Assignm

ent
Overview

Assignment #4: Mini Unit

Plan
Lesson Overview & Rationale

This series of lessons explores the question What are repeating patterns? Students
begin by describing and extending single and double attribute patterns using sounds, diagrams,
manipulatives and actions. They then create their own double attribute patterns with
manipulatives and colouring materials. Finally, students apply their knowledge by predicting
elements in given repeating patterns. The learning objectives alone employ knowledge,
understanding, evaluation and creation while the lessons engage all six levels of Blooms
Taxonomy. Each step scaffolds to the next with the lesson introductions laying the framework for
the lesson and the closure consolidating the learning in preparation for the next lesson.
By approaching all of these objectives in multiple ways, students will gain confidence in
their understanding and skills. Learning will be facilitated by discussion, questions, small group
work, individual exploration and sharing with peers in order to connect with visual, auditory and
kinesthetic learners. Each lesson has two to three learning activities within the body as well as
interactive introductions and closures. This continual variation will maintain the young students
attention as well as allow for the triangulation of assessment. Students will apply their learning
with many mediums to expand their concept of patterning and develop an awareness of patterns
in everyday life. Discussion recurs throughout every lesson presenting the student with many
chances to ask questions as well as allowing the teacher a lot of opportunity to check for
Mini-Unit Assignment

understanding (formatively assess), and ask application and analytical questions (the remaining
two levels of Blooms Taxonomy). During each lesson the students will record their individual
learning on a worksheet of some kind. This offers the teacher the opportunity to assess
(formatively or summatively) where they are at individually if she/he does not have the
opportunity to observe or question them on that topic. All of the lessons also include pair work.
This gives every student the chance to put their learning into words and gain important social
skills for cooperation, inquiry and collaboration. Grade two students are active, exploratory,
inquisitive and concrete thinkers who need to confirm their ability to be competent and
productive. These lessons give them multiple opportunities and channels in which they can
exercise these characteristics and succeed.
At the conclusion of these three lessons, the students will be able to answer the question
What are repeating patterns? They will have employed a wide variety of tools to explore three
to five element repeating patterns. Through observations, key questions and completed products
the teacher will be able to assess students attainment of the learning expectations and
outcomes. Students will be able to describe, reproduce, extend and create patterns in many
mediums. They will have learned to use patterns to describe the world and to solve patterns.

Mini-Unit Assignment

Teaching Strategies & Classroom Climate Rationale

Teaching
Strategy
Direct
Instruction

Rationale
Allows for efficient delivery of information, systematic explanation, and
illustration of concepts for students to understand and apply. Provides
students with clear direction (overview or advance organizer). Useful to
explain abstract concepts. Necessary for auditory learners.

Demonstratio
n

Provides a concrete example or model for students, directing how to perform

skills or tasks. Allows opportunity to engage students in inquiry (key
questions). Facilitates assessment of understanding through questioning and
student modeling before students begin activity or to conclude after students
have practiced. Accommodates visual learners.

Whole Class
Discussion

Stimulates students thinking and develops reasoning, inquiry, decisionmaking, communication skills, involvement and motivation. Makes students

Mini-Unit Assignment

ideas visible and helps develop those ideas. Aids the comprehension and
application of concepts before or after attempting a task, as well as the
development of appropriate attitudes and skills. Talking about concepts plays
a key role in developing and exploring understanding. Provides a platform for
verbal processing and auditory learning. Allows for assessment of student
learning as a whole.
Movement
Activity

Improves learning and classroom climate by facilitating the development of

positive attitudes to learning and subject. Makes learning fun through active
involvement. Reduces misbehaviour due to confined energy. Accommodates
kinesthetic learners.

Small Group
Learning

Meets students social needs while developing ownership by sharing the

responsibility for learning with students. Promotes student-to-student
interaction and social support. High student engagement while developing
cooperative teamwork skills in low stake environments. Maximizes individual
students air-time.

Individual
Writing

Enables students to organize and develop their ideas, improve their

understanding and written communication. Allows for individual assessment.
Facilitates writing to learn engaging students, extending thinking and
providing an opportunity to recall, clarify and question.

Individual
Guided
Practice

An effective way to practice knowledge and basic skills individually, and

receive feedback and correction. Produces proficiency through active
application of the information taught. Allows for summative assessment to
ensure students successfully learned desired skill. Prepares students for
fluency and maintenance of independent performance.

The main goal and purpose for using all of these strategies is student engagement.
Students will be engaged through active participation in rhythm and movement patterns
Mini-Unit Assignment

(Lessons 1 and 2), and stand up, sit down activities (Lesson 3). Their attention will be
maintained through questions, demonstrations and discussions. The opportunity to put their
learning to work in individual and small group tasks will meet intrinsic motivation and mastery
orientation. Students will hear from their peers and see what they made during sharing times.
They will also be engaged by hands on learning with manipulatives, including Pattern Blocks,
Snap Cubes and Attribute Blocks, and partner games to represent their understanding of
patterns. Students will get to play with patterns in a variety of mediums. Through the use of
technology they will play with predicting patterns on the SMARTboard (Lesson 3). Using
colouring materials they will record and create their own patterns. By moving among a broad
variety of styles throughout each lesson, every learning style should be provided for and
encouraged maximizing student engagement.

Teaching Resources Rationale

Resource
Teacher
Guide

Location

Justification

Math Makes
Many ideas for lesson content and suggestions for time
Sense 2 Pearson allocation. Teachers do not have to reinvent the wheel for
Curriculum
every lesson. Use the wisdom of others and spend time

Mini-Unit Assignment

Laboratory UofL
Student
page 16

Line
master 1a
and 1b
Line
master 3

Student
page 18

Line
master 4

Teacher
Resource

Student
Dictionar
y

Math Makes
Sense 2 Pearson
Curriculum
Laboratory UofL
Math Makes
Sense 2 Pearson
Curriculum
Laboratory UofL
Math Makes
Sense 2 Pearson
Curriculum
Laboratory UofL
Math Makes
Sense 2 Pearson
Curriculum
Laboratory UofL
Math Makes
Sense 2 Pearson
Curriculum
Laboratory UofL
Math Focus 2
Nelson
Curriculum
Laboratory - UofL

Snap
Cubes

http://www.wordcen
tral.com/cgibin/student?
book=Student&va=
predict
Curriculum
Laboratory UofL

Pattern
Blocks

Curriculum
Laboratory UofL

Attribute
Curriculum
Mini-Unit Assignment

differentiating and making improvements. Lessons designed

for Alberta Program of Studies.
Students describe, extend and compare patterns, showing
their level of attainment for PR1. Requires minimal writing, so
accessible for any level of language acquisition as long as
clearly explained and understood.
Cut apart to make Repeating Pattern Cards. Tool for partner
activity in which students display their ability to reproduce
and extend patterns, meeting PR1. Allows teacher to look for
accurate, specific descriptions and successful extensions.
Partners create double attribute patterns, identify key
features and compare changes. A tool for writing to learn.
Allows teacher to look for double attribute patterns and
accurate explanations of the rule used to create their
repeating patterns.
Students identify pattern cores and create their own double
attribute pattern. Requires little writing for those struggling
with language, but still represents individual attainment of
PR1.
Facilitates partner prediction game. Challenges students
thinking in order to identify the strategies they used in pattern
creation. Requires little writing for those struggling with
language, but still represents individual attainment of PR1.
Many ideas for lesson content and suggestions for time
allocation. Teachers do not have to reinvent the wheel for
every lesson. Use the wisdom of others and spend time
differentiating and making improvements. Shows progression
of SLOs from previous grade to next grade.
Definitions in student language. Explain new concepts in
concrete terms that students will understand.

Manipulative tool for creating patterns. Students get hands-on

experience with patterning concepts. Patterns are
transportable when snapped together, so can be used for
demonstrations.
Manipulative tool for creating patterns. Students get hands-on
experience with patterning concepts. Many different shape
options.
Manipulative tool for creating patterns of elements with more

Blocks

Laboratory UofL

than one attribute. Students get hands-on experience with

patterning concepts.

Student Task Description

This activity will take place over 1 to 2 class periods.
Resources/materials required: Ipad for each student, long strips of construction paper, crayons
(or other patterning materials),
We need to decorate the bulletin board to feature all our wonderful pattern work, but we need a
pattern border to go around the outside edge. Can you help? Everyone can make a repeating
pattern for the border. Consider different elements you might like to use in your repeating
patterns (ex: flowers, vegetables, seashells, stars, fish). Your patterns should be double attribute
patterns with at least 3 elements.
First you will draw your pattern border on long strips of construction paper. Then you will
describe your pattern border in a video blog. What is your pattern core? What is your pattern
rule? What are the elements in your pattern? What attributes of the items you chose did you use
to show a pattern?
When you are finished, we will show and share your patterns. (ex: How are these 2 patterns the
same? How are they different? Lets say you wanted to make another border. How could you
make it different from this one? Cover an element of a different students pattern, what element
should be here? How do you know?).
What would you tell someone who wants to make a repeating pattern using 2 attributes? What
would you tell someone who wants to predict what might come next in a repeating pattern?
We will review what you have learned about repeating patterns, then you will record your
responses in your video blog.
The following rubric is for teacher use. I can statements will be posted on the board for students.
Their patterns and video blogs must show that:
o I can make a double attribute pattern.
o I can extend a double attribute pattern.
o I can describe my double attribute pattern.
o I can predict an element in a pattern.

Mini-Unit Assignment

Assessment Criteria
Level
Knowledge/Skills
Conceptual
understanding
Explains and
demonstrates that:
- A repeating
pattern repeats
the core.
- Identifying a
pattern core
makes it possible
to identify
missing elements
or extend a
repeating
pattern.

Procedural
knowledge
Identifies pattern
core.
Copies and extends
a repeating pattern.

Excellent

Shows in-depth
understanding of
patterning
concepts
including:
- Repeating
patterns.
- Pattern cores.

Accurate
Very few or no
errors in:
- Identifying
pattern core.
- Copying and
extending a
repeating
pattern.

Mini-Unit Assignment

Proficient

Adequate
(limited
assistance)

Not yet
adequate

(needs
assistance)

Shows basic
understanding of
patterning
concepts
including:
- Repeating
patterns.
- Pattern cores.

With prompting,
shows partial
understanding of
patterning
concepts
including:
- Repeating
patterns.
- Pattern cores.

With one-on-one
assistance,
shows very
limited
understanding of
patterning
concepts
including:
- Repeating
patterns.
- Pattern cores.

Generally
accurate
Few errors in:
- Identifying
pattern core.
- Copying and
extending a
repeating
pattern.

Somewhat
accurate
May make
several minor
errors in:
- Identifying
pattern core.
- Copying and
extending a
repeating
pattern.

Needs one-onone help

Major errors or
omissions in:
- Identifying
pattern core.
- Copying and
extending a
repeating
pattern.

Uses
Problem-solving
appropriate, often
skills
innovative
Uses appropriate
strategies to
strategies to create a
create a double
double attribute
attribute
pattern.
repeating pattern.

Communication
Describes patterns.
Uses appropriate
pattern language
(e.g., repeat, grow,
pattern core).

Describes
patterns
with precision:
- Confidently
uses
appropriate
patterning
language.
- Clear and
precise.

With limited
Chooses
assistance, uses
appropriate
some
appropriate
strategies to
strategies to
create a double
create a double
attribute
repeating pattern. attribute
repeating pattern.
Describes
patterns:
- Usually uses
appropriate
patterning
language.
- Generally
clear and
precise.

Partially able to
describe
patterns:
- Sometimes
uses
appropriate
patterning
language.
- Somewhat
clear and
precise.

Needs
assistance to use
appropriate
strategies to
create a double
attribute
repeating pattern.

Unable to clearly
describe patterns:
- Rarely uses
appropriate
patterning
language.
- Unclear and
imprecise.

Lesson Plans
Lesson Plan 1
Grade/Subject: Grade 2 Math
SPECIFIC
OUTCOMES
FROM
ALBERTA
PROGRAM OF
STUDIES

PR1
PR1

Unit:_____ Topic:

Patterns

LEARNING OBJECTIVES

Lesson Duration: 45 min.

Formative & Summative

ASSESSMENTS
Students will:
Describe given 1- and 2-attribute repeating patterns
Extend given 1- and 2-attribute repeating patterns

Key Questions
Observations &
Products/Performances

LEARNING RESOURCES CONSULTED

Resource #1: Math Makes Sense 2 Pearson
Student page 16
Line master 1a and 1b (Repeating Pattern Cards)
Resource #2: Math Focus 2 Nelson

MATERIALS/ EQUIPMENT/ SET UP

* Student page 16 for each student
* Pattern Blocks

* Repeating Pattern Cards (one for every two students)

* Crayons

PROCEDURE
Introduction (10 min.):
Attention Grabber: Begin by snapping and clapping a simply pattern (snap, stomp, clap; snap, stomp, clap; snap,

Mini-Unit Assignment

stomp, clap). Have students join in.

Assessment of Prior Knowledge: Ask: What can you tell me about the pattern we were making? What is repeating
over and over? What is the pattern core? Show the pattern using Pattern Blocks to represent the different
sounds.
Keep this pattern on display for the duration of the lesson.
Expectations for Learning and Behaviour: We will be working in partners and groups for some of our class today, so
when you hear the rhythm pattern that we started with today, you need to bring your attention back to me, and
repeat the pattern back. (Practice the pattern once more.)
Advance Organizer: Use the same 3 colours of Pattern Blocks to show 3 repetitions of a different core, in which 2
attributes vary (such as colour and size).
Ask: What is the new pattern core? What is different each time? What element comes next? How do you know?
How is this pattern the same as the other pattern? How is it different?
Agenda:
1. Elbow partners what is your partners pattern?
2. Describe, Extend, Compare
3. Show and Share
Transition to Body: For our first activity, you will work in elbow partners. When I say go, choose one partner to
grab the Pattern Blocks and one partner to get the Repeating Pattern Cards. Grab your tool and return to your
seats.
Body (25 min.):

What is the teacher doing?

What are the students doing?

Learning Activity #1: What is your partners pattern? (15 min)

Thoroughly explain activity and check for understanding with questions.

#1 Working with a partner, each

partner looks at the Repeating
Pattern Cards, chooses one of 5
pattern cores, builds the pattern with
Pattern Blocks and hides it from view.
Each partner has to find out what his
partners pattern is and build it.
One partner picks a Pattern Block
and asks: Is this piece next? The
other answers yes or no and indicates
the position of the Pattern Block in the
pattern, if applicable. The first partner
continues asking until she has
enough information to construct the
pattern core and extend it. After the
pattern has been successfully created
and extended, partners will switch
roles. Keep patterns for other
activities.

Assessment: Observation, Key Questions & Product (Formative)

Circulate and encourage students to ask many questions to find out

which element comes next. Ask: What will you do to find out which
element comes next? Students will show me their patterns before
moving on. Looking for accurate, specific descriptions and successful
extensions.
Specific Learner Considerations: ESL/ELL students ensure understanding.

Prior to lesson, ensure pairings will appropriately group ADD/ADHD and

ESL/ELL students for optimal learning.
Transition to Activity #2: When the majority of pairs have completed their

patterns, clap pattern. Those who have not completed can do so before
moving on, but direct attention to the worksheet. They may come show
me their patterns and pick up the next activity when they are ready.

Learning Activity #2: Student page 16. (10 min)

Walk students through expectations for the worksheet and sponge
activity. Ask questions to confirm understanding.
Assessments: Product (Summative) Collect worksheets to review.

Mini-Unit Assignment

#2 Each student completes sheet

individually.

Looking for correct extensions and pattern core identification.

Specific Learner Considerations: ESL/ELL students ensure understanding.
Transition to Closure: Clap pattern. Have students turn worksheets over

while asking for volunteers to describe their block pattern to the class.
Sponge Activity: Compare.
Specific Learner Considerations: ESL/ELL students ensure understanding.

Sponge When partners have each

finished their drawing, they will look at
each others patterns and compare
the patterns.

Closure (10 min.):

Consolidation/Assessment of Learning: Ask volunteers to describe their pattern to the class. Ask individual/class:
How did you find the pattern core? How did you decide which colour comes next? What was challenging about
building and extending some of the patterns? How are all of these patterns different?
Once volunteers have sat back down, ask: How did the pattern core help you extend the pattern? How many
times does the core need to repeat in a pattern? What strategy did you use to compare the patterns?
Feedback From Students: On the back of your pattern picture, write one new thing that you learned about patterns
today.
Feedback To Students: Saw a lot of great patterns.
Transition To Next Lesson: Show students a double attribute pattern, where the attributes are shape and colour.
Have the colour follow an AABB pattern, while the shapes are an ABAB pattern. Identify the attributes.

LESSON REFLECTIONS

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Mini-Unit Assignment

Lesson Plan 2
Grade/Subject: Grade 2 Math
SPECIFIC
OUTCOMES
FROM
ALBERTA
PROGRAM OF
STUDIES

PR1

Unit:_____ Topic:

Patterns

LEARNING OBJECTIVES

Lesson Duration: 45 min.

Formative & Summative

ASSESSMENTS
Students will create a double attribute pattern.

Key Question,
Observations & Products

LEARNING RESOURCES CONSULTED

Resource #1: Math Makes Sense 2 Pearson
Line master 3
Student page 18

MATERIALS/ EQUIPMENT/ SET UP

* Buttons, paper clips, Attribute Blocks and counters in different colours and sizes
* LM3 for each student
* Popsicle sticks with student names
* Student page 18 for each student
* Crayons

PROCEDURE
Introduction (10 min.):
Attention Grabber: Begin a double attribute action pattern, such as: jump forward, snap high above your head,
jump back, snap low to the ground. Have students join in.
Assessment of Prior Knowledge: Once students have sat back down, ask: How many attributes are different from 1
element to another in my pattern? What are they? Why do you think position is an attribute of the pattern? What
do you think comes next? Why do you think that? What is the rule I used to create my pattern? Show the pattern
using Pattern Blocks to represent the different actions.
Keep this pattern on display for the duration of the lesson.

Mini-Unit Assignment

Expectations for Learning and Behaviour: We will be working in partners or small groups for some of our class
today, so when you hear the rhythm pattern that we learned last class, you need to bring your attention back to
me, and repeat the pattern back. Does anyone remember the snap-clap pattern? (Practice the pattern.)
Agenda:
4. Elbow partners (other elbow than last class) Double Attribute Patterns
5. What Is Different?
6. Show and Share
Advance Organizer: Before transitioning to activity, ask: What are some attributes you can use in a pattern?
Point to some Attribute Blocks. Ask: What other attributes could you use in your pattern if you used Attribute
Blocks?
Transition to Body: For our first activity, make your own pattern using whatever materials you want from these bins
(describe what is in the different buckets placed at strategic intervals around the room). When I draw the popsicle
stick with your name on it, you may WALK quietly to the different bins to collect the materials that you want to
use. Each of you can choose one or two different materials, but make sure that you take at least 2 attributes of
each one because your patterns must be double attribute patterns. Grab your materials and return to your seats.
Body (25 min.):

What is the teacher doing?

What are the students doing?

Learning Activity #1: Double Attribute Patterns (15 min)

Provide a selection of materials for making patterns (ex: buttons, paper
clips, Attribute Blocks and counters in different colours and sizes).
Thoroughly explain activity and check for understanding with questions.
Problem Prompt: What 2 attribute patterns can you make?

#1 Work in pairs to make a pattern

with 3-5 elements in the pattern core.
The core should repeat at least 3
times. Record patterns on LM3
individually. Then use the same 2
attributes to make a different pattern
and compare the 2 patterns.
Keep patterns for closure activity.

Assessment: Observation, Key Questions & Product (Formative)

Ask: How will you start?

Circulate and encourage students to discuss with their partners what
elements they are choosing and why. Students will show me their
patterns before moving on. Looking for double attribute patterns and
accurate explanations of the rule used to create their repeating patterns.
Specific Learner Considerations: ESL/ELL students ensure understanding.

Prior to lesson, create pairings that will appropriately group ADD/ADHD

and ESL/ELL students for optimal learning.
Transition to Activity #2: When the majority of pairs have recorded their

patterns, call for attention. Those who have not completed can do so
before moving on, but direct attention to the worksheet. They may come
show me their patterns and pick up the next activity when they are
ready.
Learning Activity #2: Student page 18 (10 min)
Walk students through expectations for the worksheet and sponge
activity. Ask questions to confirm understanding.
Assessments: Product (Summative) Collect worksheets to review.

Looking for double attribute patterns and rule explanations.

Specific Learner Considerations: ESL/ELL students ensure understanding.

Provide a scribe or ask a finished student to help record the written

Mini-Unit Assignment

#2 Each student completes sheet

individually. Identify the 2 attributes
that are different in a pattern and
create their own patterns.

answers.
Transition to Closure: Clap pattern. Have students turn worksheets over

while asking for volunteers to share their block pattern with the class.
Sponge Activity: Identify Double Attributes.

Sponge When partners have each

finished their worksheet, they will look
at each others patterns and identify
the double attributes.

Specific Learner Considerations: ESL/ELL students ensure understanding.

Closure (10 min.):

Consolidation/Assessment of Learning: Choose one pairs pattern. Ask: What attributes did you use in your pattern?
Pick various students and ask: What is the rule for this pattern? How do you know what the pattern core is? Can
this pattern be continued differently? How do you know which object to place next in your pattern? Is this the end
of the pattern? How do you know?
Choose another pairs pattern. Ask: How are the two patterns the same? How are they different?
Feedback From Students: In the co-operative journal, help students record what they know about using 2 attributes
to create patterns.
Feedback To Students: You guys are creating a lot of very good patterns. I can see that you really know what
makes up a pattern.
Transition To Next Lesson: Using one of the previous patterns, ask: How do you know which object to place next in
your pattern? Next class we will predict elements in repeating patterns.

LESSON REFLECTIONS

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Mini-Unit Assignment

Lesson Plan 3
Grade/Subject: Grade 2 Math
SPECIFIC
OUTCOMES
FROM
ALBERTA
PROGRAM
OF STUDIES

PR1

Unit:_____ Topic:

Patterns

Lesson Duration: 45 min.

LEARNING OBJECTIVES

Formative & Summative

ASSESSMENTS
Students will predict an element in a given repeating pattern.

Key Questions,
Observations & Products

LEARNING RESOURCES CONSULTED

Resource #1: Math Makes Sense 2 Pearson
Line master 4
Resource #2: http://www.wordcentral.com/cgi-bin/student?book=Student&va=predict

MATERIALS/ EQUIPMENT/ SET UP

* SmartBoard patterns activity
* Printed PREDICT for word wall
* Matching pairs cards (partner creation tool)

* Snap Cubes
* LM 4 for each student

PROCEDURE
Introduction (10 min.):
Attention Grabber: Ask students to line up single file and do what you say. Walk along the line tapping each
student on the shoulder as you pass and saying, Sit, sit, stand, stand, stand. Sit, sit, stand, stand, stand, and so
on. Chant the words and have students join in. Once a rhythm is established, stop and ask: What will (next

Mini-Unit Assignment

student) be doing?
Repeat the activity, and extend it to predicting several students ahead. As you point to the second, third, fourth or
fifth child standing ahead in line, ask students how they know what each child will be doing. Stop giving
instructions and ask the rest of the students, one at a time, to stand or sit according to the pattern.
Have the class sit back down.
Assessment of Prior Knowledge: Now tell the students they will be pattern detectives helping you to find missing
elements in a pattern train. Using Grade Two Lesson 3 Notebook, show the 3 cores of the pattern. Then show
the sequence with missing blocks. Ask: How do you think we can find the missing elements? What is one
element that is missing? How do you know? Continue having children fill in the remaining missing elements.
Expectations for Learning and Behaviour: We will be working in partners or small groups for some of our class
today. What needs to happen for us to be able to learn when we work with each other? Today we are also using
Snap Cubes. Each of you will have 20 cubes. How can you make sure you still have 20 cubes to put back in the
bin?
Agenda:
7. Word Wall: Predict
8. Creating Pattern Trains
9. Predicting Pattern Trains
Advance Organizer and Transition to Body: Put your hand up if you have heard the word predict before.
Body (25 min.):

What is the teacher doing?

What are the students doing?

Learning Activity #1: Word Wall: Predict (5 min)

Direct instruction about the word predict and what prediction looks like in
math and patterning specifically. Connect concept to introductory
activities.
Predict: to tell in advance that something will happen; foretell on the basis
of observation, experience or reasoning.

#1 Listening and responding to

questions.

Assessment: Key Questions to Check for Understanding

Put your hand up if you have heard the word predict before. Keep your
hand up if you know what the word predict means. What does predict
mean? When have you predicted before? When might you predict in
math?
Specific Learner Considerations: ESL/ELL students ensure understanding.
Transition to Activity #2: We have already been predicting today and we are

going to practice predicting some more. For the next activity you will do
the first part individually at your desk, then you will find the student whose
card completes your pair and play a guessing game with them.
Learning Activity #2: Creating Pattern Trains (10 min)
Walk students through worksheet expectations. Ask questions to confirm
understanding.
Assessments: Key Questions and Product (Summative) Circulate and

ask: How are you making your pattern? Then what do you do? Collect
worksheets at the end to review. Looking for accurate, specific
descriptions and successful extensions.
Specific Learner Considerations: ESL/ELL students ensure understanding

Mini-Unit Assignment

#2 Each student creates a pattern

train using Snap Cubes with 3 to 5
elements in the pattern core. They
will show 3 repetitions of the core.
Students use LM 4 to record the 3
repetitions of the core for the
patterns, then tell how they made
the patterns.

(pictures, numbers and words all acceptable in explanation of pattern

creation) and adequate time to complete.
Transition to Activity #3: When the majority of students have completed LM 4,

explain that pairs will be made by finding ones peer with the matching
pair card (ex: cookie with milk). When they have found their pair, they will
sit down at a group work space with their worksheet and Snap Cubes.
Learning Activity #3: Predicting Pattern Trains (10 min)
Walk students through procedure for game and sponge activity. Ask
questions to confirm understanding.
Problem Prompt: Where does a Snap Cube belong in your pattern train?
Extend your pattern to check.
Assessments: Key Questions and Observations (Formative) Circulate

and ask: How can you use the pattern core to predict where an element
belongs? Why do you extend the pattern to check? Looking for element
prediction using a variety of strategies and extension to check their
prediction.

#3 Students will give their partner

any colour Snap Cube within their
pattern and ask their partner to
predict where the Snap Cube
belongs next in their pattern.
Students show their predictions by
pointing to the cube for the colour.
The student who created the pattern
colours the Snap Cubes to extend it
to check.

Specific Learner Considerations: ESL/ELL students ensure understanding.

Pay particular attention to the pairs that include ESL/ELL and ADD/ADHD
students.
Transition to Closure: Call for attention through clap pattern.

Sponge Activity: Missing Pieces.

Specific Learner Considerations: Note when exceptional students have

completed Activity #3 and verbally ensure understanding for sponge.

Sponge One partner secretly

creates a pattern with Snap Cubes
and then removes 1 to 3 pieces.
Other partner looks at the pattern
and fills in the missing items.
Players take turns.

Closure (5 min.):
Consolidation/Assessment of Learning: Use Snap Cubes to make a pattern. Have students say the pattern core.
Place the Snap Cubes in a cardboard tube and push out the Snap Cube train one cube at a time. Ask students
to predict the next colour to appear out of the tunnel.
Feedback From Students: Ask: what strategies help you predict where a particular cube belongs in the pattern?
What is challenging about predicting where a Snap Cube belongs?
Feedback To Students: Your pair work today was excellent. I liked how quickly we were able to move from our
desks into groups and back into our desks again.
Transition To Next Lesson: Review the Math Word Wall: core, element, double attribute, pattern rule, predict.

LESSON REFLECTIONS
What went well:
What can be improved upon:
Describe how the students met your lesson objectives:

Mini-Unit Assignment

Lesson Plan Rationale

Rationale: Assessment A
Mini-Unit Assignment

Scaffolding Lesson Plans

Lesson 1:
Description

Lesson
Overview
:

Lesson
Outcome:
PR1:
Demonstrate
an
understanding
of repeating
patterns (3 to 5
elements) by
describing,
reproducing,
extending and
creating
patterns using
manipulatives,
diagrams,
sounds and
actions.
Lesson
Description:
Using Pattern
Blocks students
will construct a
pattern, then
record, share
and compare it.

Instructio
nal
Processe
s
Description of
what teacher is
doing:

Mini-Unit Assignment

How does your lesson scaffold

to your performance task?
Recall pattern cores and
elements
Familiarize with 3 to 5
element patterns
Practice describing,
extending and comparing 1and 2- attribute repeating
patterns
Prepare for double attribute
patterns

What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use
that information?
Observation and key questions
Circulate and encourage
students to ask many
questions to find out which
element comes next.
Determine student
understanding how much
time needs to be spent on
review concepts.
Product Assess student

What core
assessment
concepts inform
your design choice?
Construct validity
- assignments
line up with
objectives
Clear instructions
Appropriate
accommodations
for special needs
Assessing prior
knowledge
Transfer using
old
understanding in
new ways
Concurrent
validity
triangulation
Fairness of
methods
developed
differentiation

How does your use

of formative
assessment reflect
key assessment
concepts?
Triangulation
(concurrent
validity)
learning assessed
by key questions,
observations and
finished products
while students
work as a whole

Description of
what students
are doing:

Sequence of
key questions:

Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Rationale: Assessment A
Mini-Unit Assignment

patterns. Collect worksheet

with feedback.
Looking for accurate, specific
descriptions, successful
extensions and correct pattern
core identification. Check if
grasp basic concepts enough to
create own patterns.
Comparing pair work with
individual: who needs support
to succeed, who is confident
individually.
Working with a partner to build
patterns through a guessing
game.
Completing student page.
Show and sharing the patterns
they built.
What will you do to find out
which element comes next?
How did you find the pattern
core?
How did the pattern core help
you extend the pattern?
What was challenging about
building and extending some of
the patterns?
How are these patterns
different?
What strategy did you use to
compare the patterns?
Opening assess prior
knowledge through key
questions
Learning Activity #1 observe
pattern creation, inquire of
thinking process by key
questions, check patterns
before each pair moves on.
Learning Activity #2 question
to confirm understanding
Closure assess and
consolidate learning through
key questions

class, pairs and

individuals
Fairness of
methods
multiple
mediums to show
learning and
forms of
assessment
Construct validity
writing is not
required, so
ESL/ELL students
should be able to
complete the
tasks to their full
ability, as long as
they are
explained clearly
and
understanding is
confirmed
Assessment of
prior knowledge,
transfer and
scaffolding key
questions check
that students
have understood
and can recall
concepts from
Grade 1
(describing and
extending
repeating
patterns) and
apply that
knowledge,
through
discussion and
activities, to
longer patterns
with more
attributes.

Scaffolding Lesson Plans

Lesson 2:
Description

Lesson
Overvie
w:

Lesson
Outcome:
PR1:
Demonstrate an
understanding
of repeating
patterns (3 to 5
elements) by
describing,
reproducing,
extending and
creating
patterns using
manipulatives,
diagrams,
sounds and
actions.
Lesson
Description:
Students create
double attribute
patterns using a
variety of
manipulatives
and identify
pattern parts.

Instructi
onal
Processe
s
Description of
what teacher is
doing:

Mini-Unit Assignment

How does your lesson scaffold

to your performance task?
Recall element attributes and
pattern rules
Practice extending patterns
and identifying pattern cores
Evaluate different patterns
and basic pattern concepts
Compare patterns
Prepare to predict missing
pattern elements

What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use
that information?
Key questions Assess learning
from and memory of last
lesson. Determine starting
point and build foundation for
this lesson.
Consolidate and reflect on
learning. Encourage higher
level thinking. Assess starting
point for next lesson.
Observation Circulate and

What core
assessment
concepts inform
your design choice?
Construct validity
- assignments
line up with
objectives
Clear instructions
Appropriate
accommodations
for special needs
Assessing prior
knowledge
Transfer using
old
understanding in
new ways
Concurrent
validity
triangulation
Fairness of
methods
developed
differentiation

How does your use

of formative
assessment reflect
key assessment
concepts?
Triangulation
(concurrent
validity)
learning assessed
by key questions,
observations and
finished products
while students
work as a whole

Description of
what students
are doing:

Sequence of
key questions:

Mini-Unit Assignment

encourage students to discuss

with their partners what
elements they are choosing
and why. Looking for double
attribute patterns and accurate
explanations of the rule used to
create their repeating patterns.
Assess how much more
practice is needed or need for
further explanation.
Product Assess patterns
before students move on to
worksheet. Confirm
understanding before students
reinforce their learning on
paper. Opportunity to work
individually or with a small
group of students who are
struggling. Collect worksheet.
Looking for double attribute
patterns and rule explanations.
Check that students are
meeting objectives. Ensure
majority are ready to move to
next lesson and identify those
who need follow-up.
Responding to questions
showing background
knowledge, offering ideas.
Creating, recording and
comparing patterns with
partners. Discussing choices
and reasons for choices.
Completing student page
displaying individual
understanding.
Discussing different patterns.
Reflecting on learning through
journaling.
How many attributes are
different from 1 element to
another in my pattern?
What are they?
What other attributes can you
use in a pattern?
What do you think comes next?
Why?
What is the rule for this
pattern?

class, pairs and

individuals
Fairness of
methods
multiple
mediums to show
learning and
several forms of
assessment
Construct validity
ESL/ELL
students
considered to
ensure full ability
to display
knowledge,
understanding
and skills
Assessment of
prior knowledge,
transfer and
scaffolding key
questions check
that students
have understood
and can recall
concepts from
previous lessons
(describing and
extending
repeating
patterns, basic
pattern
procedures) and
apply that
knowledge,
through
discussion and
activities, to
create and
compare new
patterns.

Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

How are the two patterns the

same?
Opening assess prior
knowledge through key
questions
Learning Activity #1 observe
pattern creation, inquire of
thinking process by key
questions, check patterns
before each pair moves on.
Learning Activity #2 question
to confirm understanding,
collect student pages to assess
individual progress
Closure assess and
consolidate learning through
key questions and group
journal reflections

Rationale: Assessment A

Scaffolding Lesson Plans

Lesson 3:
Description

Lesson
Overvie
w:

Lesson
Outcome:
PR1:
Demonstrate an
understanding
of repeating
patterns (3 to 5
elements) by
describing,
reproducing,
extending and
creating
patterns using
manipulatives,
diagrams,
sounds and
actions.
Lesson
Description:
Through
movement,

Mini-Unit Assignment

How does your lesson scaffold

to your performance task?
Explore patterning concepts
deeper by predicting missing
or future elements
Apply concepts of pattern
elements, rules and cores.
Practice extending patterns
to check predictions

What core
assessment
concepts inform
your design choice?
Construct validity
- assignments
line up with
objectives
Clear instructions
Appropriate
accommodations
for special needs
Assessing prior
knowledge
Transfer using
old
understanding in
new ways
Concurrent
validity
triangulation
Fairness of
methods
developed

SmartBoard,
individual and
paired activities,
students be
introduced to
and practice
predicting
pattern
elements.
Instructi
onal
Processe
s
Description of
what teacher is
doing:

Description of
what students
are doing:

Mini-Unit Assignment

differentiation

What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use
that information?
Observation and key questions
Assess learning from and
memory of previous lessons.
Determine starting point, make
connections and build
foundation for this lesson.
Check for understanding.
Clarify directions.
Circulate and ask questions to
assess thinking processes.
Question to encourage
different angles.
Prompt problem solving.
Circulate and encourage
discussion on prediction
process. Looking for element
prediction using a variety of
strategies and extension to
check their prediction.
Consolidate and reflect on
learning. Encourage higher
level thinking. Assess ability to
begin performance task.
Product Collect student
pages. Looking for accurate,
specific descriptions and
successful extensions. Confirm
students individual readiness
to complete performance task.
Physically and verbally
responding to questions and
prompts showing background
knowledge and understanding,
offering ideas.
Completing student page

How does your use

of formative
assessment reflect
key assessment
concepts?
Triangulation
(concurrent
validity)
learning assessed
by key questions,
observations and
finished products
while students
work as a whole
class, pairs and
individuals
Fairness of
methods
multiple
mediums to show
learning and
several forms of
assessment
Construct validity
ESL/ELL
students
considered to
ensure full ability
to display
knowledge,
understanding
and skills
Assessment of
prior knowledge,
transfer and
scaffolding key
questions check
that students
have understood

Sequence of
key questions:

Evidence of
Lesson
Components:
(opening,
closing,
content,
timeline)

Mini-Unit Assignment

displaying individual
understanding.
Creating, recording and
predicting patterns with
partners. Discussing thought
processes and reasons for
choices.
Discussing different patterns.
Reflecting on learning through
journaling.
What is one element that is
missing? How do you know?
What does predict mean?
How can you use the pattern
core to predict where an
element belongs?
What strategies help you
predict where a particular cube
belongs in the pattern?
What is challenging about
predicting where a Snap Cube
belongs?
Opening assess transfer of
knowledge through key
questions and observations
Learning Activity #1 gage
understanding by key
questions
Learning Activity #2 observe
pattern creation, inquire of
thinking process by key
questions, use worksheets to
check for accurate, specific
descriptions and successful
extensions.
Learning Activity #3 question
to confirm understanding, ask
guiding questions
Closure assess and
consolidate learning through
key questions regarding
demonstration and Math Word
Wall review

and can recall

concepts from
previous lessons
(describing and
extending
repeating
patterns, basic
pattern
procedures and
rules) and apply
that knowledge,
through
discussion and
activities, to
create new
patterns and
predict missing
elements.

Rationale: Ed Psychology A

Scaffolding Lesson Plans

Lesson #3:
Description:
Lesson
Overvie
w:

Instructi
onal
Processe
s:

Lesson Outcome:
PR1: Demonstrate an
understanding of repeating
patterns (3 to 5 elements)
by describing, reproducing,
extending and creating
patterns using
manipulatives, diagrams,
sounds and actions.
Lesson Description:
Through movement,
SmartBoard, individual and
paired activities, students
be introduced to and
practice predicting pattern
elements.
Description of what teacher
is doing:
Assess learning from and
memory of previous
lessons. Check for
understanding.
Circulate and ask questions
to assess thinking
processes. Question to
encourage different angles.
Prompt problem solving.
Circulate and encourage
discussion on prediction
process. Looking for
element prediction using a
variety of strategies and
extension to check their
prediction.
Consolidate and reflect on
learning. Encourage higher
level thinking.

Mini-Unit Assignment

Connections to Learning Theories &

Demonstration of Attention to a Classroom
Structure and Climate:
Students are at the beginning of the
concrete operational stage, becoming
logical and able to engage in and
understand classification and combining
relationships. This lesson provides a focus
on exploring, discovering knowledge,
reflecting and thinking critically through
collaborative and cooperative learning.
Students build on their patterning schema,
perhaps making new nodes or simply
adapting old ones to facilitate prediction.
A broad variety of activities addresses
students wholisticly and targets many
areas of long term memory (declarative,
procedural and self-regulatory knowledge
as well as explicit memory).
Class is broken in to many smaller
segments to facilitate smooth and
effective pacing.
Instructional methods range from large
group movement and technological
activities to paired and individual work to
maintain attention.
Transitions are planned ahead of time to
maintain flow and minimize time wasted.
Exceptional students (as well as each
individual student) are constantly
considered because they come to class
within a much broader context
(Bronfrenbrenner).
Activities and transitions including clear
instructions, time for questions and
clarification, and written directions to
maintain strong communication.

Description of what
students are doing:
Physically and verbally
responding to questions
and prompts showing
background knowledge and
understanding, offering
ideas.
Completing student page
displaying individual
understanding.
Creating, recording and
predicting patterns with
partners. Discussing
thought processes and
reasons for choices.
Discussing different
patterns.
Sequence of key questions:
What is one element that is
missing? How do you
know?
What does predict mean?
How can you use the
pattern core to predict
where an element belongs?
What strategies help you
predict where a particular
cube belongs in the
pattern?
What is challenging about
predicting where a Snap
Cube belongs?
Evidence of Lesson
Components:

Mini-Unit Assignment

At many points in the lesson, students

chant or say patterns out loud, discuss
patterning concepts and direct what is to
happen next verbally. This applies the
social constructivist psychological tools for
enhancing thinking and benefits of selftalk (Vygotsky) as well as cognitive
constructivist emphasis on giving students
opportunity to find their own way to
numerically reason (Piaget).
Students are actively involved in various
ways throughout the lesson to enhance
long term memory retention of concepts.
Reflecting on learning through recording
on student page and reviewing the Math
Word Wall facilitates student construction
of their own knowledge (constructivism).
Frequent review promotes long term
memory retention.
Questioning is used to ensure clear
communication, encourage engagement
and probe higher learning levels (long
term memory retention).

Opening begin with a motivational set

Movement activity: teacher assists
learning by demonstration (Vygotsky:
ZPD)
SmartBoard activity: effective
technology use motivates students
Agenda: start lesson with clearly
described goals and activities
Learning Activity #1 Direct instruction
aims to make an abstract concept
(prediction) concrete for learners who are
beginning to logically reason (Piaget)
Learning Activity #2 Individual pattern
creation gives freedom for personal choice
(humanistic perspective of motivation and
self-determination)

Learning Activity #3 Partner activity

gives social motives to motivate
unengaged students need for affiliation
and approval (social perspective of
motivation and Erikson)
Closure Feedback to students is specific
and genuine reflecting applied behavioural
analysis and life-span development theory.

Rationale: Ed Technology A

Scaffolding Lesson Plans

Lesson #3:
Description:

Lesson
Overvie
w:

Lesson Outcome:
PR1: Demonstrate an
understanding of repeating
patterns (3 to 5 elements)
by describing, reproducing,
extending and creating
patterns using
manipulatives, diagrams,
sounds and actions.
Lesson Description:
Through movement,
SMARTboard, individual and
paired activities, students
be introduced to and
practice predicting pattern
elements.

Mini-Unit Assignment

Describe how communication technology

used in the lesson/s, will promote student
engagement toward the identified learner
outcome(s). This should provide a strong
rationale for using technology.
A SMARTboard activity is used to
introduce the concept of pattern
prediction. Students will use their prior
knowledge of patterns in this activity to
identify missing elements. Each student
will use white boards to identify their
answers before a single student comes to
the board to answer. This way everyone is
engaged even though only a handful of
students actually get to use the
SMARTboard. The activity does not accept
wrong answers, so the incorrect answers
will bounce back and peers can offer
suggestions or corrections building
teamwork.
The integration of technology will excite
and actively involve students in their
learning. It sparks different students
interests than traditional classroom
activities. In this activity, technology is
used to communicate information in a
visual wrapper. Vision is the most
important source of information as it
connects to the largest part of the
cerebellum, thus the Pattern Detectives
activity engages the largest part of the

students brains. It also benefits the

students who learn best by drawing and
diagraming.
This activity will be used to assess
students knowledge application and
transfer to a new strategy.
Instructi
onal
Processe
s

Description of what teacher

is doing:
Presenting activity and
directing student
participation. Asking key
questions and calling on
students.

Description of what
students are doing:
Solving patterns on
individual whiteboards,
responding to questions and
answering on SMARTboard
when called upon.

Sequence of key questions:

How do you think we can
find the missing elements?
What is one element that is
missing? How do you know?
Evidence of Lesson
Components:

Mini-Unit Assignment

Describe any potential downsides to

using this technology.
Technology may not work use as
learning opportunity or use whiteboard
instead (slower and less interactive
version).
SMARTboard participation can only assess
a small number of students knowledge
application and transfer to the new topic
each student will use white boards to
identify their answers before a single
student comes to the board to answer so
that the teacher can assess them all by
having class display their answers or
compare their answers with a table
partner.
Not all students get to touch SMARTboard
in a classroom using a SMARTboard well
all students will get their chance at
different points.
Students must have answered the
question on their own whiteboard before
they answer on the SMARTboard.
SMARTboard is not calibrated properly, so
student answers do not work
SMARTboard should be calibrated
beforehand.
Students touch not registering use
tennis ball attached to dowel
Students shouting out answers
classroom routine established for
participation
Questioning is used to ensure clear
communication, encourage engagement
and probe higher learning levels (long
term memory retention).
Clear routines and guidelines
SMARTboard rules and routines must be
established and practiced so that student
participation is not a hindrance.