Math Lesson Plan Module 3.

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Student Name: Giraffe Room

Activity: Patterns - Pete the Cat

Age Group: 3 and 4

Date of Activity: TBD

Wisconsin Model Early Learning Standards Addressed (write out standard in its entirety,
including developmental domain, standard and applicable substandard):
Cognition & General Knowledge; Mathematical Thinking
Performance Standard B.EL.4 uses the attributes of objects for comparison and patterning.
Developmental Continuum: sorts and/or describes objects by one or more attributes or
characteristics
How will you check to see if the standard(s) is/are met? (What will you look for, observe or ask about
children to know they learned what you wanted them to learn?)
Observe interaction with materials
Ask to verbalize the pattern
Ask questions such as what comes next
Ask to extend the pattern
Ask to create their own pattern why did you choose these buttons for your pattern?
Source: my ideas developed over years of experience and observations
Materials and Set Up Needed (Include all items needed for the activity including materials/supplies,
books, etc. Include the name and author of books; attach words/actions to songs and finger-plays; identify
any specific set up that may be required):
Pete the Cat and His Four Groovy Buttons: James Dean and Eric Litwin
Button variety with several duplicates (ECE catalogue ones work best)
Pete the Cat &/or Coat templates or file folder game
Crayons, markers or colored pencils
Pen and paper for documentation
Introduction (Include a visual or other creative attention getting technique; relate the introduction to the
activity): Shake the button jar in a rhythmic pattern (ie: da da da dum or the cha cha mantra)
Procedure (order of the activity):
Set up a small work area with materials
Talk about patterns, things that repeat. Parts of the book repeat. Invite children to read the repeating
parts with you. Give them an example and practice Did Pete cry? Goodness no, buttons come and
buttons go.
Read the story letting children repeat patterns in verbiage as well as asking them to predict sections
applying to math (how many buttons do think are left on his shirt?)
Display and introduce the template activity
Closure/Transition (What will you say/do to let the children know the activity is over, to review lessons
learned, and to transition the children to the next activity; relate the closure to the activity just
completed?) Review book and activity. Ask them how do we know it is a pattern (repeating the same)
What was the pattern in the book? What were the patterns in our activity? Comment on participation and
allow them to either take their buttons to the art table for gluing or collage, or they can go to another
center.

Modifications made for individuals: I would do this activity one on one if a child needed more help or
was sensitive to participation in small or large groups.

WCTC Instructor Comments and Evaluation/Grading:

Points will be awarded for each criteria; Total of 20 possible points
1. Activity and objectives are developmentally appropriate for the age and abilities
of the children within the room. _____________/2 points
2. Introduction includes a visual or other creative attention getting motivator that
relates to the activity. _____________/2 points
3. Activity identifies a specific closure that relates directly to the activity and reviews
what was learned or transitions the children to the next task. ___________3/points
4. All sections are complete & thorough, with enough detail as to be understood by others. ________3/points
5. Activity includes all materials needed for your math lesson. Materials are of high quality and durable for
use with young children.
_____________10/points

Total Score ________/20 points