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Objectives:
Kindergarteners will be able to:
1. create a repeating pattern using two
Identify, create, complete, and extend
different colors
simple patterns using shape, color, size, 2. extend the sequence of two repeating
number, sounds and movements.
patterns four more places
Patterns may be repeating, growing or
shrinking such as ABB, ABB, ABB or
,,.
Rationale:
This lesson is important because identifying patterns is a critical skill that can be
used in academic and real-world settings on a daily basis. It relates to prior learning
because students are utilizing shapes and colors that they have already learned to
create patterns. It relates to future learning by introducing patterns with actions,
manipulatives, and pictures, which will later be extended by considering patterns in
more abstract ways with letters and numbers.
Kindergarten Rationale: What if you were helping your mom and dad set the table
for a fancy Christmas dinner? You would need to be able to see and make the
pattern that the dishes are put in around the table.
Materials/Preparation Needed:
Small and large bear manipulatives
SmartBoard
Go Noodle video
Crayons/markers
Five and Ten Frames worksheets, one per student
Fall patterns worksheet, one per student
List and define:
1. discipline specific language:
Repeating pattern: a pattern that copies a sequence over and over again
Pattern unit: the section of the sequence that keeps getting copied to make a
repeating pattern
Ten frame: ten boxes that we are going to fill in with patterns
Five frame: five boxes that we are going to fill in with patterns
Sets of shapes: groups of shapes together
Manipulatives: colored bears
2. academic language:
Create: make your own pattern by coloring with two different colors/using different
types of bears
Extend: keep going with the pattern that was already started for you
Sequences: a group of shapes or objects in an order
Repeat: do something again and again
Complete: make or finish the pattern
Copy: the same of something over and over (copies of a worksheet, the same
worksheet over and over)
Identify: circle the pattern unit
Discuss: talk about with classmates
Illustrate: make pattern on SmartBoard by dragging pictures
Portion: a part of the ten frame filled with shapes
Demonstrate: teacher shows how to make a pattern
Decide: look at the shapes to see if they are a pattern or not
Explain: tell me why the colors you are using make a pattern
Places: squares after shapes on exit slip
Anticipatory Set: (7 minutes)
Banana, Banana, Meatball Go Noodle dance video
https://app.gonoodle.com/channels/blazer-fresh/banana-banana-meatball?
source=search
Students gather in the front of the room to dance! Ask students to freeze and sit
down.
Discuss some of the action patterns by illustrating them on the SmartBoard
(see attached presentation). Ask students to come up to the SmartBoard to
complete a pattern from the video. While one student completes the pattern,
have the rest of the students chant and do the actions from the song while
sitting down. Ask questions like What makes this set of actions a
pattern? What does repeating mean? What is a pattern?
2: Developing
3: Proficient
4: Exceeds
SWBAT:
use two colors to
create a sequence,
but cannot yet
create a repeating
pattern
SWBAT:
use two colors to
create a repeating
pattern with
assistance
SWBAT:
create a repeating
pattern using two
different colors
SWBAT:
create a repeating
pattern using two
or more colors and
be able to identify
the pattern unit
2: Developing
SWBAT:
correctly extend
one of two
repeating patterns
3: Proficient
4: Exceeds
SWBAT:
extend the
sequence of two
repeating patterns
four more places
SWBAT:
correctly extend
two repeating
patterns and
identify the
pattern unit
Closure: (5 minutes)
Exit slip- Fall Patterns worksheet
Students individually practice creating and extending repeating patterns. Circulate
around the tables asking higher order thinking questions such as, Can you point
to the section of the pattern that repeats over and over again? or Can
you explain to me what pattern you are creating? Have students turn and
talk with elbow partner about the pattern they created, and then have students turn
exit slips in at front table.
Assignment:
N/A
Accommodations:
Accommodating for Multiple Intelligences:
Kinesthetic: anticipatory set dance video, transitions including movement
Interpersonal: working on creating and extending patterns in a large group
Intrapersonal: being able to create patterns individually
Musical: sound patterns in anticipatory set
Visual: using pictures to understand and create patterns
Mathematical: practicing identifying and creating patterns
Linguistic: repeating the patterns in the anticipatory set video out loud to hear the
words repeating
Accommodating Diverse Learners:
Five frames, rather than ten frames, will be provided to students who cannot yet
create or extend patterns using a ten frame.
For EL learners and learners who struggle to follow written directions, there will
be pictures. Working at their tables will allow them to get necessary assistance