ACTIVITY PLAN FORMAT

YOUR NAME:__Julie English_________________________________

The age range of the children or age of child for this plan is _3-5 year olds_______.

This is a plan
One Child: During choice time I will have one student come up at a time. Have about 3-5
students do the activity.
I chose this goal and the resulting plan because I chose the goal of having children make patterns,
and distinguishing what happens next in a pattern. In the classroom, I have observed an activity on
patterns and I would like to see if students can expand on their patterns, and describe them. The
children enjoyed making a bracelet pattern and I would like to extend their thinking by using complex
patterns. By choosing this goal it helps children with problem-solving, and the ability to come up with
a solution. In the classroom, I have noticed that the students can come up with creative solutions and I
would like to see them come up with explanations by using patterns. This activity allows for children
to create patterns by adding on to or comparing the different shapes in the pattern. I picked this activity
because it demonstrates how well the student knows how to decipher a pattern and the ability to
problem solve. By participating in this activity it will enhance the childs critical thinking.

ELG Goal and Developmental Growth Statement: Domain 4: General, Sub-domain: Mathematics
and Numeracy. Goal 41: Children demonstrate understanding of patterns, relations, and functions used
to organize their world and facilitate solving. Developmental growth statement: Sorts, orders,
classifies and forms simple patterns among objects using color, number, size, and shape.

ELG Indicators:
Makes and describes patterns including serration based on numbers, shapes, and size.
Predict what comes next in a pattern and completes the pattern with art materials or blocks.
Creates or extends a complex pattern with more than two repeating elements.
Identifies and labels different kinds of two-dimensional shapes (square, circle, rectangle, and
triangle).

Materials Needed:
Shapes on colored paper (triangles, squares, circles, and rectangles) I will have shapes in
different colors and sizes.
Activity: Extending Patterns:
1. First, ask the student to identify the shapes that we will be working with.
2. Create an ABAB pattern with the shapes. Such as blue square, red triangle, blue square, red
triangle that are all the same sizes. Lay the pattern on the table for the student to see.
3. Ask the child what color shape would go next in the pattern.
4. Ask the student why they chose the shape and color.
5. Then create an ABCABC pattern with the shapes.
6. Ask the child to add to the pattern.
7. Ask student why they chose what they did.
8. Create a pattern of colors. Ex. Pink square, green triangle, pink rectangle, green circle.
9. Ask the student to describe the pattern. Go over the pattern if they do not see it.
10. Create a pattern of different sizes. Ex. Green small triangle, green big triangle, green small
triangle, green big triangle.
11. Ask student to describe the pattern. Go over the pattern if they do not see it.
12. Discuss the different ways that the child can create a pattern with the shapes, sizes, and colors
they are given.
13. Ask the student to make their own pattern.
14. Ask the student to explain their pattern.
 To help the student make their own I can go over what I did to make my own pattern such as using
shapes, different sizes, or colors to make a pattern.
I can help guide the child throughout the process by asking questions and help them to add onto the
pattern by referring back to what was already created in the pattern.
Adaptation:
- When I lay out the pattern I can point to the colored shape and say, Blue triangle, Red square,
Blue Triangle, and Red Square. By doing this it can help a student identify their shapes and
their colors. A student might know what comes next they might just need help on naming what
comes next.
- If the student is frustrated help them by using a verbal assistance. Show the student an example
pattern that can be kept on the side of the table that the child can reference.
- I will give verbal cues if I see that a child is not seeing the pattern. I can say, What do you
notice with the colors, are these two the same color and are next two the same color?
- The student and I can make a pattern together. I can help by asking questions such as, What
color is this shape right here? okay then can you tell me what shape that is? Once they are
able to point out the shape and color we can add to the pattern.
- Give various numbers of shapes, colors and sizes depending on childrens abilities.
Assessment: For my assessment I will use a checklist to assess childs ability to work with patterns
and identify shapes.
Classroom:
Date:
Observer:

Behavior Child one

The child is able to Y
name at least one
shape.
Child can name two
shapes.
Child can identify
three shapes.
Child can name all
four 2 dimensional
shapes.

Creates a pattern
Is able to add onto
the pattern with
success.
Is able to complete a IP
complex pattern.
Can describe the IP
pattern.
Can predict what
comes next in a
pattern.

Y= yes
N=No
IP= In progress
NO= not observed
A checklist can be an effective tool to see where the student is in a certain skill area. Then the teacher
can take that information and then work to increase the skills that the child is struggling in. For this
checklist, I will check yes, no, in progress, or not observed in the different behavior categories while I
am working on the activity. I used my ELG indicators to see if the child was able to use problem-
solving skills while making patterns. If there is a no in a section that means that further assistance
should be used to help increase that skill. This might mean going over the different characteristics of a
pattern, or different ways to make a pattern through shape, size, and color. To judge the success I want
to see the yes area in a behavior area but I will be happy with a child starting to understand the basic
ABAB pattern, and how there can be different ways to categorize patterns.

Supporting Activities:
To extend this I could have children create a pattern in a picture. The student could use shapes
or colors to create a pattern. This activity could also be used with colors, animals, etc.
Additional Activities:
Class Gender Pattern:
1. Introduce the concept of patterns this can be done by showing a color pattern with an
ABAB pattern
2. Have the students line up to create a pattern by doing girl, boy, girl, boy.
3. Have the students participate in this pattern by saying who goes next in the pattern.
This activity can also be used with hair colors or hair lengths. Such as a pattern of black,
blonde, and brown hair. Students can line up in this pattern. This allows children to participate
making a pattern. This activity can continue to be done by the color of shirts or pants, or even
color of shoes, or color of scarves that they use when doing music and dance.
Button Box:
1. Pull out a box of buttons ask the child to sort their buttons. They can sort by size, color,
type, or even how many holes the buttons have.
2. Ask the student to describe their piles and why they sorted their buttons the way they did,
and the shapes and colors that they see.
3. I will create a pattern with the buttons by the different sizes of the buttons.
4. I will ask the student to extend or predict what comes next in my button pattern.
5. I will have the student create their own button pattern.
6. Then I will ask the student to explain their pattern.

Sources:
Class Gender Pattern (n.d.). In TeacherQuickSource. Retrieved from
http://www.teacherquicksource.com/preschool/activity.aspx?Aid=122
Extending Patterns (n.d) In TeacherQuickSource. Retrieved from
http://www.teacherquicksource.com/preschool/activity.aspx?Aid=17.
Fun with Sorting: Button Box (n.d.). In Gryphon House. Retrieved from
https://www.gryphonhouse.com/activities/fun-with-sorting1
Idaho Early Learning eGuidelines (n.d.). In Idaho Department of Health and Welfare. Retrieved from
http://healthandwelfare.idaho.gov/Children/InfantToddlerProgram/EarlyLearningeGuidelines/ta
bid/2280/Default.aspx.

Background Information:
1. Demonstrate different types of patterns so that the student can observe then try it out
themselves.
2. Allow the student pause time to come up with an answer. It might take the student awhile to
come up with an answer. Ill try to wait awhile before giving the student the answer.
3. Go into a quiet area of the room, so that the child can hear me and that they will be able to
focus attention and not get distracted.
4. Go over color names with the student so that they can describe the color.
5. Point out the pattern so that the student can visually see it.