ࡱ> hjg@  bjbjצצ "ZDfff84N<l;;;;;;;$=R @`;EEE;<Ev;E;6!79~ jf89:<0N<8l@Ul@89l@9tN|d.;;f+fGoals/Standards(Statistics, Data Analysis, and Probability 1.2 Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes or colors. Algebra and Function 1.2 Identify, sort, and classify objects by attribute and identify objects that do not belong. Measurement and Geometry 2.1 Identify and describe common objects in their environment and describe the geometric features. Number Sense 1.2 Count, recognize, represent, name and order a number of objects (up to 30). Mathematical Reasoning 2.1 Explain the reasoning used and justify the procedures selected.UnderstandingsEssential QuestionsStudents will understand that: Patterns are a sequence of elements with a common feature repeated in a predictable way Each pattern has a core of elements which is repeated. Patterns can be extended Patterns can be transferred to another medium (auditory, visual, kinesthetic). Where do we see patterns in the world? Can you hear patterns? How can patterns be identified? Can the same pattern be represented in multiple ways?Knowledge and SkillsStudents will know and be able to: - Identify simple patterns - Copy a pattern - Create a pattern - Describe a pattern - Extend a patternPerformance TaskOther evidence Given a collection of objects, student will create a pattern and be able to describe the pattern, then translate it to a different format (auditory, position, color, etc.).Observations of Learning Center activities Notes on activities/discussions Challenge 2.4Learning ActivitiesSets of materials to create patterns Attribute links, attribute blocks, buttons, pattern blocks, nuts and bolts, unifix cubes, bears (counters), money, pebbles, keys, pom poms, ceramic tiles, sets of pictures, SUTW organization game pieces, etc.Introductory lesson W People pattern > girls/boys, stand/sit or other obvious pattern H We are going to learn about patterns. You will help me discover to find a pattern (Be a detective) and also how to make them. Use students for a people pattern E Give students (in pairs or triads) a set of materials to explore and make a pattern. Circulate and observe noting childrens level of performance (Pre-assessment). R - Ask questions about their work. What will be next? Tell me about your pattern? E Look at your groups. Tell your friend about your pattern. ----------------- T Tailor future workshops to needs of students based on observations (For students with an understanding of patterns, translating and extending them, or more complex; for those with little sense of pattern, pattern cards to build, copy, extend. O Organize materials to provide numerous opportunities for patterning. Harcourt ResourcesVocabulary pattern, left, right, order, next, repeat, build, extend, copyMath Throughout the Day Problems of the Day (25A, 25, 27A, 27, 29A, 29, 31A, 31)Learning Centers (21E) Tabletop Center, Art Center (21G) Math Center, Bulletin BoardActivities and Games for Home and School (FA7-8)Chapter Lessons Suggested whole group activities Problems of the Day (25A, 25, 27A, 27, 29A, 29, 31A, 31) Moving Song (25B) Kindergarten Parade (27B) A Pet Parade (27) Head and Shoulders, Knees and Toes (29B) What Comes Next? (29B) Modifiy into a class guessing game with children, objects, overhead .. Lots and Lots of Zebra Stripes (29) I Spy a Pattern (31B) What is that Sound Pattern (31B) Movement Connection (31) Hokey-Pokey (33B) Chapter 2 Lessons Suggested small group guided instruction Specific lessons with Guided Instruction based on the needs of the students. These can be used to introduce, instruct, review and/or assess students. Not all students would participate in all lessons. Workbook and/or practice pages to familiarize students with the format. Note: Few if any of the pages fully address the standard, rather they provide practice in one skill or element related to the standard. Their value lies in the discussion by students of their thinking. Copying patterns is a low level skill. Creating, extending, and translating patterns are more complex and develop deeper understanding. Any of the activities to be used independently. The explicit instruction for the activity (unless exploration) needs to take place in a small group to assure understanding. Math Storybook Chapter 2 Lessons Suggested small group or partner activities. These can be prepared in advance and be used repeatedly throughout the unit once they have been introduced. The same activity can be repeated using a variety of materials or formats to insure flexibility in thinking and application, as well as providing novelty for continued engagement with the concept/task. Pattern Strip, Pattern (25B) This can be extended to represent more than just pattern blocks, but other materials as well. ATS (25) Assess (26) Grid Patterns (27B) This can be a challenge activity for students already familiar with patterns. What Comes Next (29B) This can become pattern strips when completed. Construction paper chains (29B) A good way to review patterns throughout the year. ATS (29) Sponges or stamps can be used/  Additional ResourcesLiterature Each Peach Pear Plum, Janet Ahlberg; Polar Bear, Polar Bear, Bill Martin, Freight Train, Donald Crews; Pattern Fish, Trudy Harris; Beep Beep, Vroom Vroom, Stuart Murphy. Instructional Resources/Activities Math Their Way Patterns, Chapter 2 Move and Learn Math Activities - Numbo, Create a Dance, Anatomy Patterns, Pitter Patter Poems (22-27) Math in Motion Whats Next, Puppies Go In & Out, Pass a Pattern (64-66) Cereal Math Colorful Cereal Patterning (25) Shoe Box Math Pattern Pals, Create a Border, Pattern Parade (38-42) Explorations for Early Childhood Throughout the book by centers Notes Probably patterning is best taught using a variety of materials and exploring them in terms of attributes and position, Looking for less obvious patterns is key to having a deep understanding and knowing patterns are not simply color and shape. Being able to translate them to another format it critical to using the knowledge in future math.  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