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Core
Objective:
Use oral and/or written communication to describe a general
rule for pattern. (2PF1-3)
Connect patterns, relationships, and functions with other
aspects of mathematics and with other disciplines. (2PF1-7)
State
Standards: (2IIIC.3)
Represent, discuss, and describe mathematical relationships
and make generalizations based on observed patterns and
relationships.
* The student will use oral and/or written communication to
describe a general rule for the pattern.
Overview:
The teacher will review common patterns through the
use of verbal, musical, and kinesthetic means.
The teacher will lead students in the song, BINGO,
read Brown Bear, Brown Bear by Bill Martin and
read/dramatize When the Alligator Came to Class by Cass
Hollander. As students move through the activities, they
will be encouraged to find the pattern and rule for that
pattern. Through
manipulatives and Internet activities, the students will
experience opportunities to explore, extend, and equate the
rule for patterns within math and other disciplines.
Students will participate in whole class, small group and
independent learning activities. Student assessment will be
creating patterns and writing the corresponding rule.
Purpose/Essential
Questions:
What is a pattern?
What is a rule?
How do we find the rule for a pattern?
What patterns can we find around us?
What are rules for these patterns?
Time
Frame: 2-3
days ( 45
minute math periods)
Resources:
Overhead projector/pens
Transparent
chips (for overhead use)
Construction
paper, chalk, crayons, pens, pencils
Paper,
index cards, glue
Scissors,
glue, ziploc bags (snack size)
Chalkboard/chart
paper
Television/averkey/computer
Internet
access
Beads,
attribute blocks
Candy/cereal
of choice (for patterning)
Calendar
bulletin board
Hundreds
board & handout
Quiet
Chips
Books:
Brown
Bear, Brown Bear
When
the Alligator Came to Class
Children's
Song: BINGO
Assessment:
Day
One :
Brown
Bear Pattern Rubric
The
teacher will give each student a copy of the Brown Bear
Master. Students will be instructed to color each object,
cut the pictures apart, and arrange the pictures into
patterns. The
students will glue the pictures into 3 different patterns on
construction paper. Students will be assessed on the
accuracy of forming different patterns.
| 1
point is awarded for each pattern that is correctly
formed. |
| So
that: |
1
point X 3 patterns = total
3 points = +
1
point X 2 patterns = total 2 points = /
1
point X 1 pattern or less = total 1 or 0 points =
- |
Day
Two: Sweet
Tooth Pattern/Rule Rubric
The
teacher will give each student a copy of the Sweet Tooth
Pattern/Rule Sheet. Students will be instructed to form
three different patterns using cereal/candy, and write the
corresponding rule for each. These will be shared with the
class and assessed by the teacher.
| 1
point is awarded for each correctly formed pattern |
| (1
X 3 = 3 points) AND 1 point is awarded for each
correctly written rule (1 X 3 = 3 points) ; for a
total of 6 possible points. |
| So
that: |
5
- 6 points earned =
+
3
- 4 points earned =
/
2
or less points earned =
- |
Activities:
Day
One :
-
The
teacher will call the students to the reading corner by
developing a pattern, such as color of clothing;
(everyone wearing red, then blue, green, yellow); types
of shoes: (sandals, sneakers, dress) seating
arrangement, etc.
-
The
teacher will write the word Pattern on the chart
or chalkboard. She will ask students if they know the
word and can give examples of a pattern that they know.
She will record any patterns on the chart. The teacher will then place Index cards with the letters B I
N G O on
the chart rail as she begins to hum the song BINGO.
She will lead the students in singing the song, BINGO.
As they complete the song, she will as the students if
they remember a pattern in the song.
They will sing it a final time, while she turns
over the appropriate letter card when they clap a
missing letter. Then they will discuss the pattern
further.
-
The
teacher will use transparent chips at the overhead
projector or attribute blocks. The teacher will ask the
students to help her identify what she has on the
overhead screen. They
will begin to sort by color, size, and shape of the
chips/attributes. Next,
the teacher will begin to create a simple pattern using
the attributes. She will ask the students to extend the
pattern as she goes.
-
The
teacher will pass out ziploc bags of beads to small
groups of students. The students will sort their beads
by color, shape, or size.
Then they will make a pattern using their beads.
They will draw their pictorial representation of
the bead pattern on construction paper and share with
the class.
-
The
teacher will read Brown Bear, Brown Bear
by Bill Martin, Jr. to the class.
The students will join in with the repetitive
beat of the story. The teacher will remind them that the
beat is a pattern also.
On the chart rail the teacher will display the
major character (animals) from the story, either by
picture or word name (on index cards or sentence
strips). Using
magnets, the teacher will ask the students to help her
sequence the animals in order. She will note that this
is also a pattern.
-
For
Day One Assessment, the teacher will give each student a
copy of the blackline master (attached) . The teacher
will instruct the students to color each object, cut the
pictures apart, and arrange the pictures into patterns.
The students will then glue the pictures into 3
different patterns on construction paper. They will be
assessed on accuracy of forming different patterns and
naming each picture by word in the patterns.
Day
Two:
-
The
teacher will call the students to the reading corner by
beginning letters of their first name ( B/D/T/ S etc.)
Students will review the concept of a pattern. They will
look around the room for examples of patterns and share
them to the group. The teacher will record these
patterns on the chart started yesterday.
-
The
teacher will share the story, When the Alligator
Came to Class by Cass Hollander.
She will ask the class to identify the pattern in
the story. The
teacher will divide the class into 6 groups.
Each group will be given a sentence strip with an
important word from the story.
The group will have to work together to come up
with an action and sound for that "magic"
word. The
teacher will demonstrate with her "magic"
word, alligator. Every
time the teacher reads the word, alligator, she must
make 3 clapping hand motions of the alligator moving its
mouth. The
words for the sentence strips are :
splashed/ smashed/ crashed/ scrambled/ panic/
pandemonium. They
will practice in small groups and then perform as the
teacher reads the story once again.
-
The
teacher will ask the students to look at the Calendar
Board in the classroom to locate number and picture
patterns. As they locate different patterns, the teacher
will introduce the word RULE to the class. She
will write the word on the chart beside the word PATTERN.
She
will lead a brief discussion about this new word. What is a rule? Why are there rules? What do rules have to do
with patterns? Find
a rule for this pattern.
(1 2 3 4 __, 6)
What is the missing number? How did you know?
What rule did you follow to find the missing
number?
* If you do not use a calendar math board, you may omit
this section and find other number patterns within your
room on print material. Use the calendar to locate a pattern of even numbers/
odd numbers / numbers on Mondays/ numbers on Wednesdays/
number of sunny days/rainy days/ etc
-
The
teacher will distribute Hundreds Boards to the students
and use one on the overhead projector for guiding the
lesson. Using
chips and/or crayons, the students will look for number
patterns by coloring:
Yellow
- counting
by 2s
Orange
- counting by 3s
Green
circle- counting by 5s
Blue
square - counting by 10s
Red
- numbers ending in 7
Etc.
The
teacher will guide/locate/check as the students do this
activity.
5.
With the use of the television, averkey, computer, and
internet service, the teacher will
direct the students to the website:
www.teacher.scholastic.com/max
The
teacher will locate Max's Math Adventure and scroll to
Magnifying Max. Together,
the students will read and discuss the word problem. The
teacher will guide them to the Activity Page (which can
be duplicated for individual use).
As the students work on the problem at their
seats, the teacher should monitor their work.
Once every student has had time to complete the
problem, the teacher will ask for responses. The teacher
will ask for the pattern and the rule for completing the
problem correctly. Then the class will have the
opportunity to send their response to the Max.
6.
The teacher will click on Extra Challenges for students
to practice
additional
number patterns and practice finding the rules that make
the pattern
complete.
7.
For the Day Two Assessment, students will be directed to
the website:
www.teacher.scholastic.com/max
Students will read and discuss the poem entitled, The
Tooth. After discussion, they will proceed to the Activity Page for
Max's Challenge. Students
will be given a ziploc bag of *candy/cereal (teacher
preference). Independently, the student will sort and form 3 different
patterns, and write the corresponding rule for each. The student will glue the candies to construction paper and
write the rule underneath each pattern .
These will be shared with the class and assessed
by the teacher. * An attached sheet may be used.
*For
enrichment activities, the teacher may choose to direct
students to Extra Challenges at this website. Attached.
Sweet
Tooth Patterns/Rule Sheet
1.
____________________________________________________
2.
____________________________________________________
3.
____________________________________________________
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