Math K/Fletcher Lesson/Date: Assessment of Patterns/Dec.

11-14

Stage 1: Desired Results

Learning MathGeneral Learning Outcome Patterns and RelationsKindergarten
Assessment GLO: Use patterns to describe the world and solve problems.

SLO:1. Demonstrate an understanding of repeating patterns (two or three elements) by:
Outcome(s) identifying
reproducing
extending
creating
patterns using manipulative, sounds, and actions.

Assessment Students will:

Verbally identify a given patterns (individual assessment)
Objectives Create patterns with manipulatives (individual assessment)
Copy patterns from whiteboard to paper (group assessment)
Extend patterns (group assessment)

Stage 2: Assessment Evidence

Assessment ____: Educational Assistant that is assigned to him will help ask the questions/relay
Modification and instructions.
Differentiation _____: Educational Assistant that is assigned to him will help ask the questions/
for Students in relay instructions.
Need _____: Educational Assistant that is assigned to him will help ask the questions/
relay instructions.
_____: Minor amendment to questions for ESL understanding
_____: Group work removed to an area of least distraction within the classroom.
_____: Group work removed to an area of least distraction within the classroom.
Math K/Fletcher Lesson/Date: Assessment of Patterns/Dec. 11-14

Stage 3: KSA and TQS

KSA 2.i)Teachers gather and use in formation about students learning needs and
(Knowledge, progress. Teachers monitor students actions on an ongoing basis to
Skills, Attributes) determine and respond to their learning needs. They use a variety of
diagnostic methods that include observing students activities, analysing
students learning difficulties and strengths, and interpreting the results of
assessments and information provided by students, their parents,
colleagues and other professionals. Teachers select and develop a variety
of classroom assessment strategies and instruments to assess the full range
of learning objectives. They differentiate between classroom and large-
scale instruments such as provincial achievement tests, administer both and
use the results for the ultimate benefit of students. They record, interpret
and use the results of their assessments to modify their teaching practices
and students learning activities. Teachers help students, parents and other
educators interpret and understand the results of diagnoses and
assessments, and the implications for students. They also help students
develop the ability to diagnose their own learning needs and to assess their
progress toward learning goals. Teachers use their interpretations of
diagnoses and assessments as well as students work and results to guide
their own professional growth. They assist school councils and members of
the community to understand the purposes, meanings, outcomes and
implications of assessments.

Stage 4: Learning Experience

Prior to Print Worksheets (20/22) Resources Master copies of assessment worksheets &
Assesmet: Cut Worksheet Pieces and to Bring: tracker
organize into piles for 4 tables +1
Copying Paper (20/22)
Time: Content/Description Assessment
45 min (VR/F)
Math K/Fletcher Lesson/Date: Assessment of Patterns/Dec. 11-14
Group Assessment: M/T
See Pattern Sheet: Students will glue 2/3 piece patterns in order to
extend patterns
Hand in Paper Assessment:
Student will copy these patterns from board
BLACK: TTLLTTLLT
RED: |o|o|o|o
BLUE: OO||OO||
Gather formative assessments in a series of sweeps, students
are to answer without help or assistance. The only help to be
given is the reminder to Make sure your patterns are in the box,
make sure your patterns look like mine (dont have extra things)
Dependent on time, begin One-on-One Pull outs from
Individual Assessment.

Individual Assessment: W/R

One-on-one pull out to be done during the Lesson Section of the this
plan as well as any additional prep time that can be used.
Students are asked to create two pattern with coloured shape
manipulatives: one with two pieces and one with three.
Given a sheet of shapes and objects, see below, students are asked
to find patterns (must identity at least two shapes and repeat at
least twice)
I want you to show me at least three different patterns
on this page.
Why is that a pattern? Different things and repeats

Lesson Section: *THIS SECTION IS FOR ONE TEACHER IN ONE

CLASSROOM WITH NO EDUCATIONAL ASSISTANTS*
Introduction:
Have student draw/make patterns either on the board or using their
hands and feet.
So today we have our math stations back, which all of you can move
between, and Im going to be asking all of you questions about what
youve learned about patterns one at a time. Divide up the students to
the stations below (PICK A QUIET ENOUGH AREA FOR ASSESSMENTS TO TAKE PLACE SO
THAT YOU ARE STILL PRESENT UNLESS ANOTHER TEACHER/AID/ETC IS AVAILABLE):
Tokens
Manipulatives
Bears
Complete the Pattern Cards
Colour Blocks
Whiteboard, Markers, and Socks
Body:
Disperse students to centres and begin summative assessments.
During assessment, allow students sufficient time to think and explain their
answers, but unless noted they are not to be assisted in their explanation or
delivery of answers.
Have students retrieve the next student.
Math K/Fletcher Lesson/Date: Assessment of Patterns/Dec. 11-14
REFLECTION:
What went well?

What should have been done differently?

 Name: __________________________________________
Math K/Fletcher Lesson/Date: Assessment of Patterns/Dec. 11-14

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Math K/Fletcher Lesson/Date: Assessment of Patterns/Dec. 11-14

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 NAME:________________
Math K/Fletcher Lesson/Date: Assessment of Patterns/Dec. 11-14

Pattern 1)

Pattern 2)

Pattern 3)