Susan Muir Discovering Patterns and RelationsPK.1 Demonstrate an understanding of repeating pattern (two or three elements) by: • identifying • reproducing • extending • creating patterns using manipulatives, sounds, and actions.<br />Observer _____________ Teacher _______________ Date______________<br /><ul><li>Focus on Teaching (Taken from The Math Coach Field Guide)</li></ul>Upon what prior knowledge will students build for the day’s learning?<br />Goal-Setting Introduction<br />How will students learn what they must know and be able to do?<br />Lesson Body<br />What performance tasks, experiences, discussions, and other activities will enable students to deeply understand the essential content?<br />Closure/ Preview (HOW WILL WE USE WHAT WE’VE LEARNED TODAY IN THE FUTURE?)<br />What did the students learn? How does it fit in the big picture? How will they build upon this knowledge in the future?<br />Focus on Learning<br />Evidence of Student Learning- What did you observe about students’ performance during an activity? Their discourse or conversations? <br />Their written work?<br />Evidence of Student Engagement<br />How did students interact with the content? Did they work cooperatively in a group or partner setting? Did they respond to every pupil response question? Did they accept responsibility for their learning?<br />Evidence of Differentiation<br />Were open-ended tasks, questions, experiences, performances, and or problem formulation included in the lesson?<br />Next steps<br />What would I like to try in my classroom based on the lesson?<br />What Are the Big Ideas?Patterns■ The concept of patterning is closely linked to those of sorting andclassifying. As children classify objects, they realize how objects arethe same and different. Then, children can sort based on attributes,such as colour, shape, or size. Children can then organize theirobjects into patterns based on these attributes, such as red or blue,tall or short. In kindergarten, sorting is with objects based on 1attribute only; patterns are with actions, sounds, or objects.■ The core of a pattern consists of the elements that repeat over andover. Present at least 3 repetitions of the core of the pattern whenpresenting a new pattern, so that there is only 1 way to extend thepattern. Children in kindergarten can identify, reproduce, extend,and create patterns with 2 elements, AB (e.g., red-blue, red-blue,red-blue), and patterns with 3 elements, ABC (e.g., red-blue-green,red-blue-green, red-blue-green), or AAB (e.g., red-red-blue, redred-blue, red-red-blue), or ABB (e.g., red-blue-blue, red-blue-blue,red-blue-blue).■ Experience in constructing a variety of patterns andcommunicating their thinking about the patterns allows children toconsolidate their understanding.■ The ability to recognize a pattern helps children understandrelationships and use them to predict what will happen next, bothin mathematics and in real life. Patterns are integral tomathematics.<br />How can I plan my lessons using the Backwards Approach?<br />Identify the outcomes to be learned<br />Exploring Patterns<br />Patterns and Relations<br />PK.1 Demonstrate an understanding of repeating pattern (two or three elements) by: • identifying • reproducing • extending • creating patterns using manipulatives, sounds, and actions.<br />a) Distinguish between repeating patterns and non-repeating sequences by identifying the part that repeats.<br />b) Copy a repeating pattern (e.g., actions, sound, color, size, shape, or orientation) and describe the pattern.<br />c) Extend repeating patterns by two more repetitions.<br />d) Create a repeating pattern, using manipulatives, musical instruments, or actions and describe the pattern.<br />e) Identify and describe a repeating pattern in the classroom, the school, and outdoors (e.g., in a familiar song, in a nursery rhyme, in a game, on the street, on the playground).<br />Word Wall/ Math Wall/ Photo Vocabulary<br />different<br />same<br />set<br />sort<br />sorting rule<br />Now that I have listed my outcome:<br />Determine how the learning will be observed<br />What will the children do to know that the learning has occurred?<br />What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?<br />What assessment tools will be the most suitable to provide evidence of student understanding?<br />How can I document the children’s learning?<br />NameNotice ways objects are thesame and ways they aredifferentIdentify attributes (e.g., colour)Explain the sortingrule<br />Plan the learning environment and instruction<br />What learning opportunities and experiences should I provide to promote the learning outcomes?<br />What will the learning environment look like?<br />What strategies do children use to access prior knowledge and continually communicate and represent understanding?<br />What teaching strategies and resources will I use?<br />How can I differentiate the lesson to challenge all students at their learning ability? How will I integrate technology, communication, mental math, reasoning, visualization, etc into this lesson? (7 Processes) Look at your outcomes to see which of the processes you should be including.<br />Plan your lesson here: What lesson format will you use?<br /> BEFORE-DURING-AFTER? Math PODS? ETC.<br />------------------------------------------------------------------------------------------<br />This lesson will be based around an Invitation for Learning<br />Invitations will be placed on their tables once they come in from lunch recess.<br />Have students work with a partner and ‘discover’ what is at their table.<br />During this time it is important to listen and watch the students.<br /> How are they describing the shells?Are they beginning to classify and sort the shells according to attributes and sorting rules?Are they able to explain to their friends how the shells are the same and how they are different?<br /> <br />During this time watch, listen, take notes, photos, and scribe quotes of interest of their discussion with their partner. This will be used along with the photos for evaluation purposes and further lesson extensions.<br />Gather students over to the story corner and ask them what they know about ‘SETS’. If any students were sorting the shells into sets during discovery time, talk about that to the class.<br />Read a portion of the story ‘SETS’ to the class.<br />Problem Prompt:Use the materials on your table to sort your shells into ‘sets’Be prepared to explain your sorting rule to the class or your teacher.How are the shells in a set the same and how are they different to shells in other sets?<br />Assess student learning and follow up<br />What conclusions can be made from assessment information?<br />How effective have instructional strategies been?<br />What are the next steps for instruction?<br />How will the gaps in the development of understanding be addressed?<br />How will the children extend their learning?<br />Next Steps for Instruction:<br />Lesson #2<br />Begin the lesson by reviewing vocabulary. Today’s lesson is about bringing in other senses to discover attributes of objects. It isn’t always about ‘seeing’ the attribute/ pattern but to hear, smell, feel and experience patterns.<br />Add another element to the Invitation.<br />Before introducing the play-dough review vocabulary and have an oral journal (see SMART lesson). Touch and feel attributes activities and then establish sorting rules of the two sets. Introduce the play-dough.<br />The next lesson will have handmade play-dough. The play-dough will encourage another perspective on the shells attributes by making impressions in the dough. Are students noticing different physical attributes that they may have not noticed before?<br />The lesson will begin with a review of vocabulary from last class.<br />I will use a photo taken from the students work to prompt an oral discussion on sets and how they are the same and how they are different.<br />Students will examine a classmate’s photo of a set, and determine the sorting rule.<br />How can you use the play-dough to show a ‘set’?What is the sorting rule for your ‘set’?<br />Lesson #3<br />In large group play a listening game.<br />I (The teacher) will say and clap a simple pattern.<br />“Bubble, bubble, pop, pop, bubble, bubble, pop, pop, bubble, bubble, pop, pop”<br />Have the students repeat the pattern song back. Add clapping actions.<br />Bubble is two hands clapping together while pop is the clapping legs.<br />Have students do body/ clapping actions.<br />Ask “what is the part or core of the pattern that was repeated?”<br />Bubble, bubble, pop, pop<br />“Do you think that we can ‘build’ this pattern using photos?<br />Display photos.<br /> <br />How could we represent this pattern using our shells?<br />How many sets of shells would we need? Why two sets of shells?<br />Who would like to represent the pattern using two sets of shells?<br />Describe or read your pattern. <br />Who can describe or read this pattern in a different way?<br />Students will go back to their tables and work with their partneror they can choose to do this on their own.<br /> Choose two ‘sets’ of shells.How many ways can you represent this pattern?Be prepared to describe or talk about your pattern to the class. <br />What other element can be added to the invitation to extend children’s wonder about patterns for our next lesson? How can students create their own representation of the ABABAB pattern using a different material of their choice?<br /><ul><li>Paint
Paint on the shells and scraping it or dragging to make a pattern?