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					Laura Peterson
Math Lesson Plan

                                  Pattern Necklaces

Academic Objective
Students will learn how to identify, describe, and extend two- and three-element patterns
by referring to their colors.

Social Objective
Students will learn how to use soft voices while working within a group.

Anticipatory Set
The teacher will hold up a multi-colored sock to the students and ask them to identify the
colors on the sock. The teacher will have students say aloud the sock’s pattern as a group
and then ask them what type of pattern is on the sock.

Students will be able to apply their knowledge to future complex mathematical situations
and number problems by knowing how to predict and extend a pattern. Teacher will say
to students, “Look how much fun patterns can be! Patterns are everywhere—even on our

Statistics, Data Analysis, and Probability 1.2: Identify, describe, and extend simple
patterns by referring to their colors.

Multiple Intelligences
Body-Kinesthetic: Students use their hands to create a two or three element pattern onto a
string with two different types of cereals. The activity allows for students to practice
hand-eye coordination. Students will also use a “thumbs up” to show they are ready and
understand the teacher’s instructions, as well as to show if they liked the activity.

Visual-Spatial: Students use their eyes to identify a color pattern and predict what comes

Logical-Mathematical: Students are working with objects (cereal and string) to create an
ordered pattern. Students are practicing using logic to predict a pattern and identify a

Interpersonal: Students are practicing quiet voices while interacting with other
classmates in a group setting. Students are able to watch and interact with others about
their patterns.
Key Vocabulary

    Cut pieces of string (length of a child’s necklace)
    Tape
    Cheerios
    Fruit Loops
    Paper plates
    A pattern book
    Pattern sock

Active Learning

The teacher models how to use quiet voices at the table by showing students how to
lower their voices (whisper) when they want to speak and use one finger over the mouth
to help others remember to speak softly. Teacher will explain how it is easier to have fun
and do class work when we all use soft voices. Teacher will ask students to practice by
putting their finger to their mouth when they forget to use soft voices. Then, the teacher
explains how each student will get a necklace string with a knot on one end and a piece of
tape on the other end, along with a paper plate filled with cheerios and fruit loops.
Teacher models how to make one type of pattern necklace by picking up two cheerios
(one at a time) and stringing them onto the piece of string using the tape end as a needle.
Then, the teacher models how to take one fruit loop from the cup and place it onto the
string after the two cheerios. This process is repeated once more and then the teacher asks
students to identify and repeat the pattern (two cheerios, one fruit loop, two cheerios, one
fruit loop, etc.) aloud. The teacher explains to students that they can make their own
pattern out of the two types of cereal and then when they are done with their own pattern
necklaces, they will raise a quiet hand and the teacher will tie a knot at the end while they
clean up any mess they made. When students show an understanding of what they will
be doing with a quick “thumbs up”, the teacher then distributes a necklace string to each
of the students and a paper plate with cereal on it. As students work on their necklace
pattern, the teacher will assist students who find the activity to be more challenging, and
listen for soft voices. Students who finish early will have the opportunity to help others at
the table or go get a book to read. If time allows, the teacher will read a pattern book to


Content- When students finish their patterns, the teacher will ask students, “How did you
know what color of cereal came next in your pattern?” and “Were you able to predict the
pattern because of the shape of the cereal or by the color?”
Social- “Why is it good that we talk softly instead of yelling to the person sitting next to

Personal- “Give me a thumbs-up if you liked making the pattern necklaces.” and “What
other types of things could we use to make pattern necklaces?”

Content- The teacher will be able to assess students’ understanding of patterns by
observing how the students make their patterns and figure out what comes next. A quick
“thumbs up” from students will also help the teacher periodically assess what the students
understand or need more help with.

Social- Teacher will assess students’ self-monitoring of their voices by listening for soft
voices as students work on the activity.

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