Patterns. Grade 2. Johnson 1. Robin Johnson. Education 334: TH: 8:00a.m. 9:20a.m. Standard: Understand

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1 Johnson 1 Patterns Grade 2 Robin Johnson Education 334: TH: 8:00a.m. 9:20a.m. Standard: GRADE 2 III. PATTERNS, FUNCTIONS AND ALGEBRA A. Patterns and Functions Understand repeating, growing and shrinking patterns. 1. Recognize, create and extend repeating, growing and shrinking patterns using numbers, concrete objects and pictures.

2 Johnson 2 Unit Objective: The students will learn what a pattern is. Students will also use concrete objects, pictures, and numbers to create a variety of patterns. Daily Objectives: Day 1: What is a Pattern? Given the activities second graders will learn what a pattern is. Given the shapes second graders will create patterns. Given the shapes second graders will figure out what comes next in a pattern. Day 2: Patterns, Patterns Everywhere Given the picture pattern second graders will recognize the patterns in their everyday life. Given the pattern activity students will replicate patterns they see in everyday life. Day 3: Exploring Number Patterns Given the number patterns student will practice making patterns by analyzing numbers. Given the 100 square grid children will make and recognize patterns using the numbers 1 to 100. Day 4: Shrinking Patterns Given the shrinking patterns activities students will by able to complete shrinking patterns. Day 5: Growing patterns Given the growing patterns activities second graders will understand what a growing pattern is. Given the Patterns that Grow worksheet second graders will complete growing patterns. Day 6: Unit Test Given the unit test students will demonstrate their understanding of patterns. Class Description: The class has 20 students. There are 4 gifted students, 2 students with ADHD and 1 student with low vision.

3 Johnson 3 Patterns Unit: Day 1 What is a pattern? Objective Given the activities second graders will learn what a pattern is. Given the shapes second graders will create patterns. Given the shapes second graders will figure out what comes next in a pattern. Materials Pencil Overhead projector Overhead pattern blocks Pattern blocks for students Yarn Small Beads Cups Overhead sheets Overhead markers Paper Crayons or markers Anticipatory Set Good Morning second graders today in math we are going to learn about patterns! On the overhead there is a pattern. Use overhead pattern blocks to create a pattern on the overhead, example: triangle, square, triangle, square. Can anyone tell me what the pattern is? (Expected answer: triangle, square, triangle, square.) Very good, the pattern is triangle, square, triangle, square. Does anyone have a guess for which shape would come next? (Expected answer: triangle) Awesome. A triangle would come next in our pattern. But what is a pattern? A pattern is a set of shapes or number that are repeated over and over again. Today we are going to explore a bunch of patterns and even create some of our own. Procedure 1. Now that we know what the definition of a pattern is let s create at some more patterns on the over head. Place another pattern of pattern blocks on the overhead: diamond, triangle, diamond, triangle, diamond. Which shape would come next? (Expected answer: triangle). That s correct! Diamond, triangle is called the core of the pattern. The core is the shortest string of elements in the pattern. Change the pattern blocks again, adding a third shape and making a new core: diamond, square, triangle. How about this, what will be the next 2 shapes? (Expected answer: diamond, square,). Great. What is the core of this pattern? (Expected answer: diamond, square, triangle). Perfect, now I would like you to take out your pattern blocks. Create a pattern on your desk, using 2 shapes. Then have your neighbor complete the pattern with your

4 Johnson 4 pattern blocks. Once they have completed your 2 shape pattern, try a 3 shape pattern and then a 4 shape pattern. Walk around while the students are doing this. After you and your neighbor have finished the 3 patterns each, please sit quietly until the rest of the class is done. 2. Next with the patterns blocks we are going to do some tracing and coloring of patterns. Please take out a sheet of paper. Lay down several pattern blocks in a pattern of your choice. Each pattern must have at least 6 pattern blocks. Take your pencil and trace around the pattern block shape. Once you have made 5 different patterns with varying shapes. Please color the shapes you traced. 3. We just worked on simple patterns with shapes but what other ways can you make patterns, besides looking at the shape of the objects? (Expected answers: color, size, texture). Yes, those are all great. Well we are now going to make patterns by looking at the color of the objects. I will put a cup of beads and some strands of yarn on your table. I would like for you to choose 15 beads total, 5 of each color. So you will have 3 different colors. For example: If I choose pink, green, and blue as my colors. I will take out 5 pink beads, 5 green beads, and 5 blue beads. Hand out the cups of beads and strands of yarn. Once every table has a cup and yarn, they may begin choosing their beads. You may now get your beads. When all of you beads are selected you can begin creating your pattern. Before you add your beads to the string lay out your pattern on your desk. Once you have made the pattern you may string them on your string. Walk around and observe the patterns being made. Do not tie your string. Once your pattern is done please raise your hand so I can come and look at it. Check to make sure they have made a proper pattern. Alright second graders all of your bead patterns look wonderful. Please take your beads off your string and put them back in the cup. I would now like you to make a more complex pattern. You may use no more than 5 colors. There is no limit on total beads but you only have to make the pattern twice. Here is a possible pattern. Use different colored markers to show a possible pattern. My pattern is red, green, green, blue, red, green, green, blue. Notice how I only repeated my pattern twice. You may now tie your yarn and make a necklace. Please move the beads to the side. We are now going to do pattern worksheet. Closure Second graders, great work today. Tomorrow we will be going more in depth with patterns. Tonight for your homework I would like for you to look around your house, neighborhood, or anywhere else you go to look for patterns. Please come to class with at least one example of a pattern you saw between now and tomorrow morning s math lesson. We are now going to line up for art. But we need to complete this pattern first. Have a pattern draw out on an overhead sheet. For example: circle, square, triangle, circle, and square Brent, can you please tell me the next shape in this pattern?

5 Johnson 5 (Expected answer: triangle). Sam you may now line up. Continue for about 3 more times and then send the rest of the class to the door to line up for art. Informal Assessment I asked numerous questions. I will use the necklaces as an informal assessment and just look to see that they completed a correct pattern. Formal Assessment The formal assessment will be the pattern tracings that the children did. They will be collected; I will review the patterns they made. There will be questions on the unit test. Reference Original Ideas. Accommodation Use larger beads or textured beads for the student with low vision. This way the student will be able to create a pattern on his or her own.

6 Johnson 6 Patterns Unit: Day 2 Patterns, Patterns Everywhere Objective Given the picture pattern second graders will recognize the patterns in their everyday life. Given the pattern activity students will replicate patterns they see in everyday life. Materials Overhead projector Overhead sheets Overhead markers Pencils Graph paper My Fruity Pattern song Fake fruit Clay Paper Tape Fruit Pictures (see modification) Crayons or markers Anticipatory Set Second graders, remember yesterday when I asked you to look for patterns outside of school? Well, we are going to make a list of all the patterns you found. Write down the patterns the students found on the overhead. Joe, what is one pattern you found? (Expected answer: floor tiles in my kitchen, Christmas lights, cars in a parking lot, clothes, etc.). Continue through the whole class. If there is a repeat you do not need to write it down. Procedure 1. Boys and girls I am going to select a few of these patterns that you listed for you to recreate. Select 3 or 4 of the patterns for the children to create. Please take out a pencil and a piece of graph paper. The first pattern found in everyday life I would like you to create is floor tile. On your graph paper please count out a 20 by 20 square box. This area is your room I would like for you to create a pattern of tiles on you floor. Continue having the students recreate patterns that were found in everyday life. Choose about 2 more from the list they created. 2. Not only can you see patterns in everyday life but you can also use everyday objects to make patterns. Objects like clothing, toys, or food. Well now we are going to use these objects to make some patterns. 3. We are going to sing a song about fruit patterns, the song is called My Fruity Pattern but first we need some fruit to put into patterns. I will pass out some clay to each table. Please sculpt your clay into fruit. You will

7 Johnson 7 need to make 6 apples, 1 orange, 1 plum, 1nectarine, 1 grapefruit, 1 pear, and 1 apricot. Have models out of all the fruit so students know what they look like. *Modification: If children are having difficulties making clay models you may also have pictures of the fruit for students to color. This way children can still participate in the song. 4. Now that you have all your fruit made, we will start by singing My Fruity Patterns. As we sing the song please put your fruit in the pattern from the song. Song: My Fruity Pattern An apple and an orange, an apple and a plum, an apple and a nectarine, Yummy, Yummy, Yum! I ve lined them up in a juicy row. I ll eat from left to right, A tasty apple everyday, Another fruit at night. An apple and a grapefruit, an apple and a pear, an apple and an apricot, I ll eat them anywhere. I like to keep on adding More fruit from left to right. I ll add to my fruity pattern Till it s out of sight. 5. Let s look around and see if everyone has the same fruity pattern. It looks like everyone does. This pattern has an A B A C A D A E pattern. Only the apple repeats and the other fruits change. 6. If we had only 2 different kinds of fruit like apples and oranges we could make lots of different patterns. Can anyone tell me one pattern we could have with apples and oranges only? (Expected answer: apple, orange, apple, orange ) That s right, that would be an A B A B A B pattern. Can anyone think of another pattern using apples and oranges. (Expected answer: apple, apple, orange, apple, apple, orange, apple, apple, etc.) Very good, that pattern would be A A B A A B A A pattern. 7. Now we are going to use an accordion paper to make a pattern. Please take 2 piece of paper and tape them together at the short sides. Next fold it like an accordion. Fold your paper in half, and then in half again. Then open it and fold one edge to the first line, then fold to the next line in the opposite direction. Continue until you have an accordion. Open your accordion and make a pattern on the panels, with your fruit. Closure Tonight for your homework, you will make another accordion pattern. You may use your accordion from class. At home make a pattern using any objects you want, such as toys. Then draw the objects you use in the panel. Then you will write the pattern type using As and Bs and possibly Cs. *(Extension activity)

8 Johnson 8 Informal Assessment I will observe what patterns the children have created. After they complete the song pattern I will check it to make sure they were able to recreate the pattern. Formal Assessment The homework for today will be collected tomorrow. I will review the homework and make sure that the pattern they drew matches their sequence they wrote using As and Bs. There will also be questions on the unit test. Reference Original Ideas Liatsos, Sandra. Poems to Count on Page 22. Accommodations Song may be sung more than one time for students to create the pattern. You can also print out the song for the children so they have it to refer to.

9 Johnson 9 My Fruity Pattern An apple and an orange, an apple and a plum, an apple and a nectarine, Yummy, Yummy, Yum! I ve lined them up in a juicy row. I ll eat from left to right, A tasty apple everyday, Another fruit at night. An apple and a grapefruit, an apple and a pear, an apple and an apricot, I ll eat them anywhere. I like to keep on adding More fruit from left to right. I ll add to my fruity pattern Till it s out of sight. Source: Liatsos, Sandra. Poems to Count on Page 22.

10 Johnson 10 My Fruity Pattern Fruits Source: coloring pages pictures photo fruit c254 p2.html

11 Johnson 11 Patterns Unit: Day 3 Exploring Number Patterns Objective Given the number patterns student will practice making patterns by analyzing numbers. Given the 100 square grid children will make and recognize patterns using the numbers 1 to 100. Materials 100 square grids Overhead Markers 100 square grid overhead sheet Beans (at least 50 per student) Cups (to put beans in) Pencils Notebook Poster paper Anticipatory Set Good morning second graders, I would like for you to hand in your accordion patterns that you worked on last night. Yesterday we worked with patterns using everyday objects, but today we are going to work with something else we use in everyday life; numbers. Numbers come in patterns just like you can put objects into patterns. Show a 100 square grid on the overhead. How many patterns do you think can be made in this 100 square grid? Let s try and guess how many patterns we can create using the number 1 to 100. (Expected guesses: 10, 12, 4) Procedure 1. Today we are going to use beans to cover the numbers in the many patterns that can be made on the 100 square grids. Hand out 100 square grids to each child. We are going to explore patterns on your 100 square grid. Does anyone know what numbers are in one pattern? (Expected answer: even numbers). That s right, one pattern is even numbers. Let s place one bead on each even number. The pattern with even numbers is also counting by what number? (Expected answer: 2). Awesome, even numbers is also counting by twos. Wait for the children to cover all of the even numbers. Great job all of you have covered all of the even numbers. Please clear your grid. 2. Alright let s try and think of another number pattern. Does anyone have any ideas? (Expected answers: counting by 3s). Absolutely, that is right. Counting by threes will show us another pattern. So what number will start our pattern? (Expected answer: 3). Yes, we will start with the number 3, place one bean on the number 3 square. Continue counting by three. Let s count it together. Point at the number 3 on the overhead.

12 Johnson 12 Count from 3. 1, 2, 3; what number is next after 3? (Expected answer: 6). Yes, 6 is the second number in the pattern. Please place a bean on the number 6 square. Haley, can you tell me what the third number would be? Count it out. (Expected answer: 9 ) Very good, everyone please put one bean on the number 9 square. Please continue to put a bean every third square. 3. Now that your have created 2 patterns on your grid, I am going to start a few patterns for you, let s see if you can finish them. 4. First, I would like you to cover the numbers 11, 22, 33, 44, and 55. What number would come next in this pattern, Katie? (Expected answer: 66) Yes Katie! That s right, 66 would come next. Put a bean on the number 66. Mike what number would come next? (Expected answer: 77). Very good Mike. Brad which number will come next in our pattern? (Expected answer: 88). Great! Matt, what number will come next in this pattern? (Expected answer: 99). Awesome! 5. Let s try to finish this pattern. Please one bean on each of the following numbers, 4, 8, 12, 16, 20, 24, and 28. Look at the pattern what would the next 3 numbers in the pattern be? (Expected answer: 32, 36, 40). Correct the next 3 numbers would be 32, 36, and 40. Continue covering the pattern up to 100. Walk around and ask students questions about the pattern they are making. 6. Please put your beans back in the cup. Great work using the 100 square grids. We are now going to look at some patterns in chart form. *Differentiated Activity: Making the connection between number patterns. 7. Second graders, let s make a chart on the overhead. We are going to look at the relationship between children and number of shoes. Please draw this chart in your notebook. Draw a chart like the one below on the overhead. Children Shoes Look at this chart, if there is 1 child how many shoes are there? (Expected answer: 2). Yes, that is why there is a 2 underneath the number 1 in the children row. 9. Let s complete the chart. So if there were 4 children, how many shoes would there be? Assuming that every child has 2 shoes each (Expected answer: 8). Absolutely, 8 shoes. Please complete the rest of the chart. (Expect chart answers: see below highlighted squares). Children Shoes Look at our chart, what relationship do the numbers in the top row and the bottom row have? (Expected answer: The bottom number is bigger than the top row). That is a very good observation. Any other ideas?

13 Johnson 13 (Expected answer: The bottom row is doubled). Exactly, because one child has 2 shoes, two children would have twice as many shoes. Have 4 students come to the front of the room. Kirsten, Jessica, Matt, and Tim please come to the front of the room. Let s look at these 4 students. How many shoes does Tim have? (Expected answer: 2). Yes, Tim has 2 shoes. Kirsten has 2 shoes, Jessica has 2 shoes, and Matt has 2 shoes. So let s count the shoes by 2s. 2, 4, 6, 8 four children have 8 shoes. 11. To finish today we are going to do some group work. You will be broken into teams of 3 or 4. Each group will have a pattern to work with and will have to create a chart just like the one we just did as a class. Divide class into 5 groups. 12. I am going to assign a pattern to each group, you will need to make a chart for your pattern, your top row should be from 1 to 10. Group 1 your pattern will be number fingers on one hand. How many fingers are on one hand? (Expected answer: 5). Group 2 your pattern will be number of wheels on a tricycle. How many wheels are there on a tricycle? (Expected answer 3). Group 3 your pattern will be number of corners on a square. How many corners are there on a square? (Expected answer: 4). Group 4 your pattern will be number of days in a week, how many days are there in one week? (Expected answer: 7). Group 5 your pattern will be number of sides on a cube. Group 5 how many sides are there on a cube? (Expected answer: 6). You may begin working on your chart. Make sure everyone has a chance to help fill it in. Once you are done filling out your chart, I will come around and check it, then you will rewrite your chart onto a big piece of paper in marker. We will review them tomorrow first thing and hang up the charts around the room. Closure When you are done with your poster please put it on the front table. Before we line up for P.E. we are going to finish one more pattern. Here is our pattern of odd numbers: 1, 3, 5, and 7. When I point to you please say the next number in the pattern, then you may line up. (Expected answers: 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29 ). Informal Assessment I will ask multiple questions during the lesson. Also, I am going to check and make sure the individual groups have the correct answers before they put it on the poster paper. Formal Assessment There will be questions on the unit test about the 100 square grid and completing a pattern in a chart. Reference The Best of Mailbox Magazine: Math Grades 1 3. Page 47.

14 Johnson 14 Accommodations Instead of having the students put beans on the 100 square grids. Grids could have colored spaces so the students can visually see the pattern instead of covering the numbers seeing the pattern and then moving on.

15 Johnson 15 Name: 100 Square Grid Source: Idea from The Best of The Mailbox Magazine: Math Grades 1 3

16 Johnson 16 Patterns Unit: Day 4 Shrinking Patterns Objective Given the shrinking patterns activities students will by able to complete shrinking patterns. Materials Posters from yesterday White board Dry erase markers Eraser Notebook Pencils Anticipatory Set Good Morning second graders! Yesterday at the end of math, we broke into groups and you created pattern charts. I would like to have you present those to the class. I will give you a few minutes to meet with your group and review your posters. Give groups a few minutes to go over their pattern. Procedure 1. Ok I think that s has been enough time. Group 1 can you please bring your poster to the front and tells us what your pattern was. (Expected answer: Our pattern was number of fingers on 1 hand). What was the pattern in your bottom row? (Expected answer: 5, 10, 15, 20, 25, 30, 35, 40, 45, and 50). Very good, what number do you count by in your pattern group 1? (Expected answer: 5). Yes, so going off of the pattern, Brent, what would the next 3 numbers in the sequence be? (Expected answer: 55, 60, and 65). Awesome Brent, alright group 1, set your poster on the table and I will hang it up at the end of class. Continue going through the rest of the groups. While going through the other patterns ask questions about the patterns. 2. Well, awesome job class, all of your posters look great. Today, we are going to talking about shrinking patterns. Shrinking patterns are patterns that get smaller as you go. The pattern might be made of numbers that get smaller. A shrinking pattern could also be made of objects that continue to use less and less objects. 3. On the white board draw a shrinking pattern such as: 6 circles, 2 triangles, 5 circles, 2 triangles, 4 circles, 2 triangles. Ok boys and girls look at this pattern. This is a shrinking pattern because in each sequence the number of circles goes down by 1 each time. What would the next sequence be? (3 circles, 2 triangles). Yes that is correct. The pattern would continue until there the next series has no circles. 4. Draw 3 more shrinking patterns with shapes. In your notebook please copy down these patterns and finish the pattern. Give them some time to

17 Johnson 17 do this. While they are working on it walk around and ask questions about the patterns they are working on. 5. Shrinking patterns can also be made of numbers. When the pattern is shrinking the numbers are decreasing or going down. 6. Write an example on the board. An example would be this: 30, 25, 20, 15,,,. Does anyone know what number would come next in this shrinking pattern? (Expected answer: 10). That s correct. This pattern is shrinking because each time you take away =25, 25 5=20, 20 5=15, 15 5=10 and so on. So Katie what would the next number be using this method? (Expected answer: 10 5=5). Great! 5 would be the next number in the pattern. 7. An example of this in everyday life could be a countdown for an important event. Let s say your birthday is April 30 th and today is the 15 th. If we made a countdown it would be a shrinking pattern. So your birthday is 15 days away from today. Tomorrow how many days away would your birthday be Matt? (Expected answer: 14). Right each day your pattern would shrink by one, until you got to your birthday. *Differentiated Activity: patterns using word problems. 8. Let s try to this word problem together to make a shrinking pattern. Today is Sunday, and you have just made cookies. There are 36 total cookies. If you and your family eat 4 cookies each day, how many cookies will be left on Thursday? Let s start by making a chart. Please copy the chart down into your notebook. Draw the chart below on the board. Sunday Monday Tuesday Wednesday Thursday Friday Saturday Here is our chart, Mike how many cookies did we start with on Sunday? (Expected answer: 36). That s right, on Sunday we had 36 cookies. If each day my family eats 4 cookies how many cookies will there be on Monday? (Expected answer: 32). Exactly, 36 4=32. Write 32 under Monday on your chart. On Tuesday my family ate 4 cookies. Brad, how many cookies will there be on Tuesday? (Expected answer: 28). That s correct Brad, everyone write 28 under Tuesday. Kirsten, how many cookies are there on Wednesday? (Expected answer: 28 4=24). Perfect, there would be 24. Please write 24 under Wednesday. Now, how many cookies would there be on Thursday? Wait for the whole class to find the answer. Class how many cookies are there on Thursday? (Expected answer: 20!). Awesome work. Please complete the chart through Saturday. Closure Awesome work today class! You all did a great job working on shrinking patterns. You may put your math stuff away. Please line up in a boy, girl, boy, girl pattern to go to the library.

18 Johnson 18 Informal Assessment I will ask multiple questions during the activities to check for students understanding. Formal Assessment There will be shrinking pattern questions on the unit test. Reference Original Ideas. Accommodation Allow students to use a calculator for the word problem to check their math.

19 Johnson 19 Patterns Unit: Day 5 Growing Patterns Objective Given the growing patterns activities second graders will understand what a growing pattern is. Given the Patterns that Grow worksheet second graders will complete growing patterns. Materials White board Markers Eraser Pattern blocks Patterns that Grow worksheet Paper Pencil Anticipatory Set Boys and girls we are now going to start math. Remember yesterday when we learned about shrinking patterns. Well today we are going to learn the opposite of shrinking patterns. We are going to learn about growing patterns. Who can remember from yesterday what a shrinking pattern is? (Expected answer: When a pattern gets smaller). Yes. An example would be something like this: 12, 9, 6, 3, 0. The pattern decreases or goes down by 3 each time. Mike, if a shrinking pattern goes down, what do you think a growing pattern will do? (Expected answer: Go up!). Absolutely, a growing pattern goes up in value or amount of objects. Procedure 1. Let s look at a growing pattern. On the board draw a growing pattern, such as: 1 circle, 1 square, 1 circle, 2 squares, 1 circle, 3 squares,,.. Jessica how would you fill the next three spaces in the sequence? Please come to the board and draw the shapes. (Expected answer: 1 circle, 4 squares, and 1 circle). Very good. 2. Now please take out your pattern blocks. I want each of you to create a growing pattern with your pattern blocks. Your pattern should have an A, B, AA, B, AAA pattern, using any shapes. Give the children some time to work on their patterns. Once you have completed the first section of your pattern please switch places with your neighbor and add the next 4 parts to their pattern. Walk around looking at the patterns and asking questions about the patterns they have created. 3. In a shrinking pattern with numbers you subtract as you go. Katie, what do you think you will do in a growing pattern with numbers? (Expected answer: Add). Great answer. You will add as you go. Let s try a pattern that is growing with numbers. On the board write this patter beginning:

20 Johnson 20 1 (1+1=2), 2 (2+2=4), 4 (4+3=7), 7,,,. We will now figure out the next 3 numbers in the pattern. So let s look at how we started. 4. Go through the addition on the board that was used to make this pattern. We started with 1, what number did we add to 1 to get 2, Brent? (Expected answer: 1). Very good, we added 1+1=2. Now, Kirsten, what number did we add to the 2 to get 4? (Expected answer: 2). Yes! We added 2+2=4. Matt, what number did we add to the 4 to get 7? (Expected answer: 3). Perfect, so we look at the pattern in the numbers we have been adding, we used 1, 2, and 3 to get the numbers in our growing pattern. What number do you think we will add to get the next number? (Expected answer: 4). That s right, 4 is the number we will add to 7 to get the next number in our pattern. Now try to figure out the next 2 numbers in our pattern and how you get to those numbers. 5. We are now going to do a worksheet with some growing patterns. Hand out Patterns that Grow worksheet. Who would like to read the directions? Brent. Have a student read the directions. Let s look at the first one together. The pattern starts with 2 circles, then 3 circles on the bottom and 3 on top, next is 4 circles on the bottom, 4 circles in the middle, and 4 circles on top. Brad, what do you think the next picture will look like? Please come and draw it on the board. (Expected answer: 4 rows with 5 circles in each row). Great! Continue working out the rest of the patterns on this page. When you are done we will review the answers Walk around while students are working on the worksheet. 6. Now that everyone has completed the Patterns that Grow worksheet, we will go through them. On the board write the number 2 8 and draw a horizontal line(s) after each number. Select students to go to the board and draw the correct picture. Kirsten, please draw number 2 s answer on the board. Katie you can do number 3, Matt please draw number 4, Brent number 5, Mike number 6, Jessica you can do number 7, and we will do number 8 as a class. 7. Once all of the answers are drawn on the board, go through and make sure they are right. Talk out each answer. 8. Finally, I would like you to draw a growing pattern just like the designs from the worksheet. Draw it on a piece of paper. Make sure you have 2 blanks to add onto the pattern. When you go home today I want you to show the growing pattern to your mom or dad. Explain to them what a growing pattern is. See if they can draw the next two pictures in your pattern. Bring the pattern back on Monday, so I can collect it, to make a growing pattern book. *(Extension Activity) Monday collect growing patterns and create a book for the classroom. Closure Boys and girls, once you are finished with you growing pattern for home, you may put your math stuff away. Don t forget on Monday we will have a unit test on patterns and everything we learned this week. If you drew one of

21 Johnson 21 the answers on the board for the worksheet you may line up for music. Please line up in a growing pattern. Starting with 1 boy and 1 girl, then adding one more boy and girl each time. (Example: Boy, girl, boy, boy, girl, girl, boy, boy, boy etc.) The rest of you may now line up continuing the started growing pattern. Informal Assessment I will ask several questions as we go through the lesson. Also I will check and see that everyone has the right answers for the worksheet. Formal Assessment There will be questions on the unit test about growing patterns. Reference The Best of The Mailbox Magazine: Math Grades 1 3 Page 49. The Best of The Mailbox Math. Primary. The Education Center Original Ideas

22 Johnson 22

23 Johnson 23 Patterns Unit: Day 6 Unit Test Objective Given the unit test students will demonstrate their understanding of patterns. Materials Tests Pencil White Board Markers Eraser Paper Anticipatory Set Good morning boys and girls. I hope everyone had a good weekend and you remembered to show your parents your growing patterns. Please hand in your pattern so I can make them into a book for the classroom. Before we start our test we are going to do a review problem of something we learned each day last week. Please take out a piece of paper and pencil. Procedure 1. On the board, write or draw one pattern from each day. Sample problem for day 1. Complete the pattern: Square, square, circle,,,,. Here is a core to this pattern. On your paper draw the core and the next 4 shapes in the pattern. (Expected answer: square, square, circle, square). 2. While the class is doing sample question one, draw sample question 2 on the board. Sample question 2. Draw a string of lights, label the bulbs with the letter of the color. R, B, G,, B,,, B. Now figure out what color the bulbs will be on this strand of lights. (Expected answer: R, B, G, R, B). Go over the answer. 3. Question three finish this pattern stopping at 40. As you say the numbers, write them on the board. 5, 10, 15, 20, 25,,,. (Expected answer: 30, 35, 40). 4. Sample question 4, draw a picture pattern: AAAAA, B, AAAA, B,,, AA,,. Please fill in the blanks. (Expected answer: AAA, B, AA, B, A). 5. And the final review question is what is a growing pattern? (Expected answer: a growing pattern goes up in value or amount of objects). 6. Now that we have gone over some review, you will take the test. 7. When you are done with the test please sit and read quietly at your desk until everyone has finished. Pass out the tests. *Modification: Have an aide read the test to special needs students.

24 Johnson 24 Closure Wait until everyone is finished with the test. Now that everyone is done with the test we will line up for art. Group 1 may now line, group 3, group 5, group 4, and group 2. Informal Assessment Test review questions. Formal Assessment Unit test. Reference List Original Ideas Test Images from: fig95.png coloring pages pictures photo fruit c254 p2.html potatoes/shape triangle.gif potatoes/shape square.gif

25 Johnson 25 Name: Unit Test: Patterns Fill in the Blanks. 1. 3, 6, 9,, 15, 18,, 2. 30,, 20,, 10, 5, Circle the Core of the Pattern = # $ + = # $ + = Draw a Pattern 8. Draw a growing pattern below using circles OR squares. 9. Complete the Chart for number of wheels on a car. Cars Wheels Source: Images from: fig95.png triangle.gif square.gif coloring pages pictures photo fruit c254 p2.html

26 Johnson 26 Unit Test Answers: 1. 12, 21, , 15, 0 3.,, 4., = # $ 8. Answer will vary. 9. Cars Wheels

27 Johnson 27 Reference List fig95.png coloring pages pictures photo fruit c254 p2.html s/shape triangle.gif s/shape square.gif Liatsos, Sandra. Poems to Count on Page 22. Original Ideas The Best of The Mailbox Math. Primary. The Education Center The Best of Mailbox Magazine: Math Grades 1 3. Page 47. The Best of The Mailbox Magazine: Math Grades 1 3 Page 49.