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Big Idea(s):
● Repeating elements in patterns can be identified.
Curricular Competencies:
● Model mathematics in contextualized experiences.
● Develop, demonstrate, and apply mathematical understanding through play, inquiry,
and problem solving.
● Communicate mathematical thinking in many ways.
● Represent mathematical ideas in concrete, pictorial, and symbolic forms.
Content:
● Repeating patterns with two or three elements:
○ Representing repeating patterns in various ways.
○ Repeating patterns with 2 - 3 ellements
○ Identifying the core.
Constructivist Elements
Accessing Student Prior Knowledge and Experiences: Build upon the prior knowledge of
students.
Teacher poses questions to the class: What did you notice happening when you were using
the materials? Teacher facilitates a discussion about patterns and charts what we know and
what we “wonder”.
Metacognition: How will students reflect question and think about their own thinking?
Students will be prompted throughout the lesson to be reflective in their thinking.
The following questions will be posed by the teacher (the teacher will also be modeling how to
answer these questions):
● What do you notice?
● How do you know?
● Can you show your thinking in another way?
● What will you do next?
Goals: How will you ensure that students understand what they are learning and why they are
learning it?
At the kindergarten level, the teacher will state the learning goals and provide reasons as to
why the concepts are important. Students will contribute ideas to the discussion, but it is
teacher led.
Synthesis: Provide opportunity for reflection, closure, sharing and discourse around where
learners will be going next.
Students will revisit their Wonder Chart and determine which wonders (questions) have been
answered, which need deeper examination and if any additional wonders need to be added
having come out of the play.
Throughout this process a dialogue led by the teacher will be taking place in order to reinforce
the learning goals of the lesson.
Close: Synthesis
● Students are invited back to the carpet the share what they noticed during their pattern
exploration and activities. Students add to the Wonder Chart, answering questions and
supplying more wonders to investigate in future lessons/play.
● Teacher reiterates the goals and learning outcomes of the lessons. Students
contribute ideas as to where the learning needs to go next.
Assessment Notes:
● As this in an introductory lesson, informal formative feedback will take place
throughout the lesson. The teacher will also make anecdotal notes regarding individual
student understanding of patterning/patterns.
Additional Notes: