3 Patterns - Macmillan/McGraw-Hill

Transcription

CHAPT E R
3
Patterns
Planner
Skills Trace
The
BIG Idea
Vertical Alignment
Patterns are everywhere in the world around us. We see patterns in the clothes
we wear, the buildings we work in, and the music we listen to. In this chapter,
Kindergarteners are introduced to working with repeating and growing patterns.
Students learn to identify and describe simple patterns using concrete objects
such as color tiles and buttons. Students will be asked to identify and copy
patterns based on color, size, and shape. Students will also see patterns increase
or decrease by multiples.
Previous Grade
In the previous grade, students learned to:
• Duplicate simple patterns.
• Identify and describe patterns.
Targeted Standards
GLE 0006.3.1 Identify, duplicate, and extend simple number patterns and
sequential and growing patterns.
This Grade
During this chapter, students learn to:
• Identify and duplicate repeating color, size, and shape
patterns.
• Identify and duplicate growing patterns.
After this chapter, students will learn to:
• Identify number patterns on a hundred chart.
• Count by tens, fives, and twos to 100.
• Identify and duplicate number patterns.
Next Grade
In first grade, students will learn to:
• Use number patterns.
• Skip count by 2s, 5s, and 10s.
Print and Online Professional Development
articles can be found in the Teacher Resource
Handbook. These articles on current issues will allow
you to implement new mathematical strategies and
enhance your classroom performance.
Digital Videos The McGraw-Hill
Professional Development Video
Library provides short videos that support
McGraw-Hill’s Math Connects. For
support for this chapter, the following
video is available.
Core Patterns Growing Patterns
Other videos, program walkthroughs, online courses, and video
workshops are available at mhpdonline.com.
73A Patterns
Vertical Alignment and Backmapping
McGraw-Hill’s Math Connects program was conceived
and developed with the final results in mind: student success in
Algebra 1 and beyond. The authors developed this brand-new
series by backmapping from Algebra 1 concepts, and vertically
aligning the topics so that they build upon prior skills and
concepts and serve as a foundation for future topics.
Chapter at a Glance
Lesson
Multi-Part
Lesson
1
Pacing
1 Day
Duplicate Patterns
Resources
Materials and Manipulatives
connecting cubes, color tiles, crayons, attribute buttons, attribute blocks,
Activity Flipchart, construction paper, interactive whiteboard, counters
A
Duplicate Patterns
GLE 0006.3.1
Get ConnectED
B
Identify and Duplicate Patterns
GLE 0006.3.1
Leveled Worksheets
Explore Worksheet
Visual Vocabulary Cards
Lesson Animations
Daily Transparencies
Multi-Part
Lesson
2
6 Days
Repeating Patterns
A
Repeating Patterns
GLE 0006.3.1
B
Color Patterns
GLE 0006.3.1
C
Size Patterns
GLE 0006.3.1
D
Shape Patterns
GLE 0006.3.1
E
Object Patterns
GLE 0006.3.1
F
Problem-Solving Strategy:
Look for a Pattern
Multi-Part
Lesson
A
B
3
Growing Patterns
Identify and Duplicate Growing Patterns
Leveled Worksheets
Explore Worksheet
Lesson Animations
Problem of the Day
2 Days
GLE 0006.3.1
GLE 0006.3.1
crayons, color tiles, connecting cubes, counters, Activity Flipchart, construction
paper, interactive whiteboard, musical instruments, string, attribute buttons,
audio recording device, building blocks, paper, attribute blocks, marbles, tennis
balls, pattern blocks, shapes, tape, classroom objects, bear counters, paint
brushes, pencils
Get ConnectED
GLE 0006.1.2
Growing Patterns
Problem of the Day
Virtual Manipulatives
Graphic Novel Animation
Math Song Animations
eGames
Math Songs Animations
Real-World Problem Solving Reader
Hands-On Activity Tools and
Resources
connecting cubes, stamps and stamp pad, counters, pattern blocks, board,
napkins, dried apricots, raisins, color tiles
Get ConnectED
Leveled Worksheets
Explore Worksheet
Lesson Animations
Problem of the Day
eGames
Patterns
73B
CHAPT E R
3
Vocabulary and Language Connections
Planner
Math Vocabulary
Glossary
The following math vocabulary words are listed in the glossary of the Student Edition. Some of the
words are also found in the Alphabet Cards.
Get ConnectED Find interactive definitions in 13 languages in the eGlossary and review
vocabulary eGames at connectED.mcgraw-hill.com.
growing pattern
pattern
Activity
Draw these objects on the board. Have students identify the pattern.
Ask students to copy the pattern below the objects on the board.
1.
2.
Use Visual Vocabulary Cards to reinforce the vocabulary in
this chapter in English and Spanish. (The Define/Example/Ask
routine is printed on the back of each card.)
ISBN: 978-0-02-101638-9
MHID: 0-02-101638-0
MM12_VVC_GK_cov_
Copyright © by The McGraw-Hill
Companies, Inc.
All rights reserved.
101638-0.indd 1
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73C Patterns
ELL
Support
S
upport
Multi-Part
Lesson
1
Level
Duplicate Patterns
AL
Beginning
Activity
Writing Forms
OL
Intermediate
Recognize and Act It Out
Spatial, Kinesthetic, Auditory
BL
Advanced
Extend
Background Knowledge
Visual, Social, Logical
Peer Tutoring
On and Beyond Level
Multi-Part
Lesson
2
Level
Modality
Intrapersonal, Kinesthetic, Auditory
Repeating Patterns
AL
Beginning
Activity
Phonemic
OL
Intermediate
Letters and Sounds
Kinesthetic, Visual, Spatial
BL
Advanced
Extend
Word Meaning
Kinesthetic, Social, Auditory
Peer Tutoring
On and Beyond Level
Multi-Part
Lesson
3
Level
Modality
Linguistic, Kinesthetic, Auditory
Growing Patterns
AL
Beginning
Activity
OL
Intermediate
Linguistic, Visual, Auditory
BL
Advanced
Extend
Identify and Explain
Linguistic, Social, Auditory
Peer Tutoring
On and Beyond Level
Get ConnectED
Modality
Intrapersonal, Kinesthetic, Visual
Find other English Language Learner strategies.
ELL Resources
The Professional Development articles listed below can be found in print
and online in the Teacher Resource Handbook.
• English Learners and Mathematics:
Best Practices for Effective Instruction”
by Kathryn Heinze (pp.TR32–TR33)
• “Engaging English Language Learners
in Your Classroom” by Gladis Kersaint
• Multilingual eGlossary
• Visual Vocabulary Cards
• Language Alerts (pp. 77, 81, 85, 99)
• ELL Guide (pp. 28–33)
(pp. TR34-TR35)
Patterns
73D
CHAPT E R
3
Learning Stations
Planner
pair
Let’s Get Moving
• Make this pattern: clap, pat your lap, clap, pat your lap, clap, pat your lap.
• Make new patterns.
• Do other movement patterns.
KINESTHETIC
Materials:
• cards with suggested
large movements to use
when making patterns
Teacher Note: Have students copy each others’ patterns. Students should
perform their patterns one at a time, with the rest of the class joining in when
they understand the pattern. Patterns can include standing, sitting, snapping,
touching toes, or jumping. Suggest movements that allow all students to participate. If students are ready
guide them in demonstrating growing patterns using movements.
11
pair
Name That Pattern
• Look at a pattern.
• Copy the pattern.
• Tell the pattern to a classmate.
Teacher Note: Make a small pre-stapled book. Show a pattern on the board
that students copy on a page of the book. Students can draw their patterns or
use stamps or stickers. Create other patterns for students to copy.
LINGUISTIC
Materials:
• pre-stapled book with
patterns indicated on
each page
• markers
• stamps
• stickers
12
pair
Copying and Extending Patterns
• Look at the pattern.
• Copy the pattern.
• Use more blocks to extend the pattern.
Teacher Note: Draw an AB, ABB, AAB, or ABC pattern of pattern blocks on
a strip of paper. Use removable tape and place the paper at the top of the
interactive whiteboard. Students will copy and extend the pattern using
the virtual manipulatives.
13
73E Patterns
VISUAL
Materials:
• interactive whiteboard
SPATIAL
individual
Missing Colors
• Look at each tray.
Materials:
• red and yellow counters
• Identify the pattern.
• 3 trays
• Determine which color of counter could come next.
• paper cups
• Lift the cup to see if you are right.
• Repeat with all of the trays.
4
14
Teacher Note: Make a different pattern using counters on three trays. Cover one counter on one of the ends with an
overturned paper cup so that it is hidden from sight. Make sure that each pattern of counters repeats three times before
covering a counter. Have students say the pattern of counters aloud before lifting the cup to check their answer.
individual
How Does It End?
• Look at the paper strip.
LINGUISTIC
Materials:
• sentence strips
• Identify the pattern.
• sticky notes
• Copy the pattern using connecting cubes.
• blank paper strips
Teacher Note: Show students paper strips with word or letter patterns on them, such as
“yes no yes no yes no” or “X O X O X O.” Use shapes if words or letters are too difficult.
Make sure each pattern repeats three times. Have students identify the pattern. Tell
students to use connecting cubes to copy the pattern.
• markers
15
IWB
You may wish to use the virtual calendar
for this Calendar Time activity.
• Keep track of the weather for an extended amount of time.
• Mark sunny days with a sun and rainy days with a rain cloud.
• Keep note of what changes on rainy days in your classroom. (For example:
Put on X on days that you stay inside for recess.)
• At the end of your recording period ask students if they notice a pattern.
• Ask students: If the pattern continues, what will we do the next time it rains?
Sample answer: Stay inside for recess.
For additional calendar activities, see Math Routines on the Go cards.
Patterns
73F
CHAPTER
3
CHAPTE R
3
Introduce the Chapter
E
Patterns
Essential Question
The
Share with students that patterns are all around us.
BIG Idea
• How can you tell if objects are creating a pattern? Sample
answer: Many objects repeat over and over, or each item
changes by the same amount each time the pattern grows.
How can I find repeating and
growing patterns?
• How can you show patterns? Sample answer: I can show
patterns using sounds, movements, sizes, and colors.
Student Glossary
•
Graphic Organizer
Planning a Party
Read and discuss the story together. You may wish to use the
blank Graphic Novels provided in Hands-On Activity Tools and
Resources to help develop writing and speech skills.
Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Key Vocabulary
•
I am making
a pattern!
May I help?
What color
could come next?
• What is happening? Sample answer: Lina and Martin
are making a balloon color pattern on a poster for their party.
• How could you finish the pattern? Sample answer: I would
color the last balloon red.
For additional reading and language arts activities, including
support for reading a graphic novel, see Reading and Language
Arts Support in the Grade K Math Connects Program
Overview.
✔0006.1.9
Use age-appropriate books, stories, and videos to
convey ideas of mathematics.
73 Patterns
Español
patrón
patrón repetitivo
patrón creciente
Lina and Martin in
L
Planning a Party
P
Introduce the key vocabulary in the chapter using the
routine below.
Define: When a set of objects follows the same order over and
over again, it is a pattern.
Example: Show this pattern: clap, stomp, clap, stomp, clap,
stomp.
Ask: How can you make a pattern using movements?
Key Vocabulary
English
pattern
repeating pattern
growing pattern
seventy-three
073_C03_CO_103026.indd 73
Animated Graphic Novel
Visit connectED.mcgraw-hill.com to
download the animated version of
“Planning a Party.”
73
3/4/10 4:10 PM
Chapter Connections
Real World: Patterns
• Share with students they are going to learn about patterns.
• Ask two volunteers for an idea of a movement. Put the movements
together and have the class follow the pattern.
Chapter Project
Pattern Posters
• Have students create a pattern board. Divide a poster into 3 sections.
• Repeat with sounds.
• Tell students to look through magazines, ads, or newspapers to
identify patterns.
E
• In each of the sections, have students identify a sound, object, color,
shape, size, or physical movement pattern. Have students draw or
glue objects representing that pattern.
WRITE MATH Discuss and model patterns. Have students
copy one of the patterns in their math journal: object, instrument, or
physical movement.
• Hang the posters around the room or in the hall.
Reading and Language Arts Support
For activities to connect reading and language arts to this chapter’s math
concepts, see Reading and Language Arts Support in the Grade K Math
Connects Program Overview.
Dinah Zike’s
Foldables®
Guide students to create a Flashcard Holder Foldable graphic organizer for making patterns.
Fold a sheet of
1
8 _ ” × 11” paper
2
in half like a
hamburger. Open
and fold the two
outer edges toward
the valley to form a
shutter fold.
Fold back one of the
flaps to the outside fold
to form a floppy “L.”
Glue the floppy L-tab
down to the base to
form a strong, straight
L-tab. Glue the other
shutter side to the front
of this L-tab. This forms
a backboard for
displaying flashcards.
When to Use It Lessons 2B, 2C, 2D, and 3B
(Additional Instructions for using the Foldable with these
lessons are found in the Mid-Chapter Check and Chapter
Review/Test.)
Fold the edge of the
L-tab up one-quarter to
one-half inch to form a
lip that will keep the
student work from
slipping off the holder.
Use blue triangles and
red circles to make
different patterns on
the flashcard holder.
Patterns
73G
Diagnostic Assessment
1 ASSESS
You have two options for checking Prerequisite Skills for this chapter.
Text Option
“Are You Ready for the Chapter?”
SE
Name
Student Edition
O
Online Option
Yellow
Take the Online Readiness Quiz.
Blue
Red
Green
Online Option
74
seventy-four
074_C03_AYR_103026.indd 74
74 Patterns
Directions:
1. Draw a line from each paint spot to a paint brush. Color each paint brush to
match the paint.
2–3. Circle the shape that is different.
4–5. Circle the object that is small. Mark an X on the object that is big.
Take the Online Readiness Quiz.
This page checks skills needed for the chapter.
3/4/10 4:10 PM
2 DIAGNOSE AND PRESCRIBE
3 REASSESS
RtI (Response to Intervention)
Administer the Diagnostic Test
Based on the results of the Diagnostic Assessment, use the charts below to
address individual needs before beginning the chapter.
Diagnostic Test
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Name ______________
______________
th_Connects_CRM_GK_NA
%0/Application_Files/C03_
101813
_____________________
TIER
1
If
Then
Diagnostic Test
On Level
001_004_C03_101813.indd
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n_Files/C03_101
Name ________________
________
Are You Ready for the
____________
Chapter?
813
________________________
students miss one in Exercises 1–5,
_____________
Practice
choose a resource:
(pp. 73E–73F)
The McGraw-Hill Companies,
Copyright © Macmillan/McGra
w-Hill, a division of The
Graw-Hill, a division of
Are You Ready? Practice
McGraw-Hill Companies,
Inc.
Copyright © Macmillan/Mc
Learning Stations
TE
1
TIER
2
If
Then
4
Inc.
Circle the shape that is
different.
Circle the objects that are
small.
Mark an X on the objects
that are big.
Grade K • Patterns
different.
Circle the objects that are
small.
Mark an X on the objects
that are big.
Strategic Intervention
001_004_C03_101813.indd
AL
approaching grade level
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nects_CRM_GK_
Name ________________
________
NA%0/Application_Files/C03_101
813
________________________
students miss two in Exercises 1–5,
_____________
Review
choose a resource:
Start Smart
TE
(pp. 11–12)
Are You Ready? Review
Get ConnectED
Lesson Animations
Inc.
2
different.
TIER
3
If
Then
Intensive Intervention
2 or more years below grade level
students miss four or more in Exercises 1–5,
use Math Triumphs, an intensive math
intervention program from McGraw-Hill
Chapter 10: Patterns
Beyond Level
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BL
/Volumes/104/GO00393/Math
Name ________________
________
_Connects_CRM_GK_NA%0/Ap
plication_Files/C03_101813
________________________
Apply
TE
Chapter Project
(p. 73G)
Are You Ready? Apply
Get ConnectED
eGames: Starfish Theater:
Complete a Pattern
Inc.
choose a resource:
Then
students miss none in Exercises 1–5,
If
_____________
Look at each group. Circle
the group that matches.
Copy the pattern by drawing
in the space below.
3
Patterns
74A
Dear Family,
Today my class started the chapter, Patterns. I will learn to
identify and copy patterns with color, size, and shape. Here are
my vocabulary words, an activity we can do, and a list of books
we can look for in our local library.
Before you begin the Chapter:
• Read the Math at Home letter with the class and have each
student sign it.
Love,
• Practice the activity so that students are familiar with it before
trying it with their parents or guardians.
• Send home copies of the Math at Home letter with
each student.
Activity
pping,
using cla
patterns
vements.
o
m
Make up
g
pin
and slap
,
g
in
When
p
.
m
sto
py them
r child co
pattern,
r
u
Have you
yo
t
can repea
your child
ments
ve
o
m
h
switc
ther
o
n
a
to make
r your
fo
rn
tte
a
p
py.
child to co
• Use the Spanish letter for Spanish-speaking parents or
guardians who do not read English fluently.
For more information about parent involvement, read the article,
“The Role of Parents and Guardians in Young Children Learning
Mathematics” by Paul Giganti, Jr. See the Teacher Resource
Handbook pp. TR44-TR45.
Key Vocabulary
repeating pattern
growing pattern
Online Option
See the multilingual eGlossary link at
connectED.mcgraw-hill.com to find out more about these words.
There are 13 languages.
Books to Read
Five Little Monkeys Jumping
on the
e Bed
by Eileen
en Christelow
Clarion
n Books
Jump, Frog, Jump!!
by Robert Kalan
Harper Collins
Children’s Books
Bees, Snails,
and Peacock Tails
by Betsy Franco
Margaret K. McElderry
seventy-five
075_076_C03_MH_103026.indd 75
75 Patterns
75
3/4/10 4:10 PM
Estimada familia:
Hoy mi clase comenzó el capítulo, Patrones. Aprenderé a
identificar y a copiar patrones de colores, tamaños y formas.
A continuación están mis palabras del vocabulario, una
actividad que podemos hacer y una lista de libros que se
encuentran en nuestra biblioteca local.
Check with your school library or your local
public library for these titles.
Multi-Part Lesson 1
Pattern Bugs
Trudy Harris
Cariños,
Multi-Part Lesson 2
Vocabulario clave
d
Activida
con
patrones
s,
Inventen
e aplauso
d
s
to
n
ie
a a su
movim
adas. Pid
lm
a
p
y
que
ve
zapateos
Una z
los imite.
eettiir el
p
niño que
re
o
id
aya pod
su niño h
mbien
ca
,
n
ó
tr
a
p
ón
tr
a
p
a otro
que lo
y pídale
imitar.
vuelva a
patrón repetitivo
Beep, Beep, Vroom, Vroom
Stuart J. Murphy
patrón creciente
The Shape of Things
Dayle Ann Dodds
Parade
Donald Crews
Opción en línea
Visten en eGlosario políglota en
connectED.mcgraw-hill.com para aprender más acerca de estas
palabras. Hay 13 idiomas.
Sam Johnson and the Blue
Ribbon Quilt
Lisa Campbell Ernst
Libros recomendados
Patrones: ¿Que hay en la pared?
de John Burstein
Gareth Stevens Publishing
76
Muchas, muchisimas
rayas de cebra
de Stephen R. Swinburne
Boyds Mill Press
Multi-Part Lesson 3
When This Box is Full
Patricia Lillie
Additional Books
Pattern Fish
Trudy Harris
Bug Dance
Stuart J. Murphy
The Noisy Farm
Marni McGee
seventy-six
Penguin Pairs: Counting by 2s
Amanda Doering Tourville
Real-World Problem Solving Library
075_076_C03_MH_103026.indd 76
3/4/10 4:11 PM
Math and Science: Desert Patterns
Use these leveled books to reinforce and extend
problem-solving skills and strategies.
Leveled for:
AL Approaching Level
OL On Level
BL Beyond Level
SP Spanish
M at em
át ic as
y ci en
ci
✔0006.1.9
Use age-appropriate books,
stories, and videos to convey ideas of
mathematics.
5
as
M at em
át ic as
y es tu
di os so
ci al
Res
e ue
lve pr
pro
ob
blle
em
mas co
con
1C?
nc
crre
Jat6
MJ6
etto
os
MP
em
s
átJB
/PM@J
ic as
@en
1C?J6
JC
CK
K
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LAMJ
TGL
CT
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RF
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B
B 2
2A
2A
CK
AGGC
G2
CL
C
LMJ
LA
A CTGLE
AC
, ?R F ?L
es
For additional support, see the
Real-World Problem Solving
Readers Teacher Guide.
Mooove Over!: A Book About
Counting by Twos
Karen Magnuson Beil
B 2A GC
LA C
COVER_
B3_G0KLE
V_SPA_10
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✔0006.1.9
Use age-appropriate books,
stories, and videos to convey ideas of
mathematics.
Anális
is de d
atos
#?R?
L?JW
#?R?
R? L?QGQ
WQGQ
#?R? JW
L?JWQGQ
8/16/0
Leveled Reader Database
Get ConnectED
connectED.mcgraw-hill.com
Search by
• Content Area
• Guided Reading Level
• Lexile Score
• Benchmark Level
Patterns
76
Multi-Part
Lesson
1
Duplicate Patterns
Planner
P RT
PA
PART
PART
Title / Objective
A
E
Essential Question
Where could you find patterns? Sample
answer: I could find patterns in clothes,
carpet, flags, or jewelry.
Identify and duplicate repeating
patterns.
Identify and duplicate simple patterns
using manipulatives.
GLE 0006.3.1
GLE 0006.3.1
Standards
ppattern
attern
Vocabulary
Visual Vocabulary Card 46
crayons
Materials/
Manipulatives
connecting cubes, color tiles, attribute
buttons, attribute blocks
Focus on Math Background
Identifying patterns and relationships is a
hallmark of algebraic thinking. For example, by
reasoning how two figures—a cube and a
sphere—are arranged within a string of beads
so that their positions repeat in a predictable
sequence—cube/sphere, cube/sphere—students
begin to understand the internal structure of a
simple pattern. One way to help young
children operationalize this understanding is to
provide them with practice duplicating a
repeating sequence of objects, sounds, or
movements. Copying a pattern also allows
students to practice one-to-one
correspondence by matching each sound,
movement, or object in the repeating sequence
with an identical duplicate.
(pp. 79–80)
(pp. 77–78)
Resources
All digital assets are Interactive
Whiteboard ready.
attribute buttons, connecting cubes,
counters, color tiles
Get ConnecttED
Explore Worksheet
Leveled Worksheets
Lesson Animations
V
Visual
Vocabulary Cards
V
Virtual
Manipulatives
Lesson Animations
Problem of the Day
VVirtual Manipulatives
Math Their Way, p. 35
Suggested Pacing
Multi-Part Lessons
PART
Days
77a Patterns
Activity Flipchart, crayons, construction
paper, interactive whiteboard
Get ConnecttED
✔ 0006.1.9
Blended Approach
IWB
B
Duplicate Patterns
Duplicate Patterns
B
P RT
PA
PART
A
1
A
2
B
1
(11 Days)
3
A
B
C
D
E
F
1
1
1
1
1
1
A
Assess
B
2
2
Differentiated Instruction
Approaching Level
English Language Learners
AL
Option 1
Use with 1B
Hands-On Activity
Materials: connecting cubes
• Show students a cube train with an AB pattern using purple
and orange connecting cubes.
• Have students copy the pattern with the same color of
connecting cubes.
• Have students compare their cube train with a classmate.
• Repeat activity with other AB color patterns.
Other Options
TE
Learning Station Card 12
Get ConnectED
On Level
Lesson Animations, Virtual Manipulatives
This strategy teaches English Learners the language needed to
talk about and duplicate patterns.
Find Core Vocabulary and Common Use Verbs in the online
EL strategies to help students grasp the math skills; use
Language Alerts at point of use in the Teacher Edition.
Beginning
Writing Forms Use kinesthetic and auditory
examples to teach written forms of A and B
and language patterns.
AL
• Write and say, “A.” (Top, diagonal line
down, top, diagonal line down, middle
cross) Repeat the process writing in the air.
Prompt students to copy your actions.
• Repeat activity for “B”. (Top, straight line
down, top, around to the middle, around
to the bottom).
• Show students a letter pattern on the board. Have students
write the letter in sand or rice as you say the directions.
Intermediate
Recognize and Act It Out Use this activity to internalize letter
recognition of A and B and AB patterning.
OL
OL
Option 1
Use with 1B
Hands-On Activity
Materials: connecting cubes
• Have students find color patterns around the room.
• Tell students to copy the patterns using connecting cubes.
• Have students explain their pattern to a classmate.
Beyond Level
ELL
Advanced
Background Knowledge Improve memory of letter form and
using new vocabulary with a known item.
BL
BL
Option 1
• Say writing directions for letter A while students write the
letter A in their hand. Repeat for the letter B. Have EL repeat
directions chorally.
• Split the group in half. As the A group narrates and acts out A,
the B group watches. Repeat the activity having the B group
narrate.
• When groups easily perform hand writing, switch letters in
each group and repeat. Amplify internalization by using a call
and response technique between groups A and B.
Use with 1B
Hands-On Activity
Materials: letters on index cards, write-on/wipe-off boards
• Show an ABB pattern using index
letter cards: “E” and “G.”
• Have students copy the pattern
on their boards.
• Have students show the pattern they copied to a classmate.
• Repeat the activity with other ABB and AAB letter patterns.
• Draw a light bulb, bulb down, radiating light. Say. “A light.”
Write “A” overtop the light bulb. Repeat, bulb up for B. Write
“B” inside the bulb. Say, “B is in the bulb.”
• Show bulb up then down, prompting an “A” or “B” reply.
Extend
Have bilingual groups decide other ways to “read” the bulb
pattern: (A/B, on/off up/down, a light/bulb, etc.). Have groups
present examples.
Patterns
77b
Multi-Part
Lesson
1
PART
Duplicate Patterns
A
B
PART
A
Duplicate Patterns
Objective
Identify and duplicate repeating patterns.
Listening Vocabulary
pattern
pattern unit
Connecting Cube
Color Pattern
Tell students they will be copying
patterns. Explain that a pattern
repeats over and over again and the
repeated object, sound, etc. is called a
pattern unit. Model a green-yellow AB
pattern using connecting cubes. Have
a volunteer say the pattern
sequence aloud.
Resources
Materials: crayons
Manipulatives: connecting cubes, color tiles, attribute
buttons, attribute blocks
Explore Worksheet
Get ConnectED
GLE 0006.3.1 Identify, duplicate, and extend simple
number patterns and sequential and growing patterns. Also
addresses GLE 0006.3.2.
Checks for Understanding ✔ 0006.3.2, ✔ 0006.3.3, ✔ 0006.3.1
Concept Development
Duplicate repeating patterns using manipulatives, movements,
and sounds.
ELL
Activate Prior Knowledge: This/That Students
may need help hearing and connecting these
phonemically similar words to their prior knowledge
of specifying between items by location. Have
st dents practice saying
students
sa in and responding
respondin to
questions using this and thatt in bilingual pairs.
Copy Color Patterns
Tell students you can copy a pattern in
different ways. Tell students to copy
the same pattern directly below the set
of cubes using color tiles. What colors
are used in this pattern? green and
yellow How is this pattern like the
first pattern? Sample answer: It has
the same colors. How is it different?
Sample answer: I used different
manipulatives. I used connecting cubes
first and color tiles second. Explain to
students that you can show the same
pattern using sound and movement.
Model the pattern: clap, finger tap,
clap, finger tap, clap, finger tap.
Have students copy the pattern.
Show Patterns
Have students copy ABB, AAB, and
ABC sound patterns using their
color tiles.
77 Patterns
Reflect and Clarify
• How can you tell a pattern? Sample answer: Two or more objects, sounds, or
movements repeat over and over.
• Name one way to copy a pattern? Sample answer: I can use connecting cubes to copy a
pattern.
E
WRITE MATH Show students an AB pattern using attribute buttons. Have students
copy the pattern by tracing the attribute buttons and coloring them in their Math Journals.
Multi-Part Lesson
PART
A
1
B
Name
Duplicate Patterns
See students’ work.
Directions:
1. Use attribute blocks to copy the pattern. Trace and color the pattern.
2. Use color tiles to copy the pattern. Trace and color the pattern.
Directions: Listen as your teacher says a color pattern. Then use connecting cubes
to copy the pattern.
Patterns
sequential and growing patterns. Also addresses GLE 0006.3.2.
seventy-seven
077_078_C03_EXP_103026.indd 77
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78
seventy-eight
Patterns
077_078_C03_EXP_103026.indd 78
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Using the Student Page
• Use the Explore workmat. Have students copy the pattern by showing it
using connecting cubes. Model and have students copy these patterns:
• finger clap, stomp, finger clap, stomp, finger clap, stomp
• pat knees, clap, pat knees, clap, pat knees, clap
• stomp, tap desk, stomp, tap desk, stomp, tap desk
• Use the next page.
1. Have students point to the attribute blocks. Tell students to use
attribute blocks to copy the pattern. Have students trace and color
the pattern below.
2. Have students point to the color tiles. Tell students to use color
tiles to copy the pattern. Have students trace and color the
pattern below.
Patterns
78
Multi-Part
Lesson
1
Duplicate Patterns
A
PART
PART
B
B
Identify and Duplicate
Patterns
Activity Choice 2: Activity Flipchart
• Go to page 10 in the Activity Flipchart.
• Have students look at the children at the top of the page.
• Tell students to copy the movement pattern.
• Repeat activity copying the other movement patterns.
Objective
Identify and duplicate simple patterns using manipulatives.
Vocabulary
pattern
2 TEACH
Direct students to the top of the page.
• Have students discuss the objects in the picture.
Resources
• What two colors make up the pattern? purple and orange
Materials: Activity Flipchart, crayons, construction paper,
interactive whiteboard
Manipulatives: attribute buttons, connecting cubes,
counters, color tiles
• Tell students to use connecting cubes to copy the bear pattern.
• How are the patterns alike? Sample answer: The colors in both patterns
are the same.
• Ask them to color the bears to copy the pattern.
Leveled Worksheets
Get ConnectED
AL
Alternate Teaching Strategy
If
number patterns and sequential and growing patterns.
Checks for Understanding ✔ 0006.3.2, ✔ 0006.3.3
Then
1
2
1 INTRODUCE
ircle Time
Virtual Manipulatives Use the virtual pattern blocks to reteach
the concept of duplicating patterns.
IWB
• Have a volunteer place pieces of construction paper below the path to
copy the pattern.
• Create several different color pattern paths and have a volunteer
identify and copy each of the patterns.
• Tell students they are going to
copy patterns.
• How did you copy the pattern? Sample answer: I
looked at your pattern and used the same buttons.
Reteach Worksheet
• Provide students with loose sheets of construction paper to use to
copy the pattern.
Materials: attribute buttons
• Show students an AB pattern using attribute
buttons and have them copy it.
AL
use one of these reteach options:
3 Pattern Path Begin by creating an AB construction paper color pattern
path that leads to the board.
Activity Choice 1: Hands-On
• Explain that copying a pattern is showing
the pattern again.
students have trouble copying patterns . . .
!
COMMON ERROR!
Students may struggle with copying a pattern. Have students place
objects directly underneath the pattern they are copying so they can
easily compare them.
• What repeats in the pattern? See students’ answers.
• Tell students this pattern can also be copied by
making movements.
• Model this pattern by using these movements: hop and jump.
• Have students copy the movement pattern.
• What repeats in this pattern? Sample answer: hop and
jump repeats over and over
• Show students an ABB pattern using attribute buttons.
• Repeat process having students copy the pattern by
making sounds.
79 Patterns
Use Vocabulary Cards to reinforce the
vocabulary introduced in this lesson in
English and Spanish. (The Define/
Example/Ask routine is printed on the
back of each card.)
ISBN: 978-0-02-101638-9
MHID: 0-02-101638-0
MM12_VVC_GK_cov_101638-0.indd
Companies, Inc.
1
12/3/09 11:01 AM
Multi-Part Lesson
PART
A
1
B
Name
Vocabulary
pattern
Yellow
Red
Yellow
Red
Blue
Green
Blue
Yellow
Red
Purple Orange Purple Orange Purple Orange
Blue
Yellow
Blue
Yellow
Blue
Green
Blue
Green
Orange
Yellow
Green
Purple
Green
Purple
Green
Purple
Directions:
1–2. Say the pattern. Copy the pattern using counters. Identify the pattern by coloring
the bears.
Green
Orange
Green
Patterns
Orange
seventy-nine
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3 PRACTICE
Directions:
3–4. Say the pattern. Copy the pattern using color tiles.
Identify the pattern by coloring the shapes.
5. Say the pattern. Copy the pattern using counters
and tiles. Identify the pattern by coloring the pictures.
80
eighty
Math at Home Activity: Use 3 pennies and
3 nickels to show a pattern. Have your child trace
the coin pattern and color the tracings to copy the
pattern.
Green
Patterns
079_080_C03_L1_103026.indd 80
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4 ASSESS
Guided Practice
Formative Assessment
• Have students use counters to copy the pattern in Exercise 1.
Show students an AB color pattern using counters.
Have students use connecting cubes to copy the pattern.
How are the patterns different? Sample answer: The patterns use
different objects.
• Have students say the pattern.
• Tell students to color the bears to identify the pattern.
• Repeat this procedure with Exercise 2.
Independent Practice
Have students turn the page over and work independently on the exercises.
Provide students with a scrap piece of red
or blue paper. Have students line up in an AB color pattern.
Homework Practice Worksheet
Are students still struggling to copy
patterns?
During Small Group Instruction
If Yes
AL
AL
If No
OL
BL
OL
BL
Differentiated Instruction: Option 1
Skills Practice Worksheet
Enrich Worksheet
(p. 77b)
(p. 77b)
(p. 77b)
Multi-Part Lesson 1 Show students a color pattern using
color tiles. Ask: How would you show this pattern using
connecting cubes? Sample answer: Connect cubes in this order:
blue cube, red cube, blue cube, red cube, blue cube, red cube
Patterns
80
Multi-Part
Lesson
2
Repeating Patterns
Planner
P RT
PA
PART
PART
Title / Objective
A
Color Patterns
C
Size Patterns
D
Shape Patterns
E
Object Patterns
F
B
Color Patterns
Repeating Patterns
Repeating Patterns
B
P RT
PA
PART
A
(pp. 83–86)
(pp. 81–82)
Identify and duplicate repeating
patterns.
Identify and duplicate color patterns.
GLE 0006.3.1
GLE 0006.3.1
Standards
repeating
p
g pattern
p
Vocabulary
Look for a Pattern
E
crayons
Materials/
Manipulatives
Activity Flipchart, construction paper,
crayons, string, musical instruments,
audio recording device
color tiles, connecting cubes
counters, attribute buttons, connecting
cubes, interactive whiteboard
Essential Question
How can you show a pattern? Sample
answer: You can use colors, objects, sizes,
movements, or shapes repeating over and
over again to show a pattern.
Resources
Get ConnecttED
✔ 0006.1.9
Our number system is built upon a structure of
repeating patterns. For example, the sequence
of digits (0–9) repeats throughout each decade
(10–90) as well as each century (100–900) and
millennium (1000–9000). This predictability
allows students to make reliable calculations.
This lesson helps students to make sense of
this pattern concept by structuring activities
where they are extending and copying a
predictable sequence of non-numeric, concrete
objects, sounds, and movements.
Get ConnecttED
Explore Worksheet
Leveled Worksheets
Lesson Animations
V
Visual
Vocabulary Cards
Lesson Animations
Problem of the Day
V
Virtual
Manipulatives
Problem of the Day
V
Virtual
Manipulatives
Math Songs Animation:
Stars and Stripes
IMPACT Mathematics: Unit E-1
Blended Approach
IMPACT Mathematics: Unit E-1
Refer to the Blending
Math Connects and
IMPACT Mathematics
guide for detailed
lesson plans.
IWB
Whiteboard ready.
Suggested Pacing
Multi-Part Lessons
PART
Days
81a Patterns
Math Their Way, pp. 26–28, 271
1
A
2
B
1
(11 Days)
3
A
B
C
D
E
F
1
1
1
1
1
1
A
Assess
B
2
2
Repeating Patterns
PART
PART
PART
PART
C
Size Patterns
(pp. 87–90)
PART
PART
D
Shape Patterns
(pp. 91–92)
E
Object Patterns
(pp. 93–94)
Identify and duplicate size patterns.
Identify and duplicate shape patterns.
Identify, extend, and create patterns
using objects.
GLE 0006.3.1
GLE 0006.3.1
GLE 0006.3.1
Title / Objective
Standards
size
shape
p
string, Activity Flipbook, interactive
whiteboard, building blocks, paper,
tennis balls, marbles, crayons
interactive whiteboard, shapes, tape,
paper, crayons
pattern blocks, attribute buttons
attribute buttons, attribute blocks
Get ConnecttED
Vocabulary
classroom objects, interactive
whiteboard, crayons, paint brushes,
paper, crayons, pencils
Materials/
Manipulatives
counting bears, attribute buttons,
connecting cubes
Get ConnecttED
Get ConnecttED
Leveled Worksheets
Leveled Worksheets
Leveled Worksheets
V
Visual
Vocabulary Cards
Vocabulary Cards
V
Visual
Lesson Animations
Lesson Animations
Problem of the Day
Problem of the Day
Problem of the Day
V
Virtual
Manipulatives
Manipulatives
V
Virtual
Resources
✔ 0006.1.9
Hands-On Activity Tools and Resources
Math Their Way, p. 41
Math Their Way, pp. 38–39, 40, 42
Blended Approach
Patterns
81b
PART
Title / Objective
Notes
F
Look for a Pattern
(pp. 95–96)
Identify an AB, ABB, or AAB pattern
and show it another way.
GLE 0006.1.2
Standards
Vocabulary
Materials/
Manipulatives
string, crayons, paper, interactive
whiteboard
attribute buttons, pattern blocks,
connecting cubes, color tiles, counters
Resources
Get ConnecttED
✔ 0006.1.9
Leveled Worksheets
Problem of the Day
RWPS: Desert Patterns
Blended Approach
Math Their Way, pp. 26–34
Mid-Chapter Check (p. 97)
Game Time (p. 98)
81c Patterns
Approaching Level
On Level
AL
Option 1
Use with 2C
Hands-On Activity
Materials: glue, paper people (paper dolls or people cut out of
magazines) of two different sizes: adult and child
• Give students pictures of nine adults and six children.
• Have students put the pictures into two piles: “A” for adults
and “B” for children.
• Ask students to make an AB pattern from the pictures. Have
them glue the pattern on paper.
OL
Option 1
Use with 2C
Hands-On Activity
Materials: paper with pattern, index cards
• Give students a piece of paper with an AB or
AAB size pattern on it. Be sure the pattern
unit repeats three times.
• Use the index card to cover the last
pattern unit.
• Have students work with a partner and
identify the pattern and tell what could
come next.
• Remove the index card to check.
Option 2
Option 2
Use with 2D
Hands-On Activity
Materials: paper, shape cards
• Have some students hold a blue triangle, others hold a red
square, and remaining students hold a yellow circle.
• Call the names of students to stand in a line, creating a colorshape pattern.
Use with 2D
Hands-On Activity
Materials: ice cube trays, pattern blocks, laminated cards with
simple shape patterns.
• Set up a center with empty ice cube trays and pattern blocks.
Have students choose a laminated card with a shape pattern.
• Have students copy the shape pattern that is on the laminated
card by arranging pattern blocks in an ice cube tray.
• Begin with AB then use AAB or ABB patterns.
• When students are ready, use an ABC pattern.
• Have students identify the pattern created and tell what
could come next.
Other Options
TE
Get ConnectED
Other Options
TE
Get ConnectED
Patterns
81d
Beyond Level
BL
Option 1
Use with 2B
Hands-On Activity
Materials: crayons, paper, scissors, glue, magazines or ads
• Have students work in pairs.
• Have students look through magazines or ads to find
a pattern.
• Tell students to copy the pattern in their Math Journals.
• Ask students to show a new pattern with the same colors
or objects.
ELL
This strategy teaches English Learners the language used to copy
and repeat patterns.
AL Beginning
Phonemic Introduce over visually and kinesthetically to build
vocabulary to explain that patterns repeat
over and over.
• Make a circle with your fingers and say
\o– \. Make a V, and then cross the 2
fingers of the V into a twisted shape (r)
as you say, “ver” Repeat “over” slowly.
Option 2
Use with 2E
Hands-On Activity
Materials: counters, craft sticks, markers
• Have students draw nine red smiling faces and three blue
frowning faces on craft sticks.
• Show students an ABB pattern using counters.
• Have students copy the pattern using craft sticks.
• Have students identify the pattern one way such as face type.
• Direct students to identify the pattern another way such as
smiling or frowning faces.
• If students are ready, have them choose different movements
to show the craft stick pattern another way.
• Repeat process using AAB patterns.
Other Options
TE
• Kinesthetically tie over with repeating by
rolling hands in a circle on and. Move
and speak slowly so repeat and over connect clearly. Students
act it out as they repeat over and over chorally.
Intermediate
Letters and Sounds Join actions with sounds of \e– \ , \p\ and \t\
to unite letter and sound recognition of repeat.
• Say, “repeat.” Stress letter sounds. Show \r\ , \e– \ , \p\ , and \t\
OL
alphabet cards. Act out each sound slowly together. Write
5 blank lines on the board.
• Have students say and act out sounds as you fill in
“r-e-p-ea-t.”
BL Advanced
Word Meaning Use kinesthetic action to trigger word
identification and skill comprehension.
• Use actions to show a pattern. Have pairs create a new action
with a vocal pattern.
• Pairs take turns copying their vocal and action patterns.
Get ConnectED
81e Patterns
Lesson Animations, Math Song Animation:
Stars and Stripes
Extend
Have a student show a pattern unit. The remaining students must
continue it. The students who miss the pattern sit down. Play
stops when all students are seated. Repeat with a new leader.
Asse
TeachinggpattTeirnps is to hide thenets
tendin
k stud
tion of ex er a paper, and as
a
ri
a
v
e
n
O
nd
paper.
pattern u
under the
g
in
extended
id
h
what is
to discuss
ssme
nt Ti
p
To dete
rmine w
pattern
h
, condu ether studen
ts
ct a five
-minute can extend a
intervie
• Provid
w.
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tudent
using c
w
it
onnect
ing cub h a pattern to
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• Tell th
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explain tudent to exte
n
what h
e or sh d the pattern
• Listen
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and
ing.
to
her pat how the stude
tern.
nt expla
ins his
• Obser
or
ve misc
oncept
ions as
you list
en.
Notes
Journals
Writing can, of course, be done on a single
sheet of paper and turned in separately, but
the use of a journal has real value. A journal
may take the form of a composition booklet
or, for K–1 children, folded writing paper
stapled within a construction-paper cover.
Binders and spiral notebooks are other
options, but teachers find these bulky, and
students are more likely to remove unwanted
pages.
Elementary and Middle School Mathematics, Teaching
Developmentally, John A Van De Walle
Multi-Part
Lesson
2
PART
Repeating Patterns
A
B
C
D
E
F
PART
A
Repeating Patterns
Objective
Identify and duplicate repeating patterns.
repeating pattern
pattern unit
Resources
Identify Movement
Patterns
Ask six volunteers to act like kernels of popcorn
popping in a popcorn popper. Have the first student
crunch together in a ball, the second student pop up
like popcorn popping, the next student crunch
together, the next student pop up, the fifth student
crunch together, and the sixth student pop up. What
is the pattern? Sample answer: crunch together, pop
up, crunch together, pop up, crunch together, pop
up What would come next in the pattern? Sample
answer: crunch together Have a volunteer show
which movement could come next in the pattern.
Materials: crayons
Manipulatives: color tiles, connecting cubes
Explore Worksheet
Get ConnectED
Concept Development
Duplicate Movement
Patterns
Tell the students at their seats
to use color tiles to copy the
movement pattern.
Have students show their patterns to
a classmate and explain how they
copied the pattern.
Identify and duplicate movement patterns using color tiles.
ELL
Activate Prior Knowledge: Popcorn Students may
need help learning the English terms to describe
when popcorn pops. They may also need direct
instruction on how the term like is used to explain
p
cooking popcorn. Act out terms.
81 Patterns
Show AB, AAB, ABB, and
ABC Patterns
Have students repeat the activity and
guide volunteers to show AAB, ABB,
and ABC popcorn patterns. Make
sure each pattern unit is shown
three times.
Reflect and Clarify
• How do you know what repeats in a pattern? Sample answer: You have to identify the
part of the pattern that repeats over and over to figure out what will come next.
• What items around the classroom have a pattern on them? Sample answer: The poster
of the zebra has a pattern on the animal’s body. What is the pattern? Sample answer:
white stripe, black stripe, white stripe, black stripe, white stripe, black stripe
E
WRITE MATH Have students draw a shirt in their Math Journals. Show students an
AB pattern on the board. Have students duplicate the pattern on the shirt. Tell the students to
make sure the pattern unit continues at least three times. Have students share their shirts with
the class.
Multi-Part Lesson
PART
A
B
2
C
D
E
F
Name
Repeating Patterns
Green
Directions:
1. Identify the repeating pattern on the sandbox roof. Use cubes to show it. Color
the stripe that could come next in the pattern.
2. Identify the repeating pattern of toys in the sandbox. Use cubes to show it. Draw
the toy that could come next.
3. Identify the repeating pattern of bugs. Use cubes to show it. Put an X on the bug
that could come next in the pattern.
Directions: First use this page as a workmat. Then listen as your teacher says a
pattern. Put one cube on each stone to show the repeating pattern. Color the
stones to copy the pattern. Color another stone to show what could come next.
Patterns
eighty-one
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82
eighty-two
Pail
drawn here
Patterns
081_082_C03_EXP_103026.indd 82
3/4/10 4:12 PM
• Use the Explore workmat. Have students listen to the following
patterns. Ask students to show the pattern using connecting cubes.
• orange, red, yellow, orange, red, yellow, orange, red, yellow
• red, red, purple, red, red, purple, red, red, purple
Have students use connecting cubes to show purple, green, purple,
green, purple, green on the path. Have students color the stones to
show the pattern. Ask students to color the next stone to show what
could come next.
• Use the next page.
1. Help students identify the pattern on the sandbox roof. Have
students use cubes to copy it. Tell students to color the stripe that
could come next in the pattern.
2. Have students identify the pattern of toys in the sandbox. Tell
students to use cubes to show it. Have students draw the toy that
could come next.
3. Have students identify the pattern of bugs. Tell students to use
cubes to show it. Have students put an X on the bug that could
come next in the pattern.
Patterns
82
Multi-Part
Lesson
2
Repeating Patterns
A
PART
B
C
D
E
F
PART
B
2 TEACH
• Have students look at the zebra at the top of the page.
Color Patterns
Objective
• Tell students that the stripes are a pattern because the black and white
colors repeat over and over in the same order.
Identify and duplicate color patterns.
• Have half of the students hold black pieces of paper, while the other half
hold white pieces of paper.
Vocabulary
• Tell students to make a color train to match the zebra’s stripes. Have
students come up one at a time and line up to make the pattern.
repeating pattern
• When all students are lined up, say the color pattern aloud.
Resources
• Ask students to color the squares on the top of the page to match the
zebra’s stripes. Have them color the last square the color that could come
next in the pattern and tell why.
Materials: Activity Flipchart, Math Songs Animation: Stars
and Stripes, construction paper, interactive whiteboard,
crayons, string, musical instruments, audio recording device
Manipulatives: counters, attribute buttons,
connecting cubes
AL
If
students have trouble identifying and copying color patterns . . .
Leveled Worksheets
Then
Get ConnectED
1
2
1 INTRODUCE
ircle Time
AL
use one of the following reteach options:
Reteach Worksheet
IWB Virtual Manipulatives Use the virtual attribute blocks to reteach
the concept.
3 Sound Patterns Use musical instruments, such as a drum and a
tambourine, to review AB patterns.
• Demonstrate an AB pattern using each instrument.
• Have students repeat the pattern using the instruments themselves.
• What are other ways to make sound patterns? Sample answers:
hum, whistle, clap hands, stomp feet, use other musical instruments
• Demonstrate a pattern using the suggested sounds or actions and
have students copy the pattern.
Materials: two-color counters
• Make and show students a red-yellow
AB pattern with two-color counters.
• Have students copy your pattern with
red-yellow counters. Have students tell what
Building Math Vocabulary
Materials: attribute buttons, string
• Repeat the activity showing a different color pattern.
• String attribute buttons in an AB color pattern. Show the
pattern to students. Ask students to name any repeating
pattern they see on the string.
• String a different AB color pattern with the attribute buttons.
Ask students to name any patterns they see on the string.
• Turn to page 11 in the Activity Flipchart.
• Read the poem and follow the activity at the bottom of
the page.
• Use Math Songs Animation: “Stars and Stripes”.
Use Visual Vocabulary Cards to
reinforce the vocabulary introduced
in this lesson in English and Spanish.
(The Define/Example/Ask routine is
printed on the back of each card.)
ISBN: 978-0-02-101638-9
MHID: 0-02-101638-0
Companies, Inc.
1
12/3/09 11:01 AM
83 Patterns
Multi-Part Lesson
PART
A
B
2
C
D
E
F
Name
Color Patterns
Vocabulary
repeating
pattern
black
black
black
orange orange orange
red
red
red
yellow
yellow
yellow
black white black white black white black
brown
brown
brown
purple purple
purple
green
green
green
brown
brown brown
yellow
yellow
yellow
black
black
black
Directions:
1–2. Identify the pattern. Color the boxes to copy the pattern. Circle the
color that could come next in the pattern. Tell how you know.
Directions:
3–6. Identify the pattern. Color the boxes to copy the pattern. Circle the color that
could come next in the pattern. Tell how you know.
Patterns
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eighty-three
83
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3 PRACTICE
Guided Practice
• Direct students to Exercise 1 on the page.
84
eighty-four
Patterns
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!
3/4/10 4:12 PM
COMMON ERROR!
Students may make errors in identifying the pattern in a picture.
Have students build each pattern before coloring it.
• Have them find the picture of the fish and say the color pattern aloud.
Explain that the fish’s color pattern is shown in the shaded boxes.
• Have students copy the pattern by coloring the empty boxes
below using the same color pattern. Ask what color box could come
next. Have them circle that box.
• Follow the steps above for the bee in Exercise 2.
Use an audio recording device to record a sound pattern. Play it
back for students and have them identify the pattern. Allow
students plenty of time in between patterns, so they can duplicate
each of the sound patterns.
Have students turn to the remaining pages. Explain the directions. Have
students work independently on Exercises 3–12. Discuss the racers in
Exercise 13. Have students identify the pattern. Tell students to color the
boxes to copy the pattern.
Patterns
84
Animated Graphic Novel
Name
Rewatch “Planning a Party.”
Orange
Orange Orange
Brown
Brown
Brown
Yellow
Yellow
Red
Yellow
Red
Red
• Have students discuss the pattern Lina and Martin are creating.
Brown
Brown
Brown
Yellow
Yellow
Yellow
• Tell students to draw their own party posters with seven party
hats in a row.
• Ask students to copy the same pattern used to create Lina and
Martin’s poster on their party hats.
Give each student a green or blue
piece of paper. Have a student with a green piece of paper
line up. Have a student holding a blue piece of paper line
up. Continue until all students are lined up. What is the
pattern? green, blue, green, blue, green, blue
Brown
Brown
Brown
White
White
White
Directions:
7–10. Identify the pattern. Color the boxes to copy the pattern. Circle the color
that could come next in the pattern. Tell how you know.
Patterns
083_086_C03_L2_103026.indd 85
ELL
Activate Prior Knowledge Illustrate the idea of
repeating. Say yellow counterr as you place a yellow
counter on a table. Motion for students to follow
your lead. Then say repeatt and put down another
yellow counter.
counter As students pick up on your idea,
idea
add another step; for example, yellow counter, red
counter, repeat.
85 Patterns
eighty-five
85
3/4/10 4:12 PM
4 ASSESS
Show students an AB color pattern in the classroom.
Black
Black
Black
White
White
White
How would you copy this pattern using connecting cubes?
Sample answer: blue cube, red cube, blue cube, red cube, blue
cube, red cube
Are students still struggling to recognize
color patterns?
Black
Black
Black
Orange Orange Orange
If Yes
If No
AL
BL
Enrich Worksheet
OL
Motorcycles move fast
in races.
Blue
Red
Blue
Red
Blue
Directions:
11. Color the boxes to copy the pattern. Circle the color
that could come next in the pattern. Tell how you know.
12. Color the boxes to copy the pattern. Color the same
pattern on the snake’s body.
13. Look at the racers. Color the boxes to copy the pattern.
86
Math at Home Activity: Find color patterns
on clothing, bedding, or flooring. Identify the color
pattern with your child. Have your child color six
squares to show the pattern. Tell which color could
come next and have them tell why.
eighty-six
Fun Facts
F
083_086_C03_L2_103026.indd 86
Red
BL
(p. 81e)
Patterns
3/4/10 4:13 PM
• On a motorcycle there are containers on both sides of the
back wheel called “saddle bags” that are used to carry tools
or belongings.
• Motorcycles have heated seats and heated hand grips to keep
a rider warm in colder weather.
• Have you ever been in a race? Sample answer: yes Tell
about the race and if there was a pattern. Sample answer:
It was a bike race and we lined up in this pattern: boy, girl,
boy, girl, boy, girl.
Patterns
86
Multi-Part
Lesson
2
Repeating Patterns
A
PART
B
C
D
E
F
Materials: Activity Flipchart
• Go to page 9 in the Activity Flipchart.
PART
C
Size Patterns
• Read the poem and follow the activity at the bottom of
the page.
Objective
Identify and duplicate size patterns.
2 TEACH
Vocabulary
size
• Have students look at the bears.
Resources
• Discuss the different sizes of the bears.
Materials: string, Activity Flipchart, interactive whiteboard,
building blocks, paper, tennis balls, marbles, crayons
Manipulatives: attribute buttons, attribute blocks
Leveled Worksheets
Get ConnectED
• Give each student two large attribute buttons and one small attribute button.
• What is the pattern of bears? big, big, small
• Tell students to put their buttons in the same pattern.
• What bear could come next? the big bear
• Give each student four more large buttons and two more small buttons
to lay in the bear pattern. Ask students to copy the bear pattern using
the buttons.
1 INTRODUCE
ircle Time
Review Math Vocabulary
Materials: same color rectangular building blocks in two sizes
(large and small)
• Place the building blocks in a group in the center of a circle.
Hold up the large block. This block is large in size.
• Hold up the small building block. This block’s size is small.
Materials: string, attribute buttons
(one color, one shape, two sizes)
• Have students sort the blocks by placing all the small blocks in
one group and all the large blocks in another group.
• Make a string of nine attribute buttons,
creating a pattern of big, big, small, big, big,
small, big, big, small attribute buttons.
• How did you sort the blocks? by size
• Show students the string of attribute buttons. Ask
students if they see a pattern.
Use the Visual Vocabulary Cards to
reinforce the vocabulary introduced in
this lesson in English and Spanish.
(The Define/Example/Ask routine is
printed on the back of each card.)
• What pattern do you see? Sample answer: big, big,
small, big, big, small, big, big, small
• Have students duplicate the pattern using
attribute buttons.
• Repeat process several times showing different
size patterns.
87 Patterns
Visual Vocabulary
ISBN: 978-0-02-101638-9
MHID: 0-02-101638-0
Companies, Inc.
1
12/3/09 11:01 AM
Multi-Part Lesson
PART
A
B
2
C
D
E
F
Name
Size Patterns
Vocabulary
size
Sample answer: My pattern is brown, brown,
purple. My other pattern is big, big, small.
Sample answer: My pattern is pink, pink, blue.
My other pattern is small, small, big.
Sample answer: My pattern is big, big, small.
My other pattern is green, green, pink.
Sample answer: My pattern is small, small, big.
My other pattern is brown, brown, red.
Directions:
3–4. Identify the pattern. Circle the object that could come next in the pattern.
Tell how you know.
5–6. Identify the pattern. Circle the object that could come next in the pattern.
Tell how you know. What other pattern do you see?
Directions:
1–2. Identify the pattern. Circle the object that could come next
in the pattern. Tell how you know. What other pattern do
you see?
Patterns
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AL
87
3/4/10 4:13 PM
88
eighty-eight
Patterns
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If
students have trouble understanding how to identify and copy
size patterns . . .
Then
1
2
AL
Reteach Worksheet
Virtual Manipulatives Use the virtual attribute blocks to reteach
the concept.
IWB
3 AB Patterns
• Show students an AB pattern using big and small attribute blocks that
are all the same shape and the same color.
• Have students copy and place the size pattern directly below the
pattern already created using the same attribute buttons.
• Have students say the pattern aloud.
• Have students draw and color a picture of the pattern. Repeat using a
different pattern.
!
COMMON ERROR!
Students may have difficulty recognizing size patterns. Explain and
show students several examples of size patterns. Show patterns that
occur on clothing, on the floor, and all around them.
Patterns
88
3 PRACTICE
Name
Guided Practice
• Direct students to Exercise 1.
• Have students identify the pattern.
• Have students use attribute buttons to copy the pattern.
• Tell students to circle the object that could come next in the
pattern and explain how they know.
• Have students tell what other patterns they see.
• Repeat this procedure for Exercise 2.
Have students turn the page over. Explain the directions. Have
students use attribute buttons to copy the patterns as they work
independently on the exercises.
Sample answer: My pattern is small, large,
large. My other pattern is blue, brown, brown.
Have two students walk forward to
line up. Have one student walk backward to line up.
Repeat until all students are in line. Have students name
the pattern.
Sample answer: My pattern is brown, brown,
black. My other pattern is small, small, large.
Directions:
7. Identify the pattern. Circle the item that could come next in the pattern. Tell how you know.
8–9. Identify the pattern. Circle the item that could come next in the pattern. Tell how you know.
What other pattern do you see?
Patterns
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89 Patterns
eighty-nine
89
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4 ASSESS
Model using marbles and tennis balls the following pattern: big,
big, little, big, big, little, big, big, little.
• Have students identify the pattern and then copy the size
pattern by drawing marbles and tennis balls on a piece
of paper.
Sample answer: My pattern is purple, orange,
orange. My other pattern is small, large, large.
• What is the pattern? big, big, little, big, big, little, big, big,
little
Are students still struggling to
identify and copy size patterns?
Sample answer: My pattern is large, small,
small. My other pattern is cow, moon, moon.
If Yes
Directions:
10–12. Identify the pattern. Circle the item that could
come next in the pattern. Tell how you know.
What other pattern do you see?
90
ninety
087_090_C03_L2_103026.indd 90
AL
Sample answer: My pattern is small, big, big.
My other pattern is gold, blue, blue.
AL
If No
OL
OL
BL
Enrich Worksheet
(p. 81d)
(p. 81d)
Math at Home Activity: Use items such as
teaspoons and tablespoons or small cups and big
cups to make size patterns. Ask your child to copy
the pattern and to show what item could come next.
Patterns
3/4/10 4:13 PM
Patterns
90
Multi-Part
Lesson
2
Repeating Patterns
A
PART
B
C
D
E
F
PART
D
Shape Patterns
Objective
2 TEACH
• Have students find the baker. Explain that the baker wants to bake bread in
new shapes.
• Ask students to look at the shapes in order and identify the pattern.
Identify and duplicate shape patterns.
• Distribute the same size and color (blue) circle and triangle attribute buttons
to students.
Vocabulary
• Next, have students hold up the corresponding attribute button of the first
shape in the pattern and draw that shape inside the first box.
shape
Resources
Materials: interactive whiteboard, shapes from Hands-On
Activity Tools and Resources pp. 130–132, tape, paper,
crayons
Manipulatives: pattern blocks, attribute buttons
Leveled Worksheets
Get ConnectED
• Have students hold up the corresponding attribute button of the next shape
in the pattern and draw that shape inside the second box.
• Repeat until all boxes are filled with the correct shapes.
AL
If
Then
1
2
AL
students have trouble identifying and copying shape patterns . . .
Reteach Worksheet
Virtual Manipulatives Use the virtual attribute blocks to reteach
the concept.
IWB
3 Copy Patterns Have students copy movement ABB patterns modeled by
the teacher or by other students.
1 INTRODUCE
• Tell students to say the pattern aloud.
• Then, model ABB shape patterns using pattern blocks.
ircle Time
• Have students say the pattern aloud. Then copy the pattern using
pattern blocks.
• Instruct students to trace the pattern blocks to show the pattern.
Materials: pattern blocks
• Model using pattern blocks to show an
ABB shape pattern. Use the same color and
size of blocks to emphasize shape.
• Have students copy the pattern.
!
COMMON ERROR!
Students may have difficulty because of their lack of knowledge of
shapes. Discuss the basic differences between shapes before
completing the lesson.
• Ask students to explain the pattern that they see.
• Name the pattern. Have students name the pattern.
• Repeat the activity by modeling a new ABB shape pattern
using pattern blocks.
Activity Choice 2: Learning Stations:
Technology, Card 13
Materials: interactive whiteboard
Building Math Vocabulary
Materials: Hands-On Activity Tools and Resources
pp. 130–132, tape
• Copy pp. 130, 131, or 132 three times and cut out the shapes.
Shuffle the cut outs.
• Use pattern blocks to create an ABB shape pattern.
Show students what you created.
• Show students the shape cut outs.
• Read the directions aloud.
• Tell students that they will match each cut out shape to the
same shape on the board.
• Have students complete the activity.
• Tell students to show their work to a classmate.
91 Patterns
• Draw a large rectangle, square, triangle, and circle on the board.
• Call on students to tape a shape inside the larger shape on the
board to show the match.
Multi-Part Lesson
PART
A
B
Sample answer: My pattern is purple, purple,
orange. My other pattern is circle, circle, triangle.
2
C
D
E
F
Name
Shape Patterns
Vocabulary
shape
Directions:
3–4. Draw the shapes to copy the pattern. Put an X on
the shape that could come next in the pattern. Tell
how you know. What other pattern do you see?
5–6. Draw the shape that could come next in the
pattern. Tell how you know.
Directions:
1–2. Identify the pattern. Draw the shapes to copy the pattern.
Circle the shape that could come next in the pattern. Tell how
you know.
Patterns
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3 PRACTICE
92
Math at Home Activity: Use
U boxed foods and
canned goods to make a pattern. Have your child
copy the pattern and tell what could come next in
the pattern.
ninety-two
Sample answer: My pattern is green, purple, purple.
My other pattern is heart, heart, square.
Patterns
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4 ASSESS
Guided Practice
• Direct students to the top of the page.
Draw an ABB shape pattern of circle, square, square, circle, square,
square, circle, square, square, circle, square, square on the chalkboard.
Have students copy the pattern by drawing the objects on a piece
of paper.
• Ask students to look at the pattern in Exercise 1.
• Have students draw the shapes to copy the pattern.
• Tell students to circle the shape that could come next in the pattern.
Have students explain why.
Have students turn the page over. Explain the directions. Have students
work independently on the exercises.
Have one student walk on tiptoes and two
students take giant steps to line up. Repeat two more times.
Have students that are seated say what steps they will take to
extend the pattern as they line up.
Are students still struggling to identify
and duplicate shape patterns?
If Yes
AL
AL
If No
OL
OL
BL
Enrich Worksheet
(p. 81d)
(p. 81d)
Patterns
92
Multi-Part
Lesson
2
Repeating Patterns
A
PART
B
C
D
E
F
PART
E
Object Patterns
Objective
Activity Choice 2: Scavenger Hunt
• Have each student find six of the same object in the classroom such as:
attribute blocks, books, crayons, connecting cubes, etc.
• Assign each student a partner.
• Have students use their combined objects to show an AB pattern.
• Then allow students to use the same objects to show an ABB or AAB pattern.
Identify, extend, and create patterns using objects.
2 TEACH
Resources
Materials: classroom objects, interactive whiteboard, paint
brushes, paper, crayons, pencils
Mamipulatives: bear counters, attribute buttons,
connecting cubes
Leveled Worksheets
Get ConnectED
• Have students identify the pattern of buttons.
• Ask students what button would come next if they were to continue the
pattern.
• If students grasp AAB and ABB patterns, show students an ABC pattern.
Have them identify the repeating part. Emphasize that there are three
different objects in the pattern, rather than two.
AL
If
1 INTRODUCE
Then
1
ircle Time
2
AL
students have trouble with identifying patterns . . .
Reteach Worksheet
IWB Virtual Manipulatives Use the virtual pattern blocks to reteach
the concept.
3 Match the Object Pattern Draw this pattern: paint brush, crayon, paint
brush, crayon, paint brush, crayon
Manipulatives: bear counters
• Have students name the drawn objects as you point to the pattern.
• Show students an AB pattern created from
bear counters.
• Show students three paint brushes and three crayons. Have students
match each object to the drawn objects in the pattern.
• How do you know this is a pattern? The bears
repeat.
• Have students name each object as it is matched.
• What is the object pattern? paint brush, crayon, paint brush, crayon,
paint brush, crayon
• Show students an AAB pattern made up of the
same bears.
• Is this a pattern and how do you know? Yes; the bears
repeat. Have them name the pattern.
• Show students an ABB pattern made up of the same bears.
Is this a pattern and how do you know? Yes; the bears
repeat. Have them name the pattern.
• If time permits, have students create their own AAB or ABB
pattern with other objects.
93 Patterns
!
COMMON ERROR!
Students may have difficulty recognizing long patterns. Have them say
the pattern aloud before extending it, since hearing the pattern can
help reinforce the visual pattern.
Multi-Part Lesson
PART
A
B
2
C
D
E
F
Name
Object Patterns
Directions:
3–5. Use attribute buttons to create the pattern. Circle
the button that could come next in the pattern.
Explain.
6. Use the buttons shown to create your own pattern.
Color the boxes to show your pattern another way.
Directions:
1–2. Identify the pattern. Use attribute buttons to create the pattern.
Circle the button that could come next in the pattern. Explain.
Patterns
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93
3/4/10 4:14 PM
3 PRACTICE
94
Math at Home Activity: Have your child use canned
goods and boxes of food to create his or her own pattern.
Ask him or her to explain the pattern by telling you why
they put the objects in a certain order.
ninety-four
Patterns
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3/4/10 4:14 PM
4 ASSESS
Guided Practice
• Direct students to the top of the page.
• Create the pattern pencil-pencil-paper three times.
• What pattern do you see in the buttons in Exercise 1? triangle,
triangle, square
• Ask students to name the pattern.
• What is the next object in the pattern? pencil
• Have students use attribute buttons to create the pattern.
• Have students circle the button that could come next in the pattern.
triangle
Are students still struggling to identify,
extend, and create patterns using objects?
Have students turn the page over and work independently on
the exercises.
If Yes
AL
If No
OL
Enrich Worksheet
BL
Give half the class red connecting cubes
and the other half purple counting bears. Call the students to
line showing a red, purple AB pattern. When all students have
lined up have them name the object pattern shown in their line
up. cube, bear, cube, bear, cube, bear
Patterns
94
Multi-Part
Lesson
2
Repeating Patterns
A
PART
PART
F
B
C
D
E
F
Look for a Pattern
Objective
Identify an AB, ABB, or AAB pattern and show it another way.
Resources
Materials: string, crayons, paper, interactive whiteboard
Manipulatives: attribute buttons, pattern blocks, connecting
cubes, color tiles, counters
Leveled Worksheets
Get ConnectED
2 TEACH
Understand Discuss the picture and identify the problem: How can we
show the pattern another way?
P
lan Discuss how to solve the problem. Identify the pattern of gingerbread
girls to determine how to show the pattern another way.
Solve Have students identify the pattern of gingerbread girls and use color
tiles to show the pattern.
• How could we color the houses to show the pattern of gingerbread
girls another way? Sample answer: red, blue, red, blue, red, blue
Have students color the houses to show the pattern another way.
C
heck Have students look back at the problem to be sure that the answers
fit what they already know about the problem. Does their answer make sense?
AL
GLE 0006.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including estimation, and
reasonableness of the solution. Also addresses GLE 0006.3.1.
1 INTRODUCE
ircle Time
If
Then
1
AL
2
students have trouble showing patterns in different ways . . .
use one of these reteach options.
Reteach Worksheets
IWB Virtual Manipulatives Use the virtual attribute buttons to reteach
the concept.
3 Use Shapes Draw an AB shape pattern using triangles and squares on
the board.
• On a sheet of paper have students draw nine circles in a row and then
nine squares under the circles.
Materials: attribute buttons,
pattern blocks, connecting cubes, string
• Have students color the circles to copy your pattern.
• String some attribute buttons in a pattern
(e.g., AB, AAB, ABB).
• Have students color the squares to show the same pattern in a
different way.
• Show students the string. Have them identify
the pattern.
• Ask students to draw objects to show the pattern in a different way.
• Ask them to use pattern blocks and copy the pattern.
• Ask students how they would use connecting cubes to
copy the pattern. Have students show the pattern
using cubes.
• Now, have students show the same pattern using
movement and sound.
!
COMMON ERROR!
Students may have trouble identifying patterns. Remind students to
focus on what makes the items in the pattern different. Focusing on
the differences can help students see where repetition occurs.
• Allow students to act out the sound and movement to
explain the pattern.
• Repeat process using a different pattern.
Activity Choice 2: RWPS Reader
• Read the story Desert Patterns to the class.
• Have students identify the patterns on each page.
• Turn to page 4. Have students copy the pattern of the
snake using connecting cubes.
95 Patterns
Give each student a purple or green
connecting cube. Place six students in line showing an AB color
pattern. Have students identify the pattern and line themselves
up when their cube fits the color pattern.
Multi-Part Lesson
PART
A
B
2
C
D
E
F
Name
Look for a Pattern
Can you
y show this another way?
y
Directions:
2. Look at the row of gingerbread cookies. Identify
the pattern. Create the pattern using color tiles.
Color the stars to show the pattern. Explain the pattern.
3. Look at the pictures in the row. Identify the
pattern. Draw shapes to create a pattern
to match. Explain your pattern.
Directions:
1. Look at the row. Identify the pattern. Create the pattern using color
tiles. Color the houses to show the pattern. Explain the pattern.
Patterns
GLE 0006.1.2 Apply and adapt a variety of appropriate strategies to problem solving,
including estimation, and reasonableness of the solution. Also addresses GLE 0006.3.1.
ninety-five
95
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3 PRACTICE
96
Math at Home Activity: Take advantage of problem-solving
opportunities during daily routines such as riding in the car,
bedtime, doing laundry, putting away groceries, planning
schedules, and so on.
ninety-six
Patterns
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3/4/10 4:15 PM
4 ASSESS
Guided Practice
• Direct students to Exercise 1 at the top of the page.
• Have students identify the gingerbread boy pattern in Exercise 1.
Show nine counters in an ABB pattern, such as red, yellow, yellow, red,
yellow, yellow, red, yellow, yellow.
• Provide students with color tiles to create the pattern.
• What pattern do you see? red, yellow, yellow
• Have them tell how they could color the houses to show the pattern
another way. Sample answer: blue, yellow, yellow, blue, yellow,
yellow, blue, yellow, yellow (any ABB pattern)
• Have students show the pattern another way using color tiles or
connecting cubes.
Are students still struggling to show
patterns in a different way?
• Have students color the houses to show the pattern.
Have students turn the page over. Explain the directions. Have students
work independently on the exercises.
If Yes
AL
If No
BL
Enrich Worksheet
OL
BL
(p. 81e)
Multi-Part Lesson 2 What are some different kinds of
patterns? Sample answers: color, size, shape, object, sound, music
Patterns
96
Mid-Chapter Check
Mid-Chapter
Check
Name
Use the Mid-Chapter Check to assess students’ progress in the
first half of the chapter.
Customize and create multiple versions of
your Mid-Chapter Check and the test answer keys.
Dinah Zike’s Foldables®
Use these lesson suggestions for incorporating the Foldable
during the chapter.
Lesson 2B Cut sheets of 8 _ " × 11" paper into fourths so each
2
student has one quarter sheet of paper. Ask half the class to draw
yellow triangles and the other half to draw yellow circles. Model
using yellow triangles and circles to show different patterns on
one of the flashcard holders. Have students copy the pattern on
the second holder. Repeat this activity using different colors for
the triangles and circles.
Blue White Blue White Blue White
1
Lesson 2C Repeat the activity from the previous lesson using size
patterns.
Lesson 2D Repeat the activity from the previous lesson using
shape patterns.
Directions:
1. Look at the picture. Identify the color pattern you see above the window.
Color the boxes to copy the pattern.
2. Circle the object that could come next in the pattern.
3. Draw the shape that could come next in the pattern.
Patterns
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Data-Driven Decision Making
Based on the results of the Mid-Chapter Check, use the following resources to review concepts
that continue to give students problems.
Exercises
1
Tennessee
Standards
GLE 0006.3.1
What’s the Math?
Error Analysis
Identify and copy simple patterns by
referring to color.
Colors in wrong pattern.
Resources for Review
Chapter Resource Masters
Get ConnectED
2
GLE 0006.3.1
Identify and copy patterns by
referring to their sizes.
Circles wrong sized object.
3
GLE 0006.3.1
Identify and copy patterns by
referring to their shapes.
Draws in wrong shape.
97 Patterns
97
Lesson Animations
Pattern Strings
Patterning
You Will Need
3
3
3
3
2
Play with a partner. Take turns.
Choose a pattern necklace to copy.
Take a string.
Roll
.
Move your cube that many spaces.
If you land on the color that follows
your pattern, add the correct button
to your string. If not, wait for your
next turn.
The first person to copy their button
pattern necklace is the winner.
Pattern Strings
Patterning
Manipulatives: attribute buttons, purple and orange connecting
cubes, number cube, string
Introduce the game to students to play as a class, in small groups,
or at a learning station to review concepts introduced in this
chapter. You may wish to use the available Game Board to play
the game.
Instructions
• Have students choose one of the pattern necklaces to
duplicate.
• Tell students to take a piece of string.
• Have students roll the number cube.
• Tell students to move their cube that many spaces.
• Explain to students that if they land on the color that follows
their pattern, add the correct button to their string. Tell
students, if not, they must wait for their next turn.
• The first person to copy the button pattern is the winner.
Extend the Game
98
ninety-eight
Differentiated Practice
Use these leveled suggestions to differentiate the game for all learners.
Level
• After students have their pattern strings complete, have
students show their pattern a different way.
Patterns
098_C03_GT_103026.indd 98
BL
3/4/10 4:15 PM
• Play the game again using an ABB pattern.
• For another game focusing on the same mathematical concept,
see
Game Time.
Assignment
AL
Approaching Level
Instead of rolling a number cube, have
students move to the next color in their
pattern.
OL
On Level
Have students play the game with the rules
as written.
Patterns
98
Multi-Part
Lesson
3
Growing Patterns
Planner
PART
PART
Title / Objective
A
Growing Patterns
B
Identify and Duplicate Growing
Patterns
PART
A
B
Identify and Duplicate Growing
Patterns (pp. 101–102)
Growing Patterns
(pp. 99–100)
Identify and duplicate simple growing
patterns using manipulatives.
Identify and duplicate growing patterns.
GLE 0006.3.1
GLE 0006.3.1
Standards
E
Essential Question
How is a staircase like a growing
pattern? Sample answer: A staircase changes
by one more with each step.
g
growing
g pattern
p
Vocabulary
Materials/
Manipulatives
stamps, stamp pad
board, napkins, dried apricots, raisins
connecting cubes, counters
pattern blocks, counters, color tiles
In this lesson, students will explore growing
patterns using non-numeric representations,
such as a staircase, or an array of square tiles.
Recognizing, duplicating, and extending
growing patterns builds students’ capacity for a
future understanding of repeated addition and
multiplicative structures. Skip counting, for
example, is a concept based upon this
understanding. As a student skip counts, he or
she must visualize how each count is a
multiple of the number by which he or she is
counting—e.g. when skip counting by 2’s, each
subsequent count is an increase of two more
than the previous number in the sequence
—4(+2), 6(+2), 8(+2), etc.
Resources
Get ConnecttED
Get ConnecttED
✔ 0006.1.9
Explore Worksheet
Leveled Worksheets
Lesson Animations
Lesson Animations
Problem of the Day
Virtual
V
Manipulatives
Blended Approach
Problem-Solving in Art
(pp. 103–104)
Chapter/Review Test (p.105)
Spiral Review (p.106)
IWB
Whiteboard ready.
Suggested Pacing
Multi-Part Lessons
PART
Days
99a Patterns
1
A
2
B
1
(11 Days)
3
A
B
C
D
E
F
1
1
1
1
1
1
A
Assess
B
2
2
Approaching Level
AL
Option 1
Use with 3B
Hands-On Activity
Materials: counting bears
• Model a growing pattern using bears. Show one bear. Below this
bear, show a row of two bears. Below this row, show three bears
and last a row of four bears. Align all rows of bears to the left.
• Tell students to copy the growing pattern using bears.
• Have students identify how the pattern is changing.
Get ConnectED
On Level
This strategy teaches English Learners the language used with
growing patterns.
AL Beginning
Background Knowledge Introduce a growing pattern though
prior knowledge of growing things.
• Show a seed. Model wrapping yourself into a ball. Repeat for a
sprout (put an arm out like a sprout) and plant (both arms out).
Other Options
TE
ELL
• Say, “growing pattern.” Have students model and vocalize the
target vocabulary growing pattern.
Lesson Animations
OL Intermediate
Background Knowledge Introduce a growing pattern using prior
knowledge of patterns and objects in their environment that grow.
OL
Option 1
Use with 3B
Hands-On Activity
Materials: attribute buttons, string
• Model stringing a growing pattern using attribute buttons.
• Use 2 different colored beans to show a growing pattern.
• Ask students if the beans created a growing pattern. Have
students respond by saying “It is a growing pattern” or “It is
not a growing pattern.”
• Have the pattern increase by one each time.
• Have students point to the part of the pattern that is growing.
• Show the pattern to the class and have students copy the
pattern using attribute buttons and string.
• Place the beans in a random order. Repeat the process,
having students say whether it is or is not a growing pattern.
Advanced
Identify and Explain Use prior knowledge of colors to help
students identify and explain whether it is or is not a growing
pattern.
BL
Beyond Level
Option 1
BL
Use with 3B
Hands-On Activity
Materials: watercolor paint, paintbrush, white crayon,
construction paper, pencil
• Draw a growing pattern of stars. Have students copy the
pattern by drawing stars or dots on construction paper.
• Ask students to show what the growing pattern would look
like if it extended two more times.
• Have students trace the stars or dots using a white crayon.
• Have students use dark watercolor paint to cover their whole
piece of construction paper to uncover the growing pattern of
a night time sky.
• Use two colors of miniature toy
cars to show a growing pattern.
• Ask students if it is a growing
pattern. Have students explain why it is or why it is not a
growing pattern using language such as “It is a growing
pattern because . . .”
• Keep repeating the activity, showing the cars in different
growing or non-growing patterns. Tell students to explain
their answers.
Extend
Have bilingual pairs create a graphic organizer that describes a
known growing pattern. Have students show their work.
Patterns
99b
Multi-Part
Lesson
3
PART
Growing Patterns
A
B
PART
A
Growing Patterns
Objective
Identify and duplicate simple growing patterns using
manipulatives.
growing pattern
Rhythmic Growing Pattern
Model this rhythmic growing pattern:
1 pat knees, 1 clap/ 1 pat, 2 claps/
1 pat, 3 claps/ 1 pat, 4 claps/ 1 pat,
5 claps. Have students say the pattern
as you act it out. Discuss what is
happening. Explain that only one part
of the pattern is changing. What part
is changing? The number of claps
What could come next? pat, clap,
clap, clap, clap, clap, clap
Resources
Materials: stamps, stamp pad
Manipulatives: connecting cubes, counters
Explore Worksheet
Get ConnectED
Concept Development
Use connecting cubes to identify and duplicate simple
growing patterns.
Cube Patterns
Model a growing pattern on a table
with 4 connecting cube towers: 1 red/
1 red, 1 green/ 1 red, 2 green/ 1 red,
3 green. Have students copy the
pattern using cubes. What is
changing in this pattern? The
number of green connecting cubes.
Point out that each time one green
cube is added. What could come
next? red, green, green, green, green
ELL
Meaning in Context: Growing/Changing Students
may need clarification on the common use of
growingg and on the meaning of changingg within the
math context. Use pictures to illustrate a growing
child,
child stressing the target vocabulary to illustrate
meaning.
99 Patterns
Growing Patterns
Model a growing pattern on a table
with 4 cube towers: 1 purple,
5 yellow/ 1 purple, 4 yellow/ 1 purple,
3 yellow/ 1 purple, 2 yellow. Have
students copy the pattern using cubes.
What is changing in this pattern?
The number of yellow connecting
cubes. Point out that each time
1 yellow cube is removed. What
could come next in the pattern?
purple, yellow
Reflect and Clarify
• Name different ways to show a pattern. Sample answer: using connecting cubes, using
motions, using sounds
• What can patterns change by? Sample answer: Patterns can change by increasing or
decreasing by the same amount each time.
E
WRITE MATH Show this growing pattern using connecting cube trains: 1 orange,
1 green/ 1 orange, 2 green/ 1 orange, 3 green/ 1 orange, 4 green. Have students identify
and copy the pattern in their Math Journals using stamps and stamp pad. Tell students to
share their growing pattern with a partner.
Multi-Part Lesson
PART
A
3
B
Name
Growing Patterns
yellow
yellow
yellow
yellow
Directions: Place cubes on the windows to copy the pattern. Identify the pattern.
Color the windows in the last building to show the growing pattern.
Directions: First use this page as a workmat. Then place counters on the cones to
copy the growing pattern your teacher shows you. Tell about the pattern. Draw circles
to copy the pattern.
Patterns
099_100_C03_EXP_103026.indd 99
purple
ninety-nine
99
3/4/10 4:15 PM
• Use the Explore workmat. Draw nine ice cream cones on the board.
Show growing patterns using two different colors of ice cream scoops
on the cones. Ask students to place counters on the cones to represent
the scoops on their workmat to copy the growing patterns. Model
these patterns on the board:
• 10 red scoops, 1 yellow scoop/ 9 red, 1 yellow/ 8 red, 1 yellow/ 7 red,
1 yellow/ 6 red, 1 yellow/ 5 red, 1 yellow/ 4 red, 1 yellow/ 3 red,
1 yellow/ 2 red, 1 yellow/ 1 red.
100
one hundred
Patterns
099_100_C03_EXP_103026.indd 100
3/4/10 4:15 PM
Have students say the pattern in bullet two of column one. Ask students
to draw and color circles to copy the pattern.
• Use the next page. Have students place connecting cubes on the
windows to copy the pattern. Ask students to identify the pattern. Tell
students to color the windows in the last building to show the growing
pattern.
• 1 yellow, 1 red/ 2 yellow, 1 red/ 3 yellow, 1 red/ 4 yellow, 1 red/ 5 yellow,
1 red/ 6 yellow, 1 red/ 7 yellow, 1 red/ 8 yellow, 1 red/ 9 yellow, 1 red.
Patterns
100
Multi-Part
Lesson
3
Growing Patterns
A
PART
PART
B
B
Growing Patterns
Objective
Identify and duplicate growing patterns.
Vocabulary
growing pattern
Activity Choice 2: Snack Time
• Provide each student with a napkin, five dried apricots, and fifteen raisins.
• Model using the apricots and raisins to create a growing pattern. Example:
one apricot, one raisin/one apricot, two raisins/one apricot, three raisins/
one apricot, four raisins/one apricot, five raisins.
• Have students copy the pattern. What part of the pattern is changing?
Sample answer: the number of raisins
• Tell students this is called a growing pattern because the number of raisins
grows or changes.
Caution: Check for student allergies before serving this snack. Have students
wash their hands before handling food items.
Resources
Materials: board, napkins, dried apricots, raisins
Manipulatives: pattern blocks, counters, color tiles
Leveled Worksheets
Get ConnectED
2 TEACH
• Discuss what students see at the beach and have them identify the pattern.
• Have students say the growing pattern. Have students copy the pattern using
counters. Tell students to put X’s in the boxes to represent the starfish and
O’s in the boxes to represent the crabs to copy the pattern.
AL
1 INTRODUCE
ircle Time
If
students have trouble with copying growing patterns . . .
Then
1
AL
Reteach Worksheet
2 Use Manipulatives
• Tell students to place a red counter in the row every time you clap.
Have students place a yellow counter in the row every time you stomp.
Materials: green triangle pattern
blocks, red counters, board
• Clap once and have students place a red counter in front of them. How
many red counters do you have in front of you? one Stomp once
and have students place a yellow counter to the right of the red counter.
• Tell students that they are going to make a
growing pattern.
• Clap twice and have students place two red counters in the row.
Stomp once and have students place a yellow counter in the row.
• Model the growing pattern by drawing: 1 tree,
1 apple/ 1 tree, 2 apples/ 1 tree, 3 apples/ 1 tree,
4 apples/ 1 tree, 5 apples vertically on the board.
• Clap three times and have students place three red counters in the
row. Stomp once and have students place a yellow counter in the row.
• What part of the pattern is changing? number of red counters
• Have students hold up a triangle pattern block. Tell them
this represents an apple tree. Have students hold up a red
counter. Tell them this represents an apple.
• Have students copy the growing pattern from the board
using pattern blocks and counters.
• Explain to students that this is a growing pattern because
the number of objects gets larger or changes each time.
• Which part of the pattern is changing? the number of
counters (apples)
!
COMMON ERROR!
Students may attempt to change all parts of the pattern. Have students
name the part that changes and identify the part that stays the same.
• How many apples could come next? six apples
• Repeat activity by having students copy a growing pattern
with trees and apples.
101 Patterns
Place one person in a line. Place two people
in a line next to the first line. Place three people in the line next
to the second line. Place four people in a line next to the third
line. Have students identify the pattern. If there are enough
students, have them form another line to show the pattern.
Multi-Part Lesson
PART
A
3
3–4. See students’ work.
B
Name
Identify and Duplicate Growing Patterns
Vocabulary
growing
pattern
X
O
X
O
O
X
O
O
O
X
O
X
O
O
X
O
O
O
O
X
O
O
X
O
O
O
X
See students’ work. A towel is drawn.
See students’ work. A sun is drawn.
Directions:
1. Identify the growing pattern. Copy the pattern using counters. Use X’s for the
towel and O’s for the hat to copy the pattern. Draw what could come next.
2. Identify the pattern. Copy the pattern using counters. Use X’s for the clouds and
O’s for the sun to copy the pattern. Draw what could come next.
Directions:
3–4. Identify the growing pattern. Use counters to copy
the pattern. Draw what could come next in the
pattern.
Patterns
one hundred one
101_102_C03_L3_103026.indd 101
101
3/4/10 4:15 PM
3 PRACTICE
102
Math at Home Activity: Use spoons to show a
growing pattern. Have your child identify the growing
pattern and use spoons to show what could come next.
one hundred two
Patterns
101_102_C03_L3_103026.indd 102
3/4/10 4:15 PM
4 ASSESS
Guided Practice
• Direct students to Exercise 1.
• Show a growing pattern using yellow and green color tiles. Show the
pattern in this order: 1 yellow color tile, 1 green color tile/ 2 yellow
color tiles, 1 green color tile/ 3 yellow color tiles, 1green color tile.
• What part of the pattern is changing in Exercise 1?
the number of hats
• Have students identify the growing pattern.
• Tell students to copy the pattern using counters.
• Have students draw X’s for the towels and O’s for the hats to copy the
pattern in the boxes below. Have students draw what could come next.
• In the pattern, what part of the pattern is changing? the number
of yellow color tiles
• Ask students to show this growing pattern using color tiles.
• Have students repeat the process for Exercise 2.
Are students still struggling to identify
and copy growing patterns?
Have students turn to the page over and work independently on
the exercises.
If Yes
AL
AL
If No
OL
BL
Multi-Part Lesson 3 What makes a pattern a growing
pattern? A part of the pattern changes.
OL
BL
Enrich Worksheet
(p. 99b)
(p. 99b)
(p. 99b)
Patterns
102
3/4/10 4:16 PM
103_104_C03_CC_103026.indd 104
Pattern Hunt
Sample answers:
colors and place
setting
A
To recognize and create patterns from everyday situations
and experiences.
✔0006.1.9
Use age-appropriate books, stories, and videos to
convey ideas of mathematics.
103 Patterns
B
3/4/10 4:16 PM
Objective
Patterns are on the table.
What patterns do you see?
This book belongs to
103_104_C03_CC_103026.indd 103
Patterns are everywhere!
Let’s look in the kitchen.
Activate Prior Knowledge
Before you turn students’ attention to the pages, discuss collections.
• Where do you see patterns in your house? Sample answers: in
closets, on furniture
• Can you think of patterns in the kitchen? Sample answers:
curtains, floor
A pattern is on the plate.
What pattern do you see?
dot, leaves
Patterns are on the cup.
What patterns do you see?
white, black
Sample answer: I used
red and yellow to show
dot and leaves pattern
another way.
green, pink
stripes or
large, small
stripes
Is there a pattern on me?
C
Fun Facts
F
• Porcelain plates have patterns of objects or symbols that have
different meanings such as a butterfly means happiness and a
crane means long life.
• Roofs of houses often have patterns.
FOLD DOWN
Color the boxes to show the pattern
another way. Explain.
D
Use the Student Pages
Have students work individually or in pairs to solve the problems on
pages B–D.
Page B Students may not think of place settings as being patterns.
Discuss the routine or pattern of setting the table.
Pages C Students may notice there is a pattern on the
background as well.
Page D Students may struggle with identifying a pattern that is not in a
straight line. Explain to students that as long as objects follow each other
they can be still forming a pattern.
E
WRITE MATH Have students draw patterns they see in
the classroom.
Patterns
104
Chapter Review/Test
The
Chapter Project
BIG Idea
As a class, revisit this chapter’s Big Idea.
Pattern Posters
How can I identify repeating and growing patterns?
Lead a discussion on the results of the completed chapter project with
the class.
Sample answer: I can look at what repeats in the pattern
to see if it changes or stays the same.
Summative Assessment
Use these alternate leveled chapter tests to differentiate assessment for the
specific needs of your students.
Dinah Zike’s Foldables®
If students have not yet completed their Foldable, guide them to create
and fill in the appropriate information using the instructions on the
Chapter Opener and Mid-Chapter Check pages. You may choose to use the
Foldable to help students review the concepts presented in this chapter
and as a tool for studying for the Chapter Review/Test.
Level
Chapter Tests
Type
Form
AL
Multiple choice
1A
AL
Multiple choice
1B
Use this lesson suggestion for incorporating the Foldable during
the chapter.
OL
Multiple choice/free
response
2A
Lesson 3B Use the triangles and circles from Lessons 2B, 2C, and 2D to
create growing patterns. Have students replicate the patterns on a
second holder.
OL
Multiple choice/free
response
2B
BL
Free response
3A
BL
Free response
3B
Additional Chapter Resource Masters
OL
Oral Assessment
OL
Listening Assessment
AL
= approaching grade level
OL
= on grade level
BL
= beyond grade level
Data-Driven Decision Making
Based on the results of the Chapter Review/Test, use the following to review concepts that
continue to present students with problems.
Exercises
Tennessee
Standards
What’s the Math?
Error Analysis
1
GLE 0006.3.1
Look at the pattern. Duplicate the
same pattern below.
Does not copy the pattern correctly.
2
GLE 0006.3.1
Look at the pattern. Circle the object
that comes next in the pattern.
Does not correctly identify size. Circle both
objects.
3
GLE 0006.3.1
Have students identify the growing
pattern. Have students draw what
Does not identify the growing pattern. Does
not correctly draw next set of objects in the
pattern.
105 Patterns
Resources for Review
Chapter Resource Masters
Get ConnectED
Lesson Animations
Chapter
Review/Test
Name
Red
Blue
Red
Blue
Red
Blue
plate
plate
plate
plate
See
students’
work.
cup
Directions:
1. Copy the pattern using counters and color tiles. Identify the pattern by coloring
the shapes.
2. Identify the pattern. Circle the object that could come next in the pattern.
3. Identify the growing pattern. Use counters to copy the pattern. Draw what could
come next in the pattern.
Patterns
Directions:
1. Circle the shapes that are the same. Put an X on the one that is different.
2. Sort the shapes by drawing lines from each shape to the bucket in which it belongs.
3. Sort the fish by size by drawing lines from each fish to the bowl in which it belongs.
4. Draw some bubbles above the bottle.
5. Draw a fish below the diver.
one hundred five
105_106_CRT_103026.indd 105
105
3/4/10 4:16 PM
106
one hundred six
Patterns
105_106_CRT_103026.indd 106
3/4/10 4:16 PM
Vocabulary Review
Review chapter vocabulary using one of the following options.
• Visual Vocabulary Cards 46, 54, and 58
• eGlossary
Use the Spiral Review to review and assess mastery of skills
and concepts.
Chapter Test
Get ConnectED
Find alternative summative assessment options.
Customize and create multiple versions of your
Chapter test and their answer keys.
Patterns
106
Photo Credits:
73F (cr)The McGraw-Hill Companies, (br)Richard Hutchings/Digital Light Source; 77B Richard Hutchings/Digital
Light Source; 77 The McGraw-Hill Companies; 81d Richard Hutchings/Digital Light Source; 81e (tl)Mark
Steinmetz, (tr)Photodisc/Getty Images; 81 The McGraw-Hill Companies; 99 (cr)The McGraw-Hill Companies,
Richard Hutchings/Digital Light Source; 99b Stockbyte/PictureQuest
Copyright © 2012 by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted
to reproduce the Chapter Resource Masters material on pages 1–61 on the condition that such
material be reproduced only for classroom use; be provided to students, teachers, and families
without charge; and be used solely in conjunction with Tennessee Math Connects. Any other
reproduction, for use or sale, is prohibited without prior written permission of the publisher. No
additional parts of this publication may be reproduced or distributed in any form or by any means,
or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill
Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for
distance learning.
Send all inquiries to:
Macmillan/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN: 978-0-02-103035-4 (Teacher Edition)
MHID: 0-02-103035-9 (Teacher Edition)
ISBN: 978-0-02-103796-4 (Student Edition)
MHID: 0-02-103796-5 (Student Edition)
Tennessee Math Connects, Grade K
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 RJE 19 18 17 16 15 14 13 12 11 10

3 Patterns - Macmillan/McGraw-Hill

Transcription

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