Lindsey ScheidEDUC 334 UNIT: 1st Grade Patterns

Rainbow Fish

Objective:- Given the proper description and hands-on examples, the first graders will

be able to understand the meaning of patterns and recognize short patterns on their own

- Given the fish pattern activity, the students will create a fish with color patterns making up its scales

Materials:- One striped fish outline for each student- One box of crayons for each table of two- One scrap piece of paper for each student- Set of teacher “good job” stickers- One overhead projector- Three different colored overhead markers

STANDARD:GRADE 1

III. PATTERNS, FUNCTIONS AND ALGEBRA

A. Patterns and Functions

Sort, classify and compare objects based on their attributes. Understand repeating patterns.

1. Sort, classify, and compare objects in a set in more than one way.2. Recognize, describe, and extend repeating patterns involving up to four elements.

Anticipatory Set:- “Good morning first graders! Can each of you put your remembering caps

on and think back to kindergarten? Do you remember learning about patterns?” (yes, no) “Well today, we are going to do a little review on what patterns are to get you ready for some pattern fun this week!”

- “Boys and girls, would you please raise your hand if you have seen the movie Finding Nemo?” (Students raise hands if they’ve seen the movie)

- Hold up a large, colored picture of the fish Nemo for the whole class to see

- “Can any of you raise your hand and tell me what kind of pattern Nemo has on his body?” (Orange stripe, white stripe, orange stripe, white stripe) “Very good, Nemo does have a pattern. He has a pattern of two colors: orange and white. A pattern continues on with and repeats what it starts with and doesn't change halfway through. Can anyone else tell me a color

pattern they have seen before?” (American flag: red stripe, white stripe…) “That is a great example of a pattern.”

Procedure: - “Well class, now that we know what makes up a pattern, we are going to

make our very own patterned fish! We are creating rainbow fish, so the more colorful, they better.”

- Draw a fish with stripes on an overhead projector and pick three overhead marker colors. Color fish with pattern colors while explaining and giving the example:

“If I chose to make my fish with these three colors: red, blue and orange, and I started with red, blue, orange, red, then blue, what would my next color be? Please discuss it with your table partner.” (Students discuss.) “Let’s all say it together, my next color would be ‘ORANGE!’ (in unison).”

- “When I ask you to, please choose between two and four of your favorite colors out of the crayon box. On your scrap paper, put an example of the color pattern you would like your fish to have.”

- “When you have your pattern down on your scrap paper, raise your hand high and I will come around and give your paper a sticker if you created a pattern. Once you have the sticker, you may begin to color your pattern onto the strips of your fish. Thank you for being such great listeners! You may now choose you colors and begin your pattern on your scrap paper.”

- Walk around room, giving stickers to those who have correct patterns- For students who do not have a pattern, stop and guide them. “Let’s look

at your neighbors pattern, she has three colors that are repeating themselves. Can you see which colors are repeating?” (Yes.) “Lets try to take the colors you have chosen and make them repeat too, to make a beautiful pattern for your fish.” After pattern is made, give student a sticker.

- Allow for work time while walking around, helping those who need help following their pattern.

- “Great job making such colorful fish, first graders! Now I would like you to turn to your table partner and show your fish to them. Tell them what pattern you have chosen, then set your fish on your table in front of you, to let me know when you are finished sharing.”

Closure:- “Tomorrow, boys and girls, we will be working more with patterns.

Instead of making color patterns like we did today with our fish, tomorrow we will be making patterns using different designs, creating each of your own Spring eggs!”

- “Now that you have all had a chance to share your fish with a friend, please go place your picture in your backpack to share with your family when you get home. On your way back from the backpack area, please take turns washing your hands, we will be having snack time next.”

Informal Assessment:- Many questions are asked throughout this lesson to confirm whole-class

understanding.- While students are working on their pattern coloring, I walk around the

room, offering assistance and encouragement for understanding of the procedure.

Formal Assessment:- Before allowing students to begin coloring their fish, I ask them to give an

example of the pattern they wanted to use on a scrap piece of paper. That way, I am able to ensure individual understanding of the pattern concept.

References:- http://www.atozteacherstuff

Name: ______________________

Spring Egg

Objective:- Given the proper instruction, students will create and continue a pattern.- Given the Spring Egg activity, students will create a spring egg out of

pastels, construction paper and a white crayon.

Materials:- One large (as tall as a 8 ½ x 11 sheet) cut-out of a black construction paper

egg for each student- One white crayon for each student- One box of pastels (colored chalk) for each table of two- One bottle of hair spray- A paint shirt for each student

STANDARD:GRADE 1

III. PATTERNS, FUNCTIONS AND ALGEBRA

A. Patterns and Functions

Sort, classify and compare objects based on their attributes. Understand repeating patterns.

1. Sort, classify, and compare objects in a set in more than one way.2. Recognize, describe, and extend repeating patterns involving up to four elements.

Anticipatory Set: - “Good morning class! Did everyone enjoy sharing their pattern rainbow

fish with their families yesterday?” (Yes.) “As you might remember, yesterday I said that we would be working more with patterns today and this time, we will be sharing our work with the whole school! Can anybody raise their hand and remind me of what I said we would be making today?” (A spring egg.) “Your right! I did say we were going to make an egg today. And with those eggs, we are going to create one big class egg to put up out in the hallway!”

- “As most of you remember, we made our patterns out of colors yesterday. Do any of you remember what I said we were going to make our patterns out of today?” (Different designs.) “Yes, we will be making patterns on our spring eggs with different designs.”

- “First graders, can you please close our eyes and imagine a spring egg.” (Give students a moment to create an image in their minds) “What colors do you see on the egg?” (Students speak out colors.) “Can you imagine an egg with patterns on it?” (Yes.)

- “Students, you may now open your eyes.” (Students open eyes.) “Raise your hand if you can think of colors that remind you of the spring time.” (Call on students: green, pink, yellow, purple.) “Those are all great examples of spring colors. These kinds of colors are called pastel colors. Pastel colors are usually light-colored and seen a lot during the spring time.”

- Pass out black construction paper eggs to each student.- “What do you think we are going to be doing with this egg and what we

have just learned about pastels?” (Use pastels to color patterns on egg.)

Procedure: - “Now, students, we are going to first take our white crayon and write our

name on the back of our eggs.” (Allow time for students to write name.)- “Next, after I explain what we will be doing, I would like each of you,

using your white crayon, to draw a design across the top part of your egg. This could be a squiggly line, a wavy line, dots, or any kind of design you want. After your first design is drawn, draw another design underneath it, leaving a little room between the two designs. You will continue drawing the designs across your egg and creating a pattern all the way to the bottom of the egg. Remember to leave a little room between each design. You may begin now. I will walk around the room so that if you need any help coming up with your design pattern, you can ask me.”

- Allow time for drawing and walk around, offering assistance and encouragement.

- After all students are finished drawing their egg designs, hand out one pastel-chalk set to each table.

- “Now I want you to think of another way we can incorporate patterns in our eggs. I’ll give you a hint, it has something to do with what was just passed out to your tables.” (Color pattern between each design.) “That is a great idea! Make a color pattern going down your egg, in between each of your designs. Your color pattern can include up to 5 different colors, as long as you are able to repeat your pattern at least once.”

- Allow for coloring time.- “When you are all finished with the coloring of your eggs, I am going to

take you out into the hall in groups of four. When we get out there, I will spray hairspray on your egg and post it up inside our big class egg! The hairspray helps so that the chalk doesn't smudge or wear off. I will call you by tables to bring your egg out to me.”

- Call students into hall. Hairspray and hang their eggs up on the large class egg in the hallway.

Closure:- After each egg is hung, invite the whole class into the hallway to see the

finished project on the way out for a bathroom break.- “Like I said yesterday, we are going to be working with patterns all week.

Tomorrow, we are moving from color and design patterns to a whole other

kind of pattern. We will be going outside to collect what we need to create our pattern, so remember to bring a light jacket or sweater to school tomorrow!”

- “Now, can I please have you all line up by tables and quietly walk into the hallway? We will take turns looking at our big class egg while we walk out for a bathroom break.”

Informal Assessment:- I walk around while checking for understanding and ask relevant questions

to make sure all students comprehend what is being taught.

Formal Assessment:- There is no formal assessment in today’s lesson.

References:- http://www.lessonplanspage.com/ArtMathPatternsEaster-Springegg15.htm

Leaf Pattern Fun!

Objective:- Given an example and review of what patterns are, students will be able to

create and extend a pattern.- Given four baggies including 2 leaves, each baggie containing a different

type of leaf, students will create a leaf pattern onto a paper banner.

Materials:- Four small baggies for each student- Eight leaves total, found outside by the children. Four different types of

leaves (two of each)- One four inch by twelve inch white construction paper banner for each

student- One glue stick for every table of two- Lamination machine

STANDARD:GRADE 1

III. PATTERNS, FUNCTIONS AND ALGEBRA

A. Patterns and Functions

Sort, classify and compare objects based on their attributes. Understand repeating patterns.

1. Sort, classify, and compare objects in a set in more than one way.2. Recognize, describe, and extend repeating patterns involving up to four elements.

Anticipatory Set: - “Hello first graders! Yesterday, when we ended our math pattern activity,

I mentioned a little bit about what we would be doing today. Can you tell me what I said?” (Go outside and find stuff for pattern.) “Yes, we will be going outside. You will each be collecting leaves from four different trees outside. You will all have the same kinds of leaves and the same amount of leaves as your classmates. When I call your table, please go put on our jacket or sweater, come to me for your baggies, and line up at the door. Your baggies will be labeled Tree 1, Tree 2, Tree 3 and Tree 4. Does anybody know what we might use these four baggies for? (To put our leaves from each tree into.) “Right, we will be putting our leaves into their own baggies. Each baggie will have two leave from the same tree in them.”

- Call tables, wait for all students to be lined up at the door.- Lead students outside.

- “From this first tree, we are going to collect two leaves. And as we get to the other three trees, we will collect two leaves from each of them as well.”

- Have students collect two leaves from each tree and have them place the leaves in their labeled baggies.

- “Does everyone now have two leaves in each of their tree baggies?” (Yes.) “Good! Now we can head back inside and start making our leaf pattern banner!”

- Lead students back into the classroom.- “Please set your baggies of leaves on your desk, go take your sweater or

jacket off by your backpacks, and then come back and sit down at your desk.”

Procedure: - “With your leaves, you will be creating your own pattern. You can come

up with any pattern that you want, as long as you have enough leaves to repeat the pattern at least once. Right now, I would like each of you to take your leaves out of your baggies and set them up in a pattern of the different types of leaves you have. I will walk around and make sure you are all on the right track. Please raise your hand if you are having trouble coming up with a pattern and I will help you through it.”

- Allow for work time and walk around, assisting students that need help and checking for whole-class understanding.

- After each student has a pattern lined up, “I am now going to hand out a white construction paper banner for you each to paste your pattern down on. Please use your glue sticks to paste the leaves onto the banner.”

- Hand out banners to students and walk around assisting students that need help pasting.

- “Next, I am going to collect these from you and have them laminated. Once they are laminated, the leaves won’t be able to fall off the banners and the banner itself won’t be able to rip as easily.”

Closure:- “When you are finished pasting your leaves on your banner, please bring

them up to me. You will be taking turns and lining up to hand them to me. I will have them back to you, laminated and ready to be brought home, tomorrow. Once you have handed your banner in to me, please go back to your desk and wait patiently to start snack.”

Informal Assessment:- By asking questions, I am collecting the knowledge of if the class as a

whole understands the instructions of the procedure.

Formal Assessment:- There is no formal assessment incorporated in today’s lesson.

References:- http://makeworksheet.com/samples/lessonplans/math.html

10. Differentiation:- Students who need to be challenged may not only make a pattern by type

of leaf but also incorporate size of leaf, showing two elements in one pattern.

11. Modification:- Students who have vision impairments may create their banner by the use

of patches of different types of textures (instead of different types of leaves). For example: satin, cloth, sand paper, regular paper…

Strange Elevators

Objective:- Given the Strange Elevators activity, the students will create patterns

using numbers.- Given appropriate instruction, the students will observe patterns other than

their own and determine what comes next in any given pattern.

Materials:- Elevator sheet for each student- Scrap paper for each student- Pencil for each student- A paper clip board for each student

STANDARD:GRADE 1

III. PATTERNS, FUNCTIONS AND ALGEBRA

A. Patterns and Functions

Sort, classify and compare objects based on their attributes. Understand repeating patterns.

1. Sort, classify, and compare objects in a set in more than one way.2. Recognize, describe, and extend repeating patterns involving up to four elements.

Anticipatory Set: - “Good morning first graders! Did you all have fun making our pattern

banners yesterday?” (Yes.) “I’m glad you all enjoyed that. At the end of our next activity, I will be handing back your laminated banners to take home with you today!”

- “If you can all remember back, the first day we started learning about patterns, we did a fun activity with patterns of colors. The next day we worked with making a pattern out of different designs. We then moved on to sorting different types of leaves and making them into a pattern. Well, today, we are going to try something a little different. We are going to use numbers to create a pattern!”

- Write number pattern on the board 5, 2, 5, 2.

- “Can anyone raise their hand and tell me what kind of pattern you can see in this set of numbers?” (5, 2, 5, 2…) “Yes! I made a pattern with numbers and showed my pattern repeat once.”

- “Let’s try another one, this one might be a little more difficult!”- Write number pattern on the board

4, 8, 3, 4, 8, 3.- “Now, can anyone else raise their hand and explain the pattern in this set

of numbers? It’s a little longer than the other set so take your time trying to figure it out before raising your hand too soon.” (4, 8, 3, 4, 8, 3…) “Yes, this one was a little more tricky because I used more than just two different numbers to make my pattern. I also repeated it once.”

- “Now first graders, I would like you to use the scrap piece of paper on your desk and make a pattern using 3 different numbers. I would then like you to share your number pattern with your neighbor. I will walk around and make sure you are following directions and making a correct pattern.”

- Allow for work time while walking around to each table of two, making sure that the patterns are made correctly. For those who did not make a correct pattern, have them discuss with their table partner on how to make their pattern correct.

Procedure: - “I am going to hand out a sheet. This sheet has an elevator on it! When I

pass out this sheet, I want you all to first write your names at the top, then think of 4 numbers. The numbers can be between 1 and 20. These numbers are going to be the floors that you want your elevator to stop on. With these numbers, I want you to write them on the top of the elevator, in the space provided. Then, we are all going to get into a circle and finish each other’s pattern!”

- Hand out the elevator sheet, allow time to write their four chosen numbers in the top of the elevator.

- “Does everyone have four numbers written at the top?” (Yes.) “Great! These four numbers are your pattern numbers. Now, we are all going to be getting into a circle. Can you please join me on the circle rug?”

- Students and teacher gather around the circle rug and teacher hands out clipboards for students to put their paper on.

- “Please clip your paper to the board I have just given you. Now I would like you to pass your clipboard to the student to your right. Now you should have a new clipboard in front of yourself. What we are going to do now is start the pattern. After we have all written down our part to the pattern, we will pass the clipboards again. For example, my elevator has the floors 4, 3, 9 and 10 on them. So I would start the pattern by putting 4, 3, 9, 10, 4, 3, 9, 10 on the line. The next person I hand it to will add another 4, 3, 9, 10 to it. We will be passing around all of our elevators until our elevators are full of floors! Now please start the pattern and raise your hand when you have finished.”

- Allow time to work on patterns and pass elevator clipboards around when all students hands are raised and they are finished with their part to the pattern.

- Once the elevators are all filled up with number patterns, have the students hand back the clipboard to the student whose name is at the top.

Closure:- “Now students, I will be calling you by table of twos to bring your

elevator worksheet to your backpacks. But first, on the way to your backpacks, please stop at my desk and pick up your laminated banners.”

- Call students to desk- Hand back laminated banners- Once students are all back in their seats, “I will call you again by tables to

line up for bathroom break.”

Informal Assessment:- I am able to assess the class by asking them questions to check for

understanding.- The students are encouraged to talk with a neighbor about things that they

are confused about, and as I walk around the classroom, I am able to overhear their discussions and explanations.

Formal Assessment:- This lesson did not include a formal assessment.

References:- http://www.eduref.org/virtual/lessons/mathematics/arithmetic/

ATH0022.html

Differentiation:- Students that need to be challenged may illustrate their chosen elevator

floor pattern on a chart to display.

11. Extension:- Have students take their elevators back to their desk and have them find

any errors in the sheet. Once they have found the errors, have them correct them on their own.

Unexpected Guest

1. Objective:- Given the unexpected guest activity, the first graders will spot numbers

out of sequence in a pattern.- Given partner time, the students will work with partners and find their

errors in the pattern sequence their partner created.

2. Materials:- A piece of paper for each student- A pencil for each student- Table partners

3. STANDARD:GRADE 1

III. PATTERNS, FUNCTIONS AND ALGEBRA

A. Patterns and Functions

Sort, classify and compare objects based on their attributes. Understand repeating patterns.

1. Sort, classify, and compare objects in a set in more than one way.2. Recognize, describe, and extend repeating patterns involving up to four elements.

4. Anticipatory Set: - “Hello first graders! How is everyone feeling about our work with

patterns?” (Good.) “Today is the last day that we are going to be focusing on patterns. We will be working with our table partners today and trying our hardest to stump them! Would you like to hear how we will be trying to stump our partners?” (Yes!) “First, I want you all to think about what we did yesterday. What kind of patterns were we making?” (Number patterns.) “Exactly, yesterday we were making number patterns!”

- “Right now, I am going to write some numbers on the board. When I am finished, raise your hand and tell me if you think the numbers I write make up a pattern.”

- Write number sequence 2, 5, 6, 2, 5, 8, 6, 2, 5, 6.- Chose a student who is raising their hand, “Do these numbers make a

pattern?” (No, the 8 interrupted the pattern.) “Correct! The number 8 doesn’t belong in that pattern, does it? If we take the number 8 out, does it look like a pattern?”

- Erase the number 8 from the sequence. (Yes!) “Without the 8, the numbers make a pattern!”

5. Procedure:

- “Well today, class, we are going to write our own numbers to make a pattern. And just like that number 8 from my numbers, you will have your very own unexpected guest. This means that the number doesn’t belong in the sequence and without it, the numbers make up a pattern.”

- “Each of you have a piece of paper. On this piece of paper, I would like you to write a number pattern of your choice. Don’t forget to add in an unexpected guest so that you can stump your neighbor! Because when we are finished writing our patterns, we will be switching papers with our table partners. Our table partners will have to find which number is the unexpected guest from your list of numbers.”

- “We will be doing this 5 different times. This means that once you and your partner have found each others unexpected guests, you must give each other more numbers to find more unexpected guests! When you are done, each of you should have 5 lists of numbers on your paper with the unexpected guest circled by your table partner.”

- “Okay, please write your numbers now and switch with your partners. I will be walking around watching and listening to what you are your neighbor are doing. Raise your hand if you need any help.”

- Allow for work time.

6. Closure:- “Once you are all done, please raise your hands. I will come around and

collect your papers. Once I’ve done this, please take out another piece of scrap paper to practice your patterns on. You may make any type of patterns you want. This way, the rest of the students can work in quiet while you practice your pattern skills while waiting for your friends to finish. Once everyone is finished, we will start snack!”

7. Informal Assessment:- I continually ask questions throughout the lesson to check for student

understanding.- I walk around the room, offering assistance to students who need it.

8. Formal Assessment:- By collecting the student’s papers at the end of the lesson, I am able to

further assess their understanding of patterns. It will show me what they know and what their table partner knows about patterns. Can they create one on their own? Can they continue one given to them? Can they spot an unexpected guest?

9. References:- http://www.eduplace.com/rdg/gen_act/guests/pattern.html

10. Modification:- For students who are unable to write numbers, or write in general, have

them use interlocking color cubes to form their pattern. This way, they

will still be able to insert an unexpected guest and be included in the activity.

11. Extension:- Have children create patterns on graphing paper using colored pencil to

fill in the boxes.