Ac$vity  Process  –  Who  Stole  the  Cookie  from  the  Cookie  Jar?   The “Who Stole the Cookie from the Cookie Jar” song provides an opportunity for students to keep a rhythmic pattern going. 1.  To play "Who Stole the Cookie from the Cookie Jar?",

children sit in a circle. One child is chosen to be the leader.

2.  The leader starts a rhythm by first clapping their thighs, then clapping their hands, repeating this over and over again, about two beats per second. All the children join in with the rhythm. When the rhythm is established, the leader begins saying the rhyme.

Leader: Who stole the cookie from the cookie jar? Leader: (Name of child 1) stole the cookie from the cookie jar. Child 1: Who me? Everyone: Yes you! Child 1: Couldn't be. Everyone: Then who? Child 1: (Name of child 4) stole the cookie from the cookie jar. Child 4: Who me? Everyone: Yes you! Child 4: Couldn't be. Everyone: Then who? Child 4: (Name of child 2) stole the cookie from the cookie jar. On their turn, a player can choose to accuse any other player of stealing the cookie except the player who just accused them. However, you must name a child who has not had a turn yet before you can name any other player. 4.  The game continues in this way without any breaks in the

rhythm or speech pattern. http://www.youtube.com/watch?v=Eh_fRQRAgo0&NR=1&feature=fvwp

Introduc$on    Students will participate in clapping, body and music patterns. Rhythmic clapping with students can help with cooperation, pre-math, verbal and patterning skills.  Resources    • Pattern Cards • 5 X 5 Grid Pattern Cards • Early Years FISH Kit            Time  /  Classroom  Organisa$on  These activities can be introduced as a whole class activity. Allow 15-20 minutes to sing the Cookie Jar song and 5 – 10 minutes for the pattern counting two’s. These games can be repeated many times and can be used as a quick game or transition. Australian  Curriculum    Year level: Prep ACMNA005  Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings.

 

Word  Wall:  number  names  zero  to  twenty,  pa1ern,  repeat,  count,  coun3ng,  sort,  rhythm,  

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             Ac$vity  Process  –  PaGern  Coun$ng  in  Two’s   Students count while tapping body parts in a pattern. 1. Create a two element pattern by tapping your head and then tapping your shoulders. 2. Ask students to count one, two, one two as they repeat the pattern. 3. Ask students to create other rhythmic ‘two’ patterns. For example: snap fingers, clap, snap fingers, clap; or clap, flick, clap, flick. 4. Once students are competent, students can complete the body pattern without counting, the teacher can stop the pattern at any time and ask students what movement would come next. 5. Repeat Activity with a three element pattern. Source:http://k6.boardofstudies.nsw.edu.au/files/maths/maths_k6_ws.pdf p25 Ac$vity  Process  –  PaGern  Cards  1. Prepare a two pattern cards or draw on the board two patterns that have two repeating elements or use a 5 X 5 grid mat (with mat cards) 2. Show the students the cards 3. Ask students to describe the pattern. 4. Discuss what about the two patterns that are the same and different. 5. Repeat several times with different patterns. Source:http://k6.boardofstudies.nsw.edu.au/files/maths/maths_k6_ws.pdf p25

                   Assessment     Use observational checklists and monitor students ability to: •  create a repeating pattern by clapping, body movements

or music. •  Describe and copy a pattern that has been demonstrated

mLearning ipod/ipad • Use Beatwave to create sound patterns  Background  Reading    Students are most likely to recognise the significance of pattern when their attention is regularly drawn to it in the context of real life situations, play and investigations as well as the more structured patterns of the classroom. Pattern: an arrangement of shapes, objects, numbers or colours Repeating pattern: a repeated arrangement using shapes, letters, sounds, objects, movement Repeat: the repeating part of a pattern: the repeat is circled: qu qu qu qu qu Source: First Steps in mathematics: Number.2010. Port Melbourne: Rigby. p 200. Links  to  other  MAG’s    P.2.7 – Patterns copy, continue and create P.3.5 – Patterns identify and repeat P.4.5 – Patterns – missing elements

Adapted for use in the Cairns Diocese with the permission of the Catholic Education Office Toowoomba

Varia$ons  and  Extensions    1. Boom Chicka Boom Resources: Your best chanting voice! The Boom Chicka Boom Chant provides students with an opportunity to hear and clap out a repeating pattern. I said a boom chicka boom [Students repeat] I said a boom chicka boom. [Students repeat] I said a boom chicka rocka Chicka rocka, chicka boom [Students repeat] I said a boom chicka boom. [Students repeat] Oh yeah (echo), uh huh (echo), next time (echo) A little softer (echo). A little louder... A little slower... A little faster... The end!!! 2. Musical Patterns Resources: A selection of musical instruments (shakers, tambourines, triangles) mLearning ipod/ipad-use a device to record patterns Use musical instruments to create a pattern. Choose a pair of students to create a pattern using two instruments and ask another pair to describe the pattern and then repeat it. shake shake ting shake shake ting Source: Linthorne, C. & Serenc, M. 2005. Jigsaw Maths Teacher Resource Book 2. Firefly Press: Buderim p22

Interac$ve  Whiteboard  Resources  hGp://www.burdekinspecs.eq.edu.au/ourschool/ArtsLO/Monster%20choir%20making%20paGerns/index.html                          Contexts  for  learning      Play: • Shakers: Make maracas for shaking rhythms. • Painting: Use stamps or make potato stamps for students to experiment with making their own patterns. Investigation: Pattern Study: Bring in an assortment of wrapping paper for the students to study. Find a repeating pattern in the paper and cut off a section. Glue the section onto a strip of blank paper and ask students to continue or copy the pattern. Hang competed patterns around the classroom. Real life experience: • Listen to sound patterns in your environment. For example the telephone ring and school bell. • Language: Use simple language such as pattern, over and over, repeat and again. Routines and Transitions: Sing Songs: For example: If you happy when you know, Heads shoulders knees and toes, This Old Man and Old Macdonald.