CHD 146 Math Activity Format Name: Christina Baker

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Concepts Covered

1. Patterns 2. Counting/Numbers

Targeted Age Group

Kindergarten students

Standards: VA Standards of Learning (SOLs)

Kindergarten:
Patterns, Functions, and Algebra Focus: Attributes and Patterning K.15 The student will sort and classify objects according to attributes. K.16 The student will identify, describe, and extend repeating patterns.

Number and Number Sense Focus: Whole Number Concepts K.4 The student will a) count forward to 100 and backward from 10; b) identify one more than a number and one less than a number

Learning Objective(s): (What do you want children to understand/be able to do after completing this lesson?) After this lesson the students should be able to:
1. Children will be able to tell the difference between two patterns and will be able to match patterns together in a timely fashion. 2. Children will be able to count up to 20 and move the amount of steps forward and backwards.

Resources/Materials Needed: (What resources will the teachers and the children use?) You must include at least one
manipulative in this activity.

Patterns (the craft sticks are used as manipulatives in this activity): -16 craft sticks -Markers in 4 or more colors, including black Counting/Numbers: -Open space to run around in -12 pieces of 12x18 construction paper -Thick black marker

Strategies: (How will the teacher engage the children? What activities will the children complete? Indicate the teacher
questions/prompts, expected child action, and the closing portion. Indicate at which point the students are teacher-directed and at which point they are child-directed.)

Patterns (this is a teacher-directed activity): 1. 2. 3. Set the crafts sticks side-by-side on a table, going vertically across. Help your child carefully draw a bold, black line across the center of the sticks. Have her/he draw a different pattern on each half of the sticks. She/he can use patterns such as dots, stripes, plaid, or checks, or try making one side a solid color, the other side a pattern. Even a simple picture like a smiley face will

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work (child-directed because he or she is able to do whatever they want involving patterns). Make sure each stick has an identical match -- another stick with a matching top and bottom. Mix the sticks up together and place them in front of your child. Challenge her/him to match each stick with the right pair.

When the child is done, talk to her/him about the different patterns he/she drew. Help her/him name them, and see if she/he can find the same patterns anywhere else in your house. Counting Numbers (this is a teacher-directed activity): 1. 2. 3. 4. To set up the game, take out your 12 pieces of construction paper. On one side of each piece, write out the name of a number (one, two, three, and so on) in very large, clear block letters. On the back of each paper (held horizontally), write the number itselfagain in very large, very clear block letters. Taking your numbers with you, stand at one end of an open space, and have the children stand at the far end far enough to be a sprint away, but not so far that they cant see your signs. From this point forward, you are the "Wolf", and the children are your innocent "lambs". Have them start the game by asking you, Wolfie Wolf, what time is it? Hold up a written number, and have the kids take that number of steps forward. When theyve stopped, put down your sign and pretend to be inattentive or asleep . Theyll ask again, Wolfie Wolf, what time is it? and again you hold up a sign. If they get too close, show a card with the numeral side out that means they must take that many steps back. Keep going for several more steps, forward and back, until yo ur little lambies seem to be lulled. Then when they ask what time is it? give them a surprise. Shout, Time for Dinner! and take off chasing them! If you catch a child first, she can be Wolfie next time. If she gets to your home base first, she winsand youre still the Wolfie!

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Adaptation for Learner Diversity: (How can this lesson be adapted or structured for children with special needs or for
children at different ability levels within your selected age group?) For both activities a teacher can have either one or more teachers assistants to help with the children who have a disabilit y. Patterns: The patterns are created before hand on the craft sticks either by the teacher or by the students. If the teacher creates the patterns he or she can create easy and large patterns that children who may be partially blind or who are slower at grasping patterns can participate in the activity. For children who have Autism a teacher can create an environment that is not too noisy or bright. A teacher can make sure that the room the child is in does not echo and the lights are dimmed but not dimmed to low that the child is unable to see. Counting/Numbers: The teacher can read off the numbers if a child is partially blind or has another disability that affects their sight. The rules and the game can also be explained in short, detailed explanations before the activity. There can also be a teacher assistant near by if a child is having a hard time with the activity.

Assessment:

(How will you determine the extent to which the children grasped the concept? What evidence will you collect to indicate that the objectives were met?) Patterns: A child would have learned the objective when he or she is able to match different patterns that vary in difficulty. Also, if a teacher asks the student why they think that two patterns go together, the student will be able to come up with an answer that properly explains the relationship between the two patterns. Counting/Numbers: A child would have learned the objectives if he or she is able to play the game without any help. This means he or she is able to read the number and count the amount of steps he or she is supposed to go. This also means he or she can subtract the number of steps back that he or she is supposed to go.

Attach-Analysis/Reflection: (How well did this lesson work? Would you change anything next time? What did you learn from
this activity)

Attach-Alternate Analysis: (For those who could not conduct the activity with childrensee assignment instructions) Source of Idea/Information:

Patterns: http://www.education.com/activity/article/stick-patterns/ Counting/Numbers:

http://www.education.com/activity/article/Wolfie_wolf_what_time_first/