Sound and Motion Patterns

Lesson Part

Activity Description/Teacher Does

Standard

K.2.1
Recognize, create, complete, and extend patterns.

Objective

Students will demonstrate understanding of patterns using body

movement and sounds.

Materials

SMARTBoard
YouTube video The Patterns
Getting Ready
I will show the YouTube video
The Patterns Practice Song to
help them think about patterns
and see some of the different
types they will learn.

Instruction

Students Do

Practice Song
Students will be at the carpet.
They will watch the video and try
to guess what comes next in the
pattern being displayed in the
video.

Teacher: Kindergarteners, today

we are going to learn about
patterns. You might remember
that you all had some practice
with patterns in one of the math
tubs last week. Im going to
show you a video right now to
help get you thinking about
patterns.

Students will call out the next

part of the pattern as the video
plays.

Task
I will use the SMARTBoard to
show various patterns. Each one
will be missing three parts at the
end and the students will try to
determine what comes next by
moving through the actions and
hearing/feeling the patterns as
well as look at the pattern. We
will discuss pattern stems and
how to see which part is
repeating.

Students will be sitting on the

carpet.

Class, in this pattern, the arrow

means to jump and the X means
to clap. Lets say and do these
together: Arrow, X, arrow, X,
arrow, X, arrow
Uh oh! We need to figure out
what comes next. First lets
figure out the stem of the

Class: Arrow, X, arrow, X, arrow,

X, arrow

Student: The stem is Arrow, X.

Student comes to the

pattern. The stem is the part of

the pattern that repeats itself.
Who thinks they can help us see
the stem?
Thats correct! Im going to
circle that part in red and then
Im going to show you the
chunks that repeat that pattern
by circling them in blue. You can
see that this is correct because
when I circle them, there isnt a
floating symbol in between.
They all belong.

Evaluation

SMARTBoard and circles it.

Another student will come up to
the board and circle the
repeating chunks.

I will do the same thing with

AABB, ABB, AAB, and ABC
patterns. I will continue to check
for understanding by asking
students for the stem and
having them act them out with
the motions and as well as circle
them on the SMARTBoard.
Discourse
(My assessment will be during
Task through observation while
we are doing the pattern
activity.)
I will have the students sit back
down on the carpet and we will
discuss where we see patterns in
our world.

Students will sit on the carpet

and look around the room to see
different patterns as well as
think about different places they
see patterns in the real world.
Student A: On my clothes!

Where are some of the places

that you see patterns?

Student B: On the alphabet

signs!
Student C: On Mrs. Wilsons
lunch bag!

These are all very good

observations! You know your
patterns well.
When I look at the alphabet
signs, I see two patterns. Raise
your hand if you can tell me the
two patterns.

Student A: I see zig zags.

Student B: The colors make a

pattern.
Yes, that is called chevron. What
other pattern do you see?
Wonderful observation. Who can
tell me where the stem of that
pattern starts and end?
Yes! That was a tough one
because it was a very long stem.
You worked hard at finding that.
Good work today class!

Student C: It starts at the A and

ends at the G.