ABC Patterns

Day 1

Purpose:

  • The purpose of this lesson is to introduce ABC patterns.
  • K.16 The student will identify, describe, and extend repeating patterns.

Objectives:

  • The student will be able to describe and extend an ABC pattern.
  • Students will use rhythmic pattern cards to perform a rhythmic pattern with their body as well as use manipulatives to build and extend an ABC pattern on their own in math tub stations.

Procedure

Introduction

  • Students will use their voices and bodies to practice counting by 1s and 5s to 100 with a you-tube video accompaniment.
  • Calendar Math
  • Day of the week song
  • What day is it?
  • Count on calendar
  • Yesterday was, today is, tomorrow will be
  • Color pattern on numbers
  • Weather bar graph
  • Most
  • Fewest
  • Days in school
  • Bundle 10s add 1s
  • Students will engage in “tell me fast” with dot cards for number talk.
  • The teacher will flash dot card (3, 4, 5 this week) for 1 second to whole group and allow them to respond with how many dots their saw. The teacher will show the card again and ask students HOW they knew it was that many when they saw it so fast.
  • Focus on thinking strategies such as:
  • “I saw 3 in a line then 1 more and I knew it was 4”
  • “I saw 3 like a triangle because I know a triangle has 3 corners”
  • “I looks like 5 on a dice”

Development

  • Mini Lesson
  • Read Beep Beep, Vroom Vroom, Honk Honk (A)
  • While reading, draw kids attention to the rhythmic pattern repeated throughout
  • While reading draw kids attention to the different color patterns made with the cards

Describe them using A, B, C

  • Add ABC patterns to the patterns anchor chart under AB patterns and do an example together. (V)
  • Rhythmic pattern task cards (K)
  • 1 card per partner group
  • Practice 3 rhythmic movements together for 1 minute
  • Come back together whole group and perform rhythmic pattern

 Remind students of the pattern definition- (REPEATS)

  • Math Tubs
  • Students will choose a math tub with a partner to use manipulatives to practice making AB and ABC patterns.

 The teacher will walk around and check in with 10 math tub partner groups.

 Students will take their labeled math tub to its labeled space around the room to work together.

  • Teach expectations and procedures for math tubs ahead of time.
  • Summary
  • “Stop, Look, and Listen” “OK” call back to get attention
  • Clean up math tubs and come to carpet
  • Create a sound pattern with a partner.

Materials needed for the lesson

  • You tube videos
  • Projector
  • Book
  • Calendar
  • Tell me fast cards
  • Patterns anchor chart
  • Rhythmic pattern task cards
  • Math tubs

Evaluation Part A: (Pre-lesson assessment)

  • The teacher will call on students individually to describe and extend the pattern as its being created on the anchor chart.
  • The teacher will watch and listen to partner interactions on the carpet.
  • The teacher will coach and listen to students perform their rhythmic patterns.
  • The teacher will walk around the room and check in with partner groups working in math tubs.

Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

  • Did the students meet your objectives?
  • How do you know?
  • Did your lesson accommodate/address the needs of all your learners?
  • What were the strengths of the lesson?
  • What were the weaknesses?
  • How would you change the lesson if you could teach it again?

Day 2

Purpose:

  • The purpose of this lesson is to continue working on ABC patterns.
  • K.16 The student will identify, describe, and extend repeating patterns.

Objectives:

  • The student will be able to describe and extend an ABC pattern.
  • Students will use unifix cubes to build ABC patterns.

Procedure

  • Introduction
  • Students will use their voices and bodies to practice counting by 1s and 5s to 100 with a you-tube video accompaniment.
  • Calendar Math
  • Day of the week song
  • What day is it?

 Count on calendar

 Yesterday was, today is, tomorrow will be

 Color pattern on numbers

 Weather bar graph

  • Most
  • Fewest

 Days in school

  • Bundle 10s add 1s
  • Students will engage in “tell me fast” with dot cards for number talk.

 The teacher will flash dot card (3, 4, 5 this week) for 1 second to whole group and allow them to respond with how many dots their saw. The teacher will show the card again and ask students HOW they knew it was that many when they saw it so fast.

  • Focus on thinking strategies such as:
  • “I saw 3 in a line then 1 more and I knew it was 4”
  • “I saw 3 like a triangle because I know a triangle has 3 corners”
  • “I looks like 5 on a dice”
  • Development

 Mini Lesson

  • Review ABC patterns on the patterns anchor chart under AB patterns and do an example together. (V)
  • Review rhythmic pattern task cards (K)
  • Model- I do
  • Whole group-We do
  • With Partner- You do
  • Pass out unifix cubes to partner groups and let them build an ABC pattern.
  • Give 2 minutes to complete task
  • Share out their ABC pattern trains with the group to leave carpet and go back to their seats to color in an ABC pattern on “pattern trains” handout.
  • When finished with “pattern trains” handout move into math tub time.
  • Math Tubs
  • Students will choose a math tub with a partner to use manipulatives to practice making AB and ABC patterns.
  • The teacher will walk around and check in with 10 math tub partner groups.
  • Students will take their labeled math tub to its labeled space around the room to work together.
  • Teach expectations and procedures for math tubs ahead of time.
  • Summary
  • “Stop, Look, and Listen” “OK” call back to get attention
  • Describe your pattern with your partner using ABC
  • Clean up math tubs and come to carpet

Materials needed for the lesson

  • You tube videos
  • Projector
  • Book
  • Calendar
  • Tell me fast cards
  • Patterns anchor chart
  • Rhythmic pattern task cards
  • Pattern trains handout
  • Math tubs

Evaluation Part A: (Pre-lesson assessment)

  • The teacher will call on students individually to describe and extend the pattern as its being created on the anchor chart.
  • The teacher will watch and listen to partner interactions on the carpet.
  • The teacher will coach and listen to students perform their rhythmic patterns.
  • The teacher will walk around the room and check in with partner groups working in math tubs.

Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

  • Did the students meet your objectives?
  • How do you know?
  • Did your lesson accommodate/address the needs of all your learners?
  • What were the strengths of the lesson?
  • What were the weaknesses?
  • How would you change the lesson if you could teach it again?

Day 3

Purpose:

  • The purpose of this lesson is to continue working with different kinds of ABC patterns.
  • K.16 The student will identify, describe, and extend repeating patterns.

Objectives:

  • The student will be able to describe and extend an ABC pattern.
  • Students will use create ABC patterns on pattern trains handout independently after seeing the teacher model the activity and having the opportunity to practice with a partner.

Procedure

  • Introduction
  • Students will use their voices and bodies to practice counting by 1s and 5s to 100 with a you-tube video accompaniment.
  • Calendar Math
  • Day of the week song
  • What day is it?

 Count on calendar

 Yesterday was, today is, tomorrow will be

 Color pattern on numbers

 Weather bar graph

  • Most
  • Fewest

 Days in school

  • Bundle 10s add 1s
  • Students will engage in “tell me fast” with dot cards for number talk.

 The teacher will flash dot card (3, 4, 5 this week) for 1 second to whole group and allow them to respond with how many dots their saw. The teacher will show the card again and ask students HOW they knew it was that many when they saw it so fast.

  • Focus on thinking strategies such as:
  • “I saw 3 in a line then 1 more and I knew it was 4”
  • “I saw 3 like a triangle because I know a triangle has 3 corners”
  • “I looks like 5 on a dice”
  • Development

 Mini Lesson

  • Review ABC patterns on the patterns anchor chart under AB patterns and do an example together. (V)
  • Review making ABC patterns with unifix cubes.
  • Pattern Trains handout
  • I DO- teacher model how to create ABC pattern on handout
  • Pick 3 colors to use
  • Start pattern
  • Our definition says a pattern has to REPEAT
  • Repeat
  • Extend
  • We Do- send students back to their seats with handout to make an ABC pattern together with the teacher
  • We Do- with your shoulder partner create another ABC pattern
  • You Do- independently create your own ABC pattern on handout
  • When students finish they will leave their handout at their seat and choose a math tub.

 Math Tubs

  • Students will choose a math tub with a partner to use manipulatives to practice making AB and ABC patterns.
  • The teacher will walk around and check in with 10 math tub partner groups.
  • Students will take their labeled math tub to its labeled space around the room to work together.
  • Teach expectations and procedures for math tubs ahead of time.
  • Summary
  • “Stop, Look, and Listen” “OK” call back to get attention
  • Clean up math tubs and come to carpet WITH YOUR HANDOUT.
  • At the carpet have 4-5 friends share the pattern they created independently.

Materials needed for the lesson

  • You tube videos
  • Projector
  • Book
  • Calendar
  • Tell me fast cards
  • Patterns anchor chart
  • Pattern trains handout
  • Math tubs

Evaluation Part A: (Pre-lesson assessment)

  • The teacher will call on students individually to describe and extend the pattern as its being created on the anchor chart.
  • The teacher will watch and listen to partner interactions on the carpet.
  • The teacher will walk around the room and check in with partner groups working in math tubs.
  • The teacher will use the pattern trains handout as a quick formative assessment after the closure to see where the class is at with ABC patterns.

Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

  • Did the students meet your objectives?
  • How do you know?
  • Did your lesson accommodate/address the needs of all your learners?
  • What were the strengths of the lesson?
  • What were the weaknesses?
  • How would you change the lesson if you could teach it again?

Day 4

Purpose:

  • The purpose of this lesson is to continue working with different kinds of ABC patterns.
  • K.16 The student will identify, describe, and extend repeating patterns.

Objectives:

  • The student will be able to describe and extend an ABC pattern.
  • Students will use create ABC patterns on pattern trains handout independently after seeing the teacher model the activity and having the opportunity to practice with a partner.

Procedure

  • Introduction
  • Students will use their voices and bodies to practice counting by 1s and 5s to 100 with a you-tube video accompaniment.
  • Calendar Math
  • Day of the week song
  • What day is it?

 Count on calendar

 Yesterday was, today is, tomorrow will be

 Color pattern on numbers

 Weather bar graph

  • Most
  • Fewest

 Days in school

  • Bundle 10s add 1s
  • Students will engage in “tell me fast” with dot cards for number talk.

 The teacher will flash dot card (3, 4, 5 this week) for 1 second to whole group and allow them to respond with how many dots their saw. The teacher will show the card again and ask students HOW they knew it was that many when they saw it so fast.

  • Focus on thinking strategies such as:
  • “I saw 3 in a line then 1 more and I knew it was 4”
  • “I saw 3 like a triangle because I know a triangle has 3 corners”
  • “I looks like 5 on a dice”
  • Development

 Mini Lesson

  • Review ABC patterns on the patterns anchor chart under AB patterns and do an example together. (V)
  • Review/ practice patterns whole group using color tiles.
  • Groups of 3 on carpet
  • Count out color tile patterns ahead of time in plastic bags
  • Allow students to make AB pattern of their choice using the tiles
  • Share with the group across from you
  • Allow students to make ABC pattern of their choice using the tiles
  • Share with the whole group
  • REMEMBER!
  • Describe (ABABAB) and Extend (keep going)
  • Pattern definition- REPEAT!

 Math Tubs

  • Students will choose a math tub with a partner to use manipulatives to practice making AB and ABC patterns.
  • The teacher will walk around and check in with 10 math tub partner groups.
  • Students will take their labeled math tub to its labeled space around the room to work together.
  • Teach expectations and procedures for math tubs ahead of time.
  • Summary
  • “Stop, Look, and Listen” “OK” call back to get attention
  • Clean up math tubs and come to the carpet.
  • At the carpet have an ABC color pattern started with color tiles. Give each student a color tile and have them EXTEND the pattern to go back to their seats.

Materials needed for the lesson

  • You tube videos
  • Projector
  • Calendar
  • Tell me fast cards
  • Patterns anchor chart
  • Color Tiles counted out in baggies
  • Math tubs

Evaluation Part A: (Pre-lesson assessment)

  • The teacher will call on students individually to describe and extend the pattern as its being created on the anchor chart.
  • The teacher will watch and listen to partner interactions on the carpet.
  • The teacher will walk around the room and check in with partner groups working in math tubs.
  • The teacher will informally assess student understanding during closure activity of extending the pattern with color tiles.

Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

  • Did the students meet your objectives?
  • How do you know?
  • Did your lesson accommodate/address the needs of all your learners?
  • What were the strengths of the lesson?
  • What were the weaknesses?
  • How would you change the lesson if you could teach it again?

Day 5

Purpose:

  • The purpose of this lesson is to continue working with different kinds of ABC patterns.
  • K.16 The student will identify, describe, and extend repeating patterns.

Objectives:

  • The student will be able to describe and extend an ABC pattern.
  • Students will use create ABC patterns on pattern trains handout independently after seeing the teacher model the activity and having the opportunity to practice with a partner.

Procedure

  • Introduction
  • Students will use their voices and bodies to practice counting by 1s and 5s to 100 with a you-tube video accompaniment.
  • Calendar Math
  • Day of the week song
  • What day is it?

 Count on calendar

 Yesterday was, today is, tomorrow will be

 Color pattern on numbers

 Weather bar graph

  • Most
  • Fewest

 Days in school

  • Bundle 10s add 1s
  • Students will engage in “tell me fast” with dot cards for number talk.

 The teacher will flash dot card (3, 4, 5 this week) for 1 second to whole group and allow them to respond with how many dots their saw. The teacher will show the card again and ask students HOW they knew it was that many when they saw it so fast.

  • Focus on thinking strategies such as:
  • “I saw 3 in a line then 1 more and I knew it was 4”
  • “I saw 3 like a triangle because I know a triangle has 3 corners”
  • “I looks like 5 on a dice”
  • Development

 Mini Lesson

  • Review ABC patterns on the patterns anchor chart under AB patterns and do an example together. (V)
  • Introduce Halloween pattern activity. Extend the patterns.
  • Cut
  • Snip and Drop
  • Glue

 Math Tubs

  • Students will choose a math tub with a partner to use manipulatives to practice making AB and ABC patterns.
  • The teacher will walk around and check in with 10 math tub partner groups.
  • Students will take their labeled math tub to its labeled space around the room to work together.
  • Teach expectations and procedures for math tubs ahead of time.
  • Summary
  • “Stop, Look, and Listen” “OK” call back to get attention
  • Clean up math tubs and come to the carpet.
  • At the carpet have an ABC color pattern started with color tiles. Give each student a color tile and have them EXTEND the pattern to go back to their seats.

Materials needed for the lesson

  • You tube videos
  • Projector
  • Calendar
  • Tell me fast cards
  • Patterns anchor chart
  • Halloween Patterns activity sheet
  • Math tubs

Evaluation Part A: (Pre-lesson assessment)

  • The teacher will call on students individually to describe and extend the pattern as its being created on the anchor chart.
  • The teacher will watch and listen to partner interactions on the carpet.
  • The teacher will walk around the room and check in with partner groups working in math tubs.
  • The teacher will use Halloween patterns activity sheet as formative assessment to check for students’ understanding about ABC patterns.

Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

  • Did the students meet your objectives?
  • How do you know?
  • Did your lesson accommodate/address the needs of all your learners?
  • What were the strengths of the lesson?
  • What were the weaknesses?
  • How would you change the lesson if you could teach it again?