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Lesson Plan College of Saint Benedict/Saint Johns University

Title of Lesson: Exploring Repeating Patterns

Grade Level: Kindergarten
NCTM Standard: Algebra
Process Standard(s): Problem Solving, Connections
Minnesota Academic Standards:

Kindergarteners will be able to:
1. create a repeating pattern using two
Identify, create, complete, and extend
different colors
simple patterns using shape, color, size, 2. extend the sequence of two repeating
number, sounds and movements.
patterns four more places
Patterns may be repeating, growing or
shrinking such as ABB, ABB, ABB or

This lesson is important because identifying patterns is a critical skill that can be
used in academic and real-world settings on a daily basis. It relates to prior learning
because students are utilizing shapes and colors that they have already learned to
create patterns. It relates to future learning by introducing patterns with actions,
manipulatives, and pictures, which will later be extended by considering patterns in
more abstract ways with letters and numbers.
Kindergarten Rationale: What if you were helping your mom and dad set the table
for a fancy Christmas dinner? You would need to be able to see and make the
pattern that the dishes are put in around the table.
Materials/Preparation Needed:
Small and large bear manipulatives
Go Noodle video
Five and Ten Frames worksheets, one per student
Fall patterns worksheet, one per student
List and define:
1. discipline specific language:

Repeating pattern: a pattern that copies a sequence over and over again
Pattern unit: the section of the sequence that keeps getting copied to make a
repeating pattern
Ten frame: ten boxes that we are going to fill in with patterns
Five frame: five boxes that we are going to fill in with patterns
Sets of shapes: groups of shapes together
Manipulatives: colored bears
2. academic language:
Create: make your own pattern by coloring with two different colors/using different
types of bears
Extend: keep going with the pattern that was already started for you
Sequences: a group of shapes or objects in an order
Repeat: do something again and again
Complete: make or finish the pattern
Copy: the same of something over and over (copies of a worksheet, the same
worksheet over and over)
Identify: circle the pattern unit
Discuss: talk about with classmates
Illustrate: make pattern on SmartBoard by dragging pictures
Portion: a part of the ten frame filled with shapes
Demonstrate: teacher shows how to make a pattern
Decide: look at the shapes to see if they are a pattern or not
Explain: tell me why the colors you are using make a pattern
Places: squares after shapes on exit slip
Anticipatory Set: (7 minutes)
Banana, Banana, Meatball Go Noodle dance video
Students gather in the front of the room to dance! Ask students to freeze and sit
Discuss some of the action patterns by illustrating them on the SmartBoard
(see attached presentation). Ask students to come up to the SmartBoard to
complete a pattern from the video. While one student completes the pattern,
have the rest of the students chant and do the actions from the song while
sitting down. Ask questions like What makes this set of actions a
pattern? What does repeating mean? What is a pattern?

Procedure: (15 minutes)

Is this a pattern? Group Activity (5 minutes)
Now we are going to look at some shapes. Now that we all know what a pattern is, I
need your help deciding if these sets of shapes are patterns or not. Ask students to
touch their nose if they think it IS a pattern and to touch their knees if they do not
think it is a pattern. Then ask a couple of students why they think the way they do.
Highlight the idea of repeating and looking for a portion (pattern unit) that can be
copied over and over again.
Transition: Students will walk like an animal that they pick back to the table. Send
students back to their table by table color.
Bear Manipulative Patterns (10 minutes)
Students will each have a worksheet with two blank ten frames and two ten frames
with a portion of the frame filled with a pattern. Students can work individually or
with their elbow partners to extend and create patterns using the bear
manipulatives at their tables. The manipulatives are different colors and sizes. We
will challenge students to make as many different types of patterns as possible. The
teacher will demonstrate one type of pattern and encourage students to make their
own pattern. During student work time, the teacher will be walking around asking
questions such as How did you know these bears came next in the
pattern? and Can you explain to me why the bears you put on the ten
frame make a pattern? While walking around, the teacher will also be taking
photos of the students work via an iPad.
Assessment of Learning:
Creating a Pattern (Exit Slip)
1: Beginning

2: Developing

3: Proficient

4: Exceeds

use two colors to
create a sequence,
but cannot yet
create a repeating

use two colors to
create a repeating
pattern with

create a repeating
pattern using two
different colors

create a repeating
pattern using two
or more colors and
be able to identify
the pattern unit

Extending Patterns (Exit Slip)

1: Beginning
begin extending
the pattern given,
but cannot yet
extend it

2: Developing
correctly extend
one of two
repeating patterns

3: Proficient

4: Exceeds

extend the
sequence of two
repeating patterns
four more places

correctly extend
two repeating
patterns and
identify the
pattern unit

Closure: (5 minutes)
Exit slip- Fall Patterns worksheet
Students individually practice creating and extending repeating patterns. Circulate
around the tables asking higher order thinking questions such as, Can you point
to the section of the pattern that repeats over and over again? or Can
you explain to me what pattern you are creating? Have students turn and
talk with elbow partner about the pattern they created, and then have students turn
exit slips in at front table.
Accommodating for Multiple Intelligences:
Kinesthetic: anticipatory set dance video, transitions including movement
Interpersonal: working on creating and extending patterns in a large group
Intrapersonal: being able to create patterns individually
Musical: sound patterns in anticipatory set
Visual: using pictures to understand and create patterns
Mathematical: practicing identifying and creating patterns
Linguistic: repeating the patterns in the anticipatory set video out loud to hear the
words repeating
Accommodating Diverse Learners:
Five frames, rather than ten frames, will be provided to students who cannot yet
create or extend patterns using a ten frame.
For EL learners and learners who struggle to follow written directions, there will
be pictures. Working at their tables will allow them to get necessary assistance

from table partners.

When sharing patterns students created in the exit slip, collaboration between all
levels of learners will be fostered.