Hello, Guest!

Lesson Plan

Investigation - Patterns/Functions


Subject

Math, Science & Technology

Grade Levels

Elementary, Pre-Kindergarten


Authors

The Core Curriculum Companion For The New York State Mathematics Resource Guide Writing Team.

Extending The Activity

  1. Add three names to the pattern.
  2. Use rhythm sticks to accompany or create a pattern instead of clapping.
  3. Ask students to create patterns and have the class extend them.
  4. Have the students create patterns in the block area. Draw a picture of their work.

Assessment 1

Teacher Observation, Listening and Recording

  • Students can identify sequence in a simple (AB type) pattern.
  • Students can extend simple patterns (AB type).
  • Students can share their knowledge for extending the pattern.

Assessment 2

Working with a partner, can you create a pattern on a felt board using shapes? Make another and have your partner extend it.

Additional Notes

For additional information and activities, see pages 17 and 24 in the New York State Core Curriculum/Mathematics Resource Guide.

  • About The Core Curriculum Companion

    • Source

    The Core Curriculum Companion For The New York State Mathematics Resource Guide Writing Team. "Investigation - Patterns/Functions". In The Core Curriculum Companion For The New York State Mathematics Resource Guide, 19-21.

    Duration

    10-15 minutes; 3-4 x/week for 2 weeks

    Procedure

    DOING THE INVESTIGATION

    1. In a whole group start by chanting two children's names in a repetitive sequence, i.e., Ka-ren Jon-a-than, Ka-ren Jon-a-than, Ka-ren, Jon-a-than. Ask the students to join in the chant when they are ready.
    2. Tell them you have created a pattern using their names. Can the students continue the pattern without you?
    3. Keep the rhythm, change the names and continue chanting, i.e., Su-san An-ge-la, Su-san An-ge-la.
    4. Add to the rhythm by clapping on the beat of the names. Students listen then join in.
    5. Stop chanting and listen to the pattern. Can the students extend this clapping pattern?
    6. Continue this game for a week, changing names and resulting rhythms. You can also alternate your method of starting either clapping or chanting.
    7. The following week, introduce a visual pattern with blocks. Begin with two names and blocks to represent each beat (same shape and size for each name).
    8. Start the pattern and say the name as you display them. Ask the students to extend this pattern and share knowledge about how they knew what came next.
    9. Repeat several times during the week alternating between claps and chants as you point to the blocks.

    POSSIBLE SOLUTIONS

    There will be numerous patterns resulting from this activity.
    The complexity of the patterns will depend on the names chosen and the order in which they are used. Try to keep it simple.

    Vocabulary

    Rhythm, beat, repetition, sequence

    Description

    Using names the students will explore rhythm and patterns. They will use this information to create a visual representation of the pattern with blocks.

    WHAT'S THE MATHEMATICS?

    • one to one correspondence
    • counting
    • sequence

    Related New York City Performance Standards

    • M3 Function and Algebra Concepts (linear patterns).
    • M7b Shows mathematical ideas in a variety of ways, including words, numbers, symbols, pictures, charts, graphs, tables, diagrams, and models.


    Data is Loading...
    .
    .