Dzenana Tahmiscic

Sarah Thompson School

PatternsandRelations
Rationale
Patterns are building block in students understanding about numbers. Learning about
patterns in kindergarten eventually leads to skip counting, repeated addition (and
therefore multiplication and division), algebraic reasoning, and beyond.
Working with patterns enables students to make connections within and beyond
mathematics. These skills contribute to students interaction with, and understanding of,
their environment. Patterns may be represented in concrete, visual or symbolic form.
Students should develop fluency in moving from one representation to another. Students
must learn to recognize, extend, create and use mathematical patterns. Patterns allow
students to make predictions and justify their reasoning when solving routine and
nonroutine problems.(Programs of Study, Mathematics Kindergarten to Grade 9).
Differentiation of student learning:
Students learn by attaching meaning to what they do, and they need to construct their
own meaning of mathematics. Deeper meaning is best developed when learners
encounter mathematical experiences that proceed from the simple to the complex and
from the concrete to the abstract (Programs of Study). With that in mind this unit is
broken down into smaller segment that are corresponding to the sub goals of kindergarten
unit about patterns. Instruction time is short and movement breaks and action patterns
are intentionally planned for.
Kinesthetic: Movement during pattern creation. Incorporation of the songs (e.g. Head,
Shoulders, Knees and Toes) which allow students to understand action patterns better.
Visual: Smart Board presentations, use of Document camera to present patterns, pictures
taken of patterns made out of materials in our class, video about Omars morning routine,
journal entries.
Tactile: Through the use various manipulatives students create, extend, identify and
reproduce patterns. All all levels students benefit from working with a variety of
materials, tools and contexts when constructing meaning about new mathematical ideas
(Programs of Study, Alberta)
Methods of teaching (differentiated pedagogical approaches):
Guided Discovery and Inquiry
With students that already posses basic knowledge of patterns, the teacher will be using
guided discovery and meaningful questions to provide students with an opportunity to
inquire about patterns inside and outside our class.

Dzenana Tahmiscic

Sarah Thompson School

Shared practice: Providing students with an opportunity to collaborate within the group
and check for understanding allows them to grasp the concept in depth. Meaningful
student discussions provide essential links among concrete, pictorial and symbolic
representations of mathematical concepts (Programs of Study)
.
Transmission model: If there are students that are struggling with this concept, the
teacher will use transmission model to help them grasp the concept: I do, we do, you do
Home-School Link
Teacher informs parents about pattern unit and ask for their support during this learning
journey. A close partnership between schools, families and communities can strengthen
the connections between childrens learning and experiences, within these various
contexts, and make them more meaningful. Children are more likely to be successful in
negotiating transitions among the diverse environments in which they live if they are
intellectually engaged and challenged, while feeling socially comfortable and safe
(Kindergarten Program Statement, Alberta Education, Alberta, Canada)
Principle 3
Children interact and learn in a variety of contexts.

Incorporation of technology
Smart Board games for creating, extending and reproducing patterns.
Document Camera to present the patterns and findings about patterns.
I pads- students use I pads to record their finding of patterns in our school community
and also reinforce their knowledge by playing various early numeracy games.
Epson projector to show the video on ones morning routine

Assessment for and of learning

Different styles of students are reflected in varied assessment practices. Some of the
assessment practices used throughout this unit are:
Teachers observation and discussions
Journal entries
Teacher prepared worksheets
Children may require specialized programming and supports to develop knowledge, skills
and attitudes that prepare them for later learning.(Principle 9, Kindergarten Program
Statement, Alberta Education, Alberta, Canada)

Dzenana Tahmiscic

Sarah Thompson School

Resources:
Programs of Study, Mathematics (K9), Alberta Education, Alberta, Canada
Kindergarten Program Statement, Alberta Education, Alberta, Canada
Kindergarte, Kindergarten- online blog

LessononeIdentifyingandcreatingpatterns
HowcanIusesounds,actionsandmanipluativestocreatepatterns?
General Outcome General Outcome
Use patterns to describe the world and to solve problems.
Specific Outcomes
1. Demonstrate an understanding of repeating patterns (two or three elements) by:
identifying
reproducing
extending
creating
patterns using manipulatives, sounds and actions.
Advanced organizer/warm up: Body patterns
A teacher invites couple of students to make a patterns boy, girl, boy, girl, boy, girl.
Using guided discovery the teacher poses a series of question about this pattern
(creating and identifying patterns using actions):
What do you see?
How do you know it is a pattern?
What will come next?
If we were to attach letters to this pattern, what would this pattern be called?
Ask all students to sit back on the carpet, except one boy and a girl. Ask students if
them two make a pattern? (Showing them what something isnt)
Definition: For something to be a pattern it has to repeat two times or more.
How else can you make a pattern using your bodies?-Make a pattern that student
suggest.
Shared practice:
How can we make a pattern using a sound? Find a partner on a carpet and quickly
come up with a sound pattern - (creating and identifying patterns using sounds):
Learning Activity (variety of manipulatives), 10 min:

Dzenana Tahmiscic

Sarah Thompson School

Children construct and represent knowledge in a variety of ways (Principle 6,

Kindergarten Program Statement, Alberta Education, Alberta, Canada)
-Divide students in groups and assign each group to a center (art, science, craft, math,
Smart Board). Together with a partner, students build patterns on a piece of cardboard.
Students inquiry, collaborate, and construct meaning by doing/creating a pattern.
1.) Announce to students that you will divide them into groups of two and assign
them to a different station.
2.) Once at the station students are excepted to make a pattern using manipulatives
presented at that station.
3.) Demonstrate to students what the anticipated outcome should look like.
4.) Allow student to challenge themselves and add more objects to make their pattern
complex or even build more patterns (Differentiation)
5.) Remind student that if they need help and a visual before they build a pattern,
they are welcome to come and take a picture/visual displayed on the board that
will enable them to easier create a new pattern.
6.) Student build their patterns on the piece of cardboard
Closure/Assessment for learning:
Children are active collaborators in and users of assessment.(Principle 8, Kindergarten
Program Statement, Alberta Education, Alberta, Canada)
Invite students to come back to the carpet to share their patterns. Students place their
pattern on the document camera and talk about their patterns. Students demonstrate
understanding of basic pattern while presenting in front of their peers and answering
simple patterning questions (e.g. what comes next? how do you know that you built a
pattern?) Learning is more purposeful and effective when children and teachers reflect
and dialogue on ways children construct and represent knowledge and participate in the
learning process. Helping children set goals, monitor their own learning and reflect on
their progress empowers them to see themselves as competent and confident learners.

Dzenana Tahmiscic

Sarah Thompson School

Lesson2Identifyingandreproducingpatterns
HowcanIrecognizepatternsindifferentcontext?
Rationale: Students are excepted to recognize and reproduce patterns in different
contexts. Students should understand that triangle, circle, triangle, circle is the same as
square, rectangle, square, rectangle, same as big, little big, little.
Advanced organizer: Smart Board Activity
Make a pattern using

Ask students : What comes next

How would you call this pattern
Can you reproduce my pattern by using different
smart board objects/pictures?
E.g. Students use the following objects while being able to reproduce the core of
teachers pattern (ABAB pattern). Allow students to make at least 2 examples of the same
pattern and discus how they are the same.

Learning Activity (variety of manipulatives):

Make several patterns on large pieces of chart paper and place them on tables around the
room. Students receive different math tools. Students start from their own table and then
in their groups move clockwise to the next table while completing their challenge:
Reproducing the pattern from the chart paper using their own math tools.
1.) Explain to students that on each of their tables there is a pattern drawn on the
chart paper
2.) As they identified the pattern on the smart board, that is how they should identify
the pattern core on the chart paper and using their own materials reproduce the
pattern
3.) Students are asked to write their name next to their pattern they create
4.) Students move from table to table.
Assessment for learning:
Students present their understanding by drawing in their journals.
In how many different ways can you make the same pattern?

Dzenana Tahmiscic

Sarah Thompson School

Lesson3Namingpatterns

Advanced Organizer: Smart Board Activity

1.)Create ABAB pattern on the Smart Board.
2.) Ask students to create a same pattern using materials at their table.
3.) Name the pattern.
4.) Proceed with creation of AABAAB and then ABCABC pattern
5.) Guide students to discovery that green-green -yellow is the same as square- square
-circle.
6.) Practice naming the patterns. Students work with letter cards.
Learning Activity:
Explain to students that naming with letters is only one way to name patterns and that
there is noting wrong in naming patterns the way to see them (circle-square-circlesquare).
1.) Ask students to build various pattern using manipulatives and then naming them using
letter cards.
2.) Students create patterns and understand them by naming them in letters.
3. ) The teacher observes, discusses and records students work
4.) Ask students to share their pattern with their peers at a table.
Assessment for learning:
The teacher observes, discusses and records students work on I pads.
Lesson4Makingnumberpatterns
Advanced Organizer:
Pocket Chart
1. ) Make a pattern on the pocket chart, e.g.
--+ --+--+-2.) Ask student How can we turn this pattern into the number pattern?
3.) We count the elements in the pattern and using connecting blocks we make a
number pattern, it would l like this:
4.) Upon completion of pattern with connecting blocks, count the
cubes and put a corresponding number under cubes, e.g.
2
Discuss:

Dzenana Tahmiscic

Sarah Thompson School

Is it a pattern?
Does it repeat?
What comes next?
What is the name of this pattern in letters?
Assessment for learning:
Differentiate to suit all the learning styles. Students make patterns using connecting cubes
and then record their patterns on number grid. The teacher displays the pocket chart for
students to refer to when making patterns. The teacher discuss and checks for
understaning, while recording students finding.
Lesson5RealLifepatternsandproblemsolving

Advanced organizer:
Epson projector:
Show students an I movie of Omar doing his morning routine.
Monday-Wakes up, puts his glasses on, brushes his teeth.
Tuesday - Wakes up, puts his glasses on, brushes his teeth.
Wednesday - Wakes up, puts his glasses on, brushes his teeth.
Thursday- Wakes up, _________, brushes his teeth.
Ask students: -Who can tell me what did we just see in this video? Is his morning routine
a pattern?
- What is different in the last pattern? (He forgot to put his glasses on)
How does that change his day? Do you think that it is important for him to put his
glasses on if he cant see well?
What is your morning pattern?
What is one of our classroom patterns?
Why do you think that patterns are important in real life? How do they help us?
They help us solve problems.
Learning Activity/Assessment for learning:
Solving problems
-Students solve problems in their journals.
Problem: In my garden I planted a blue flower, then green, then blue, green. If I
continue the pattern, what is going to be the next flower?
Read the problem, discuss it, provide students with a varitey of tools to solve the
problem. Circulate among students and guide them with questioning. And then
come together to have the them explain the different ways they solved it and
present their work.
2. Complete one more problem together.

Dzenana Tahmiscic

Sarah Thompson School

I am making a bracelet. First I put a yellow bead, then green, and then green
again. Then I continued with yellow, green, green. What is going to come next?
Assessment for learning/Home connection:
Send a note home informing parents that we are learning about patterns. Ask them
to help their child identify patterns in their home and find a way to record that
pattern in order to present it to our class. Suggest some ways to record; using
pictures, drawing, making a video.

Assessment for learning and of learning continues throughout the year.

Using I pads students are able to identify patterns in our school community.
During Center Time, Smart Board is available for students to explore and
demonstrate their knowledge of patterns.
Teacher prepared worksheets for students to identify, create and extend patterns.