Lesson

Pattern Centers Date Wednesday, Oct 11, 2017

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


Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and Behaviour
Advance
Organizer/Agenda
Learning Activity #1
Learning Activity #1
Assessments/ Differentiation
Assessment of Learning:
Adapted from a template created by Dr. K. Roscoe
Get centers ready
Write class schedule and rotation order on the board
Log in to chromebooks
Introduction Time
Smartboard group activities OR sorting buttons (depending on time)
Having students participate in the smartboard activity with help gauge
levels of understanding before intervention or assistance.
Hands to yourself
Raise hand when you would like to speak
Not sharpening pencils
Listening to instructions
Not playing with pencil boxes at tables
1. Calendar
2. Re-explain Centers at carpet
3. Set Timer
4. Start Centers
Body Time
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
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
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
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.
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