Title/Focus Subject/Grade Time Grade 1 Math 1 hour 12 minutes Level Duration
Unit Patterns Teacher Bailey Thorson
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General N: Develop number sense Learning P: Use patterns to describe the world and to solve problems Outcomes: Specific N1. Say the number sequence 0 to 100 by: Learning 1s forward between any two given numbers Outcomes: 1s backward from 20 to 0 N3. Demonstrate an understanding of counting by: indicating that the last number said identifies how many showing that any set has only one count using counting-on using parts or equal groups to count sets. N4. Represent and describe numbers to 20, concretely, pictorially and symbolically. P1. Demonstrate an understanding of repeating patterns (two to four elements) by: Describing Reproducing Extending Creating patterns using manipulatives, diagrams, sounds and actions. P2. Translate repeating patterns from one representation to another. [C, CN, R, V] LEARNING OBJECTIVES Students will: 1. Practice days of the week and months of the year 2. Practice number representations 3. Practice forward counting and backward counting 4. Identify that a pattern is made of a root and its repeats 5. Label pattern elements 6. Represent patterns in different ways ASSESSMENTS Key Questions: What is a pattern? What is the root of a pattern? How can we represent patterns in different ways? Products/Performances: Patterns on strips My Pattern Book Completed 2 element pattern worksheets Pattern Label Game LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT Alberta Program of Studies Computer/Smartboard Pencils Buttons Stamps/ink Pattern strips Letters and paper bag/bucket Chromebooks Worksheet PROCEDURE Prior to lesson Photocopy handouts for students
Adapted from a template created by Dr. K. Roscoe 1
Get centers ready Write class schedule and rotation order on the board Log in to chromebooks Introduction Time Attention Grabber Smartboard group activities OR sorting buttons (depending on time) Assessment of Prior Having students participate in the smartboard activity with help gauge Knowledge levels of understanding before intervention or assistance. Expectations for Hands to yourself Learning and Behaviour Raise hand when you would like to speak Not sharpening pencils Listening to instructions Not playing with pencil boxes at tables Advance 1. Calendar Organizer/Agenda 2. Re-explain Centers at carpet 3. Set Timer 4. Start Centers Body Time Learning Activity #1 Calendar: 20 min Gathering on the carpet, sing days of the week song and months song. Draw student names from clothes pin bucket to come up and fill in daily calendar activities Stand during songs Explain centers 5 minutes Learning Activity #1 Center 1: Carpet (group 3) Pattern Strips and Buttons Extend the pattern (what comes next?) Make the same TYPE of pattern in a different way (translate the pattern) If finished early, take turns making patterns and having a partner label it OR extend it Center 2: Desks (group 4 + L) Draw and Label Game Take turns drawing ONE letter First person to draw an A plays it 15 minutes If you have a letter you can play, you must play it (no holding) per center The person to cover the last part of the pattern wins the strip Center 3: Desks (group 1) My Pattern Book Choose a letter pattern and write it above the section Make that pattern with stamps of your choice Each section must be a different pattern When finished, make stamp picture on back side. Center 4: Round Table (group 2) Finish Worksheets Play Pattern fuzz bugs (ABCya.com) on chrome books when done Assessments/ Differentiation Keep track of which groups get to which centers in case we run out of time Clean Up 5 minutes (Time Permitting) sit around edge of carpet and discuss centers (Did you like them? Which was your favorite? Do you feel like it helped your 5 minutes understanding of patterns? What is something you still have questions about? Is there any way you would improve? ) 10 minutes Snack Closure Time Assessment of Learning: Worksheets who can tell me what a pattern is? who can tell me what the root of a pattern is? who can tell me an example of an AB pattern is? etc. Adapted from a template created by Dr. K. Roscoe 2 Feedback From Students: Questions? Feedback To Students Thank you for your hard work today Transition To Next Next class we will work on trickier patterns, how to extend patterns and Lesson how to find what is missing!
Reflections from the lesson:
Adapted from a template created by Dr. K. Roscoe 3