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This lesson addresses the broader learning goal of “Recognizing and using simple relationships and patterns” in the
numeracy curriculum framework for kindergartens in Singapore (MOE, 2013). The broad aim of this patterning unit is to
recognise, extend and create simple patterns. The first few lessons will serve as the beginning of the unit where children
will be introduced to repeating patterns and discovering that patterns are all around us. Students will learn that patterns
are around us to discovering that patterns can be recognized and named, and then to further explore how patterns can
be created, extended and generalized for use in solving mathematical problems.
In the previous lesson, children investigated on repeating patterns using a clearer attribute (i.e. colour) and identifying
and extending patterns by using two to three colours. Next, children will explore repeating patterns with more colours
and attributes that are less obvious such as size, orientation, thickness, shape or even texture. They will continue to
examine the number of changing attributes in a pattern (e.g. pattern that involves changes to both colour and shape
(orange square and green triangle), identifying the number of elements in the core of the pattern (i.e. the smallest part of
a pattern that repeats) and to communicate their understanding of repeating patterns by labeling them using letters (e.g.
AB, ABB, AABB).
The understanding that patterns can be extended with different types of attributes is an important concept as it helps
children to generalize skills learnt in the previous sessions as well as to the subsequent lessons in the unit.
Learning Objectives
As a result of engaging with the lesson, students will:
Understand that
- Students will understand that patterning helps us to make predictions by understanding what comes next and to make logical
connections when solving problems.
Know (e.g., facts, vocabulary, dates, information) Be able to (do) (Skills, processes)
- Patterns can be extended with different types of Using colours and size:
- All students will be able to copy and read a given pattern (e.g. big
attributes (e.g. colour, size and shapes) bear, small bear, big bear, small bear).
- Identify a repeating pattern - Most students will be able to extend a given repeating pattern.
- Some students will be able to create a repeating pattern.
- Use mathematical terms, “repeat”, “next” and
attribute vocabulary (colours, shapes and sizes- big,
small) when describing patterns
Essential Questions (1-3; these should help students engage with the “big ideas” or understandings)
- What comes next/before? How do you know?
- Which part of the pattern repeats?
- How is this pattern different from that pattern?
Pre-assessment of Individual Student Readiness
See Appendix A: Pre-assessment: Repeating Patterns
During the story reading of the interactive book, “The Teddy Bear in the City”, page 12, (refer to lesson plan & Appendix A) in Guided
Discovery of lesson, students will be encouraged to complete this patterning sequence. This is a more complex AB patterning as it
involves two attributes, i.e. colour and size, as compared to simple AB patterning of e.g. Big blue bear-Small blue bear sequence.
Teacher will first complete the pattern core at least 3 times before asking each child to extend and continue the next pattern core,
“Can you continue the pattern?”
Students who readily answers what comes next in a pattern will work on the upper tier (tier 2) of the lesson while students who require
much prompting to “see patterns” will work on the lower tier (tier 1). In addition, it will be coupled with teacher’s prior knowledge of
student’s readiness through assessment during previous lesson as well.
Lesson Plan
Lesson Sequence Explanatory notes
Introduction (5 minutes)
Resources:
• Read the storybook, “You Be You” by Linda Kranz.
• Storybook, “You Be You” by Linda Kranze
• Questions to ask:
• Craft sticks that come with different lengths (long and
- Point out the patterns on the fish scale. What repeats
short)
over and over again? Guide children to verbalize the
colour pattern as you point (e.g. orange, green, orange, • Patterning (self-made) interactive storybook, “The
• The fish have different patterns of designs and colours. - • Bear Pattern Cards (Appendix B/C)
- Which is your favourite design? Why? • Materials for anchor activity (foam shapes and
• Tells the children, “What I love about this book is how it • Checklist for evaluating student’s work (Appendix D)
Page 9 of storybook
• Teacher may ask students after they have completed more open-ended tasks as it involves greater decision making for
Tier 2- empty box to place shapes
All students will complete the anchor activity, which serves as the exit card before the day ends. Some main information will be
gathered from the craft process, i.e.:
1. Is student able to create his own pattern?
2. (If student is not yet able to and requires teachers’ assistance to make a pattern first before he adds on) Is the student able to
identify what is next in the pattern?
3. Is student able to explain why that is a pattern using mathematical terms such as “repeats”, “next” or attribute vocabulary like circle
and triangle?
Teacher will use checklist (Appendix D) to evaluate student’s work.
References
Ministry of Education. (2013). Nurturing early learners: A curriculum for kindergartens in
Singapore: Numeracy. Singapore: Ministry of Education.
Tomlinson, C. A. (2004). The how to’s of planning lessons differentiated by readiness. In C. Tomlinson. How to
nd
differentiate instruction in mixed-ability classrooms (2 ed., pp. 45-51). Upper Saddle River, NJL Pearson.
Appendix A- Pre-assessment: Repeating Patterns
page 1
page 2
page 3
page 4
page 5
page 6
page 7
page 8
page 9
page 10
page 11
page 12
page 13
page 14
page 15
page 16
Appendix B- Bear Patterning Cards (Tier 1)
Appendix C- Bear Patterning Cards (Tier 2)
E.g. Student A E S E
(Tier 2)
Remarks: requires Remarks: Yes, able to Remarks: Teacher
teacher’s to prompt him continue after teacher prompts him by saying,
by placing the animal cut- does 3 pattern cores. “This is a pattern because
outs first before he ….?”
extends the pattern.