Taryn, your lesson is well planned. I just made a few comments.

Janine
Taryn Williams
EDUC531
Fall 2014
Term III- Lesson Analysis Draft
Lesson Date: 12/3/2014
Grade/School: Kindergarten, Lea Elementary
Anticipated Time: 50-55 minutes
What:
The focus of this lesson will be on repeating patterns. The students will already have
some foundation on the topic - this will be the third day of the unit - and we will be building
on that knowledge to have students create their own ABB geometric patterns. One of the
main foci of this lesson will be for students to distinguish ABB patterns from AB patterns,
which they will have learned the day before. The students will practice noticing patterns
that already exist and also creating their own patterns, so that they can become
comfortable with a vital component of mathematics.
Chapin and Johnson discuss how important patterns are to mathematicians. They
suggest that mathematicians spend time looking for patterns in arithmetic, other patterns,
and nature; patterns teach us about how different concepts (particularly mathematical
concepts) are related. Students will be focused on looking at geometric patterns for the
majority of the lesson, but they will be informed at the end how this relates to the
mathematics that they will explore later on (as well as some of the mathematics that they
already know). The only things I might add are 1) mathematicians use patterns to solve
problems and understand new phenomena and 2) and important aspect of coming to
understand patterns involves going beyond identifying specific patterns to generalizing
them. Calling a pattern an ABB pattern, for example, is an example of generalizing.
How:
This lesson will be taught with a focus on timing. One of the main causes of math
anxiety is speed in relation to doing mathematics (Boaler) and the easiest way to avoid
math anxiety is to start giving students adequate time for mathematics early on. This lesson
is designed in a way that allows students to have as much time as they need to create their
patterns; the lesson itself is vital since patterns are noticeable and useful in all forms of
mathematics later on, and students will be more successful in mathematics if they are
comfortable locating and utilizing these patterns.
My pedagogical focus throughout this lesson will be on facilitating discussion on
mathematical ideas. Because the notion of ABB patterns will be entirely new to students,
strong discussion will be the foundation to ensuring the students can recognize and create
this type of pattern. It will also be very important throughout this lesson to draw
connections back to AB patterns and the students prior knowledge of patterns in general.

The norms will be the ones that are already established in the classroom, but the
ones that I will be focusing on are: all answers (including mistakes) will be accepted and
used to support student learning; definitions and answers will be elicited from students
rather than the teacher; and everyone does something a bit differently, depending on
where they are and what they need. These norms are important in ensuring the learning
environment is safe and productive for all students. Different tools will be utilized
throughout this lesson, but the main tool will be the pattern blocks and the examples of
patterns. These will be necessary for students to understand patterns and geometric
patterns more specifically, and students will hopefully become very comfortable with them
throughout this lesson.
Why:
The main tasks throughout this lesson are creating and identifying repeating ABB
patterns; these tasks are meaningful and productive, because a strong comprehension of
patterns is essential in both mathematics and understanding the world. Patterns exist in
many different aspects of life, and students need a strong foundation in pattern recognition
before they are able to learn more complicated forms of mathematics. Fractions and shapes
are two mathematical concepts that are heavy in patterns, for example, and students are
able to be more successful in these areas when they have a strong foundation in patterns.
Similarly, because patterns are so common throughout the rest of mathematics, its
important that students understand them early. By beginning to discuss them in the first
few months of kindergarten, we will be supporting the students in looking for patterns in
the mathematics they already know.
Great articulation of your core decisions.

Goals/Objectives:
Student Objectives:
1. SWBAT recognize and locate ABB patterns in and out of explicitly mathematical
concepts.
2. SWBAT use their knowledge of ABB patterns to create and explain their own
patterns, as well as identify what would come next in a ABB pattern sequence, and
use their understanding of the pattern to justify their choice?.
Teaching Objectives:
1. IWBAT clearly explain how ABB patterns differ from other patterns that the
students have learned about, allowing students to understand the relationship
between this type of pattern with others.
2. IWBAT give directions clearly and succinctly enough that students are able to
understand and follow them without confusion.
Standards:
Common Core State Standards:
1. Correctly name shapes regardless of their orientations or overall size
(CCSS.MATH.CONTENT.K.G.A.2).
Common Core State Standards for Mathematical Practice:
1. Model with mathematics (CCSS.MATH.PRACTICE.MP4).
2. Look for and express regularity in repeated reasoning (CCSS.MATH.PRACTICE.MP8).
Materials and Preparation
1.
2.
3.
4.
5.
6.
7.

Pattern blocks
Large index cards
Pencils, crayons
ABB pattern poster
Stickers
Stampers
Blank hats

Classroom Arrangement and Management Issues

This will be a whole group lesson taught with all 16 students. The introduction,
modeling and wrap-up will take place on the carpet with the students on their individually
assigned squares or in a circle, and the pattern making will take place at the students
assigned desks (mixed heterogeneously). Students will be called one table at a time for

transitions from their squares to their tables and back, and I will use the 1, 2, eyes on you
and hands in your lap if you can hear me, hands on your head if you can hear me
methods of obtaining students attention for transitions and reminders. I will be circulating
while students are making patterns at their tables, watching each student and spending
extra time near students who may need extra support.
Plan
Launch:
Introduction (10 minutes)
Open by depicting an ABB pattern and asking, is this a pattern?; explain
that we will learn about a new type of pattern after reviewing what we
already know
Ask students to reflect on what they know about patterns so far, particularly
the AB patterns they learned about yesterday
Have students point out a few examples of AB patterns in the classroom
Elicit from students the definition of a pattern, particularly an AB pattern
Explain an ABB pattern
Show students the ABB poster
Explain to students what an ABB pattern is, using the poster as an
example
Ask students what would come next in the pattern
Elicit from students ABB patterns that they can identify throughout the room
Push students to see different patterns they may have missed
Identify any ABB patterns that no students identify
Point to students sitting next to each other in a boy, girl, girl pattern;
ask if the students see an ABB pattern there and have them explain
what it is
Elicit a definition of ABB patterns from students, ask students to give a
thumbs up if they agree with the definition
Explore:
modeling (15 minutes)
In a big group on the rug, ask students how we can make ABB patterns using
the pattern blocks
Ask what characteristics could we use to make patterns?
If students do not think of color or shape patterns, suggest to
them that we could make patterns using those characteristics
Make ABB patterns in front of the students (using pattern blocks),
based on the characteristics they suggest, elicit from students whether
they are ABB students, explain why they are if any students are
confused
Then make a non-ABB pattern, elicit from students whether it is an
ABB pattern, and have them explain why it is not

Comment [JR1]: Do you want them to

say yes? Do you want them to explain why
they think it is a pattern?

Comment [JR2]: Why not ask them if

they can explain it, given the poster and
the pattern block pattern you have.

Comment [JR3]: Ask them why we call

it an ABB pattern.

 Ask Does someone want to come make an ABB pattern using the
pattern blocks? (call on 3-4 students one at a time to make one as an
example)
Pass out pattern blocks to each student, and have them assemble a pattern in
front of them on the rug; have the students ask the student next to them to
identify the pattern and tell them what would come next (model first with
the student next to me, tell each student who their partner is)
Have each student quickly share what their pattern was, capitalize on the
different qualities they used in assembling their patterns
Creating Patterns (15 minutes)
Pass out 3 large index cards to each student
Using the pattern blocks, have students create an AB pattern, then several
ABB patterns (using different characteristics).
After students have created their geometric patterns, allow them to create
pattern hats using stickers and stampers - if time allows.
Closure:
Wrap-Up (10 minutes)
Have students return to their squares with their patterns
Displaying everyones patterns on the pocket chart, elicit observations about
the patterns from students
Discuss different strategies students used, and different
characteristics depicted in the patterns
Elicit from students why this is important, ask them where we can notice
patterns in real life, and explain that patterns will also be present throughout
mathematics going forward
Provide examples of patterns in mathematics that they are already
familiar with (i.e. counting and teen numbers).
Anticipating Students Responses and Your Possible Responses:
Because students will have just learned about AB patterns, it is likely that they will
struggle differentiating between AB and ABB patterns, and I expect some students will
make AB patterns when we move to ABB patterns. I will be prepared to re-direct these
students, by showing them the ABB examples with the AB examples again, and asking them
to explain the difference. Using these visuals, I will push the students to think about how
they could use that information to create their own ABB patterns.
Tiffeny (a new student as of this past week) may struggle understanding what were
asking, as well as the norms and expectations since she just joined the class, so I will spend
extra time near her table as I circulate the room. Hopefully by stationing myself near her as
often as possible, I will be able to see how she does completing the task and evaluate the
progress she makes as she goes along.
Assessment of the Goals and Objectives Listed Above:

Comment [JR4]: This activity also

provides you an opportunity to work on
shape names and colors. As you are
describing the patterns, you can say the
red trapezoid or the blue rhombus.

Students will be assessed on their ability to create the correct patterns. The
students work will be collected, and a clear understanding of each type of pattern will be
looked for. The important part that I will be looking for is an understanding of ABB
patterns, but I will be able to see where students are and where they are going based on
their representation of whichever patterns they are able to make (as well as by the types of
mistakes they make).
I will also be taking note of which students can identify patterns when we are
looking around the room, and use that as a preliminary assessment of what the students
understand about AB and ABB patterns. This will be a way for me to see if any students
have a stronger or weaker understanding of patterns than I expect, based on their prior
work with patterns.
Assessment Checklist: great
Student Can
Name
Define
Patterns

Identifie Identifie Identifie Creates Creates

s AB
s ABB
s Other
AB
ABB
Patterns Patterns Patterns Patterns Patterns
(note
which)

Creates
Other
Patterns
(note
which)

Accommodations:
1. Students that need scaffolding will be supported with the visuals. If they are having
trouble conceptualizing the ABB patterns, I will create ABB patterns in front of the
students so that they can see again what making them looks like; if they are having
trouble seeing the difference between ABB patterns and AB patterns, I will support
them through creating one of each in front of them, and capitalizing on the
difference between the two. Every student will start by making an AB pattern, in
order to ensure that they remember what these patterns look like.
2. For students who need more of a challenge, they will work on making more
complicated patterns after creating their ABB patterns. They will work on AB, ABB,
ABAB, ABC, and AAB patterns, depending on how quickly they complete each one.
They will also be pushed to consider different types of patterns, and I will see if they
are able to create patterns using different characteristics (colors, size) as well.

Works Cited
Boaler, J. (Nov, 2013). The stereotypes that distort how Americans teach and learn math.
Retrieved from http://www.theatlantic.com/education/archive/2013/11/thestereotypes-that-distort-how-americans-teach-and-learn-math/281303/
Chapin, Suzanne H. and Art Johnson (2006). Math matters: Understanding the math you
teach. Sausalito, California: Math Solutions.

For reference, if students need more visual examples: http://www.visualpatterns.org/