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Lesson

Title/Focus

Math Grade 1
Sorting and Patterning
(30 minutes)

Teacher
:
Date:

Sophia Gross
December 2, 2015

GENERAL LEARNING OUTCOMES


PATTERNS AND RELATIONS (PATTERNS)
Use patterns to describe the world and to solve problems.

SPECIFIC LEARNER OUTCOMES


SLO 1: Demonstrate an understanding of repeating patterns (two to four elements) by:
describing
reproducing
( *extending)
creating patterns using manipulatives, diagrams, sounds and actions.

LEARNING OBJECTIVES
Students will be able to:
Apply knowledge of attributes to mistake pattern. ( & Identify mistake in pattern.)
Explain patterning rule. (Describe patterning mistake; Create correct pattern)
Create a pattern using picture cards.

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Students paying attention to instructions and slides, responding to


questions verbally, physically
Students discussing, describing patterns and their components
Students creating (finishing) patterns on paper by cutting, gluing, coloring
(*students analyzing, circling, correcting pattern through drawing)
What makes a pattern?
Tell me different ways we can create patterns.
What are different ways we can sort images, objects?
How do we know if there is a mistake in a pattern?
Can you spot the mistake in the pattern?
What would you do to fix the pattern?
Compare these two patterns. Which one do you think is correct/incorrect?
Why?
Verbal responses, physical manipulation
Pattern Placemat assignment
(*Pattern Mistake Spotting worksheet)

LEARNING RESOURCES CONSULTED


Alberta Education Program of Studies
TA

MATERIALS AND EQUIPMENT


SMARTBoard + Notebook presentation slides
Leaf cutouts and student pattern placemats
(to finish)
Glue
Markers/crayons
Pattern mistake worksheets
Pencils

PROCEDURE
Attention Grabber

Introduction
Students gathered around SMARTBoard
1,2 eyes on you
Teacher reviews respectful participant behaviour criss-cross
applesauce, lips locked, eyes on me, listening ears
Present Notebook slides from previous patterning lesson

Adapted from a template created by Dr. K. Roscoe

Time
1 minute

Transition to Body

Learning Activity
#1

Assessments/
Differentiation

Teacher communicates objectives to students that they will be


reviewing patterning and sorting as well as playing detectives
to spot mistakes in patterns and explain why that is a mistake.
Teacher asks for students to think and share what they
remember of patterns and how they sorted images in the last
sorting and patterning lesson.
Together, teacher and students engage in a teacher-led body
percussion pattern. Teacher models first 3 elements and
follows up with verbal description (stomp, clap, etc. to clarify)
asks for students to physically indicate the next proper action
to extend the pattern.
Body
(extension of transition to review)
And Introduction of Spotting Pattern Mistakes
Following pattern discussion, teacher presents pattern example
(correct pattern) Notebook slides on SMARTBoard.
Teacher asks students to silently look at the pattern and be
ready to verbally identify the pattern
Teacher asks for student-volunteer to say pattern aloud
Teacher then points to elements in pattern and asks students to
say elements (shapes) along with teacher
Teacher then shows students Notebook slide with pattern
mistake
Teacher asks students to look at the pattern and think silently
about what the mistake is in the pattern (approx.. 30 sec.)
Teacher then asks students to discuss with a partner as to what
they believe is the mistake in the pattern (approx. 30 sec.)
Teacher asks for student-volunteer to identify the pattern
mistake and to remove the incorrect component (shape) and
place with correct one from the bank at the bottom of the page.
Teacher indicates that there is a worksheet to practice spotting
and correcting mistakes once students have completed their
placemats.
Assessment:
Teacher observes students actions and gives feedback for
students responses and explanations

4
minutes

Time

10
minutes

Differentiation:
Students communicate verbally and physically
Students are given the chance to think independently,
engage with a partner and with the whole class
Touches on different learning modalities (visual, kinesthetic)
Learning Activity
#2

Pattern Placemat Assignment finish from previous sorting


and patterning lesson
Teacher asks students to tippy-toe quietly back to their tables
Teacher asks for students to raise hands and share an
expectation of a part of the Pattern Placemat assignment that
they are to complete
Teacher asks passer-outers to hand out placemats to students
while teacher hands out spare leaf squares
(Students have already sequenced and verbally described
their pattern rule for teacher and have begun gluing to paper.
Students will continue gluing and coloring the leaves to
reinforce and indicate their patterning rule.)
Teacher asks students to put their finished placemats on sand

Adapted from a template created by Dr. K. Roscoe

10
minutes
/ whole
class
clean-up
2
minutes

Assessments/
Differentiation

Learning Activity
#3

Assessments/
Differentiation

Assessment of
Learning:

Transition:

How does this individual


lesson scaffold learning
opportunities for
students?
What assumptions does
this lesson make about
what students already
know?
In what ways is this
lesson connected to the
next lesson?

table and check on and around their tables for clean-up.


Assessment: (continuation of previous lesson)
Teacher circulates during student work time and takes notes
after lesson
Students describe patterning rule
Teacher assesses work based on image sequencing on paper
and matching coloring
Differentiation:
Students are encouraged to create a pattern that challenges
their brain matching their level of learning
Different rules and different numbers of pattern components
can be created so long as they are explained by a proper
sorting rule
(*Pattern Mistake Spotting Worksheet)
When (and if time permitting) students take a worksheet from
the sand table.
Teacher will give students instructions as they come to begin
worksheet.
Students analyze pattern and mistake within
Students circle mistake
Students draw correct pattern in space provided below the
mistake pattern
At the end of the period students put worksheet on sand table
Assessment:
Teacher collects worksheets did students correctly identify
and replace (reproduce correct) shape/pattern?

Extra/
sponge intro

Differentiation:
Extension activity
Cliffhanger/Closure
Time
Wrap-Up
Teacher asks students what their favourite part of the lesson
was.
2
Teacher asks students what they were able to do/accomplish
minutes
during lesson.
(Teacher asks tables to respond to different pattern-related
concept questions.)
Next sorting and patterning lesson students will continue or
begin their Pattern Mistake Spotting worksheet and through
1 minute
teacher modeling and review, be given the chance to create
their own patterns with mistakes through manipulatives (and
eventually on paper) for partners to correct.
Rationale
This lesson scaffolds student learning by reviewing content from the
previous lesson and also giving students time to think and reflect
individually and with a partner on new material while also providing the
opportunity for class discussion.
This lesson assumes that students have basic working knowledge of
patterning and its essential elements repeating, providing and using a
rule, etc.
This lesson is connected to next lesson as students will continue to
practice identifying and correcting mistakes in patterns on paper as well
as coming up with their own mistakes in patterns for partners to solve
using manipulatives. Students reinforce the concepts of patterning and
sorting rules.

Adapted from a template created by Dr. K. Roscoe

Adapted from a template created by Dr. K. Roscoe