EDFX509 Lesson Plan: Lauren Petroni St Michaels Primary School, Lane Cove

Class: Stage 1 Year 1 Date: 30.04.2014 Time: Start: 9:00am Finish: 9:45pm
Key Learning Area: Maths Lesson Topic: Patterns
Recent Prior Experience TBC
Syllabus Outcome
MA1-8NA Creates,
represents and continues a
variety of patterns with
numbers and objects
MA1-2WM Uses objects,
diagrams and technology to
explore mathematical
problems
Indicators of Learning for this
lesson
By the end of this lesson, the students
will:
1. Create, record and continue
patterns with objects
2. Recognise, copy and continue
patterns with objects
3. Describe a repeating pattern of
objects or symbols in terms of a
'number' pattern, eg

Assessment
Ss have created a pattern
using manipulatives, recorded
their pattern in their maths
books and written a sentence
to describe their pattern.
Anecdotal assessment - Ask
questions of the children as
they work individually, and
also as a whole group.
Any safety issues to be considered

Establish classroom walls as boundaries for the
lesson. Jointly construct / refresh Ss on safe use
of manipulatives (not to be placed in their mouth,
not be left on the floor, etc)
Resources
Preparation: NSW Maths Syllabus K-10, Topmarks
website (KS1 Ordering), Computer and Printer (lesson
plan, IWB warm-up and worksheet)
Implementation: IWB (warm-up activity + model todays
task) a range of manipulatives (Pattern blocks,
counters, unifix cubes) for each group maths
workbooks.


LESSON SEQUENCE
Lesson Content Timing
(mins)
Teaching Strategies / Learning Experiences (How it is taught) Resources and
Organisation
INTRODUCTION
Interactive
pattern game
on IWB
5 mins T introduces Ss to the idea that is something that is repaeated.
Look at examples on whiteboard and have Ss volunteer to continue
the pattern using the shapes. Have 3 examples, each becoming
more complex. Ask Ss to describe the pattern in words.
Moon Rock Patterns http://www.abcya.com/patterns.htm
Pattern Match http://www.turtlediary.com/kindergarten-games/math-
games/pattern-match.html

Students are
seated on the
floor at the front
of the classroom


Introduce
Group-work
5 min Introduce todays group task, modelling how to record patterns in
their maths workbooks on the IWB. For example:
This is a two pattern. It repeats 4 times. There are 8 altogether.
Establish safety rules for handling manipulatives in classroom.

Students are
seated on the
floor at the front
of the classroom
DEVELOPMENT
Creating,
recording and
writing
sentences
about patterns
using various
manipulatives
25 min
Students work in ability-based groups as follows: Squares
(Extension), Triangles (Core), Circles (Structured) and
Pentagons (Structured).
Students have time for free exploration of their
maniupulatives.
Students within each group work with a partner to create the
most difficult patterns they can.
Students are then to record their patterns in their books with
drawing and words
(How many times repeated and how many altogether if pattern is
repeated etc).
Whilst Ss work independently, T roams around to assist any
students with questions. T should mark work in progress whilst
doing this to correct mistakes along the way.
Ss bring completed worksheets to the T to mark once they
have completed the activity. T gives students a warning when
they have 2 minutes remaining.

Students are
seated on the
floor at the front
of the
classroom.
CLOSURE
Whole class
Share work
from differenr
groups


10
mins

T invites Ss to return to the front of the classroom. T asks Ss to
share some of the patterns and sentences with the rest of the class.
Have one S from each of the ability groups.
Thank Ss for their active participation and hope they enjoyed the
lesson.
Students are
seated on floor

Next Lesson warm-up idea or activity for the squares group:

Top Marks Skip counting http://mathsblog.co.uk/wp-
content/uploads/2007/10/countingonin2s1.swf

Splat Square (Hundreds Chart)
http://www.primarygames.co.uk/pg2/splat/splatsq100.html

Skip counting http://www.abcya.com/number_bubble_skip_counting.htm

Skip counting adventure sequence
http://www.bbc.co.uk/bitesize/ks1/maths/number_sequences/play/

How does my pattern grow
http://teams.lacoe.edu/documentation/classrooms/linda/algebra/activities/patter
n_grow/pattern_farm.html