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Design for Learning

Instructor: Annie Walker


Lesson Title: Repeating Patterns
Curriculum Area: Math

Grade Level: 1st grade


Date: 4/12/2016
Estimated Time: 45 minutes

Standards Connection:
18.) Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how
many more or less are in one category than in another. [1-MD4]
Learning Objective(s):
The students will interpret a repeating pattern as a sequence built from a part called a unit
by first creating and then interpreting a pattern with 80% accuracy.
Learning Objective(s) stated in kid-friendly language:
Today, you will describe a repeating pattern as a sequence and identify the unit in the
pattern. You will then associate a number with the elements of the unit.
Evaluation of Learning Objective(s):
The teacher will observe the students as they work with partners and create their own
patterns. The students will then complete a patterns worksheet. Students who get 6 or
more correct on the worksheet will be considered proficient. They will then create a
pattern for their friend to finish. Students who get between 3 and 5 correct on the
worksheet will be considered average. They will spend time with a partner creating
their own patterns and associating numbers with the patterns. Students who get 2 or less
correct will spend one on one time with the teacher reviewing repeating patterns.
Engagement:
As an introduction to patterns, we will play a listening game. I will create patterns with
movements and sounds that the students must repeat. We will do different patterns, like
AAA, ABAB, AABAAB, ABBABB, etc. I will make the pattern first, and the students
will repeat it. If they do not get it correct, we will do it again. Eventually, we will add
counting and patterns together. The students will play against the teacher. If they get it
right, then they get a point. If they do not, then I get a point. All eyes on me. I need
everyone to finish up what theyre doing, and come to the carpet by the whiteboard. So,
today, we are going to continue to talk about patterns. However, today we will begin
learning about repeating shape patterns. You will describe a repeating pattern as a
sequence and identify the unit in the pattern. You will then associate a number with the
elements of the unit. First, we are going to play a game to get us warmed up with
patterns. Im going to clap out a pattern, and I want you to repeat it. If you get it right,
you get a point. If you mess up the pattern, then I get a point. At the end of the game, the

person with the most points WINS!!! Are you ready?? Lets start! The teacher will make
patterns by clapping, snapping, patting, etc. and the students will repeat the pattern. If the
students get the pattern correct, then they will earn a point. If they do not, then the teacher
will earn a point. Eventually, we will add counting to the patterns. For example CLAP (1)
PAT (2) CLAP (3) PAT (4). At the end of the time, we will count up the points and see
who won. All right, now its time to count up points. How many tally points do the
students have? How many tally points do I have? So who was the winner?! THATS
RIGHT GOOD JOB! Now, why do you think we played this game? What did we make
with the different sounds? Thats right, we made patterns. What kind of patterns? Right,
we made all different kinds of patterns. All of our patterns were repeating patterns,
though, right? Now, we are going to learn more about repeating patterns! Transition to
teaching.
Learning Design:
I. Teaching:
So, the past weeks we have been talking about patterns. Today, we are going to talk about
a different kind of pattern: a repeating shape pattern! Who can raise their hand and tell
me what different shapes we know? As the students tell you different shapes, the teacher
will draw them on the board. Good job boys and girls. We have lots of shape ideas on the
board now. Now what do you think a repeating shape pattern is? It is a pattern of shapes
that repeat in a predictable manner. Lets look at this number strip I have here. Ive put
the first four shapes on the number strip. What shape do we see first? Thats right, a
triangle. What is the second shape? Of course, a square! Do we see a pattern here? Yes,
we do. If the pattern continues in this way, what shape would come next, in the 5th spot?
Let the students answer, and then fill out the rest of the number strip together, asking
different students what shape comes next. Now, we have the whole number strip filled
out. What shape would come in the 12th place? How do you know? Listen as students
explain their thinking to you. Probe them with further questioning if necessary. How
many shapes do we see in this pattern? Thats right, two. And do those two shapes always
come in the same order? Yes, they do! This is called a unit, and it repeats over and
over again. What two shapes make up our unit for this pattern? Yes, good job! Does
everyone understand how we used two shapes to make a repeating pattern? Good! Good.
You can all return to your seats now. On your desk, there is a number strip. When I have
everyones eyes on me, I will give you instructions. Thank you. Now, this number strip
looks like the one I have here. Using the shapes we drew on the board, I want you to
create your own shape pattern. You may use two or three different shapes, but no more
than three. Make sure that only one shape coordinates with each number box, like you
see in the example I showed you. Are there any questions? Okay, then you can begin.
Circulate the room as the students are working on their number strips. Remind them that
a repeating pattern has a unit that repeats over and over again. Ask the students what their
unit is. Then, once everyone is done, ask several students to share. For each student, ask
them first what kind of repeating pattern they drew. Then ask them what shapes they
used. Then, ask them what part repeats over and over again. Repeat this for several
students. Next, show the students your version of page 30 in their worksheet. One, two,
three, all eyes on me. This sheet here looks just like page 30 in your Student Activity
Book. Open up your books to page 30 (T51-52). I have filled in the number strip at the
top, but on your page its blank. When everyone is on the right page, give me a thumbs
up. Thank you. Lets look up here at my sheet. What numbers go with the triangle? Lets
start at the beginning of the number strip and say out loud which numbers go with the
triangle. Say out loud 1, 3, 5, 7, 9, and 11. As students say them, write them down

beneath question number 1. Now, what numbers go with the square? Lets start with the
first square and say these numbers out loud. I need to hear everyone! Say 2, 4, 6, 8, 10,
and 12. As students say these numbers, write them down beneath question 2. Once these
numbers are written down, ask the students what they know about them. What do we
know about the numbers 1,3,5, and 7? Wait for the students to answer. How is it like the
sequence 2,4,6, and 8? Expect answers like they are both going up by two, one is even,
and one is odd, etc. They might also notice that both sequences go up by 2, but start in
different places. So, for our patterns, what do we call the part that repeats over and over
again? Thats right, the unit! And what did we learn about the patterns corresponding
with numbers? Some coordinate with odds and some with evens, and these coordinating
numbers always increase by 2! Good thinking today! Transition to practice.

II. Opportunity for Practice:


For practice, the students will complete Activity Page 30 in their book. Now, I want you
to work on Activity page 30 in your workbook. You will be doing what we just did;
however, you will create your own pattern at the top. This time, I want you to only use 2
shapes. You will record your answers on page 30. If you have any questions, let me know.
I will be walking around while you complete this assignment. You can talk quietly to
those sitting around you. As students complete this assignment, they might need help
putting their thoughts into words. Circulate the room and ask the students questions.
Listen to their thought process and clear up any misconceptions. As students finish, they
can add on more shapes to their number strips. You guys did so good with this practice
worksheet! Now, you are going to complete one more worksheet independently. Transition
to the assessment.
III. Assessment
Students will complete the 8-problem pattern worksheet. They will draw what pattern
comes next, and label the patterns with numbers. I am handing out our final worksheet.
You will work independently on this one. There should be no talking. You are to draw the
shape that comes next in the pattern, and then number the pattern 1-6. The first shape
will be 1, and you should label the rest of the shapes with their number. Using the first
problem as an example, explain the numbering to the students. Once you are finished,
you may turn this sheet in to me, and then finish any work that you have not completed.
Are there any questions? Make sure your name is at the top. You may begin.
IV. Closure:

Materials and Resources:


1.
2.
3.
4.
5.
6.
7.

Whiteboard
Markers
Repeating Patterns number slip
13 number slips already cut out
Worksheet 30 large copy for students to see
Worksheet 30/Workbook
Crayons/Markers for students

8. Assessment sheet
9. http://www.mathworksheets4kids.com/patterns/shape-large.png

Differentiation Strategies (including plans for individual learners):


Extension: Students who are fluent at building and extending AB patterns and are
comfortable with number sequences 1,3,5 and 2,4,6 can think about positions later in
the pattern. They can answer questions like What shape will be over number 25? Then,
they can explain their reasoning. These students can also create their own problems for
other students to solve.
Re-teaching: Students who are not fluent with number sequences 1,3,5 and 2,4,6 can
work on more than one AB pattern. They can also work with partners on extra practice
worksheets found in their workbooks.
Data Analysis:
The students did very well with this lesson. They did well with the pattern strips, and
each showed a depth of knowledge concerning the patterns. They were successful with
their practice, and then aced the assessment. Most students only missed 1 or 2 on their
assessment. However, when given the chance to correct their mistakes, the majority of
the students got the correct answer on the second try. As seen in the worksheet provided,
the student only missed one and fixed it on the first try. A problem occurred because the
students did not understand what even and odd numbers were, and I taught them a trick
using even and odd numbers. However, that did not affect their overall learning. Based
off of their worksheets, learning occurred and the students had mastered the topic. This is
important because they were building on the knowledge.
Reflection:
I was very prepared for this lesson. I had lots of resources for the students to use, from
number strips and shape patterns, to posters and worksheets. We played a pattern
following game as the engagement, and the students really loved that. It got their
attention and helped to introduce the topic. After that, the resources that I made really
came in handy. I used the poster to help me teaching repeating patterns. We did this
together. Then, the students had the opportunity to practice on their own, and share with
the group. This was a great way for them to try out their knowledge and a great way for
me to formatively assess their knowledge. Then, we moved on to applying their
knowledge to patterns and questions. In this portion, I made the mistake of talking about
even and odd numbers. The students did not have the background knowledge of even and
odd, so they did not understand what I was saying with that. When it came to answering
the questions that came with the worksheet, the students had some misconceptions

because of that. For the most part, the students did really well though. Overall, I should
have been sure of background before I taught them. I also should have reviewed with
them again as closure. However, this lesson was a success!

Samford University

Design for Learning