Lesson Activities (GLEs 1, 2, 4, 5, 7, 10, 11, 17, 21, 24, 28, 31, 32, 33, 34)

Daily Reinforcer

Everyday Counts:

·         Calendar: Name the days of the week and months of the year; look for patterns; explore and describe attributes of rectangles

·         Counting Tape and Clip Collection: Days in school time line; count with one-to-one correspondence; count and group by tens and ones; count on and count back

·         Domino Number Builder: Compare and order quantities to 9; match quantities and numerals; use spatial problem solving to match arrangements of dots with numerals

·         Daily Depositor: Count quantities to 31: group by ones and tens; sort by one attribute

·         Estimation and Measurement: Estimate length; compare and order lengths; use the language of comparing; measure length using nonstandard units; display a large thermometer and record temperature (look up on internet)

·         Graph: Use a picture graph; count and compare small quantities; understand temperature

·         Tally Mark Chart: Add 1 tally mark for each day of school.

Math Journal:     Have children make a border pattern using color tiles.  Then transfer the pattern to their

journal and draw a picture of themselves inside the border.  (Challenge) Write about your

pattern.

On the following days you might use different manipulatives to make other border patterns.  (Ex. Circle, hexagon, rhombus, triangle…)

Problem of the Day: Scott Foresman Flip Chart

Math Word Wall: repeat

Launch/Engaging Focus (Whole Group)

Day 1:  Chicka Chicka Boom Boom by: B. Martin and J. Archambault

Day 2:  Treasure Hunt

• Draw an a-a-b pattern on the board, such as squares colored yellow, yellow, red (repeated three times).
• Use objects to make patterns around the room. Only one should match the a-a-b pattern on the board, such as pencil, pencil, crayon.
• Children (maybe 4 or 5 at a time) look at those patterns to find a match to the pattern on the board and explain why it matches.
• In order for all children to have a chance to go on the treasure hunt, repeat this process a few times. 

Day 3:  The Shape of Things by: Dayle Ann Dodds

Day 4:  Treasure Hunt (refer to Day 2 Launch/Engaging Focus for directions)

·         Making a linear pattern in a rectangular frame

·         Recording a pattern

·         Making different patterns with only two colors

·         Comparing different patterns by looking at the total number of each color used

·         Considering the unit of a pattern

·         Counting a set of objects

·         Copying, extending, and recording patterns that grow (or shrink) in a regular way

·         Determining a rule for how a staircase pattern grows (or shrinks)

·         Counting the number of cubes on a step

·         Comparing the number of cubes in one step to the number in the next step

Explore/Experience (Individual and Small Group)

CHOICE TIME: (Suggested Math Center activities)

Patterns, Trains and Hopscotch Paths (Grade K) - Math center time can be included in the Language Arts Learning Center rotation. (refer to ELA curriculum)

The teacher will demonstrate and play the following activities with the students before they are put into the math center.

·         Day 1:         Color Tile Borders (p.74)

·         Day 2:         12 Chips (p.76)

·         Day 3:         Staircase (p.78)

·         Day 4:         Review any of the following:

§         Hopscotch Paths

§         Tile Paths         

·         Computers:  Millie’s Math House, Carnival Countdown, Zoo Zillions, scottforesman.com (Take It To The NET), Math eTools

Performance Task should be done over the next week.  (See teacher notes)

Summary/Synthesis 

·         Observing the Students as they make Color Tile Borders

o        What type of pattern do students construct?  Are they beginning to use more complex patterns in addition to a-b patterns?

o        Are students able to turn each corner of the border and continue the pattern in a new direction?

o        Can students predict what color tile comes next in their pattern?  If you point to an empty square on their border, can they predict what color that square will be?  How do they predict this color?

o        Can students double-check their pattern to see if it is correct?  If they have made an error, can they find what is wrong and fix it?

o        Can students transfer their work and record it?  How do they do this?  Do they remove one square at a time and color in that square?  Do they get a new border mat and place it next to their tile border, using the original border as a reference?  Do some students seem to internalize their pattern and just color it in without referring to the original tile border?

·         Observing the Students as they work on 12 Chips

o        Are students able to make a variety of patterns using two colors (a-b-b, a-a-b, a-a-b-b, a-a-a-b), or can they make only an a-b pattern?  If students are having difficulty with more complex patterns, are they able to extend a pattern such as a-b-b that you start for them?

o        Can students count the number of each color used in their pattern?  Do they know there are 12 chips total, or do they have to recount the total number each time?  Are students noticing any familiar number combinations, such as 6+6=12?

o        Are students able to record their work accurately?  Do they use their recording sheet to compare different patterns made with two colors?

o        Are students able to make any generalizations about their work?  Do they see that a red-yellow and a yellow-red pattern are the same type?

·         Observing the Students as they make Staircase Patterns

o        Are students able to copy each pictured staircase accurately with cubes?  Can they extend the pattern, going up and back down?  Can they predict what step comes next in the staircase?

o        How do students describe the staircases?  with words?  with numbers?  Do they recognize the pattern of the staircase?  If so, how do they describe that?

o        Can students record their staircases on the grid?  Are they able to record the number of cubes in each step?  If students are unsure about how to write the numeral but they know how many cubes, suggest that they draw dots or tally marks to show how many.

Differentiation

             Challenges

o        Offer students other materials for making pattern borders (pattern blocks, teddy bear counters, interlocking cubes) and for recording their borders (rubber stamps, 1-inch paper squares in assorted colors, and paper pattern blocks).

o        Students can explore what happens when they make a pattern border around a nonrectangular shape, such as a circle or an oval.

o        Ask students to count the number of pieces in a completed border.  They can count both the total number used and how many of each color or shape were used.

o        Students can make up their own staircase patterns to build with cubes and record on the Staircase Grid.  Use these new Staircase patterns for other students to copy and build.

             Strategic Skills

o        Individual and small group sessions

o        Math Center

o        GeoSafari

o        Computer activities