1. Topic-
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| Learning to recognize patterns |
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2. Content-
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| For the first part, starting with patterns of colors and shapes
and eventually moving on to numerical patterns. As a second way of
looking at things, starting with the numerical patterns and relating
them to shapes and colors. |
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3. Goals: Aims/Outcomes-
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1.To get children to recognize patterns, similarities, and differences
on their own.
2.To be able to describe patterns both orally and in writing.
3.To be able to view patterns from several different perspectives. |
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4. Objectives-
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1. To help children recognize patterns in all aspects of life.
2. Have children create their own original patterns.
3. To teach organization through patterns. |
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5. Materials and Aids-
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| Physical representations of patterns such as different colored candies
(skittles), animal crackers, different shaped tiles, and a PowerPoint
presentation on different images with patterns that occur in every
day life. |
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6. Procedures/Methods-
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A. Introduction-
1. Pick 3 boys and 3 girls and have them stand at the front of the
class alternating gender, ask the rest of the class what they observe.
2. Point out that there are many differences in the students, but
their gender is an alternating pattern.
3. Ask the children for any other patterns in real life they can think
of. |
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B. Development-
1.Show that there are many different types of patterns and give
an example of each.
2.Start easy: alternating colors, what come's next? Red, blue, red,
blue, red, ...
3.Next move on to shapes: Triangle, square, circle, triangle, square,
...
4. Try something a little harder, although they may not understand:
numbers, 1,2,3,4,1,2,3...
5.Do another numerical pattern and work backwards, proving that numbers
can also relate to geometric patterns: 1=red 2=blue 3=green, 1,2,3,
... |
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C. Practice-
| Show students different pictures on the PowerPoint with different
patterns and ask what comes next. Use pictures they would all relate
to such as characters from a popular TV show, Spongebob for example.
Include things for both boys and girls, flowers and bugs for example. |
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D. Independent Practice-
1. Have children make patterns on their own using animal crackers,
candy, and colored tiles.
2. If they can readily make three different types of patterns and
can easily explain them using words and in writing, they get to eat
the candy and animal crackers.
3. See who can figure out a tougher numerical pattern on the board
- winner gets a special piece of candy. |
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Checking for understanding-
1. Ask children to assess their own pattern making by writing 3
different ways to look at patterns.
2. Put children in groups and have them come up with a pattern as
a group and explain what they did and why they did it to the class.
3. Eventually give a quiz on the different ways of looking at patterns
and have them figure out 5 different types in writing. |
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Closure-
1. Encourage students to go home and look for patterns in their
own homes.
2. As an extension for extra-credit, allow students to find patterns
in nature and either take pictures and bring in their findings.
3. Remind students that patterns are everywhere! |
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7. Evaluation-
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1. Can the students accurately identify color, shape, and number
patterns?
2. Do they seem excited to find patterns on their own? |
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