalAABBpatternbytheendofthelesson.66%ofthestudentsacceptably

completedthesummativeassessmenttaskontheirfirstattempt.24%ofthe

studentsacceptablycompletedthesummativeassessmentontheirsecond

attempt.Twostudents,oneofwhichhasvisualprocessingandfinemotor

difficulties,neededadditionalpromptingandmodelingbeyondtheirsecond

attempttoacceptablycompletethetask.Allstudents,however,wereableto

acceptablycompletethetaskinthreeattemptsorless.Overall,thissuggeststhat

thelessonobjectivesweremet,butAABBshouldberevisitedandreinforcedintheforthcomingweekstoeliminateconfusionofthispatterncorewiththeAAB

andABABpatternsstudentshavebeenlearning.

Ofthesevenstudentswhowerenotabletosuccessfullycompletethetaskontheirfirstattempt,threeexhibitedconfusionofAABBpatternswithABAB

patternsandtwoexhibitedconfusionofAABBpatternswithAABpatterns.Thissuggeststhatsomeofthestudentsonlynoticedthealternatingnatureofthe

AABBpattern,whilesomestudentsonlynoticedtheduplicationofthefirstterm.

Becausethestudentshavebeenlearninganewpatterncorealmosteveryday,I

finditunsurprisingthatthestudentsaremixingupsomeofthepatternsnow.

Becausemostofthestudentsexhibitingthisconfusionneededonlyminimal

questioningtocorrecttheirerrors,Ithinkthisconfusioncouldbeeliminatedwithcontinuedpracticeandreinforcement.Oneofthesevenstudentswho

neededmultipleattemptswasachildwithautismwhointerpretedthetaskvery

literallyandneededadditionalexplanationtounderstandthathewastousehis

ownsymbolsratherthantranscribingAABBonhisboard.Fromtalkingtothis

student,myimpressionisthathehasaconceptualunderstandingofAABBpatterns,butneededadditionalexplanationofthetask.Theotherstudentwho

neededmultipleattemptshasanIndividualEducationPlantoaddressvisual

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processingandfinemotordifficulties.Hisdifficultiesseemedtostemfromfine

motordifficultiesthatmadeithardforhimtocontrolthedryerasemarkeras

wellastroublediscerningtheboundariesoftheblockstheclasshadusedto

modelAABB.WhenthestudentswerecreatinganAABBmodelasaclass,they

hadusedredandblueblocksandhadplacedthemrightnexttoeachother.I

thinkthatthisstudentlikelyinterpretedthetworedblocksasoneandthetwoblueblocksasone.Futureinstructioncouldbedifferentiatedforhimby

allowingstudentstocreatetheirsummativepatternsusingmanipulativesor

objectsoftheirchoosing.Thiswouldallowstudentswhostrugglewithfine

motorskillstocommunicateunderstandinginawayotherthandrawing.Allinall,whiletherearecertainlychangesthatIwouldmakeforfuture

implementationofthelesson,thisteachingexperiencewashighlyvaluableforme.Atthebeginningofthesemester,Iwasnotveryconfidentinmyabilityto

teachmathematics.Theoverallsuccessofthislesson,thoughitcertainlycould

beimproved,wasreassurancethattheskillsIamgainingincraftingstudent-

centeredmathematicsinstructionwillwithcontinuedpracticemakemea

successfulmathteacher.