That's a Wrap!the toy workshop. The wrapping paper will be used to wrap a gift for someone in need, either in their community or in the world. In this way students will see that they

Exploring PatternsIntroduction to the Culminating Task

TransformationsCombining and Changing Attributes

Growing PatternsShrinking PatternsCulminating Task

Culminating Task - Celebrating

Including:

October 2001

Written by:

Stephanie Froats, Sondra Keatley, Tammy Clune (Project Leader)

That's a Wrap!Patterning and Algebra, and Geometry

Length of Unit: approximately: 17.4 hours

An Integrated Unit for Grade 2/3

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 11:23:08 AM

That's a Wrap!Patterning and Algebra, and Geometry An Integrated Unit for Grade 2/3



John XXIII / Our Lady of Fatima(613) 258-7757 x 224

Renfrew County Catholic District School Board

John XXIII / Our Lady of Fatima(613) 258-7757 x 224

Renfrew County Catholic District School Board

[email protected]

[email protected]

Based on a unit by:

An Integrated Unit for Grade 2/3Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

The developers are appreciative of the suggestions and comments from teacher colleagues involvedthrough the internal, external and theological review.

A sincere thank you to Gerry Bibby, Executive Director of the EOCCC, who facilitated the partnership of thelead board of the Catholic District School Board of Eastern Ontario, Algonquin Lakeshore Catholic DistrictSchool Board, Renfrew County Catholic District School Board and the Ottawa-Carleton Catholic DistrictSchool Board.

The following organizations have supported the elementary unit project through team building andleadership:

The Council of Directors of OntarioThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment BranchEastern Ontario Catholic Curriculum Cooperative (EOCCC)

A Special thank you to The Institute for Catholic Education who providedleadership, direction and support through the Advisory and CurriculumCommittees.


That's a Wrap! Page 1

Patterning and Algebra, and Geometry An Integrated Unit for Grade 2/3

Task ContextSanta Claus and his elves are running out of wrapping paper at the toy workshop! Santa has requested thatstudents create a new, patterned-paper design to be used at the workshop. The task is to create a newChristmas wrapping paper design for Santa and his elves to use in the toy workshop and to use in wrappinga self-made gift for someone in need (e.g., Angel tree, senior citizens), either in their community or in theworld. In this way students will see that they are making a meaningful contribution to society. A linkbetween the true meaning of Christmas, God's gift to us of His Son, and our practice of giving gifts, as theMagi gave to Jesus, will be established. Through their work in planning and creating a gift and its wrapping,complete with a bow and card, students will find meaning, dignity, and fulfillment as they contribute to thecommon good of helping those in need.

In completing the subtasks, the students will be expected to build upon their existing knowledge of patterningand transformational geometry. Students will explore the concepts of patterning and algebra, andtransformational geometry. Students will work independently and collaboratively in small groups and pairs todevelop the skills required to complete the culminating task.

The cumulative new skills and knowledge developed and consolidated in each subtask will be applied by thestudents in completing the Culminating Task. Students will be expected to show evidence of this newlearning in the completion of the Culminating Task. The students will have an opportunity to share theirpatterned wrapping paper designs, bows, cards/tags, and gifts with their peers, parents, and Santa tocelebrate their achievements.

This unit will address 9 of 11 (Grade 2) and 7 of 9 (Grade 3), respectively, of the specific Patterning andAlgebra expectations. It will address six Grade 2 and six Grade 3 specific Geometry expectations as well.

CGE 2c - Catholic Graduate Expectation - An Effective Communicator: Presents information and ideas clearlyand honestly and with sensitivity to others.CGE 3b - Catholic Graduate Expectation - A Reflective and Creative Thinker: Creates, adapts, evaluates newideas in light of the common good.CGE 3c - Catholic Graduate Expectation - A Reflective and Creative Thinker: Thinks reflectively and creativelyto evaluate situations and solve problems.CGE 3e - Catholic Graduate Expectation - A Reflective and Creative Thinker: Adopts a holistic approach to lifeby integrating learning from various subject areas and experience.CGE 4a - Catholic Graduate Expectation - A Self-Directed, Responsible, Lifelong Learner : Demonstrates aconfident and positive sense of self and respect for the dignity and welfare of others.CGE 5c - Catholic Graduate Expectation - A Collaborative Contributor: Develops one's God-given potential andmakes a meaningful contribution to society.CGE 5d - Catholic Graduate Expectation - A Collaborative Contributor: Finds meaning, dignity, fulfillment andvocation in work which contributes to the common good.CGE 5g - Catholic Graduate Expectation - A Collaborative Contributor: Achieves excellence, originality, andintegrity in one's own work and supports these qualities in the work of others.CGE 6e - Catholic Graduate Expectation - A Caring Family Member: Ministers to the family, school, parish, andwider community through service.CGE 7i - Catholic Graduate Expectation - A Responsible Citizen: Respects the environment and usesresources wisely.

Unit Overview

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Task SummaryStudents will identify patterns in everyday items (e.g., quilts, clothing, borders, wallpaper). Through aflannel-board story format, students will identify (review) and explore two-dimensional shapes and how theycan be combined to produce new geometric figures. They will be challenged to identify, create, and extendvarious kinds of patterns, including growing and shrinking patterns, throughout the unit. The students will beencouraged to apply this new knowledge in the designing of patterned Christmas wrapping paper, bow,card, and gift.

In order to complete the Culminating Task, student understanding of shapes, transformational geometry, andthe elements of design (e.g., colour, line, repetition, shape) is essential. Students will be given opportunitiesto create, extend, and describe both linear and nonlinear geometric patterns.

The students will design a new Christmas wrapping paper pattern that incorporates transformationalgeometric concepts and the elements of design. Each student will use the patterned paper, bow, and card towrap a patterned gift that they have made for someone in need.

Culminating Task AssessmentThe students will create a repeated, patterned wrapping paper design to be used by Santa and the elves inthe toy workshop. The wrapping paper will be used to wrap a gift for someone in need, either in theircommunity or in the world. In this way students will see that they are making a meaningful contribution tosociety. Students will identify, in a plan, the pattern design, shapes, colours, and art materials to be used intheir project. Each repeated pattern design will include geometric shapes, a transformation, and will combine(Gr. 2) or change (Gr. 3) two or more attributes as outlined in the criteria in Subtask 2. After making thewrapping paper, students will prepare a written description of their pattern design. Designs and writtendescriptions will be displayed in an art-show format, and self- and teacher-assessed. Students willcomplete a number pattern word problem.

CGE 5c - Catholic Graduate Expectation - A Collaborative Contributor: Develops one's God-given potential andmakes a meaningful contribution to society.CGE 6e - Catholic Graduate Expectation - A Caring Family Member: Ministers to the family, school, parish, andwider community through service.CGE 7i - Catholic Graduate Expectation - A Responsible Citizen: Respects the environment and usesresources wisely.

Links to Prior KnowledgeIt is expected that students will have a basic understanding of patterning and algebra, two-dimensionalshapes, and transformational geometry as learned in previous grades. It is also expected that students havea basic knowledge of the elements of (art) design as learned in previous grades. The initial assessment,described in Subtask 1, will determine the general level of understanding and identify any concepts or skillsthat may require additional work prior to beginning this unit of study.

Considerations

Notes to TeacherWhile this unit centres around a Christmas theme, it can be adapted to be used at any time throughout theyear. The theme can be adapted to any Christian celebratory gift-giving activity such as a birthday, Easter, orwedding. It can also be modified to reflect the cultural diversity of the students.

"That's a Wrap" is primarily a Patterning and Algebra unit. However, it also addresses Geometry and SpatialSense as a minor strand. Six Geometry expectations for both Grades 2 and 3 are addressed.

Prior to beginning this unit, teachers may wish to send home a letter to parents explaining the focus of the


unit. Include in the letter a request that parents help students to locate and bring in recycled paper bags, andpatterned items from home that reflect their, or other, cultural backgrounds. These patterned items can bedisplayed and used in the initial subtask and throughout the unit.

Ample opportunities to design, create, and extend patterns should be given throughout this unit.

Invitations to parents and other classes for Subtask 7 - Celebration should be sent home mid-unit. Teachersmay wish to incorporate this activity into one of the subtasks.

Grouping StudentsStudent groupings will vary from one class to another. Flexible grouping systems are recommended basedon particular mathematical needs of students. When grouping students, attention should be given to ability,personalities, gender, peer relationships, and "moods". Helpful suggestions on helping students workcooperatively in groups are given in Subtask 2.

Small group activities are highly recommended because they allow more time and opportunities for individualstudents to explore math manipulatives and use mathematical language.

When working in pairs, students can support each other in interpreting and carrying out task instructions.Therefore, teachers may wish to pair a higher-achieving student with a lower-achieving student.

To provide enrichment accommodations for the gifted student in mathematics, the teachermay:• pretest students and differentiate the program as appropriate; (e.g., Subtask 1)• ensure a secure working knowledge of basic facts; (e.g., reinforcement activities, Subtask 1)• group with other advanced peers for enrichment activities that go beyond the curriculum; (e.g.,high-achieving Grade 3 students may work on MathTrek 456 at the Grade 4 level)• provide a programmed math program where the student may progress through math skills at his/her ownrate (e.g., incorporate work contract); (e.g., MathTrek allows students to work at their own pace)• provide a challenging math computer program; (e.g., MathTrek 123, KidPix)• develop a structural sequential approach to problem solving;• encourage the student to create many ways of solving the same problem;• encourage the student to create problems for the class to solve, develop and publish a book ofmathematical problems;• facilitate opportunities for advanced problem solving ( e.g., Gauss Math Contest);• make use of challenging math games;• provide horizontal enrichment - topics of interest;• provide opportunities for independent learning in a related area (e.g., computer programming, electronics,economics);• where appropriate, provide an accelerated math program - advance to next grade;• develop skills of communication in math (e.g., have student teach a specific math lesson).

The Special Education Companion section of the Curriculum Unit Planner lists accommodations for all IPRC'dstudents. It can be printed and used as a resource when planning specific programs for individual, specialneeds students.

Social Studies Connections: Careers in the Community - Invite a graphic designer to discuss his/herjob with the students.Grade 2 -Traditions and Celebrations and Features of Communities Around the World - This unit can beused to introduce Christmas customs around the world.Grade 3 - Pioneer Life - Pioneer Christmas customs can be integrated as well.

We would like to thank the Saskatchewan Teacher's Federation for allowing their Lesson Plans fromPatterns Here, There, and Everywhere (located on their website) to be included in this unit.



Subtask List Page 1List of Subtasks

Exploring PatternsThis subtask will assess students' prior knowledge of Patterning and Algebra, and Geometryexpectations required for this unit. Students will participate in a flannel-board story to reviewgeometric shapes and how they can be combined to produce new geometric figures (e.g., trianglesand rectangles to make a tree). Individual students will present personal patterned items from variouscultures. Through questioning the teacher will encourage students to reflect on the universality of theuse of patterns throughout the world. The students will identify and describe these patterns enablingthem to integrate their learning from various subject areas (e.g., Social Studies, language, art, andmath). Individual students will use Attribute Blocks, Link-Its, and Snap Cubes to create, extend, anddescribe linear patterns.

CGE 3e - Catholic Graduate Expectation - A Reflective and Creative Thinker: Adopts a holistic approachto life by integrating learning from various subject areas and experience.

1

Introduction to the Culminating TaskStudents will be introduced to the culminating task through a previously-mailed letter from Santa. Thetask is to create a repeated, patterned wrapping paper design for Santa and his elves to use in the toyworkshop. Students will have an opportunity to view a variety of Christmas wrapping paper and tolocate, describe, and extend the patterns they see. A link between the true meaning of Christmas,God's gift to us of His Son, and our practice of giving gifts, as the Magi gave to Jesus, will beestablished. The teacher will lead students in a discussion of appropriate gifts that they can make andgive to someone in need (e.g., Angel tree, senior citizens). Through their work in planning and creatinga gift and its wrapping, students will find meaning, dignity, and fulfillment as they contribute to thecommon good of helping those in need.

CGE 5d - Catholic Graduate Expectation - A Collaborative Contributor: Finds meaning, dignity, fulfillmentand vocation in work which contributes to the common good.CGE 7i - Catholic Graduate Expectation - A Responsible Citizen: Respects the environment and usesresources wisely.

2

TransformationsStudents will be introduced to and explore the concept of transformations (i.e., slides [translations],turns [rotations], and flips [reflections]). Opportunities to reflect on creative ways to demonstrate(Grade 2) and perform (Grade 3) transformations using concrete materials such as cutout letters ofthe alphabet, bodies, shapes, and Miras, will be given. Students will create a patterned Christmas bowthat will be used as part of the gift-wrapping for the Culminating Task.

CGE 3c - Catholic Graduate Expectation - A Reflective and Creative Thinker: Thinks reflectively andcreatively to evaluate situations and solve problems.

3

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Combining and Changing Attributes Students will create, describe, and extend fence patterns in which two attributes are combined (Gr. 2)and/or two or more attributes change (Gr.3). They will exchange their fence pattern with agrade-group partner and will be required to identify and extend the new pattern. Individual Grade 2students will be challenged to think reflectively and creatively to design a repeated linear fence andcard border pattern combining a transformation (slide, turn, or flip) with one other attribute (e.g., colour,size, number). Individual Grade 3 students will be challenged to think reflectively and creatively todesign a repeated linear fence and card border pattern in which two or more attributes change, oneof which must be a transformation . Patterns will be transferred onto a strip of paper and pattern ruleswill be explained in Learning Logs. Students will exchange their patterns with a partner. Each studentwill extend, describe, and comment positively on their partner's pattern thereby supporting theoriginality and integrity in the work of others.

CGE 3c - Catholic Graduate Expectation - A Reflective and Creative Thinker: Thinks reflectively andcreatively to evaluate situations and solve problems.CGE 5g - Catholic Graduate Expectation - A Collaborative Contributor: Achieves excellence, originality,and integrity in one's own work and supports these qualities in the work of others.

4

Growing PatternsStudents will explore, identify, and extend growing star designs using Pattern Blocks. They will recordthe growing number patterns that they observe on a chart and explain the relationship to addition(Grade 2) and multiplication (Grade 3). Grade 2 students will also be given the opportunity to create anoriginal growing star pattern and record it in their Learning Logs. Grade 3 students will also explore,identify, and extend a more complex growing star pattern and relate it to growing multiplication numberpatterns. Students will be encouraged to reflect on how a growing pattern can be adapted and usedin the creation of their wrapping paper design for the Culminating Task activity.

CGE 3b - Catholic Graduate Expectation - A Reflective and Creative Thinker: Creates, adapts,evaluates new ideas in light of the common good.

5

Shrinking PatternsThrough various problem-solving activities, students will identify and explain shrinking number patterns.The teacher will invite students to reflect on known problem-solving strategies and to think creatively toevaluate situations in order to solve word problems. Students will be encouraged to visualize creativesolutions to word problems that involve subtraction and multiplication. Using manipulatives, studentswill solve word problems and relate them to subtraction (Grade 2) and division (Grade 3).

CGE 3c - Catholic Graduate Expectation - A Reflective and Creative Thinker: Thinks reflectively andcreatively to evaluate situations and solve problems.

6




Culminating TaskThe students will create a repeated, patterned wrapping paper design to be used by Santa and theelves in the toy workshop. The wrapping paper will be used to wrap a gift for someone in need, eitherin their community or in the world. In this way students will see that they are making a meaningfulcontribution to society. Students will identify, in a plan, the pattern design, shapes, colours, and artmaterials to be used in their project. Each repeated pattern design will include geometric shapes, atransformation, and will combine (Gr. 2) or change (Gr. 3) two or more attributes as outlined in thecriteria in Subtask 2. After making the wrapping paper, students will prepare a written description oftheir pattern design. Designs and written descriptions will be displayed in an art-show format, andself- and teacher-assessed. Students will complete a number pattern word problem.

CGE 5c - Catholic Graduate Expectation - A Collaborative Contributor: Develops one's God-givenpotential and makes a meaningful contribution to society.CGE 6e - Catholic Graduate Expectation - A Caring Family Member: Ministers to the family, school,parish, and wider community through service.CGE 7i - Catholic Graduate Expectation - A Responsible Citizen: Respects the environment and usesresources wisely.

7

Culminating Task - CelebratingAs part of the Culminating Task, wrapping paper designs will be displayed in an art-show format.Parents and other classes are invited to view and celebrate each student's accomplishments.Students will communicate effectively by discussing and explaining their pattern clearly and confidentlywith the guests as questions arise. Later, the wrapping paper will be used to wrap their Christmas giftto be given to someone in need (e.g., Angel tree, twin school in a developing country). In doing so,students will develop a positive sense of self and respect for the dignity and welfare of others.

CGE 2c - Catholic Graduate Expectation - An Effective Communicator: Presents information and ideasclearly and honestly and with sensitivity to others.CGE 4a - Catholic Graduate Expectation - A Self-Directed, Responsible, Lifelong Learner :Demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.

8


That's a Wrap! Subtask 1Exploring Patterns

Patterning and Algebra, and Geometry An Integrated Unit for Grade 2/3 mins130

Expectations2m72 A – explore and identify two-dimensional shapes using

concrete materials and drawings (e.g., pentagon,hexagon, octagon);

2m75 – compare and contrast two-dimensional shapes;2m79 A – make a pattern using two-dimensional shapes

(e.g., pattern blocks, tangram);2m85 – recognize that patterning results from repeating

an operation (e.g., addition), using a transformation(slide, flip, turn), or making some other change to anattribute (e.g., position, colour);

2m86 – describe and make models of patternsencountered in any context (e.g., wallpaper borders,calendars), and read charts that display thepatterns;

2m87 A – identify patterns (e.g., in shapes, sounds);2m95 – transfer patterns from one medium to another

(e.g., actions, words, symbols, pictures, objects,calculator).

3m65 – compare and sort two-dimensional shapesaccording to two or more attributes;

3m70 A – explore and identify two-dimensional shapes usingconcrete materials and drawings (e.g., rhombus,parallelogram);

3m82 A – identify patterns in which at least two attributeschange (e.g., size, colour);

3m83 A – create a pattern in which two or more attributeschange (e.g., size, colour, position);

2m93 A – explain a pattern rule;

DescriptionThis subtask will assess students' prior knowledge of Patterning and Algebra, and Geometry expectationsrequired for this unit. Students will participate in a flannel-board story to review geometric shapes and howthey can be combined to produce new geometric figures (e.g., triangles and rectangles to make a tree).Individual students will present personal patterned items from various cultures. Through questioning theteacher will encourage students to reflect on the universality of the use of patterns throughout the world. Thestudents will identify and describe these patterns enabling them to integrate their learning from various subjectareas (e.g., Social Studies, language, art, and math). Individual students will use Attribute Blocks, Link-Its,and Snap Cubes to create, extend, and describe linear patterns.

CGE 3e - Catholic Graduate Expectation - A Reflective and Creative Thinker: Adopts a holistic approach to lifeby integrating learning from various subject areas and experience.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesBrainstormingClassifyingStory TellingWorking With Manipulatives

AssessmentPart A - Initial Geometry Assessment

Observe students working in whole classgroup. Expect words such as (Grade 2)circles, squares, triangles, rectangles, and(Grade 3) pentagons, hexagons, andoctagons. Some students may describethe shapes by the number of sides,corners, or points rather than by name.Some students may see immediately howtwo or more shapes can be combined tocreate a new figure while others mayneed more assistance. Recordobservations in anecdotal format.

Part B - Initial Patterning Assessment

While each student creates, extends, andrecords their pattern into their LearningLog, the teacher can circulate the room,observe student performance, and recordin anecdotal format. The teacher may wishto ask students who experience difficultyin written expression to describe theirpattern verbally and offer to scribe theanswer for the students. Expect words

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such as (Grade 2) AB pattern; red, red,green pattern; circle, square, squarepattern; and (Grade 3) AAB pattern; twobig red circles, one small yellow circle.

Pattern Possibilities:

Link-Its and Snap CubesWhen using Link-Its and Snap Cubes, theonly attributes that may change are colourand number.Teachers will assess the following: CanGrade 2 students use one attribute (e.g.,colour) to create and extend a pattern andtalk about the pattern rule they have used?(e.g., red, yellow, red, yellow = ABpattern).Teachers will assess the following: CanGrade 3 students use two attributes (e.g.,colour and number) to create a pattern andexplain the pattern rule they have used?(e.g., one red, two blue = ABB pattern).

Attribute BlocksWhen using Attribute Blocks, the attributesthat may change are colour, shape,position, size, number, and thickness.Teachers will assess the following: CanGrade 2 students use one attribute (e.g.,colour) to create and extend a pattern andtalk about the pattern rule they have used?(e.g., red, blue, red, blue = AB pattern).

Teaching / LearningLinking Math to the World Around Us

Day One

Part A - Initial Geometry AssessmentStep 1

Introduce the unit by displaying a collection of magazine pictures and books that depict various shapes.Engage the class in a brainstorming activity and discussion: What shapes do you see in our classroom? Athome? Outside? (Answers will vary according to previous grade level experiences.) The teacher will maketwo charts with the following headings: Geometric Shape, Number of Sides, Number of Vertices. On the firstchart (Grade 2), under the heading Geometric Shapes, the teacher will draw and label a circle, square,triangle, rectangle, pentagon, hexagon, and octagon. As a group, identify number of sides and vertices ofeach shape and complete the chart. Discuss the similarities and differences of the geometric shapes. On thesecond chart (Grade 3), under the heading Geometric Shapes, the teacher will draw and label a pentagon,hexagon, octagon, rhombus, and parallelogram. As a group, identify number of sides and vertices of eachshape and complete the chart. Discuss the similarities and differences of the geometric shapes. Post chartsfor future reference.




Step 2

Distribute magazines to individual students. Instruct them to find, cut out, glue and label on construction paperexamples of the geometric shapes listed above for their grade level.

Day TwoStep 1

Read "Cookie Story" (BLM 1.1). Act out the story on the flannel board using the shapes. Invite individualstudents to combine the shapes to make the geometric figures suggested in the story.

Step 2

Students will combine at least two different-shaped Attribute Blocks to create a geometric figure and tracethe figure onto BLM 1.2. Students will record, in the chart provided, the variety and number of shapes used.

As outlined in the Unit Notes, teachers may wish to send home a letter to parents explaining the focus of theunit. Include in the letter a request that parents help students to locate and bring in patterned items from homethat reflect their, or other, cultural backgrounds. These items will be displayed and used in tomorrow's lessonand throughout the unit.

Day Three

Part B - Initial Patterning AssessmentStep 1

The teacher will take students on a walkabout the school and neighbourhood to identify patterns in theenvironment. Students will record in their Learning Logs, in sketch-format, patterns that they see. Theteacher will invite students to explain the pattern rules they see through questions such as "What is thepattern rule that the brick layer used on the front of the school?", "What is the pattern rule on the bulletinboard border?", "What's the pattern rule on Suzie's shirt?", "What is the pattern rule on the floor tiles?".

Upon returning to the classroom, students will write the pattern rule for each sketch recorded in theirLearning Logs. For example, they will write "The pattern rule for the brick is one brown rectangle up, two redbricks across, one brown rectangle up, etc.".

Step 2

Invite individual students to present their patterned items (e.g., Ukrainian eggs, Mexican serape, Jamaican hat,African tribal items), identify the location of the country on a globe or wall map, and state, from their personalexperience, the use of the item. This will allow them to demonstrate their ability to integrate learning fromvarious subject areas and experiences. Presenters will lead fellow students in a brainstorming session toidentify which attributes (e.g., shapes, lines, colours, position, textures, sizes) are repeated in their patterneditems by posing the question "What is the pattern rule on my ________?". Alternatively, a class collection ofmagazine pictures and books that depict various patterns can be presented and used for this assessment.The teacher will record on a chart entitled "Pattern Attributes", the attributes identified by the students throughtheir discussion. Post chart for future reference. The teacher will lead a discussion on the design similaritiesand uses of patterns throughout various cultures. For example, the teacher can ask "How are these patterndesigns similar?" and "In what ways do various cultures use patterns?".

Step 3




Resources

The teacher will set up three activity centres - Attribute Blocks, Snap Cubes, and Link-Its. Divide studentsinto three groups. Groups will visit each centre, on a rotating basis, to create and extend a linear pattern.Instruct Grade 2 students to create and extend a pattern using one attribute (e.g., colour). Instruct Grade 3students to create and extend a pattern combining two attributes (e.g., colour and number). Allowapproximately ten minutes at each centre. Students will record a pattern created at each centre in theirLearning Log and answer the question "What is my pattern rule?".

AdaptationsExtra Practice

Students can use available mathematics computer programs to reinforce the concepts taught in this subtask.

Teachers may wish to set up a Geoboard centre where students can create various shapes.

BLM 1.1 Cookie Story 1_CookieStory.cwk

BLM 1.2 My New Geometric Figure 1_My New Geometric Fig.cwk

My Cat Likes to Hide in Boxes Eve Sutton

Round & Round & Round Tana Hoban

I Read Symbols Tana Hoban

I Read Signs Tana Hoban

Patterns Samantha Berger and Daniel Moreton

Math K Activities, The Pattern Block Game

Magazine pictures of shapes andpatternsChart paper

Markers

Learning Log notebooks 1

Felt Geometric Shapes set

Attribute Blocks set

Snap Cubes or Cube-a-Links set

Link-Its or Jumbo Links set




Geoboards (optional) 6

Elastics (for use with Geoboards) package

Cultural Patterned Items

Notes to TeacherUsing the assessment results, identify any pre-teaching activities and/or modifications that may be needed forthe group or individuals prior to continuing with the unit. More practice and/or direct teaching may be needed inthese areas before moving on to Subtask 2.

Teacher Reflections


That's a Wrap! Subtask 2Introduction to the Culminating Task


Expectations2m86 A – describe and make models of patterns

encountered in any context (e.g., wallpaper borders,calendars), and read charts that display thepatterns;

2m87 A – identify patterns (e.g., in shapes, sounds);2m93 A – explain a pattern rule;3m81 – understand patterns in which operations are

repeated (e.g., multiplication), transformations arerepeated, or multiple changes are made toattributes;


3m85 – given a rule, extend a pattern and describe it ininformal mathematical language (e.g., starting at 3,add 3 to each number to create a pattern);

2a37 – identify the elements of design in a variety offamiliar objects (e.g., colour in clothing, symmetricalforms in buildings) and in works of art;

3a31 – identify elements of design in a variety of naturaland human-made objects (e.g., the form of a tree isasymmetrical and its leaves and flowers may besymmetrical);

3e5 • produce pieces of writing using a variety of forms(e.g., simple research reports, letters, stories,poems);

2e1 • communicate ideas (thoughts, feelings,experiences) for specific purposes (e.g., write aparagraph describing a trip to the farm forclassmates);

3m84 A – discuss the choice of a pattern rule;3m83 A – create a pattern in which two or more attributes

change (e.g., size, colour, position);2e16 – use a comma correctly to separate items in a list,

in dates, and in addresses;2e15 – use capital letters for proper nouns (e.g., holidays,

place names, titles);

DescriptionStudents will be introduced to the culminating task through a previously-mailed letter from Santa. The taskis to create a repeated, patterned wrapping paper design for Santa and his elves to use in the toyworkshop. Students will have an opportunity to view a variety of Christmas wrapping paper and tolocate, describe, and extend the patterns they see. A link between the true meaning of Christmas, God'sgift to us of His Son, and our practice of giving gifts, as the Magi gave to Jesus, will be established. Theteacher will lead students in a discussion of appropriate gifts that they can make and give to someone inneed (e.g., Angel tree, senior citizens). Through their work in planning and creating a gift and itswrapping, students will find meaning, dignity, and fulfillment as they contribute to the common good ofhelping those in need.

CGE 5d - Catholic Graduate Expectation - A Collaborative Contributor: Finds meaning, dignity, fulfillmentand vocation in work which contributes to the common good.CGE 7i - Catholic Graduate Expectation - A Responsible Citizen: Respects the environment and usesresources wisely.

GroupingsStudents Working IndividuallyStudents Working In Small GroupsStudents Working As A Whole Class

Teaching / Learning StrategiesBrainstormingCollaborative/cooperative LearningRead AloudSketching To Learn

AssessmentIn the Learning Logs, teachers will see ideasand thoughts taking shape as studentsbegin to think about the Culminating Task.During Day One, Steps 3-5, the teacher willobserve students ability to identify patternsin wrapping paper designs. Those studentswho are having difficulty may requireexposure to many wrapping paper patternswith a distinct, relatively simple pattern.

On Day Three, when students are makingtheir patterned gifts, the teacher canconference with students. The teacher canask students to identify and explain i) thepattern used, and, ii) the attributes (e.g.,colour, shape) combined (Grade 2) orchanged (Grade 3) within the pattern.Teachers can identify those studentsrequiring assistance and provide extrapractice.

Assessment Strategies




Learning Log

Assessment Recording DevicesAnecdotal Record

Teaching / LearningWe fail to recognize that people are motivated by a need to create and a desire to serve worthwhile ends.Joseph Badaracco, Jr. and Richard Ellsworth

Day One (90 minutes)

Introduction to the Culminating Task

Step 1

Read the letter from Santa (BLM 2.1) to the class. This letter will describe, in detail, the task that lies ahead.Discuss Santa's request to recycle paper bags and how this demonstrates an awareness and desire topreserve the environment (e.g., less garbage and waste, recycling). As a group, discuss the challengepresented. Questions to guide the discussion are: "What is Santa's problem?", "How can we help him solvethis problem?". Direct students' attention to the printed criteria for each grade (previously printed on chartpaper by the teacher using BLM 2.2 for reference). The teacher will elicit from the students and recordexamples of each criterion on the chart. For example, the teacher asks "What is a repeated pattern?", "Whatattributes can be repeated?" (e.g., shapes, colour, size). See the possible examples listed on BLM 2.2. Thecriteria for each grade is to be posted it in the room, for reference throughout the unit.

Step 2

As a class, compose a response to Santa's letter accepting the challenge to create new wrapping paperdesigns. The teacher will record the letter onto chart paper. Alternatively, each student can write his/herown letter (see Notes to Teacher). Teachers will use this opportunity to reinforce proper letter writingformats (e.g., address, salutation, body, and closing), the use of commas in dates and addresses, and theuse of capital letters for proper nouns and beginning of sentences.

Step 3

Inform students that they will be working cooperatively in small groups at various times throughout this unit.Discuss the benefits of helping others and, sharing ideas and expertise to solve problems. Brainstorm andrecord on a chart entitled "Working in a Group" a list of key rules to remember. This class list may include: Bea good listener; Use quiet voices; No put-downs; Everyone gets a turn; Get the job done!; Two (or more)heads are better than one.; Encourage and compliment others' contributions; and, Keep focussed on thetask.). Post this list in the classroom for future reference.

Divide students into small groups of three or four. Appoint a recorder, timekeeper, spokesperson, andencourager for each group. Distribute one sheet of paper and a marker to each recorder. Distribute onelarge sheet of patterned wrapping paper to each group. Groups of students will locate and describe thepattern(s) that they see on the wrapping paper and the recorder will list these on the chart, using picturesand words by answering the question "What is the pattern rule in the design of this wrapping paper?".Groups may record shape, line, and colour patterns. Some groups may also notice transformational changessuch as slides, turns, and flips of the shapes

Step 4




Each spokesperson will present, briefly, the patterns found by the group. A sample of the wrapping paperwill be attached to the group's list and posted in the room for future reference.

Step 5

Refer back to the previous subtask in which figures were created using geometric shapes. Ask thestudents, "How could we possibly use geometric shapes to design a Christmas wrap pattern?" Accept andrecord all responses on chart paper for future reference. Discuss which colours might be used forChristmas wrapping paper (i.e., red, green, gold, silver).

Step 6

Allow approximately ten minutes for students to record in their Learning Logs any immediate thoughts orideas about possible patterns and designs that they may wish to use. Tell students to begin collectingrecycled paper bags for the wrapping paper designs that they will create in Subtask 7.

Day Two (40 minutes)

Step 1

Discuss the true meaning of Christmas and how it relates to the Culminating Task - Celebration at the end ofthe unit. The teacher will read "Franklin's Christmas Gift" or another book that tells about Christmas gift-giving.Direct the students' attention to the many wrapping paper designs on each page. Discuss the ending of thestory focussing on Franklin's decision regarding an appropriate gift to give to the toy drive. Ask students"How would you feel if you were Franklin, at the end of the story?". Read Matthew 22: 37-39 "You shalllove your God. You shall love your neighbour as yourself.". Discuss. As a whole class, brainstorm a list ofgroups in need for whom students can make and give a gift (e.g., Angel tree, a child in a twin school in adeveloping country, Salvation Army, senior citizen's home). Record on chart paper. As a class, reach aconsensus on which group should receive the gifts made by the students. Remind students that Santa onlyrequires a photograph and description of their wrapping paper design. Therefore, they can wrap their giftwith the wrapping paper they create in the Culminating Task. Some students may wish to make two copiesof their wrapping paper at that time so that they can use one in any way they choose.

Step 2

Divide students into small groups of three or four. Appoint a recorder and spokesperson for each group.Distribute one sheet of paper and a marker to each recorder. Challenge them to brainstorm, in five minutes, alist of age-appropriate gifts that include a linear pattern (e.g., friendship bracelets, placentas) that they canmake and give to the identified group. Each student in the group must suggest at least one possible gift.Invite small groups to come together as a whole class. Each spokesperson will present the ideas of his/hergroup. As a class, reach a consensus on which gift to make. As a group, brainstorm a list of materialsrequired to make the gift and record on chart paper. Instruct each student to find, at home, a box suitable insize in which his/her gift will be wrapped and any additional materials that they wish to use to make the gift.

Ask students "How do you think the person will feel when he/she receives and opens your gift?", "Howdoes it make you feel knowing that you have helped make someone happy?". Through their work in planningand creating a gift and its wrapping, students will find meaning, dignity, and fulfillment as they contribute tothe common good of helping those in need.

Day Three (30 minutes)

Making the Gift




Resources

Using the gathered materials, students will make their gift and place it in their box.



Teachers may consider using their Core math programs to provide extra practice and enrichment activities forstudents.

BLM 2.1 Letter from Santa 2_Letter from Santa.cwk

BLM 2.2 Criteria for Wrapping PaperDesign

2_criteria.cwk

The Crippled Lamb Max Lucado

Franklin's Christmas Gift Paulette Bourgeois

Pooh's Christmas Gifts Isabel Gaines

Friendship Bracelets Camilla Gryski

More Incredibly Awesome Crafts for Kids Better Homes and Gardens

The Jolly Postman and Other People'sLetters

Janet and Allan Ahlberg

Katy's Gift An Amish Story Keith Bowen

Claire's Gift Maxine Trottier

Patterned wrapping paper sheet

Markers

Chart paper

Pencil Crayons set

Gathered Materials from Home for Gift




Notes to TeacherYou may wish to mail the letter from Santa a week before beginning this unit to create a feeling of authenticityamongst the students. The letter can then be opened in front of the students and read to them.

Teachers will print the criteria from BLM 2.2 on chart paper (leaving adequate space for student-generatedexamples) prior to beginning this subtask.

Teachers should refrain from overwhelming students with intricate wrapping paper designs in Day One, Step 3.It is suggested that simple patterns be distributed and that more complex patterns be given to those who needenrichment.

Various books are referenced in the resource section that can be used when deciding upon a gift idea.

In making the wrapping paper in Subtask 7, it is recommended that recycled paper bags be used. This willencourage the conservative use of paper and show that students respect the environment and use resourceswisely.

When Santa comes to view the wrapping paper designs, he will photograph them using a regular or digitalcamera.

We chose to have the class write a letter to Santa as a group. This is an appropriate opportunity to teach letterwriting to the students as a component of the Language Arts writing program. Therefore, you may wish to haveeach student write his/her own letter in reply to Santa's request.

This Subtask ties into Unit 5, Themes 13 and 15 of the "We Belong to the Lord Jesus" Grade 2 religion program.In Theme 13, Lesson 2, students hear the story of the Magi and in Lesson 3 they celebrate Jesus as a gift fromGod to the world. In Theme 15, students examine ways in which people care for their families, communities,Parish communities, and the world. It also ties into Unit 3, Theme 9, Activity 2 and 3 of the Grade 3 "Born of theSpirit" religion program. In the religion program, students hear stories about service; they learn more about theways their school lives out its call to service and how they love and care for someone or something. Therefore,when deciding on the recipients of the gifts, community and world outreach should be stressed.

Teacher Reflections


That's a Wrap! Subtask 3Transformations


Expectations2m78 A – demonstrate transformations, such as flips, slides,

and turns (reflections, translations, and rotations),using concrete materials;

3m74 A – identify transformations, such as flips, slides, andturns (reflections, translations, and rotations), usingconcrete materials and drawings;

2s50 • design and construct devices that are propelled bymoving air or moving water;

3m75 A – perform rotations using concrete materials (e.g.,quarter turn, half turn, three-quarter turn);

2m80 A – identify and perform translations of simple figuresusing concrete materials (e.g., to the left, to theright, up and down);

3m63 – use two-dimensional shapes to make athree-dimensional model using a variety of buildingmaterials (e.g., cardboard, construction sets);

2m68 – create a three-dimensional model from anillustration, using concrete materials (e.g., make ahouse from clay or Plasticine);

DescriptionStudents will be introduced to and explore the concept of transformations (i.e., slides [translations], turns[rotations], and flips [reflections]). Opportunities to reflect on creative ways to demonstrate (Grade 2) andperform (Grade 3) transformations using concrete materials such as cutout letters of the alphabet, bodies,shapes, and Miras, will be given. Students will create a patterned Christmas bow that will be used as part ofthe gift-wrapping for the Culminating Task.

CGE 3c - Catholic Graduate Expectation - A Reflective and Creative Thinker: Thinks reflectively and creativelyto evaluate situations and solve problems.

GroupingsStudents Working IndividuallyStudents Working As A Whole ClassStudents Working In Pairs

Teaching / Learning StrategiesBrainstormingMini-lessonPromptsReviewTechnology

AssessmentTeacher will use the Rating Scales (BLM3.9) to assess student ability to identifyand perform transformations.

Level 3

Grade 2Student will independently select and usean appropriate problem-solving strategy tosolve the problem.Student will demonstrate transformationssuch as slides, turns, and flips usingconcrete materials, independently usingmost of the required concepts.Student will communicate understanding oftransformations, using appropriatemathematical terminology and symbols(e.g., to the left, to the right, turn).

Grade 3Student will independently select and usean appropriate problem-solving strategy tosolve the problem.Student will demonstrate and performtransformations such as slides, turns, andflips using concrete materials,independently using most of the required




concepts.Student will communicate understanding oftransformations, using appropriatemathematical terminology and symbols(e.g., quarter-turn, half-turn, three-quarterturn).

Assessment StrategiesPerformance TaskQuestions And Answers (oral)

Assessment Recording DevicesRating Scale

Teaching / LearningTell me, I'll forget. Show me, I may remember. But involve me and I'll understand. Chinese Proverb

Day One - Slides (40 minutes)Step 1

The teacher will lead a whole-class brainstorming session on what it means to "slide". Ask students "Whatdoes "slide" mean?". Ask students "Can you think of something that slides?" (e.g., a box, a person). Invitestudents to reflect on creative ways to demonstrate (Grade 2) and perform (Grade 3) slides using concretematerials such as their bodies and objects in the classroom. Ask students "In which directions can objectsslide?" (e.g., to the right, below, above, to the left). Discuss and list on chart paper. Students may havedifficulty understanding that something can slide upwards. Using a cutout upper-case letter such as M andthe overhead projector, the teacher will perform a slide to the right. Ask students "In what direction did theletter M slide?". Repeat for slides in other directions.

Step 2

Distribute one piece of blank paper and one letter of the alphabet (e.g., cutouts, magnetized plastic letters,sponge letters) to each student. Instruct students to place their letter in the centre of the page and trace theoutline. Instruct students to slide their letter to the left of the original tracing. The teacher should ensure thatstudents do not turn or flip the letter when sliding it. Ask them to trace the letter in its new position and labelthe direction of the slide (e.g., slide to the left). Repeat for other directions. Observe their ability to follow oraldirections as you tell them how to slide their letter. Invite individual students to model and describe the correctslide position on the overhead projector. Elicit a definition of "slide" and record on chart paper. Add pictorialexamples of slides to the chart.A slide, or a translation, is a transformation that moves a figure to a new position in the same plane. Thefigure does not change size, shape, or orientation; it only changes position. A translation image is theresult of a translation.

Step 3Distribute BLM 3.1 (Grade 2) and BLM 3.2 (Grade 3). Explain instructions thoroughly to each grade level.Students will complete this paper-and-pencil activity to demonstrate their understanding of slides.

Day Two - Turns (60 minutes)




Step 1The teacher will lead a whole-class brainstorming session on what it means to "turn". Ask students "Whatdoes "turn" mean?". Ask students to name or find an object in the classroom or the environment that turns(e.g., hands on a clock, bicycle wheel, ferris wheel, CD). Invite students to reflect on creative ways todemonstrate (Grade 2) and perform (Grade 3) turns using concrete materials such as their bodies andobjects in the classroom. Using the cutout of the upper-case letter from the previous day's lesson and theoverhead projector, the teacher will perform a quarter-turn (counter-clockwise direction). Please note:Unless otherwise stated, the direction of a turn is counter-clockwise. Ensure that the students see that theletter M rotates from a fixed point each time it is turned. Ask students "In what direction did the letter Mturn?". Repeat for half-, three-quarter, and full-turns. The teacher will create a chart which demonstratesturns of upper-case letter M. Invite individual students to identify and label each turn (quarter-turn, half-turn,three-quarter turn, full-turn) for future reference. Elicit a definition for "turn" (rotation) and add it to the chart.Post chart in the classroom for future reference.A turn, or a rotation, is a transformation that turns a figure about a fixed point. The figure does not changesize or shape, but it does change position and orientation. A rotation image is the result of a rotation.

Step 2Distribute BLM 3.3 to all students. (The expectations Grade 2 and 3). Explain instructions thoroughly.Students will complete this paper-and-pencil activity to demonstrate an understanding of turns (rotations).

Step 3Tell students that they will be creating a three-dimensional bow that will be used when wrapping their gift inthe Culminating Task. Distribute BLM 3.4a or BLM 3.4b (both Grade 2 and 3). Read and explain directions.The teacher will relate the directions to the criteria for the Culminating Task pointing out that they are thesame. Ensure that students understand that the turning point on the bow is the centre point marked by an Xon BLM 3.4b. (In previous examples, the turn was demonstrated using an outside point.)

Day Three - Flips (60 minutes)

Step 1The teacher will lead a whole-class brainstorming session on what it means to "flip". Ask students "Whatdoes "flip" mean?". Ask students to name objects that can be flipped (e.g., pancakes, playing cards, bodies,coins). Invite students to reflect on creative ways to demonstrate (Grade 2) and perform (Grade 3) flipsusing concrete materials such as their bodies and objects in the classroom. Using the cutout upper-caseletter M from the previous day's lesson and the overhead projector, the teacher will perform a horizontal flip(to the right or left). (See BLM 3.5 for teaching examples of horizontal and vertical flips.) Ask the students,"What happened to the letter M?". If students cannot state that it flipped horizontally, relate it to direction ofthe horizon line. Demonstrate vertical flips (up or down) and invite individual students to explain thechange in position and orientation (e.g., "First, the letter M was in an upright position. Then, you flipped itvertically. Now the M is upside-down, and underneath the original M."). Elicit a definition for "flip" (reflection)and add it to the definition chart. Add pictorial examples of flips to the chart.A flip, or a reflection, is a transformation that turns a figure over an axis. The figure does not change sizeor shape, but it does change position and orientation. A reflection image is the result of a reflection.

Step 2Working in pairs (refer to Subtask 2, Day 1, Step 3 for suggestions on working successfully andcooperatively with others), students will use Miras to explore flips. If students have not had experienceusing Miras, an introductory lesson on their use will be necessary. Distribute BLM 3.6 and one Mira to eachpair of students. Explain the instructions clearly. Ensure that the students understand that the image theysee is a reflection of the original figure's position and orientation.




Resources

Step 3Distribute BLM 3.7 to each Grade 2 student and BLM 3.8 to each Grade 3 student. Students will complete thispaper-and-pencil activity to demonstrate their understanding of flips.




Teachers may wish to set up a Mira centre to explore the concepts of slides, flips, and turns.

Enrichment

For the Grade 2 flip activity BLM 3.7, students could also perform multiple flips for each figure on additionalsheets of paper.

BLM 3.1 Slide Activity Worksheet Gr. 2 3_slide activity worksh.cwk

BLM 3.8 Flip Activity Worksheet Gr.3 3_flip activity worksh.cwk

BLM 3.4b Christmas Bow Template 3_Christmas Bow.cwk

BLM 3.7 Flip Activity Worksheet - Grade 2 3_flip grade 2.pdf

BLM 3.6 Mira Investigations 3_Mira Investigations.cwk

BLM 3.2 Slide Activity Worksheet Gr. 3 3_worksheet .cwk

BLM 3.3 Turn Activity Gr. 2 and 3 3_Turn Activity 2 and 3.cwk

BLM 3.5 Teacher Examples of Flips 3_Teacher BLM - Flips.cwk

BLM 3.9 Transformation Rating Scales 3_Subtask 3 rating scale.cwk

BLM 3.4a Christmas Bow Template 3_Christmas Bow1.cwk

Stencils (letters, shapes) set

Sponge letters set

Blank paper 1

Crayons or markers set




Construction paper

Overhead projector

Miras 1

Scissors 1

Notes to TeacherThe concept of 1/4, 1/2, and 3/4 turns may be more clear to students who have been introduced to telling timeto the quarter hour prior to this unit. Longer time frames may have to be used with groups who haven't done so.

You may wish to provide precut, shaped sponges and paint for the patterning task as an alternative to tracingthe shapes.

The activity on Day Two, Step 3 relates to the Grade 2 Science and Technology, Energy and Control strandexpectation 2s50 "design and construct devices that are propelled by moving air...".

Teacher Reflections


That's a Wrap! Subtask 4Combining and Changing Attributes


Expectations2m85 A – recognize that patterning results from repeating


2m86 – describe and make models of patternsencountered in any context (e.g., wallpaper borders,calendars), and read charts that display thepatterns;

2m88 A – combine two attributes in creating a pattern (e.g.,size and position);

2m94 A – given a rule expressed in informal language,extend a pattern;

2m93 A – explain a pattern rule;3m81 A – understand patterns in which operations are



3m83 A – create a pattern in which two or more attributeschange (e.g., size, colour, position);

3m84 A – discuss the choice of a pattern rule;3m85 A – given a rule, extend a pattern and describe it in

informal mathematical language (e.g., starting at 3,add 3 to each number to create a pattern);

2m79 A – make a pattern using two-dimensional shapes(e.g., pattern blocks, tangram);

DescriptionStudents will create, describe, and extend fence patterns in which two attributes are combined (Gr. 2)and/or two or more attributes change (Gr.3). They will exchange their fence pattern with a grade-grouppartner and will be required to identify and extend the new pattern. Individual Grade 2 students will bechallenged to think reflectively and creatively to design a repeated linear fence and card border patterncombining a transformation (slide, turn, or flip) with one other attribute (e.g., colour, size, number).Individual Grade 3 students will be challenged to think reflectively and creatively to design a repeatedlinear fence and card border pattern in which two or more attributes change, one of which must be atransformation. Patterns will be transferred onto a strip of paper and pattern rules will be explained inLearning Logs. Students will exchange their patterns with a partner. Each student will extend, describe,and comment positively on their partner's pattern thereby supporting the originality and integrity in thework of others.

CGE 3c - Catholic Graduate Expectation - A Reflective and Creative Thinker: Thinks reflectively andcreatively to evaluate situations and solve problems.CGE 5g - Catholic Graduate Expectation - A Collaborative Contributor: Achieves excellence, originality,and integrity in one's own work and supports these qualities in the work of others.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesCollaborative/cooperative LearningPeer PracticeWorking With ManipulativesVisualisation

AssessmentPattern Assessment

Collaboratively, the students and teacherwill create a rubric to be used inassessing this activity. Sample rubrics areincluded for each grade for teacher useand reference. Teachers should directstudents' attention to the importantelements of the rubric ensuring thatstudents understand how they candemonstrate a Level 3 and 4 performance.

*Please note that the Curriculum UnitPlanner will allow only five expectations tobe assessed on one rubric. Therefore, itwas necessary to create a rubric for eachgrade. However, the rubrics areformatted the same and assess linkedexpectations.




Level 3

Grade 2Student will select and use an appropriateproblem-solving strategy to solve theproblem.Student will identify and describe thepattern(s).Student will extend the pattern.Student will make few minor errors whenfollowing pattern rules.Student will describe the pattern clearlyand precisely, using appropriatemathematical terminology and symbols.

Grade 3Student will select and use an appropriateproblem-solving strategy to solve theproblem.Student will identify and describe a widevariety of patterns.Student will make only a few minor errorswhen creating and extending patternsinvolving two or more attributes.Student will make only a few minor errorswhen using pattern rules.Student will describe the pattern clearlyand precisely, using appropriatemathematical terminology and symbols.

During Subtask 4, the teacher cancirculate to see if Grade 2 students canextend a pattern and explain the patternrule and if the Grade 3 students candescribe the pattern and extend it. Recordstudent progress in an anecdotal format.Using the rubrics, the teacher will assess

Teaching / LearningLinking Transformations and Patterning Activity

Day One (55 minutes)Step 1

Read Jan Brett's "Gingerbread Baby" or any other book demonstrating patterns suitable to theChristmas/winter theme. Identify and discuss the physical patterning arrangements throughout the book (e.g.,borders, clothing, objects, etc.) and the language patterns (e.g., repetitive phrases such as "Catch me if youcan"). Draw students' attention to the shapes in the pictures as well.

Step 2 - (Refer to BLM 4.1 - Lesson Plans from Patterns Here, There, and Everywhere for fence patternideas)




Gather students together in a large circle. In the centre of the circle, place a model or a picture of the item(s)(e.g., a gingerbread or elf house, or a reindeer pen) you wish the students to enclose within a fence asidentified in the story you have chosen. Provide candy canes in a variety of sizes and colours. Distributeone candy cane per student. Have students individually demonstrate slides, turns, and flips using the candycanes. For example, tell students "Slide your candy cane to the left.", "Flip your candy cane horizontally.".

Review with students the criteria for combining (Grade 2) and changing (Grade 3) attributes by referring tothe posted chart from Subtask Two entitled "Criteria for Patterned Wrapping Paper". (This will preparestudents to use these criteria in creating a fence pattern as outlined below.)

Invite four students (one per fence side; two Grade 2s and two Grade 3s) to create a candy cane fencepattern for the item(s) chosen. Instruct the Grade 2s to create and demonstrate a fence pattern in which twoattributes, one of which must be a transformation, are combined (e.g., colour and position, or size andposition). Instruct the Grade 3s to create and demonstrate a fence pattern in which two, or more, attributes,one of which must be a transformation, are changed (e.g., colour, size, and position, or number, size, andposition). Ask students to identify, in a variety of ways (e.g., by clapping or other forms of body percussion)each pattern rule (e.g., AB, ABB, [Grade 2] and AABCC, ABC [Grade 3]) . The teacher will record, on chartpaper, the pattern ideas (sketch-format) by grade level with descriptions provided by students and post forfuture reference.

Day Two (70 minutes)Step 1

Provide and display samples of pre-traced and sorted (by size and shape into containers) cookie cuttershapes (e.g., candy cane, Christmas tree, sleigh, reindeer, and elf) in various sizes (e.g., enlarged/reducedon photocopier). Challenge individual Grade 2 students to reflect upon the previous day's lesson and usethose experiences to creatively design and explain an original repeated linear fence pattern for the item(s)chosen (in Step 2, Day 1) that combines a transformation (slide, turn, or flip) with one other attribute (e.g.,colour, size, number). Challenge individual Grade 3 students to think reflectively and creatively to design andexplain an original repeated linear fence pattern for the item(s) chosen in which two or more attributeschange, one of which must be a transformation. With the help of the students, create a rubric to be used inassessing this activity. Sample rubrics are included for each grade for teacher use and reference.Teachers should direct students' attention to the important elements of the rubric ensuring that studentsunderstand how they can demonstrate a Level 3 and 4 performance.

Tell students that they will have five minutes to decide which attributes they will use. Remind students thatthey must add colour to the shapes if they choose it as an attribute. They will record in their Learning Logsthe attributes chosen and a sketch of their original pattern.

Provide each student with a precut (50 cm x 15 cm) strip of bristol board or cardboard onto which he/she willtransfer his/her fence pattern. On a small piece of paper, students will complete the sentence frame "Myfence pattern rule is____________.". Allow opportunities for the Grade 2 students to explain their patternrule and for the Grade 3 students to discuss the choice of their pattern rule orally.

Step 2

Divide students into grade-group pairs (refer to Subtask 2, Day 1, Step 3 for suggestions on workingsuccessfully and cooperatively with others). Partners will exchange patterns. Each student will extend,describe, and comment positively on their partner's pattern thereby supporting the originality and integrity inthe work of others. Original fence patterns can be displayed in the room.

Step 3




Resources

Inform students that they will be creating a card or a gift tag that will be used when wrapping their gift in theCulminating Task. Instruct Grade 2 students to design a linear patterned border that that combines atransformation (slide, turn, or flip) with one other attribute on recycled paper. Instruct Grade 3 students todesign a linear patterned border in which two or more attributes change, one of which must be atransformation, on recycled paper. Students can decorate the card or tag.




Enrichment

Extension Activity/Computer Application:

Individually, students will use a computer software program to design a repeated Christmas pattern followingthe criteria specified for each grade level. Remind students that they will be designing a Christmas wrappingpaper pattern for Santa and for personal use, and that these designs may be incorporated into their finalproduct.

Extension Activity

In the Learning Logs, each student records the fence design that he/she likes best. He/she writesinstructions for its assembly that can be given verbally to his/her partner. The student evaluateshimself/herself according to how accurate his/her instructions were in helping his/her partner build the fence.Refer to Day 8 Lesson Plans on Patterns Here, There, and Everywhere website and/or Optional BLM 4.2.

Grade 2 Combining Attributes Rubric

Grade 3 Changing Attributes Rubric

BLM 4.1 Lesson Plans (Day 4) 4_Day4.cwk

BLM 4.2 Optional Lesson Plans (Day 8) 4_Day8.cwk

Gingerbread Baby (Scholastic Big Book) Jan Brett

Patterns Here, There, and Everywhere

Jan Brett's Website

Pattern Blocks: Exploring With Shapes

Chart paper




Marker

Cardboard strips (50 cm x 15 cm)

White glue, liquid

Lined paper

Pencils

Recycled paper scraps

Coloured candy canes, various sizes LOTS

Gingerbread House, model or picture 1

Cookie Cutter Shapes, photocopiedtemplates

set

Notes to TeacherFor Step 3, teachers will photocopy theme-related shapes (templates) and presort according to size andshape. Plastic baggies can be used to store the shapes so that students can see contents easily.Teachers could also provide theme-related sponge shapes and paint as an alternative medium in Step 3.

Although the website Patterns Here, There, and Everywhere is referenced in the resource list, we haveincluded a copy of the lesson plans in a Blackline Master as well. Unfortunately, the graphics did not copy.Therefore, you may wish to access the website listed.

Have you sent out the invitations for Subtask 7? (see Unit Notes)

Extension Activity - In the Learning Logs, each student records the fence design that he/she likes best.He/she writes instructions for its assembly that can be given verbally to his/her partner. The studentevaluates himself/herself according to how accurate his/her instructions were in helping his/her partnerbuild the fence. Refer to Day 8 Lesson Plans on Patterns Here, There, and Everywhere website and/orOptional BLM 4.2.

Teacher Reflections


That's a Wrap! Subtask 5Growing Patterns


Expectations2m79 – make a pattern using two-dimensional shapes

(e.g., pattern blocks, tangram);2m85 A – recognize that patterning results from repeating


2m88 – combine two attributes in creating a pattern (e.g.,size and position);

2m95 – transfer patterns from one medium to another(e.g., actions, words, symbols, pictures, objects,calculator).

3m68 – explain the process they followed in making astructure or a picture from three- dimensional figuresor two-dimensional shapes;

3m81 A – understand patterns in which operations arerepeated (e.g., multiplication), transformations arerepeated, or multiple changes are made toattributes;

3m82 – identify patterns in which at least two attributeschange (e.g., size, colour);

3m83 – create a pattern in which two or more attributeschange (e.g., size, colour, position);

2a37 – identify the elements of design in a variety offamiliar objects (e.g., colour in clothing, symmetricalforms in buildings) and in works of art;

3a31 – identify elements of design in a variety of naturaland human-made objects (e.g., the form of a tree isasymmetrical and its leaves and flowers may besymmetrical);

2m82 A • identify, extend, and create number, geometric,and measurement patterns, and patterns in theirenvironment;

2m92 A – relate growing and shrinking patterns to additionand subtraction;

3m88 A – identify relationships between addition,subtraction, multiplication, and division;

2m86 A – describe and make models of patternsencountered in any context (e.g., wallpaper borders,calendars), and read charts that display thepatterns;

3m78 A • identify, extend, and create linear and non-lineargeometric patterns, number and measurement

DescriptionStudents will explore, identify, and extend growing star designs using Pattern Blocks. They will record thegrowing number patterns that they observe on a chart and explain the relationship to addition (Grade 2) andmultiplication (Grade 3). Grade 2 students will also be given the opportunity to create an original growing starpattern and record it in their Learning Logs. Grade 3 students will also explore, identify, and extend a morecomplex growing star pattern and relate it to growing multiplication number patterns. Students will beencouraged to reflect on how a growing pattern can be adapted and used in the creation of their wrappingpaper design for the Culminating Task activity.

CGE 3b - Catholic Graduate Expectation - A Reflective and Creative Thinker: Creates, adapts, evaluates newideas in light of the common good.

GroupingsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesCollaborative/cooperative LearningWorking With ManipulativesPeer PracticeComputer Assisted Learning

AssessmentUsing the criteria outlined on theObservation Checklist (BLM 5.1), teacherswill assess student's understanding ofgrowing number patterns.

Level 3

Grade 2Student will select and use an appropriateproblem-solving strategy to solve theproblem.Student will identify and describe thegrowing number pattern(s).Student will extend the number pattern(s).Student will make few minor errors whenfollowing pattern rules.Student will describe the pattern clearlyand precisely, using appropriatemathematical terminology and symbols(e.g., growing addition pattern).

Grade 3Student will select and use an appropriateproblem-solving strategy to solve theproblem.Student will identify and describe thegrowing number patterns.




patterns, and patterns in their environment;3m80 A • identify relationships between and among

patterns.

Student will make only a few minor errorswhen creating and extending patternsinvolving two or more attributes.Student will make only a few minor errorswhen using pattern rules.Student will describe the pattern clearlyand precisely, using appropriatemathematical terminology and symbols(e.g., growing multiplication pattern).

Answer Key for BLM 5.3 GrowingStaircase Pattern - Grade 3

Step Number Number of SquaresNumber Pattern

1 11x1=1

2 32x1+1=3

3 63x2=6

4 104x2+2=10

5 155x3=15

Teaching / LearningStep 1

Review various growing number patterns such as skip counting by 2s, 5s, 10s. Record the following numbersequences on the board one at a time and ask students questions such as, "What number comes next in thisnumber sequence, 8, 10, 12...?". "What number comes next in this number sequence, 25, 30, 35...?". "Whatnumber comes next in this number sequence, 1, 2, 4, 7,...?" (11- add 1, add 2, add 3, add 4,etc.). Havestudents identify the pattern rule for each number sequence.

Step 2

Distribute a calculator to each student to explore and help students to identify growing patterns. Record thefollowing number pattern 2, 4, 6... on the board and ask students "What happens to the numbers in thissequence?" (Possible answers: They get bigger; They get larger by 2; They grow by 2; They are two moreeach time.) "What number comes next in this number pattern, 3, 6, 9...?" Ask them "What is the pattern rule?"and "How can we show the next number in the sequence using the calculator?". (Answer: Type 3+3 = toget 6, then press = again to get 9, press = again to get 12, etc.) Ask: "What number comes next in thisnumber pattern 10, 20, 30...?". Ask them "What is the pattern rule?" and "How can we show the next numberin the pattern using the calculator?". (Answer: Type 10+10 = to get 20, then press = again to get 30, press =again to get 40, etc.). Continue with other examples of growing number patterns. Teachers may wish toextend this activity to include the identification of number patterns in hundreds charts.




Step 3

The teacher will read Marcus Pfister's book, "The Christmas Star" or another Christmas story on a star theme.Discuss with the whole class the symbolism and significance of the star as it relates to the Christmas story.Emphasize that Jesus is God's gift of life to us and that Jesus is the light of the world as is outlined in Unit 5,Themes 13 and 14 of the "We Belong to the Lord Jesus" Grade 2 religion program.

Step 4

Display flannel board and felt shapes as used in subtask 1. Invite a student to make a four-point star usingone square and four triangles. The teacher will make a chart with the following headings: Star Number,Number of Squares, and Number of Triangles. Record information under appropriate headings. For example,1 star, 1 square, 4 triangles. Ask students "How can we make a larger star using four squares and eighttriangles?". Tell the students that the four squares must be put together to make one large square (2 rows x2 columns=4 small squares). Invite a student to make this star and place it beside the first one. Ask studentsto tell you the information to record on chart (2 stars, 4 squares, 8 triangles). Ask students to predict howmany small squares will be needed to make the centre of the next star in the growing pattern (Answer: 3rows x 3 columns=9 small squares). Invite a student to make this star and place it beside the second one.Ask students to tell you the information to record on chart (3 stars, 9 squares, 12 triangles).

Step 5

Invite students to examine the column on the chart under the heading "Number of Triangles" and relate it to thefelt patterns on display. Ask them "What number patterns do you see?". Response from Grade 2 studentsshould be that they see a growing pattern that adds 4 more triangles to each larger star. Response fromGrade 3 students should be that they see a growing pattern that multiplies the number of stars by 4 triangles.

Invite students to examine the column on the chart under the heading "Number of Squares" and relate it to thefelt patterns on display. Ask them "What number patterns do you see?". Response from Grade 2 studentsshould be that they see a growing pattern where the pattern increase is +3, +5, +7, +9, etc. Students mayalso notice an odd number pattern. Response from Grade 3 students should be that they see a growingpattern that multiplies the star number by itself (e.g., star number 2 x 2 = 4 squares) to determine the numberof squares. They may also respond that it is 2 squares in the row across times 2 squares in the columndown = 4 squares in all. Teachers can introduce the term arrays at this time.

Step 6

Distribute BLM 5.2 to both grades. Students will complete the next two steps in the growing star patterns andrecord information in the chart. They will identify and explain the pattern rule. When the Grade 2 studentshave completed BLM 5.2, they can use Pattern Blocks to create different growing star patterns or othergrowing patterns (e.g., growing triangular patterns; see website listed in resource section) and recordinformation in Learning Logs using pictures, words, and numbers. When the Grade 3 students havecompleted BLM 5.2, the teacher will explain the instructions for BLM 5.3. Students will use Pattern Blocks tohelp solve the growing pattern in BLM 5.3.

The teacher will encourage students to reflect on how a growing pattern can be adapted and used in thecreation of their wrapping paper design for the Culminating Task activity. Students could respond to thefollowing question: "How can you use what you have learned about growing patterns when designing yourwrapping paper?". Allow five minutes for students to record in their Learning Logs ways in which this canbe done.




Resources




Students can write their own growing pattern word problems for other students to solve.

To assist students experiencing difficulty with the concepts of growing number patterns, the teacher maywish to assign partners in order to ensure understanding of the concepts developed in this subtask.

BLM 5.4 can be completed as an extension activity for Grade 3 students who require further challenges.One problem-solving strategy is to have students colour the central or middle hexagon red, and eachadditional layer a different colour so that students can visualize the way in which the pattern grows. Thisactivity could be done as a class problem-solving activity before individual students complete BLMs 5.2(Grade 2) and 5.3 (Grade 3).

Teachers may wish to teach number fact families (e.g., 2+5=7, 5+2=7, 7-2=5, and 7-5=2; 3x5=15, 5x3=15,15/3=5, and 15/5=3) and their relationships if this has not been addressed in the Number Sense andNumeration strand.

Teachers may wish to set up a calculator centre to explore growing and shrinking number patterns.

A centre for students to experiment with and explore growing patterns using manipulatives such as PatternBlocks, Attribute Blocks, stickers, and stamp shapes can also be introduced.

BLM 5.1 Observation Checklist 5_observation checklist.cwk

BLM 5.2 Growing Star Patterns Gr. 2 and 3 5_growing grade 2 and 3.cwk

BLM 5.4 Growing Star Patterns - Grade 3 5_growing grade 3.cwk

BLM 5.3 Growing Staircase Pattern-Gr. 3 5_Growing Staircase.cwk

The Christmas Star Marcus Pfister

The Hershey's Kisses Addition Book Jerry Pallotta

The I Hate Mathematics! Book Marilyn Burns

The Very Special Night Ruth Shannon Odor

The First Night B. G. Hennessy

Discovering Patterns Andrew King




Triangular Number Patterns

Blank Paper

Pattern Blocks set

Calculators 1

Notes to TeacherTeachers may wish to relate this activity to Unit 5, Themes 13 and 14 of the "We Belong to the Lord Jesus"Grade 2 religion program. This unit emphasizes that Jesus is God's gift of life to us and that Jesus is the light ofthe world. This relates to the Christmas star story.

Teacher Reflections


That's a Wrap! Subtask 6Shrinking Patterns


Expectations2m87 A – identify patterns (e.g., in shapes, sounds);2m91 – use a calculator and a computer application to

explore patterns;2m93 – explain a pattern rule;3m81 A – understand patterns in which operations are


3m84 – discuss the choice of a pattern rule;3m89 – use a calculator and a computer application to

explore patterns.3m88 A – identify relationships between addition,

subtraction, multiplication, and division;2m92 A – relate growing and shrinking patterns to addition

and subtraction;2m82 A • identify, extend, and create number, geometric,

and measurement patterns, and patterns in theirenvironment;

2m85 A – recognize that patterning results from repeatingan operation (e.g., addition), using a transformation(slide, flip, turn), or making some other change to anattribute (e.g., position, colour);

3m78 A • identify, extend, and create linear and non-lineargeometric patterns, number and measurementpatterns, and patterns in their environment;

3m80 A • identify relationships between and amongpatterns.

DescriptionThrough various problem-solving activities, students will identify and explain shrinking number patterns. Theteacher will invite students to reflect on known problem-solving strategies and to think creatively to evaluatesituations in order to solve word problems. Students will be encouraged to visualize creative solutions to wordproblems that involve subtraction and multiplication. Using manipulatives, students will solve word problemsand relate them to subtraction (Grade 2) and division (Grade 3).

CGE 3c - Catholic Graduate Expectation - A Reflective and Creative Thinker: Thinks reflectively and creativelyto evaluate situations and solve problems.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesSketching To LearnProblem-solving StrategiesNumbered Heads

AssessmentObserve students problem-solvingstrategies as they work in groups duringSteps 1 and 2. Some strategies you maysee are trial-and-error (guessing andtesting), using diagrams, making a model,and acting it out. Using the ObservationChecklist (BLM 6.3), the teacher willrecord student achievement on the wordproblem activity in Step 3.

Level 3

Grade 2Student will select and use an appropriateproblem-solving strategy to solve theproblem.Student will identify and describe thenumber pattern(s).Student will extend the number pattern.Student will make few minor errors whenfollowing pattern rules.Student will describe the pattern clearlyand precisely, using appropriatemathematical terminology and symbols.

Grade 3Student will select and use an appropriateproblem-solving strategy to solve theproblem.




Student will identify and describe a widevariety of patterns.Student will make only a few minor errorswhen creating and extending patternsinvolving two or more attributes.Student will make only a few minor errorswhen using pattern rules.Student will describe the pattern clearlyand precisely, using appropriatemathematical terminology and symbols.

Assessment StrategiesExhibition/demonstrationLearning Log

Assessment Recording DevicesChecklistAnecdotal Record

Teaching / LearningStep 1

Review various shrinking number patterns such as counting backwards from 20 by 2s, from 50 by 5s, from100 by 10s. Distribute a calculator to each student to explore and help students to identify shrinking patterns.Record the following number pattern on the board and ask students "What happens to the numbers in thispattern?" (Possible answers: They get smaller; They get smaller by 2; They shrink by 2; They are two lesseach time.) "What number comes next in this number pattern, 10, 8, 6...?" Ask them "What is the patternrule?" and "How can we show the next number in the pattern using the calculator?". (Answer: Type 10 - 2= to get 8, then press = again to get 6, press = again to get 4, etc.) Repeat with this shrinking number pattern:"What number comes next in this number pattern, 50, 45, 40...?". Ask them "What is the pattern rule?" and"How can we show the next number in the pattern using the calculator?". (Answer: Type 50 - 5 = to get 45,then press = again to get 40, press = again to get 35, etc.). Continue with other examples of shrinkingnumber patterns.

Step 2

On chart paper, the teacher will pose the following problem to the class: An elf has 27 apples. If he givesthree apples to each reindeer, how many reindeer can he feed? Ask students to reflect upon this question:"Which problem-solving strategy(ies) can we use to solve this problem?". Encourage them to think creativelyto evaluate the situation and choose the most appropriate method to solve the problem. Answers will vary.Depending on students' previous exposure to problem-solving methodologies, new strategies may need to betaught.

Tell students that they will be working in small groups to solve cooperatively the problem. Refer to "Workingin a Group" chart from Subtask 2, Day 1, Step 3 to review cooperative learning skills. Use the NumberedHeads strategy to divide students into small groups of 3 or 4. Assign a number (1-recorder, 2-time-keeper,3-spokesperson, and 4-encourager) to each student in the group. (If you have groups of three, one personcan do two jobs.) Distribute a piece of chart paper, a marker, and 27 red manipulatives such as Snap Cubes,Link-Its, or apple cutouts to each group. Challenge groups to solve the problem collaboratively in ten minutes.The recorder will record the strategy used and the solution on the chart paper. Calculators may be used bystudents to check their work.




Resources

Step 3

The spokesperson from each group will explain his/her group's solution and strategy to the class. Throughthis process, the teacher will comment positively on each successful and viable strategy used andemphasize that there is a variety of ways to solve a problem. The teacher will ask each spokesperson "Howdid the number of apples change?". Possible Grade 2 answers: "The number shrinks by three each time.","The number is three less each time.", "You take away (subtract) three each time." Possible Grade 3answer: "You divide 27 into groups of three." Using the Level 3 criteria listed under Assessment, identify thegroup examples that show a Level 3 understanding. Discuss ways in which students can achieve Level 3.

Step 4

The teacher will distribute BLM 6.1 to each Grade 2 student and BLM 6.2 to each Grade 3 student. Theinstructions will be clearly explained by the teacher. Using manipulatives such as Snap Cubes, paper pieces,or mini-boxes, students will work independently to solve the word problem on the worksheet. Calculatorsmay be used by students to check their work.



Teachers may consider using their core math programs to provide extra practice and enrichment activities forstudents.

Students can write their own shrinking pattern word problems for other students to solve.

BLM 6.2 The Wrap Challenge Gr.3 6_shrinking word probl.cwk

BLM 6.1 The Wrap Challenge Gr.2 6_shrinking grade 2.cwk

BLM 6.3 Observation Checklist 6_Checklist.cwk

Discovering Patterns Andrew King

Red Snap Cubes or Cube-a-Links set

Mini-boxes 27

Red paper squares 27

Chart Paper 1

Markers 1




Calculators 1

Notes to Teacher

Teacher Reflections


That's a Wrap! Subtask 7Culminating Task


Expectations2m79 A – make a pattern using two-dimensional shapes

(e.g., pattern blocks, tangram);2m88 A – combine two attributes in creating a pattern (e.g.,

size and position);3m83 A – create a pattern in which two or more attributes

change (e.g., size, colour, position);2a41 A – identify, in a plan, their specific choices of subject

matter and tools, materials, and techniques (e.g., aplan to make a picture of their family in which theywill use paint and fabric);

2a40 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) thatcommunicate their thoughts and feelings on familiartopics (e.g., using pencil crayons, make a drawing ofa tree after observing real trees and trees in worksby Emily Carr, Tom Thomson, and Vincent vanGogh)

2a42 A – identify strengths and areas for improvement intheir own and others’ art work, and explain theirchoice (e.g., “I did a good job of cutting out thecircles. Next time I will choose a background colourthat makes the circles stand out more”).

3a34 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) thatcommunicate their thoughts and feelings aboutspecific topics or themes (e.g., produce a mural in agroup interpreting a Native legend through colour,shape, and line);

3a35 – identify and explain the specific choices theymade in planning, producing, and displaying theirown art work (e.g., the choices of subject matter,colours, location for display);

3a36 A – identify strengths and areas for improvement intheir own and others’ art work (e.g., the need to

DescriptionThe students will create a repeated, patterned wrapping paper design to be used by Santa and the elves inthe toy workshop. The wrapping paper will be used to wrap a gift for someone in need, either in theircommunity or in the world. In this way students will see that they are making a meaningful contribution tosociety. Students will identify, in a plan, the pattern design, shapes, colours, and art materials to be used intheir project. Each repeated pattern design will include geometric shapes, a transformation, and will combine(Gr. 2) or change (Gr. 3) two or more attributes as outlined in the criteria in Subtask 2. After making thewrapping paper, students will prepare a written description of their pattern design. Designs and writtendescriptions will be displayed in an art-show format, and self- and teacher-assessed. Students will complete anumber pattern word problem.

CGE 5c - Catholic Graduate Expectation - A Collaborative Contributor: Develops one's God-given potentialand makes a meaningful contribution to society.CGE 6e - Catholic Graduate Expectation - A Caring Family Member: Ministers to the family, school, parish, andwider community through service.CGE 7i - Catholic Graduate Expectation - A Responsible Citizen: Respects the environment and usesresources wisely.

GroupingsStudents Working Individually

Teaching / Learning StrategiesRehearsal / Repetition / PracticeAdvance Organizer

AssessmentWrapping Paper Pattern DesignAssessment

The rubric is presented to students in theplanning stages of the wrapping paperpattern design. Students will understandthe criteria for achieving a score at eachlevel. When assessing the patterndesigns, teachers should look for thefollowing: Did the student meet theoutlined criteria? Did the studentdemonstrate creativity in his/her design?

Number Pattern Word ProblemAssessment

Teachers will use the checklist on BLM 7.5to record student achievement on BLMs7.3 and 7.4.

Self-Assessment Rating Scale

Students will self-assess their work usingBLM 7.2a (Grade 2) and BLM 7.2b (Grade




have better control in using paints).3m70 A – explore and identify two-dimensional shapes using

concrete materials and drawings (e.g., rhombus,parallelogram);

3m84 A – discuss the choice of a pattern rule;2m93 A – explain a pattern rule;2m95 – transfer patterns from one medium to another

(e.g., actions, words, symbols, pictures, objects,calculator).

2m87 A – identify patterns (e.g., in shapes, sounds);2m85 A – recognize that patterning results from repeating



3m81 A – understand patterns in which operations arerepeated (e.g., multiplication), transformations arerepeated, or multiple changes are made toattributes;

2m82 A • identify, extend, and create number, geometric,and measurement patterns, and patterns in theirenvironment;

2m91 – use a calculator and a computer application toexplore patterns;

2m92 A – relate growing and shrinking patterns to additionand subtraction;

3m78 A • identify, extend, and create linear and non-lineargeometric patterns, number and measurementpatterns, and patterns in their environment;

3m88 A – identify relationships between addition,subtraction, multiplication, and division;

3m89 – use a calculator and a computer application toexplore patterns.

3).

Level 3

Grade 2Student will select and use an appropriateproblem-solving strategy to solve theproblem.Student will identify and describe thepattern(s).Student will extend the pattern.Student will make few minor errors whenfollowing pattern rules.Student will describe the pattern clearlyand precisely, using appropriatemathematical terminology and symbols.

Grade 3Student will select and use an appropriateproblem-solving strategy to solve theproblem.Student will identify and describe a widevariety of patterns.Student will make only a few minor errorswhen creating and extending patternsinvolving two or more attributes.Student will make only a few minor errorswhen using pattern rules.Student will describe the pattern clearlyand precisely, using appropriatemathematical terminology and symbols.

Assessment StrategiesPerformance TaskSelf AssessmentObservation

Teaching / LearningDay OnePlanning the Wrapping Paper Pattern Design

Step 1

Remind students that they will be designing and creating a piece of wrapping paper to wrap a gift forsomeone in need, either in their community or in the world, and for Santa's workshop. In this way studentswill see that they are making a meaningful contribution to society. The teacher will reread the criteria for thewrapping paper pattern that is posted on a chart in the room (based on BLM 2.2). Provide a chart paperexample of the assessment rubric that will be used for evaluation purposes. Ensure that studentsunderstand the achievement levels and that they know what is expected to earn a Level 3 score. Show thestudents the Self-Assessment Rating Scales (BLM 7.2a [Grade 2] and BLM 7.2b [Grade 3]) and explain howthey relate to the patterned wrapping paper design criteria and the grade expectations. Review and discussall patterning examples, posted in the classroom and in Learning Logs, accumulated throughout the unit.




Step 2

Explain to students that they will be experimenting with the Pattern Blocks to create designs that they mayuse in their wrapping paper project. Invite the students to reflect on their preconceived and new ideas forthe wrapping paper design. Allow students a few minutes to read their Learning Log entries to refresh theirmemories of their ideas formed throughout the unit. Allow 15 minutes for individual exploration with thePattern Blocks.

Step 3

Distribute BLM 7.1 Students will identify, in this plan, what their wrapping paper pattern design will look like.Included in the plan will be a list of chosen materials and tools required to make the wrapping paper. (Theresource list provides a list of some possible art materials students may wish to use.) Inform students thatany materials that they wish to use that are not available at the school must be brought from home. Theteacher will gather all materials needed, that are available at the school, for the next day.

Day TwoMaking the Wrapping Paper

Display all teacher-gathered materials. Invite students to get the materials that they brought from home, if any,including their recycled paper bags (50 cm X 50 cm squares). Using chosen materials, students will createhis/her wrapping paper pattern design, following the criteria as specified per grade level. Through theprocess of producing this two-dimensional work of art, students will communicate their thoughts and feelingson the topic of Christmas wrapping paper patterns. Some students may wish to make two copies of theirwrapping paper at this time so that they can use one in any way they choose.

Day ThreeWriting the Report and Self-Assessment

Step 1

Students will prepare a written report that identifies and describes their wrapping paper pattern, bow pattern,card or gift tag border pattern, and the gift pattern. Glue or staple the reports to the wrapping paper anddisplay all patterned components of the Culminating Task (bow, card/tag, gift, and wrapping paper) in theclassroom in an art-show format in preparation for Subtask 8 - Celebrating.

Step 2

Students will complete the self-assessment for the wrapping paper portion of the Culminating Task.(BLM 7.2a[Grade 2] and BLM 7.2b [Grade 3]).

Step 3

Students will complete number measurement word problems on BLMs 7.3 (Grade 2) and 7.4 (Grade 3).Explain instructions thoroughly.

Adaptations




Resources

Extra Practice



Grade 2 Culminating Task Rubric

Grade 3 Culminating Task Rubric

BLM 7.1 Wrapping Paper Design Plan 6_Wrapping Paper.cwk

BLM 7.2a Self-Assessment Gr. 2 6_self assessment faces.cwk

BLM 7.2b Self-Assessment Gr. 3 7_self-assess gr.3.cwk

BLM 7.3 Gift Wrapping - Grade 2 7_Gift Wrapping - Grad.cwk

BLM 7.4 Gift Wrapping - Grade 3 7_Gift Wrapping.cwk

BLM 7.5 Observation Checklist - WordProblems

checklist .cwk

Pooh's Christmas Gifts Isabel Gaines

White glue

Glitter

Paint

Precut shaped sponges

Crayons

Pencil crayons

Markers

Shape stickers

Christmas card cutouts

Pattern Blocks

Construction paper

Scissors




Recycled paper bags, cut to 50 cm x 50 cmsheets

2

Notes to TeacherThis Subtask ties into Unit 5, Themes 13 and 15 of the "We Belong to the Lord Jesus" Grade 2 religion program.In Theme 13, Lesson 2, students hear the story of the Magi and in Lesson 3 they celebrate Jesus as a gift fromGod to the world. In Theme 15, students examine ways in which people care for their families, communities,Parish communities, and the world.This Subtask ties into Unit 5, Theme 13, Activity 1 of the Grade 3 "Born of the Spirit" religion program. Thetheme and activities incorporate gifts and gift-giving, patterned Christmas decorations (e.g., paper doll chains),and an awareness of children of the world who celebrate Christmas. It also ties into Unit 3, Theme 9, Activity 2and 3. Students hear stories about service; they learn more about the ways their school lives out its call toservice and how they love and care for someone or something.

Teachers may wish to make a Social Studies connection of children of the world who celebrate Christmas andChristmas customs in other lands.

Teachers may wish to have students make the gift during a scheduled religion or art period thereby reducing thenumber of days required for completion of the Culminating Task.

Teachers may wish to allow enough time for students to make two copies of their wrapping paper so thatstudents will have a copy to take home. Alternatively, digital photographs of the designs can be taken andprinted as a keepsake for the students.

Teachers may wish to use this activity to assess the remaining art expectations listed.

Teacher Reflections


That's a Wrap! Subtask 8Culminating Task - Celebrating


Expectations2m93 – explain a pattern rule;3m68 – explain the process they followed in making a

structure or a picture from three- dimensional figuresor two-dimensional shapes;

3m84 – discuss the choice of a pattern rule;2e59 – use appropriate gestures and tone of voice, as

well as natural speech rhythms, when speaking;2e61 – use speech appropriately for various purposes

(e.g., to influence others in the group);3e60 - speak on a variety of topics in classroom

discussions using some specialized language (e.g.,metres in measurement), and select words carefullyto convey their intended meaning;

3e61 – use appropriate volume, tone of voice, gestures,and stance when speaking, making a presentation,or reading aloud;

2a42 – identify strengths and areas for improvement intheir own and others’ art work, and explain theirchoice (e.g., “I did a good job of cutting out thecircles. Next time I will choose a background colourthat makes the circles stand out more”).

3a36 – identify strengths and areas for improvement intheir own and others’ art work (e.g., the need tohave better control in using paints).

DescriptionAs part of the Culminating Task, wrapping paper designs will be displayed in an art-show format. Parents andother classes are invited to view and celebrate each student's accomplishments. Students will communicateeffectively by discussing and explaining their pattern clearly and confidently with the guests as questions arise.Later, the wrapping paper will be used to wrap their Christmas gift to be given to someone in need (e.g., Angeltree, twin school in a developing country). In doing so, students will develop a positive sense of self andrespect for the dignity and welfare of others.

CGE 2c - Catholic Graduate Expectation - An Effective Communicator: Presents information and ideas clearlyand honestly and with sensitivity to others.CGE 4a - Catholic Graduate Expectation - A Self-Directed, Responsible, Lifelong Learner : Demonstrates aconfident and positive sense of self and respect for the dignity and welfare of others.

GroupingsStudents Working Individually

Teaching / Learning StrategiesCommunity InvolvementOral Explanation

AssessmentThis subtask is truly meant to be of acelebratory nature. Formal assessmentshave been completed throughout the unitand need not be done here. Teachers maywish to observe and make notes of studentparticipation as the art-show progresses.

Assessment StrategiesObservation

Assessment Recording DevicesAnecdotal Record

Teaching / LearningWhen someone does something well, applaud. You'll make two people happy. Samuel Goldwyn

Step 1

Students will show their wrapping paper designs, bows, cards/gift tags, and gifts in an art-show format.Parents, Santa, and other classes will view and celebrate each student's accomplishments. Students willcommunicate effectively by discussing and explaining their patterns clearly and confidently with the guestsas questions arise. Santa will photograph the wrapping paper designs using a regular or digital camera.Teachers may also wish to photograph each student with his/her design and other patterned items. Foodand drink may be served at this time and appropriate background music played. Santa should speak to thestudents congratulating them on their impressive achievements and thanking them for their help!


That's a Wrap! Subtask 8Culminating Task - Celebrating


Resources

Step 2

When the guests have left, invite the students to wrap their gifts using their wrapping paper. Attach bowsand cards/gift tags to the package. As a group, decide how the packages will arrive to the designatedrecipients. Students will develop a positive sense of self and respect for the dignity and welfare of othersthrough this gift-sharing experience.

Adaptations

Invited Parents

Notes to TeacherWhen writing this subtask we decided to leave it up to individual classes to decide how best to celebratestudent achievement. As a class, you can make the celebration as formal or as casual as you wish.Students might want to have food and drink as part of the celebration. Perhaps a "sparkling white grapejuice" and cheese style art-show will add more authenticity to the celebration. Music can be playing in thebackground as guests view the artwork.

This Subtask ties into Unit 6 of the "We Belong to the Lord Jesus" Grade 2 religion program. In this unit wecelebrate the gifts of human hands and the gifts which earth has given us.

To assist in the planning of their celebrations, teachers and students may wish to use one of the followingpara-liturgical formats from the Northern Ontario Catholic Curriculum Cooperative units: "Celebration for thePrimary Patterning Unit" found on page 54-55 of the Mathematics and Language: Patterning unit,Grades 1-3 (Copyright 1999) or "Building the City of God" found on page 109 of the Geometry and SpatialSense unit, Grades 1-3 (Copyright 1999).

Teachers may wish to ask a student to welcome the guests and outline the plan for the art-show.

Teachers should arrange for Santa to speak to the students congratulating them on their impressiveachievements and thanking them for their help!

Teacher Reflections


Black Line Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List


Page 1

Rubric

Grade 2 Combining Attributes Rubric3

ST 4

Grade 2 Culminating Task Rubric3

ST 7

Grade 3 Changing Attributes Rubric3

ST 4

Grade 3 Culminating Task Rubric3

ST 7

Blackline Master / File

BLM 1.1 Cookie Story1_CookieStory.cwk

ST 1

BLM 1.2 My New Geometric Figure1_My New Geometric Fig.cwk

ST 1

BLM 2.1 Letter from Santa2_Letter from Santa.cwkThis letter from Santa will describe the Culminating Taskto the students. It is a request from Santa for studentsto create a wrapping paper design pattern (on recycledpaper bags) that incorporates geometric shapes.

ST 2

BLM 2.2 Criteria for Wrapping Paper Design2_criteria.cwk

ST 2

BLM 3.1 Slide Activity Worksheet Gr. 23_slide activity worksh.cwk

ST 3

BLM 3.2 Slide Activity Worksheet Gr. 33_worksheet .cwk

ST 3

BLM 3.3 Turn Activity Gr. 2 and 33_Turn Activity 2 and 3.cwk

ST 3

BLM 3.4a Christmas Bow Template3_Christmas Bow1.cwk

ST 3

BLM 3.4b Christmas Bow Template3_Christmas Bow.cwkThis BLM will be used to make a bow for the giftpackage to be used in the Culminating Activity.

ST 3

BLM 3.5 Teacher Examples of Flips3_Teacher BLM - Flips.cwk

ST 3

BLM 3.6 Mira Investigations3_Mira Investigations.cwk

ST 3

BLM 3.7 Flip Activity Worksheet - Grade 23_flip grade 2.pdf

ST 3

BLM 3.8 Flip Activity Worksheet Gr.33_flip activity worksh.cwk

ST 3

BLM 3.9 Transformation Rating Scales3_Subtask 3 rating scale.cwk

ST 3

BLM 4.1 Lesson Plans (Day 4)4_Day4.cwkThese are the lesson plans from the website PatternsHere, There, and Everywhere accessed with permissionfrom the Saskatchewan Teacher's Federation.

ST 4

BLM 4.2 Optional Lesson Plans (Day 8)4_Day8.cwkThese are the Lesson Plans from Patterns Here, There,and Everywhere accessed with permission from theSaskatchewan Teacher's Federation.

ST 4

BLM 5.1 Observation Checklist5_observation checklist.cwk

ST 5

BLM 5.2 Growing Star Patterns Gr. 2 and 35_growing grade 2 and 3.cwk

ST 5

BLM 5.3 Growing Staircase Pattern-Gr. 35_Growing Staircase.cwk

ST 5

BLM 5.4 Growing Star Patterns - Grade 35_growing grade 3.cwk

ST 5

BLM 6.1 The Wrap Challenge Gr.26_shrinking grade 2.cwk

ST 6

BLM 6.2 The Wrap Challenge Gr.36_shrinking word probl.cwk

ST 6

BLM 6.3 Observation Checklist6_Checklist.cwk

ST 6

BLM 7.1 Wrapping Paper Design Plan6_Wrapping Paper.cwk

ST 7

BLM 7.2a Self-Assessment Gr. 26_self assessment faces.cwk

ST 7

BLM 7.2b Self-Assessment Gr. 37_self-assess gr.3.cwk

ST 7

BLM 7.3 Gift Wrapping - Grade 27_Gift Wrapping - Grad.cwk

ST 7

BLM 7.4 Gift Wrapping - Grade 37_Gift Wrapping.cwk

ST 7

BLM 7.5 Observation Checklist - Word Problemschecklist .cwk

ST 7

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 11:23:26 AM Page D-1


Resource List


Page 2

Licensed Software

Kid Pix 2 Unit

Math Trek Unit

Millie’s Math House Unit

Print

Born of the Spirit Gr. 3 Religion Program Unit

Claire's GiftMaxine TrottierISBN 0-590-51461-X

ST 2

Discovering PatternsAndrew King

This book explores patterns in natuure and numbersthrough games and projects using codes, algebra, andarithmetic. Excellent enrichment resource. See pages10, 28, and 29.

ISBN 0-7613-0734-6

ST 5

Discovering PatternsAndrew King

This book explores patterns in natuure and numbersthrough games and projects using codes, algebra, andarithmetic. Excellent enrichment resource. See pages10, 28, and 29.

ISBN 0-7613-0734-6

ST 6

Franklin's Christmas GiftPaulette Bourgeois

Franklin has difficulty choosing a toy to give to theChristmas toy drive for needy children until he realizesthat his toy may be the only gift a child receives thisChristmas.

ISBN 1-55074-468-2

ST 2

Friendship BraceletsCamilla Gryski

This book provides coloured pictures and instructionson how to make various patterned friendship braceletsusing yarn or string.

ISBN 1-55074-085-7

ST 2

Gingerbread Baby (Scholastic Big Book)Jan Brett

This Christmas book is the story of the GingerbreadBaby, similar to that of the Gingerbread Man. Thepages display many patterns and shapes throughout thestory.

ISBN 0-439-23943-5

ST 4

Gr. 2 Quest 2000 Extra Practice and TestingMaster

Unit

Gr. 3 Quest 2000 Teacher Support PackageAddison-WesleyISBN 0-201-55268-X

Unit

Gr. 3 Quest 2000 Teacher's GuideAddison-WesleyISBN 0-201-55267-1

Unit

I Read SignsTana Hoban

This book displays many environmental word signs(e.g., stop, yield) of different shapes (e.g., octagon,triangle).

ISBN 0-688-02317-7

ST 1

I Read SymbolsTana Hoban

This book displays many environmental road signs (e.g.,men at work, hospital) of different shapes (e.g.,diamond, rectangle).

ISBN 0-688-02331-2

ST 1

Interactions Grade 2 Unit

Interactions Grade 3 Student TextJack Hope and Marian Small

Ginn Publishing CanadaISBN 0-7702-2338-9

Unit

Katy's Gift An Amish StoryKeith Bowen

This book teaches a lesson about the joys of giving andthe rewards of sacrifice.

ISBN 0-7624-0169-9

ST 2

More Incredibly Awesome Crafts for KidsBetter Homes and Gardens

This book contains colourful step-by-step photos andinstructions for more than 45 children's craft projects.

ISBN 0-696-20691-9

ST 2

My Cat Likes to Hide in BoxesEve Sutton

This book is about cats all over the world and theirpreferences. The main cat in this story only wants tohide in boxes.Copyright 1973 Puffin Books

ISBN 0-14-050242-4

ST 1

Ontario Math Workbook Grade 2Irwin PublishingISBN 0-7725-2595-1

Unit

Ontario Math Workbook Grade 3Irwin PublishingISBN 0-7725-2598-6

Unit

PatternsSamantha Berger and Daniel Moreton

A display of patterns in our environment.ISBN 0-978-0-439-04596-7

ST 1

Pooh's Christmas GiftsIsabel Gaines

Pooh and his friends think of gift to give to ChristopherRobin for Christmas: a snowman and snow angels.Christopher Robin is thankful as each gift had comefrom the heart.

ISBN 0-439-14895-2

ST 2

Pooh's Christmas GiftsIsabel Gaines

Pooh and his friends think of gift to give to ChristopherRobin for Christmas: a snowman and snow angels.Christopher Robin is thankful as each gift had comefrom the heart.

ISBN 0-439-14895-2

ST 7



Resource List


Page 3

Round & Round & RoundTana Hoban

This book is about things found in the environment thatare round in shape.Copyright 1983 Greenwillow Books

ISBN 0-688-01818-0

ST 1

The Christmas StarMarcus Pfister

North-South Books, New York, 1993ISBN 1-55858-204-5

ST 5

The Crippled LambMax Lucado

This story is a touching story about a crippled lamb thatis left behind by the flock. His friend assures him thatGod has a special place for him. In the end, thecrippled lamb is present at Jesus' birth in the stable.

ISBN 0-590-13850-2

ST 2

The First NightB. G. Hennessy

A Christmas story for independent reading.ISBN 0-590-54549-3

ST 5

The Hershey's Kisses Addition BookJerry Pallotta

This book shows growing addition and multiplicationpatterns.

ISBN 0-439-24173-1

ST 5

The I Hate Mathematics! BookMarilyn Burns

This book is full of fun math activities. Page 35 "DoingDishes" is a growing money pattern demonstratingexponential growth.

ISBN 0-316-11741-2

ST 5

The Jolly Postman and Other People's LettersJanet and Allan Ahlberg

This book contains concrete examples of different typesof mail (e.g., flyers, invitations, letters) addressed tovarious children's story characters.

ISBN 0-434-92515-2

ST 2

The Very Special NightRuth Shannon Odor

A Christmas story for independent reading.ISBN 0-7847-0272-1

ST 5

We Belong to the Lord Jesus Gr. 2 ReligionProgram

Unit

Website

Jan Brett's Website

This is the website of the author of the GingerbreadBaby. It has many Christmas-related activity links suchas Gingerbread Baby cookie recipes, bookmarks,calendar, ornaments, etc. Jan's biography is alsolinked to the site.

http://www.janbrett.comST 4

Math K Activities, The Pattern Block Game

This is a 2 person on-line pattern block game that canbe downloaded and printed to use off-line. Studentscollect different numbers of pattern block shapes andthen use these to create their own pattern designs.

http://www2.saxonpub.com/tech/mk_game/gameboard.html

ST 1

Pattern Blocks: Exploring With Shapes

This website allows students to explore and manipulatethe positions (transformations) of various colouredshapes and use them to create a pattern. Patterns canbe printed and are especially effective if a colouredprinter is used.

http://www.best.com/~ejad/java/patterns/patterns_j.shtml

ST 4

Patterns Here, There, and Everywhere

If you cannot access this website, this resource can befound on the Saskatchewan Teacher's Federationwebsite at www.stf.sk.ca. Go to the Stewart ResourcesCentre link and search for Patterns Here, There, andEverywhere to find it.

http://142.3.219.38/RR/database/RR.09.96/hanlin1.html

ST 4

Triangular Number Patterns

This website shows a triangular growing pattern that canbe used by the Grade 2 students after completion ofBLM 5.2.

http://www.teachingideas.co.uk/maths/nopattern/triangul.htm

ST 5



Resource List


Page 4

Material

Blank paper1per person

ST 3

Blank Paper ST 5

Cardboard strips (50 cm x 15 cm)Bristol board or another type of rigid paper may be usedas well.

ST 4

Chart Paper Unit

Chart paper ST 1

Chart paper ST 2

Chart paper ST 4

Chart Paper1per group

ST 6

Christmas card cutouts ST 7

Construction paper ST 3

Construction paper ST 7

Crayons ST 7

Crayons or markerssetper person

ST 3

Felt Geometric Shapesset

These teacher-made shapes are needed for theflannel-board story "Cookie Story".

per class

ST 1

Gathered Materials from Home for Gift ST 2

Glitter ST 7

Learning Log notebooks1

You may wish to use small notebooks or have thestudents make their own.

per person

ST 1

Lined paper ST 4

Magazine pictures of shapes and patterns ST 1

Marker ST 4

Markers Unit

Markers ST 1

Markers ST 2

Markers1per group

ST 6

Markers ST 7

Mini-boxes27per group

ST 6

Paint ST 7

Pattern Blocks ST 7

Patterned wrapping papersheet

The wrapping paper can be any type as long as it has adistinct pattern on it.

per group

ST 2

Pencil Crayonssetper person

ST 2

Pencil crayons ST 7

Pencils ST 4

Precut shaped sponges ST 7

Recycled paper bags, cut to 50 cm x 50 cmsheets

2per person

ST 7

Recycled paper scraps ST 4

Red paper squares27per group

ST 6

Red Snap Cubes or Cube-a-Linkssetper class

ST 6

Scissors ST 7

Shape stickers ST 7

Sponge letterssetper class

ST 3

Stencils (letters, shapes)setper class

ST 3

White glue ST 7

White glue, liquid ST 4



Resource List


Page 5

Equipment / Manipulative

Attribute Blockssetper class

Unit

Attribute Blockssetper class

ST 1

Calculators1per person

ST 5

Calculators1per person

ST 6

Coloured candy canes, various sizesLOTSper class

ST 4

Cookie Cutter Shapes, photocopied templatesset

Teachers will trace, photocopy (enlarge/reduce), andpre-sort cookie cutter shapes.

per class

ST 4

Elastics (for use with Geoboards)packageper class

ST 1

Geoboards (optional)6

For use at the Geoboard centre to reinforce geometricshapes.

per class

ST 1

Gingerbread House, model or picture1per class

ST 4

Link-Its or Jumbo Linkssetper class

Unit

Link-Its or Jumbo Linkssetper class

ST 1

Miras1per pair

ST 3

Overhead projector ST 3

Pattern Blockssetper class

Unit

Pattern Blockssetper class

ST 5

Scissors1per person

ST 3

Snap Cubes or Cube-a-Linkssetper class

Unit

Snap Cubes or Cube-a-Linkssetper class

ST 1

Parent Community

Cultural Patterned ItemsThese items will be brought in by students from home.

ST 1

Invited Parents ST 8


BLM 1.1

Cookie Story

Welcome to the Christmas Cookie Workshop at the North Pole! All of the cookie cutters are neatly arranged on the shelves according to shape: circle, square, triangle, rectangle, rhombus, parallelogram, pentagon, hexagon, and octagon. Each elf has been assigned a specific shape to create various cookie shapes such as Christmas balls, trees, and gifts. The elves have been making cookies of these shapes for hundreds of years.

This year, however, the new elf baker, Elmo, has a unique idea! Can you guess what it is? He wants the elves to combine the shapes to see if they can make more interesting cookies!

Later............

The results are amazing!! There are wagons and car cookies, reindeer cookies, multilayered evergreen tree cookies, robot cookies, tin soldier cookies, snowflake cookies. Can you guess which shapes the elves combined for each new cookie?

Teacher Note: Students will be invited to combine felt shapes to make the various designs on the felt-board.

Name: _________________________

Date: _________________________

BLM 1.2

My New Geometric FigureTrace your new geometric figure in the box below.

In the chart below, record the shape and the number of Attribute Blocks used in creating the new figure.

Shape Used Number Used

Letter from Santa BLM 2.1

North PoleH0H 0H0December 1, 2001

Dear Boys and Girls at ___________________ School,

Greetings from the North Pole! Now that December and the Advent season have arrived I’m sure that you are very busy in your classroom preparing for the Christmas season. Mrs. Claus and I set up our Nativity scene outside last evening and just as we finished the snow began to fall gently. It was so beautiful! The reindeer and the elves love to help with this task, bringing straw and hay, and stringing up the lights. We all sang Christmas carols and then had some hot chocolate to warm up. We wait until Christmas Eve to place baby Jesus in the manger as a reminder to us all that Jesus is the Christmas gift.

As you know, December is a very hectic month here at the North Pole! To help us out this year, we have installed a new high tech wrapping paper printing machine in our workshop. It will reproduce patterns much more quickly than our old one and can even read images from digital cameras! The elves and I would like your help in designing some new geometric patterns to put in it. Will you help us out?

The wrapping paper patterns must be repeated, incorporate two-dimensional shapes, and include a transformation. Of course, the pattern must be on a Christmas or winter theme. I recommend that you use recycled paper bags for your design. We want to make sure that we use our natural resources wisely. At the end, you can keep the wrapping paper - all we need is a photograph and the description of it so that we can enter it into our printing machine!

I would be delighted to visit your school on December _____ to see your wrapping paper patterns and join in your celebration.

The elves and I will be anxiously waiting for your response. Have fun with your designs!

Love,

Santa

Criteria for Patterned Wrapping Paper DesignBLM 2.2

Grade 2Criteria Examples

The pattern will be repeated.1.

2.

3.

5.

The pattern will have geometric shapes.

The pattern will combine two different attributes.

The design plan will include the pattern and tools, materials, and printing techniques to be used.

A B A B

- colour and shape- size and colour- shape and colour

- paint, sponge, construction paper, scissors, etc.

The pattern will have a Christmas or winter theme.

6.

Grade 3

-star, stable, Santa, snowflakes, gifts, reindeer

4.

The pattern will include a transformation .

4.- slide, turn, or flip

Criteria Examples

The pattern will be repeated.1.

2.

3.

4.

The pattern will have geometric shapes.

The pattern will change two or more different attributes.

The design plan will include the pattern and tools, materials, and printing techniques to be used.

A A B C A A B C

- colour, size, and shape- size, position, and colour- shape, number, and colour

- paint, sponge, construction paper, scissors, etc.

5. The pattern will have a Christmas or winter theme.

-star, stable, Santa, snowflakes, gifts, reindeer

The pattern will include a transformation .

6.

- slide, turn, or flip

BLM 3.1Name: _________________________

Date: _________________________

Slide Activity Worksheet - Grade 2Colour and cut out the four triangles at the bottom of the page.

1) Place triangle “A” on top of the black triangle. Slide triangle “A” to the right of the black triangle. Glue triangle “A” in place.

2) Place triangle “B” on top of the black triangle. Slide triangle “B” to the left of the black triangle. Glue triangle “B” in place.

3) Place triangle “C” on top of the black triangle. Slide triangle “C” below the black triangle. Glue triangle “B” in place.

4) Place triangle “D” on top of the black triangle. Slide triangle “D” above of the black triangle. Glue triangle “A” in place.

A B C D

BLM 3.2Name: _________________________

Date: _________________________

Slide Activity Worksheet - Grade 3

A

B

C

D

Describe the slide position of triangles A, B, C, and D in relationship to the black triangle. Use the phrases in the Word Box.

1) Triangle A represents a slide __________________________ the black triangle.

2) _________________________________________________________________

_________________________________________________________________

3) _________________________________________________________________

_________________________________________________________________

4) _________________________________________________________________

_________________________________________________________________

above below to the left of to the right of

BLM 3.3Name: _________________________

Date: _________________________

Turn Activity WorksheetDirections:

1. Cut out the three triangles at the bottom of the page. 2. Place Figure 1 on top of triangle ABC to cover it.3. Rotate Figure 1 one quarter-turn (counter-clockwise). Glue into

position. Identify and label the turn.4. Place Figure 2 on top of triangle ABC to cover it.5. Rotate Figure 2 one quarter-turn (counter-clockwise). Glue into

position. Identify and label the turn.6. Place Figure 3 on top of triangle ABC to cover it.7. Rotate Figure 3 one quarter-turn (counter-clockwise). Glue into

position. Identify and label the turn.

A

C

B

Figure 1 Figure 2 Figure 3

BLM 3.4a

Christmas Bow Template

Directions:

1. Cut out the diamond shape. 2. Trace and cut out eight copies of the diamond shape.3. Create a repeated pattern on each diamond shape.4. Glue one diamond shape onto manila tag paper in the position

shown above.5. Place another diamond shape on top of the first one and turn it a one-quarter turn counter-clockwise. Glue into position.6. Place another diamond shape on top of the first one and turn it a half-turn counter-clockwise. Glue into position.7. Place another diamond shape on top of the first one and turn it a three-quarter turn counter-clockwise. Glue into position.8. Use the four remaining diamond shapes to create another

layer for the bow.9. Cut out your finished bow.

BLM 3.4b

Christmas Bow Template

x

AA

AA

Directions:

1. Create a repeated pattern in each triangular section on both sides of the template.

2. Cut out the large square.3. Cut in from each corner along the solid line. Do not cut

beyond the solid line.4. Take the corners marked A and overlap on top of the x in the

centre. 5. When all A corners are in place, insert a Brad fastener to hold

bow in place.

BLM 3.5

Examples of Horizontal and Vertical Flips

Horizontal Flips Vertical Flips

A A

BB

CC

Objects can be flipped horizontally or vertically. Figures A, B, and C have each been flipped both horizontally and vertically.

BLM 3.6

Mira Investigations

The new figure is a ___________________. The new figure is a ___________________.

The new figure is a ___________________.The new figure is a ___________________.

The new figure is a ___________________. The new figure is a ___________________.

Name: _________________________

Date: _________________________

BLM 3.7

Flip Activity Worksheet - Grade 2

Name: _________________________

Date: _________________________

Directions:

1. Cut out the three shapes at the bottom of the page. Place the correct shape on top of the matching shape at the top.

2. Flip the shape, colour, and glue into position.

__________________________________________________________________________________

Name: _________________________

Date: _________________________

BLM 3.8

Flip Activity Worksheet - Grade 3Colour the figure that represents the flip of the shape on the left.

BLM 3.9

Student Name

Demonstrates slides using concrete

materials

Demonstrates turns using concrete

materials

Demonstrates flips using concrete

materials

Notes

Student Name

Identifies/performs slides using

concrete materials

Identifies/performs turns using concrete

materials

Identifies/performs flips using concrete

materials

Notes

Transformation Rating Scale - Grade 3

Transformation Rating Scale - Grade 2

1 - with assistance, using only a few of the required concepts 2 - limited assistance, using more than half of the required concepts3 - independently, using most of the required concepts 4 - independently, using all of the required concepts

BLM 4.1

Day 4

The entire class will be using the same manipulatives (e.g. popsicle sticks, twist ties, or any other item that is straight). The students will build a fence pattern under the direction of the teacher.

i) picket fence (AAAA) e.g., I I I I

ii) fence post with one wire (ABABA) e.g., I-I-I-I

iii) fence post with two wires (ABABA) e.g., I=I=I=I

iv) fence posts and diagonals (ABABA) e.g., I\I\I\I

v) fence posts with opposite diagonals (ABACA) e.g., I\I/I\I/I

vi) fence posts with low and high wires (ABACA) e.g., I_I-I_I

vii) fence posts with criss-cross wires (ABA) e.g., IXIXIXI

viii) more than one fence post with any of the above (AABAABAA) e.g., IIXIIXII

Follow-up:Distribute strips of paper with letter patterns. Invite the students to make the illustrations that would go with the letter patterns.

Optional BLM 4.2

Day 8

Game: What's My Pattern?

The students will be working in pairs using attribute blocks, pattern blocks or other manipulatives. Create a visual barrier between the students' work areas. Student "A" will build a pattern. Student "A" will verbally give the directions to Student "B" about how Student "B" can build the same pattern with the verbal directions only. Then the students will remove the barrier and compare their patterns.

Give ample class time for both students to play both roles in this game.Bring all of the students together to clarify the required vocabulary to make this activity easier.

Allow time for the students to try the game again to improve their accuracy in listening and speaking.

Extension:

The students could incorporate other manipulatives into the game.

The game could be timed.

They could switch partners.

Student Name

Identifies the growing pattern

Relates growing pattern to addition

Extends the growing pattern

Describes the pattern using

numbers

BLM 5.1

Observation Checklist - Grade 2

Student Name

Identifies the growing pattern

Identifies Relationships

Between + and x

Extends the growing pattern


numbers


BLM 5.2Name: _________________________

Date: _________________________

Growing Star Patterns - Grades 2 and 3

Star Number Number of Squares Number of Triangles

1

2

3

5

4

1 2 3

This star pattern keeps growing. What would the next two stars in the pattern look like? Use Pattern Blocks to build them and trace the stars on another piece of paper. Complete the chart below.

What is the number pattern rule for the squares?

What is the number pattern rule for the triangles?

Name: _________________________

Date: _________________________

Growing Staircase Pattern - Grade 3The elves are building a staircase for Santa’s Workshop. So far they have constructed four steps. Use Pattern Block squares to reconstruct the staircase shown below. Draw in the squares needed to complete three more steps. Complete the chart. Write about the pattern rule.

BLM 5.3

Explain the number pattern rule.

Step Number Number of Squares Number Patterns

Step 1

Step 2

Step 3

Star Number Number of Hexagons Number of Triangles

What number patterns do you see? Explain.

Name: _________________________

Date: _________________________

Growing Star Patterns - Grade 3This star pattern keeps growing. Draw a small triangle on each exposed (outside) edge of the shapes below. What would the next star in the pattern look like? Use Pattern Blocks to build it and trace the star on another piece of paper. Complete the chart below.

BLM 5.4

1

2

3

Name: _________________________

Date: _________________________

The Wrap Challenge! Grade 2Use manipulatives to help you solve these word problems. Show your work on another piece of paper. Use numbers, words, and pictures to explain your thinking. Complete the chart.

Four elves wrapped 20 gifts on Tuesday. If they each wrapped the same number of gifts, how many did one elf wrap?

Number of ElvesTotal Number of Gifts Wrapped

420

15 3

2

1

BLM 6.1

What is the pattern rule? Use numbers, pictures, and words.

READ THINK DRAW CHECKMANIPULATE

Steps to Solving Problems

BLM 6.2Name: _________________________

Date: _________________________

The Wrap Challenge! Grade 3Use manipulatives to help you solve these word problems. Show your work on another piece of paper. Use numbers, words, and pictures to explain your thinking. Complete the chart.

Five elves wrapped 45 gifts on Monday. If they each wrapped the same number of gifts, how many did one elf wrap?

Describe the pattern. Use numbers, pictures, and words.

Number of ElvesTotal Number of Gifts Wrapped

545

36 4

3

2

1

READ THINK DRAW CHECKMANIPULATE

Steps to Solving Problems

BLM 6.3

Student Name

Identifies the shrinking pattern

Relates the shrinking pattern to

subtraction

Extends the shrinking pattern


numbers

Student Name

Identifies the shrinking pattern

Identifies relationships

between - & division

Extends the shrinking pattern

Describes the pattern, using

numbers



BLM 7.1

Wrapping Paper Design Planning Sheet

Designer ____________________ Grade ____

Here is what my wrapping paper pattern will look like:

These are the subject matter, tools, materials, and techniques that I

need to make my wrapping paper pattern:

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

BLM 7.2a

Self-Assessment Rating Scale - Grade 2 Designers

I combined two attributes.

I explained my pattern rule.

I created a repeated pattern.

I used geometric shapes.

Self-Assessment completed by ____________________________________

Date: ____________________________

I used a transformation.

These are the strengths in my patterned wrapping paper design.

This is how I can improve my design.

I created a repeated pattern.

I used geometric shapes.

I described the choice of my pattern rule.

Self-Assessment Rating Scale - Grade 3 Designers

BLM 7.2b

Self-Assessment completed by ____________________________________

I changed two or more attributes.

I used a transformation.

Date: ____________________________

These are the strengths in my patterned wrapping paper design.

This is how I can improve my design.

Name: _________________________

Date: _________________________

The Gift Wrapping Elves - Grade 2Two new elves, Zoë and Pardeep, are wrapping gifts in Santa’s Workshop. This is their first time wrapping gifts and they are off to a slow start. The chart below shows how many gifts each elf wrapped. Complete the chart to show a growth pattern. Use diagrams to help you answer the questions below. Use a calculator to check your work.

BLM 7.3

HOURNumber of Gifts Wrapped

PardeepZoë

after 1 hour 5

10

15

2

4

8

after 2 hours

after 3 hours

after 4 hours

after 5 hours

after 6 hours

16

1. a) What is the pattern rule for Zoë?

b) What is the pattern rule for Pardeep?

2. Which elf will have wrapped more gifts after five hours?

3. How many gifts did Zoë and Pardeep wrap in all? Show your work.

Name: _________________________

Date: _________________________

Gift Wrapping Elves - Grade 3Two elves are busy at work in Santa’s workshop. Luc is wrapping gifts and Su-Lin is making bows. Complete the chart below to show a growth pattern for Luc and Su-Lin. Answer the questions below. Be sure to show all of your work. Use a calculator to check your work.

BLM 7.4

TIMELuc Su-Lin

9:00 - 10:00 7

8

10

1

10:00 - 11:00

11:00 - 12:00

1:00 - 2:00

2:00 - 3:00

3:00 - 4:00

13

3

7

15

Number of Bows Made

Number of Gifts Wrapped

1. a) What is the pattern rule for Luc? Explain your choice.

b) What is the pattern rule for Su-Lin? Explain your choice.

2. a) How many gifts were wrapped in all?

b) How many bows were made in all?

3. a) Which is more: the number of gifts wrapped or bows made? How many more?

Student Name

Identifies Number Measurement

Patterns

Extends Number Measurement

Patterns

Relates growing patterns to addition

Explains a Pattern Rule

BLM 7.5


Student Name

Identifies Number Measurement

Patterns

Extends Number Measurement

Patterns

Identifies Relationships

between + and X

Discusses the Choice of a Pattern

Rule


Expectationsfor this Subtask to Assess with this Rubric:

Understanding ofconcepts

Application ofmathematicalprocedures andproblem-solving

Communication ofrequired knowledgerelated to concepts,procedures, andproblem solving

- combines a transformationwith one other attribute withassistance, using only a fewof the required concepts

- communicates knowledgeof transformations andpattern rule with assistance,unclearly, imprecisely, rarelyusing appropriatemathematical terminology

- combines a transformationwith one other attribute withlimited assistance, usingmore than half of therequired concepts

- extends a pattern anddemonstrates atransformation with limitedassistance- several minor errors and/oromissions- uses appropriate problem-solving strategies

- communicates knowledgeof transformations andpattern rule with limitedassistance, with some clarityand some precision,sometimes using appropriatemathematical terminology

- combines a transformationwith one other attributeindependently, using most ofthe required concepts

- extends a pattern anddemonstrates atransformation independently- few minor errors and/oromissions- uses the most appropriateproblem-solving strategies

- communicates knowledgeof transformations andpattern rule independently,clearly and precisely, usuallyusing appropriatemathematical terminology

- combines a transformationwith one other attributeindependently, using andapplying all of the requiredconcepts, in a variety ofcontexts

- extends a pattern anddemonstrates atransformation independently- with practically no minorerrors and/or omissions- uses the most appropriateproblem-solving strategiesand justifies the choice

- communicates knowledgeof transformations andpattern rule independently,clearly, precisely, andconfidently always usingappropriate mathematicalterminology

Level 1 Level 2 Level 3 Level 4

Grade 2 Combining Attributes Rubricfor use with Subtask 4 : Combining and Changing Attributes

from the Grade 2/3 Unit: That's a Wrap!Student Name:Date:

- extends a pattern anddemonstrates atransformation withassistance- major errors and/oromissions- uses basic problem-solvingstrategies

2m79 – make a pattern using two-dimensional shapes (e.g., pattern blocks, tangram);

2m85 – recognize that patterning results from repeating an operation (e.g., addition), using a transformation (slide, flip, turn), or making some other change to an attribute(e.g., position, colour);

2m88 – combine two attributes in creating a pattern (e.g., size and position);

2m93 – explain a pattern rule;

2m94 – given a rule expressed in informal language, extend a pattern;

Category/Criteria

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Application ofmathematicalprocedures andproblem-solving

Communication ofrequired knowledgerelated to concepts,procedures, andproblem solving

- creates a pattern in whichtwo or more attributeschange, one of which mustbe a transformation withassistance, using only a fewof the required concepts

- communicates knowledgeof transformations anddiscusses pattern rule withassistance, unclearly,imprecisely, rarely usingappropriate mathematicalterminology

- creates a pattern in whichtwo or more attributeschange, one of which mustbe a transformation withlimited assistance, usingmore than half of therequired concepts

- extends a pattern andperforms a transformationwith limited assistance- several minor errors and/oromissions- uses appropriate problem-solving strategies

- communicates knowledgeof transformations anddiscusses pattern rule withlimited assistance, with someclarity and some precision,sometimes using appropriatemathematical terminology

- creates a pattern in whichtwo or more attributeschange, one of which mustbe a transformationindependently, using most ofthe required concepts

- extends a pattern andperforms a transformationindependently- few minor errors and/oromissions- uses the most appropriateproblem-solving strategies

- communicates knowledgeof transformations anddiscusses pattern ruleindependently, clearly andprecisely, usually usingappropriate mathematicalterminology

- creates a pattern in whichtwo or more attributeschange, one of which mustbe a transformationindependently, using andapplying all of the requiredconcepts, in a variety ofcontexts

- extends a pattern andperforms a transformationindependently- with practically no minorerrors and/or omissions- uses the most appropriateproblem-solving strategiesand justifies the choice

- communicates knowledgeof transformations anddiscusses pattern ruleindependently, clearly,precisely, and confidentlyalways using appropriatemathematical terminology


Grade 3 Changing Attributes Rubricfor use with Subtask 4 : Combining and Changing Attributes


- extends a pattern andperforms a transformationwith assistance- major errors and/oromissions- uses basic problem-solvingstrategies

3m81 – understand patterns in which operations are repeated (e.g., multiplication), transformations are repeated, or multiple changes are made to attributes;

3m82 – identify patterns in which at least two attributes change (e.g., size, colour);

3m83 – create a pattern in which two or more attributes change (e.g., size, colour, position);

3m84 – discuss the choice of a pattern rule;

3m85 – given a rule, extend a pattern and describe it in informal mathematical language (e.g., starting at 3, add 3 to each number to create a pattern);

Category/Criteria




Application ofmathematicalprocedures

Communication ofrequired knowledgerelated to concepts andprocedures

- combines two attributes increating a pattern withassistance, using only a fewof the required concepts

-identifies the geometricpattern in their wrappingpaper with assistance

- explains pattern rule withassistance, unclearly,imprecisely, rarely usingappropriate mathematicalterminology

- combines two attributes increating a pattern with limitedassistance, using more thanhalf of the required concepts

- creates a repeatedgeometric pattern thatincludes a transformationwith limited assistance- several minor errors and/oromissions

-identifies the geometricpattern in their wrappingpaper with limited assistance

- explains pattern rule withlimited assistance, with someclarity and some precision,sometimes using appropriatemathematical terminology

- combines two attributes increating a patternindependently, using most ofthe required concepts

- creates a repeatedgeometric pattern thatincludes a transformationindependently- few minor errors and/oromissions

-identifies the geometricpattern in their wrappingpaper independently, clearly,precisely- explains pattern ruleindependently, clearly andprecisely, usually usingappropriate mathematicalterminology

- combines two attributes increating a patternindependently, using andapplying all of the requiredconcepts, in a variety ofcontexts

- creates a repeatedgeometric pattern thatincludes a transformationindependently- with practically no minorerrors and/or omissions

-identifies the geometricpattern in their wrappingpaper independently,clearly, precisely, andconfidently - explains patternrule independently, clearly,precisely, and confidentlyalways using appropriatemathematical terminology


Grade 2 Culminating Task Rubricfor use with Subtask 7 : Culminating Task


- creates a repeatedgeometric pattern thatincludes a transformationwith assistance- major errors and/oromissions

2m79 – make a pattern using two-dimensional shapes (e.g., pattern blocks, tangram);

2m85 – recognize that patterning results from repeating an operation (e.g., addition), using a transformation (slide, flip, turn), or making some other change to an attribute(e.g., position, colour);

2m87 – identify patterns (e.g., in shapes, sounds);

2m88 – combine two attributes in creating a pattern (e.g., size and position);

2m93 – explain a pattern rule;

Category/Criteria




Application ofmathematicalprocedures

Communication ofrequired knowledgerelated to concepts andprocedures

-understands patterns inwhich multiple changes aremade to attributes, withassistance using only a fewof the required concepts

- discusses the choice of apattern rule with assistance,unclearly, imprecisely, rarelyusing appropriate mathematicalterminology-identifies patterns in which atleast two attributes change, withassistance, unclearly,imprecisely

-understands patterns inwhich multiple changes aremade to attributes, withlimited assistance using morethan half of the requiredconcepts

- creates a repeated,geometric pattern in whichtwo or more attributeschange, one of which mustbe a transformation, withlimited assistance, usingmore than half of therequired concepts -minorerrors and/or omissions

- discusses the choice of apattern rule with limited assist-ance, some clarity/precision,sometimes using appropriatemath terminology -identifiespatterns in which at least twoattributes change, with limitedassistance, some clarity andsome precision, sometimesusing appropriate math terms

-understands patterns inwhich multiple changes aremade to attributes,independently using most ofthe required concepts

- creates a repeated,geometric pattern in whichtwo or more attributeschange, one of which mustbe a transformation,independently, using most ofthe required concepts- few minor errors and/oromissions

- discusses the choice of apattern rule independently,clearly and precisely, usuallyusing appropriate mathematicalterminology -identifies patternsin which at least two attributeschange, independently, clearlyand precisely, usually usingappropriate math terminology

-understands patterns inwhich multiple changes aremade to attributes,independently using andapplying all of the requiredconcepts in a variety ofcontexts

- creates a repeated,geometric pattern, changingtwo or more attributes, oneof which must be a trans-formation, independently,using and applying all of therequired concepts, in avariety of contexts -practic-ally no errors/omissions

- discusses the choice of apattern rule independently,clearly, precisely, andconfidently always usingappropriate math terminology-identifies patterns in which atleast two attributes change, in-dependently, clearly, precisely,and confidently always usingappropriate math terms


Grade 3 Culminating Task Rubricfor use with Subtask 7 : Culminating Task


- creates a repeated,geometric pattern in whichtwo or more attributeschange, one of which mustbe a transformation, withassistance, using only a fewof the required concepts-major errors and/oromissions

3m70 – explore and identify two-dimensional shapes using concrete materials and drawings (e.g., rhombus, parallelogram);

3m81 – understand patterns in which operations are repeated (e.g., multiplication), transformations are repeated, or multiple changes are made to attributes;

3m82 – identify patterns in which at least two attributes change (e.g., size, colour);

3m83 – create a pattern in which two or more attributes change (e.g., size, colour, position);

3m84 – discuss the choice of a pattern rule;

Category/Criteria


Expectation List

Selected


Page 1

Assessed

English Language---Writing• communicate ideas (thoughts, feelings, experiences) for specific purposes (e.g., write a paragraph describing a trip to the

farm for classmates);12e1

– use capital letters for proper nouns (e.g., holidays, place names, titles); 12e15

– use a comma correctly to separate items in a list, in dates, and in addresses; 12e16

English Language---Oral and Visual Communication– use appropriate gestures and tone of voice, as well as natural speech rhythms, when speaking; 12e59

– use speech appropriately for various purposes (e.g., to influence others in the group); 12e61

Mathematics---Geometry and Spatial Sense– create a three-dimensional model from an illustration, using concrete materials (e.g., make a house from clay or Plasticine); 12m68

– explore and identify two-dimensional shapes using concrete materials and drawings (e.g., pentagon, hexagon, octagon); 12m72

– compare and contrast two-dimensional shapes; 12m75

– demonstrate transformations, such as flips, slides, and turns (reflections, translations, and rotations), using concretematerials;

12m78

– make a pattern using two-dimensional shapes (e.g., pattern blocks, tangram); 1 32m79

– identify and perform translations of simple figures using concrete materials (e.g., to the left, to the right, up and down); 12m80

Mathematics---Patterning and Algebra• identify, extend, and create number, geometric, and measurement patterns, and patterns in their environment; 32m82

– recognize that patterning results from repeating an operation (e.g., addition), using a transformation (slide, flip, turn), ormaking some other change to an attribute (e.g., position, colour);

1 42m85

– describe and make models of patterns encountered in any context (e.g., wallpaper borders, calendars), and read charts thatdisplay the patterns;

2 22m86

– identify patterns (e.g., in shapes, sounds); 42m87

– combine two attributes in creating a pattern (e.g., size and position); 1 22m88

– use a calculator and a computer application to explore patterns; 22m91

– relate growing and shrinking patterns to addition and subtraction; 32m92

– explain a pattern rule; 2 42m93

– given a rule expressed in informal language, extend a pattern; 12m94

– transfer patterns from one medium to another (e.g., actions, words, symbols, pictures, objects, calculator). 32m95

Science and Technology---Energy and Control• design and construct devices that are propelled by moving air or moving water; 12s50

The Arts---Visual Arts– identify the elements of design in a variety of familiar objects (e.g., colour in clothing, symmetrical forms in buildings) and in

works of art;22a37

– produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting,sculpting, printmaking) that communicate their thoughts and feelings on familiar topics (e.g., using pencil crayons, make adrawing of a tree after observing real trees and trees in works by Emily Carr, Tom Thomson, and Vincent van Gogh)

12a40

– identify, in a plan, their specific choices of subject matter and tools, materials, and techniques (e.g., a plan to make a pictureof their family in which they will use paint and fabric);

12a41

– identify strengths and areas for improvement in their own and others’ art work, and explain their choice (e.g., “I did a good jobof cutting out the circles. Next time I will choose a background colour that makes the circles stand out more”).

1 12a42

English Language---Writing• produce pieces of writing using a variety of forms (e.g., simple research reports, letters, stories, poems); 13e5

English Language---Oral and Visual Communication- speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and

select words carefully to convey their intended meaning;13e60

– use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud; 13e61

Mathematics---Geometry and Spatial Sense

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Expectation List

Selected


Page 2

Assessed

– use two-dimensional shapes to make a three-dimensional model using a variety of building materials (e.g., cardboard,construction sets);

13m63

– compare and sort two-dimensional shapes according to two or more attributes; 13m65

– explain the process they followed in making a structure or a picture from three- dimensional figures or two-dimensionalshapes;

23m68

– explore and identify two-dimensional shapes using concrete materials and drawings (e.g., rhombus, parallelogram); 23m70

– identify transformations, such as flips, slides, and turns (reflections, translations, and rotations), using concrete materials anddrawings;

13m74

– perform rotations using concrete materials (e.g., quarter turn, half turn, three-quarter turn); 13m75

Mathematics---Patterning and Algebra• identify, extend, and create linear and non-linear geometric patterns, number and measurement patterns, and patterns in their

environment;33m78

• identify relationships between and among patterns. 23m80

– understand patterns in which operations are repeated (e.g., multiplication), transformations are repeated, or multiple changesare made to attributes;

1 43m81

– identify patterns in which at least two attributes change (e.g., size, colour); 1 43m82

– create a pattern in which two or more attributes change (e.g., size, colour, position); 1 43m83

– discuss the choice of a pattern rule; 2 33m84

– given a rule, extend a pattern and describe it in informal mathematical language (e.g., starting at 3, add 3 to each number tocreate a pattern);

1 13m85

– identify relationships between addition, subtraction, multiplication, and division; 33m88

– use a calculator and a computer application to explore patterns. 23m89

The Arts---Visual Arts– identify elements of design in a variety of natural and human-made objects (e.g., the form of a tree is asymmetrical and its

leaves and flowers may be symmetrical);23a31

– produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting,sculpting, printmaking) that communicate their thoughts and feelings about specific topics or themes (e.g., produce a muralin a group interpreting a Native legend through colour, shape, and line);

13a34

– identify and explain the specific choices they made in planning, producing, and displaying their own art work (e.g., the choicesof subject matter, colours, location for display);

13a35

– identify strengths and areas for improvement in their own and others’ art work (e.g., the need to have better control in usingpaints).

1 13a36

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Expectation Summary


Selected Assessed

English Language2e1 1 2e2 2e3 2e4 2e5 2e6 2e7 2e8 2e9 2e102e11 2e12 2e13 2e14 2e15 1 2e16 1 2e17 2e18 2e19 2e202e21 2e22 2e23 2e24 2e25 2e26 2e27 2e28 2e29 2e302e31 2e32 2e33 2e34 2e35 2e36 2e37 2e38 2e39 2e402e41 2e42 2e43 2e44 2e45 2e46 2e47 2e48 2e49 2e502e51 2e52 2e53 2e54 2e55 2e56 2e57 2e58 2e59 1 2e602e61 1 2e62 2e63 2e64 2e65

Mathematics2m1 2m2 2m3 2m4 2m5 2m6 2m7 2m8 2m9 2m102m11 2m12 2m13 2m14 2m15 2m16 2m17 2m18 2m19 2m202m21 2m22 2m23 2m24 2m25 2m26 2m27 2m28 2m29 2m302m31 2m32 2m33 2m34 2m35 2m36 2m37 2m38 2m39 2m402m41 2m42 2m43 2m44 2m45 2m46 2m47 2m48 2m49 2m502m51 2m52 2m53 2m54 2m55 2m56 2m57 2m58 2m59 2m602m61 2m62 2m63 2m64 2m65 2m66 2m67 2m68 1 2m69 2m72 12m73 2m74 2m75 1 2m70 2m71 2m76 2m77 2m78 1 2m79 31 2m80 12m81 2m82 3 2m83 2m84 2m85 41 2m86 22 2m87 4 2m88 21 2m89 2m902m91 2 2m92 3 2m93 42 2m94 1 2m95 3 2m96 2m97 2m98 2m99 2m1002m101 2m102 2m103 2m104 2m105 2m106 2m107 2m108 2m109 2m1102m111 2m112

Science and Technology2s1 2s2 2s3 2s4 2s5 2s6 2s7 2s8 2s9 2s102s11 2s12 2s13 2s14 2s15 2s16 2s17 2s18 2s19 2s202s21 2s22 2s23 2s24 2s25 2s26 2s27 2s28 2s29 2s302s31 2s32 2s33 2s34 2s35 2s36 2s37 2s38 2s39 2s402s41 2s42 2s43 2s44 2s45 2s46 2s47 2s48 2s49 2s50 12s51 2s52 2s53 2s54 2s55 2s56 2s57 2s58 2s59 2s602s61 2s62 2s63 2s64 2s65 2s66 2s67 2s68 2s69 2s702s71 2s72 2s73 2s74 2s75 2s76 2s77 2s78 2s79 2s802s81 2s82 2s83 2s84 2s85 2s86 2s87 2s88 2s89 2s902s91 2s92 2s93 2s94 2s95 2s96 2s97 2s98 2s99 2s1002s101 2s102 2s103 2s104 2s105 2s106 2s107 2s108 2s109 2s110

Social Studies2z1 2z2 2z3 2z4 2z5 2z6 2z7 2z8 2z9 2z102z11 2z12 2z13 2z14 2z15 2z16 2z17 2z18 2z19 2z202z21 2z22 2z23 2z24 2z25 2z26 2z27 2z28 2z29 2z302z31 2z32 2z33 2z34 2z35 2z36 2z37 2z38 2z39 2z402z41 2z42 2z43 2z44 2z45 2z46 2z47 2z48

Health & Physical Education2p1 2p2 2p3 2p4 2p5 2p6 2p7 2p8 2p9 2p102p11 2p12 2p13 2p14 2p15 2p16 2p17 2p18 2p19 2p202p21 2p22 2p23 2p24 2p25 2p26 2p27 2p28 2p29 2p302p31 2p32 2p33 2p34 2p35 2p36 2p37 2p38 2p39 2p402p41

The Arts2a1 2a2 2a3 2a4 2a5 2a6 2a7 2a8 2a9 2a102a11 2a12 2a13 2a14 2a15 2a16 2a17 2a18 2a19 2a202a21 2a22 2a23 2a24 2a25 2a26 2a27 2a28 2a29 2a302a31 2a32 2a33 2a34 2a35 2a36 2a37 2 2a38 2a39 2a40 12a41 1 2a42 11 2a43 2a44 2a45 2a46 2a47 2a48 2a49 2a502a51 2a52 2a53 2a54 2a55 2a56 2a57 2a58 2a59 2a602a61 2a62 2a63 2a64 2a65 2a66 2a67

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Expectation Summary


Selected Assessed

English Language3e1 3e2 3e3 3e4 3e5 1 3e6 3e7 3e8 3e9 3e103e11 3e12 3e13 3e14 3e15 3e16 3e17 3e18 3e19 3e203e21 3e22 3e23 3e24 3e25 3e26 3e27 3e28 3e29 3e303e31 3e32 3e33 3e34 3e35 3e36 3e37 3e38 3e39 3e403e41 3e42 3e43 3e44 3e45 3e46 3e47 3e48 3e49 3e503e51 3e52 3e53 3e54 3e55 3e56 3e57 3e58 3e59 3e60 13e61 1 3e62 3e63 3e64 3e65 3e66

Mathematics3m1 3m2 3m3 3m4 3m5 3m6 3m7 3m8 3m9 3m103m11 3m12 3m13 3m14 3m15 3m16 3m17 3m18 3m19 3m203m21 3m22 3m23 3m24 3m25 3m26 3m27 3m28 3m29 3m303m31 3m32 3m33 3m34 3m35 3m36 3m37 3m38 3m39 3m403m41 3m42 3m43 3m44 3m45 3m46 3m47 3m48 3m49 3m503m51 3m52 3m53 3m54 3m55 3m56 3m57 3m58 3m59 3m603m61 3m62 3m63 1 3m64 3m65 1 3m66 3m67 3m68 2 3m69 3m70 23m71 3m72 3m73 3m74 1 3m75 1 3m76 3m77 3m78 3 3m79 3m80 23m81 41 3m82 41 3m83 41 3m84 32 3m85 11 3m86 3m87 3m88 3 3m89 2 3m903m91 3m92 3m93 3m94 3m95 3m96 3m97 3m98 3m99 3m1003m101 3m102 3m103 3m104 3m105 3m106

Science and Technology3s1 3s2 3s3 3s4 3s5 3s6 3s7 3s8 3s9 3s103s11 3s12 3s13 3s14 3s15 3s16 3s17 3s18 3s19 3s203s21 3s22 3s23 3s24 3s25 3s26 3s27 3s28 3s29 3s303s31 3s32 3s33 3s34 3s35 3s36 3s37 3s38 3s39 3s403s41 3s42 3s43 3s44 3s45 3s46 3s47 3s48 3s49 3s503s51 3s52 3s53 3s54 3s55 3s56 3s57 3s58 3s59 3s603s61 3s62 3s63 3s64 3s65 3s66 3s67 3s68 3s69 3s703s71 3s72 3s73 3s74 3s75 3s76 3s77 3s78 3s79 3s803s81 3s82 3s83 3s84 3s85 3s86 3s87 3s88 3s89 3s903s91 3s92 3s93 3s94 3s95 3s96 3s97 3s98 3s99 3s1003s101 3s102 3s103 3s104 3s105 3s106 3s107 3s108 3s109 3s1103s111 3s112 3s113 3s114

Social Studies3z1 3z2 3z3 3z4 3z5 3z6 3z7 3z8 3z9 3z103z11 3z12 3z13 3z14 3z15 3z16 3z17 3z18 3z19 3z203z21 3z22 3z23 3z24 3z25 3z26 3z27 3z28 3z29 3z303z31 3z32 3z33 3z34 3z35 3z36 3z37 3z38 3z39 3z403z41 3z42 3z43 3z44 3z45 3z46 3z47 3z48 3z49 3z503z51

Health & Physical Education3p1 3p2 3p3 3p4 3p5 3p6 3p7 3p8 3p9 3p103p11 3p12 3p13 3p14 3p15 3p16 3p17 3p18 3p19 3p203p21 3p22 3p23 3p24 3p25 3p26 3p27 3p28 3p29 3p303p31 3p32 3p33 3p34 3p35 3p36 3p37 3p38 3p39

The Arts3a1 3a2 3a3 3a4 3a5 3a6 3a7 3a8 3a9 3a103a11 3a12 3a13 3a14 3a15 3a16 3a17 3a18 3a19 3a203a21 3a22 3a23 3a24 3a25 3a26 3a27 3a28 3a29 3a303a31 2 3a32 3a33 3a34 1 3a35 1 3a36 11 3a37 3a38 3a39 3a403a41 3a42 3a43 3a44 3a45 3a46 3a47 3a48 3a49 3a503a51 3a52 3a53 3a54 3a55 3a56 3a57 3a58 3a59 3a603a61 3a62

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Page 1Unit Analysis

Assessment Recording Devices

5 Anecdotal Record3 Checklist2 Rating Scale2 Rubric

Assessment Strategies

1 Exhibition/demonstration3 Learning Log5 Observation5 Performance Task1 Questions And Answers (oral)1 Self Assessment

Groupings

6 Students Working As A Whole Class2 Students Working In Pairs2 Students Working In Small Groups8 Students Working Individually

Teaching / Learning Strategies

1 Advance Organizer3 Brainstorming1 Classifying3 Collaborative/cooperative Learning1 Community Involvement1 Computer Assisted Learning1 Mini-lesson1 Numbered Heads1 Oral Explanation2 Peer Practice1 Problem-solving Strategies1 Prompts1 Read Aloud1 Rehearsal / Repetition / Practice1 Review2 Sketching To Learn1 Story Telling1 Technology1 Visualisation3 Working With Manipulatives

Analysis Of Unit Components

8 Subtasks104 Expectations135 Resources 74 Strategies & Groupings

-- Unique Expectations -- 8 Language Expectations 31 Mathematics Expectations 1 Science And Tech Expectations 8 Arts Expectations

Resource Types

4 Rubrics 29 Blackline Masters 3 Licensed Software 31 Print Resources 0 Media Resources 5 Websites 43 Material Resources 18 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 2 Parent / Community 0 Companion Bookmarks

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Documents

That's a Wrap!the toy workshop. The wrapping paper will be used to wrap a gift for someone in need, either in their community or in the world. In this way students will see that they