Background Information The Shape of Patterns Patterns are shapes that repeat many times. Patterns must have repetition. The basic shape from which a pattern is built (motif) that is visible in one part of a pattern must be repeated in other parts, even if it is not exactly the same shape or the same size. This type of pattern is called a regular pattern.
Standard CCSS.Math.Content.4.OA.C.5 Generate and analyze patterns 5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that werent explicit in the rule itself.
Purpose The purpose of this lesson is for students to recognize and create a regular pattern using small stones they have collected or dried seeds or beans. Students will also recognize patterns they encounter in their environment as well as patterns from an environment different from their own.
Materials Book: The Nature and Science of PATTERNS by Jane Burton and Kim Taylor Small stones or dry seeds/beans of various colors One piece of cardboard appropriate for the size of the finished mosaic you desire Glue Slide show (attached), PATTERNS, Lesson I
3 Concepts Students work independently or with a partner Students recognize, understand, and create or recreate a regular pattern Students can analyze and explain their mosaic
Lesson Teacher introduces lesson by reading page 5, The Shape of Patterns, from the book: The Nature and Science of PATTERNS by Jane Burton and Kim Taylor Teacher projects various photographs for students to study (see attached slideshow: PATTERNS, Lesson I) Teacher led discussion of regular patterns observed in photographs Teacher and students walk through school and nearby neighborhood looking for repeating patterns (carpets, tiled floors or walls, etc.) Students are then instructed to create an original regular patterned mosaic or recreate one they have seen, demonstrating their understanding of a regular pattern. Teacher says, You are now being asked to create your own mosaic using the materials provided. Remember that patterns formed by repeated shapes are regular patterns. When you are satisfied with your design, lift each stone or seed/bean and glue it in place.
Assessment Tools Observation(s) by the teacher Participation of students Students display evidence of standard listed above Students generate a regular pattern. Teacher may use rubric below.
4 Assessment Rubric: Patterns, Lesson I
Date
Student Name
Student Participation Student finds repeated patterns on walk Student creates mosaic showing understanding of a number or shape pattern
Key: 4 = Student exceeds grade level expectations. 3 = Student demonstrates grade level expectations. 2 = Student is working towards grade level expectations.
5 Lesson Two: Irregular Patterns
Background Information The Shape of Patterns Regular patterns are formed when motif is repeated at a regular interval. Petals of a flower may be arranged around its center regularly. However, upon looking closer, one may find that the petals are not identical. The petal motif differs from one petal to another. Leaves have differing shapes and thus make their own special types of patterns. Natural patterns are usually irregular patterns. Motifs change in size, shape, or color. These types of patterns can be more pleasing to the eye than regular patterns.
Standard CCSS.Math.Content.4.OA.C.5 Generate and analyze patterns 5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that werent explicit in the rule itself.
Purpose The purpose of this lesson is for students to recognize and create an irregular pattern using flat leaves they have collected. This lesson is also designed for students to recognize irregular patterns they encounter in their environment and to recognize irregular patterns in an environment different from the one they live in.
Materials Book: The Nature and Science of PATTERNS by Jane Burton and Kim Taylor Can of spray paint (any color) Approximately 30 leaves from the same type of tree, flattened and dried (to accomplish this, press the leaves between newspaper until they are dry and flat) Sheet of thick white paper Tape 6 Objects used to hold leaves in place (small stones, coins, one inch tiles, etc.) Slide show: PATTERNS, Lesson II
Concepts Students recognize, understand, and create an irregular pattern using materials from their environment. Students also are introduced to an environment other than the one they live in and recognize irregular patterns exist in that environment as well.
Lesson Show slideshow discussing the irregular patterns seen in each slide Lay paper in front of children on a flat working space. Students arrange some of the leaves (4-5) on the left side of the paper pointing to the opposite side of the paper (horizontally) Tape the leaves down lightly or weigh them down with objects you collected to use as weights. (see materials) Spray the entire sheet very lightly with paint. While waiting for the paint to dry, select 4 -5 more leaves. When paint is dry, tape or weigh down the next leaves on top of the first so that they overlap. Spray paint the entire sheet lightly again. Repeat these steps until the entire paper is covered with leaves. When paint is dry, lift off leaves. (Refer to pages 28 29 in The Nature and Science of Patterns)
Assessment Tools Observation(s) by the teacher Participation of students/ generation of an irregular pattern Students display evidence of standard listed Teacher may use rubric below.
7 Assessment Rubric: Patterns, Lesson II
Date
Student Name
Student Participation Student creates project showing understanding of a number or irregular shape pattern
Key: 4 = Student exceeds grade level expectations. 3 = Student demonstrates grade level expectations. 2 = Student is working towards grade level expectations.
Standard CCSS.MATH.CONTENT.4.G.A.3 Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
Background Information Shapes that are mirror images of each other can make patterns. This (bilateral) symmetry is all around us in our environment and in environments different from ours. Lines of symmetry can be found in both two and three-dimensional objects.
Purpose The purpose of this lesson is for students to observe and identify a line of symmetry for a two-dimensional figure. Students will also identify lines of symmetry in three-dimensional objects found in our environment. Students are then asked to draw lines of symmetry. Students will also understand that an object or figure may have multiple lines of symmetry.
Materials Slideshow: PATTERNS, Lesson III Access to the outdoors to find, observe, and describe figures when line(s) of symmetry are visible. Clipboards White unlined paper or graph paper Pencils
Concepts A figure with a symmetrical pattern has exactly the same form on each side of a central line or around a central point. 9 A figure may have more than one line of symmetry. There are two-dimensional figures that have lines of symmetry and three-dimensional objects that contain lines of symmetry.
Lesson Students are shown the slide show. (PATTERNS: Lesson III) Two-dimensional figures and three- dimensional objects are orally reviewed. Lines of symmetry are discussed as each slide is shown. Each student collects a clipboard, white unlined paper, and pencil. Students go outside to explore their environment looking for examples of symmetry in their environment. Students draw and explain the symmetry they observed in their environment.
Assessment Tools Observation(s) by the teacher Participation of students Generation of figures showing a line of symmetry Teacher may use rubric shown below.
Assessment Rubric: Patterns, Lesson III
Date
Student Name
Student Participation Student finds. observes, and describes figures showing lines of symmetry on walk Student draws and explains the lines of symmetry observed in their environment
Key: 4 = Student exceeds grade level expectations. 3 = Student demonstrates grade level expectations. 2 = Student is working towards grade level expectations.
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Lesson I: Five Shapes
Standard CCSS.Math.Content.1.G.A. Reason with shapes and their attributes. Distinguish between defining attributes (e.g. triangles are closed and three sided) versus non-defining attributes (e.g. color, orientation, overall size,); build and draw shapes to possess defining attributes.
Background Information Students will be introduced to simple closed shapes - shapes with straight sides that do not cross each other. Students will also be introduced to closed shapes that have all or some curved sides. Students in the primary grades are just beginning to work on identifying and describing shapes using shape pieces and looking in their environment.
Purpose The purpose of this lesson is for students to identify shapes (squares, rectangles, triangles, circles, rhombuses).
Materials Book: The Shape of Things, by Dayle Ann Dodds
Concepts Students sit and listen attentively to story, participating when expected Recognize and name shapes seen in the book
Lesson Students gather around teacher ensuring that everyone can see the book. 11 Teacher reads book orally to class page by page. After the reading of each page, students are asked to identify the shape discussed in the picture. Upon completion of the reading and discussing of the book, students are asked to identify places in the classroom where the shapes are located.
Assessment Tools Teacher Observation Can students identify the 5 shapes listed above as they are seen around the classroom? (A teacher checklist could be used here simply with a yes /no next to students name)
12 Lesson II: Shapes and their Attributes
Standard CCSS.Math.Content.1.G.A. Reason with shapes and their attributes. Distinguish between defining attributes (e.g. triangles are closed and three sided) versus non-defining attributes (e.g. color, orientation, overall size,); build and draw shapes to possess defining attributes.
Background Information Students will continue to work with simple closed shapes - shapes with straight sides that do not cross each other. Students will also continue to explore closed shapes that have all or some curved sides. Students in the primary grades are just beginning to work on identifying and describing shapes using shape pieces. They are learning the shapes attributes. Attributes are the characteristics used to describe a shape- a shape that could be found in a pattern. Attributes usually refer to the size or color of an object.
Purpose The purpose of this lesson is for students to be introduced to and begin to identify and demonstrate understanding of the attributes of a circle, square, rectangle, triangle, and rhombus.
Materials Circle, square, rectangle, triangle, and rhombus blocks, enough for each child to have one of each shape to inspect Chart paper Markers STOP game (similar to BINGO), teacher made (see sample board and definitions below)
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14 Directions: 1. The definition of a shape is given orally by the teacher 2. Students cover the shape described on their board with a chip 3. Repeat steps one and two 4. Game continues until a student says STOP, meaning they have four sections covered in a row or column. 5. Students cover only one shape at a time. For example, if they have two squares on their board and the teacher defines a square, the student covers only one of the pictures of the square and waits for the definition to be spoken again.
Chips to cover STOP board
Concepts A triangle is a three-sided closed shape. A square is a four-sided closed shape with sides of the same length. A rectangle is a four sided closed shape, could have sides of differing lengths. A rhombus is a four-sided shape with sides of the same length. A circle is a round closed shape.
Lesson Students gather in circle on floor around chart paper with their shape blocks on the floor in front of them. Teacher says, Look at the triangle block. What you can tell me about a triangle? Each block is inspected individually while the teacher records on the chart paper the attributes students offer. When all shapes have been described, students return to their seats with their shape blocks. Distribute STOP boards and chips to students. Play game as described above. Assessment Tools Teacher observation Do students correctly cover a shape when the description is given? ( A teacher checklist could be used here with the students name followed by a yes/no check/ ******************************************************
15 Lesson III: Drawing and Building Shapes
Standard CCSS.Math.Content.1.G.A. Reason with shapes and their attributes. Distinguish between defining attributes (e.g. triangles are closed and three sided) versus non-defining attributes (e.g. color, orientation, overall size,); build and draw shapes to possess defining attributes.
Background Information Students will continue to explore simple closed shapes - shapes with straight sides that do not cross each other. Students will also work with closed shapes that have all or some curved sides. Students in the primary grades are just beginning to work on identifying and describing shapes using shape pieces and looking for these shapes in their environment. They are also learning the attributes of a shape. Attributes are the characteristics used to describe a shape- a shape that could be found in a pattern. Attributes usually refer to the size or color of an object.
Purpose The purpose of this lesson is for students to build and/or draw shapes to possess defining attributes. Students will also identify shapes they encounter in their environment.
Materials Book: The Wing on a Flea by Ed Emberley Various photographs showing shapes in our world (see attached Slide Show: SHAPES, Lesson III Clipboard for each student Unlined white paper for each student Pencils
Concepts Shapes can be combined to create many things we see everyday in our world 16 Students recognize shapes used in their surroundings and recreate them through drawing of their discoveries.
Lesson Students gather around the teacher Teacher reads the book allowing time for comments after reading each page Teacher displays slideshow, SHAPES, Lesson III. This displays everyday things students may see outside of school showing the use of shapes in structure Clipboards, white paper, and pencils are distributed to students. The class travels around their school led by the teacher looking for the use of shapes. As students recognize shapes, they draw them on the white paper. Upon returning to the classroom, students have the opportunity to share their findings with their classmates.
Assessment Tools Are students able to draw the shapes they encounter? Do student drawings demonstrate understanding defining attributes among shapes? Teacher may wish to use rubric below.
Assessment Rubric: Shapes, Lesson III
Date
Student Name
Student Participation Student can name defining attributes of a shape Student builds and draws shapes to show defining attributes
Key: 4 = Student exceeds grade level expectations. 3 = Student demonstrates grade level expectations. 2 = Student is working towards grade level expectations.
17 Works Cited
Baker, Alan. Brown Rabbits Shape Book. New York: Scholastic, Inc., 1994.
Burton, Jane and Kim Taylor. The Nature and Science of Patterns. Milwaukee: Garth Stevens Publishing, 1998.
Clough, Sara, et. al. Common Core State Standards Mathematics. N.p. n.p. 2014. Web.
Dodds, Dayle Ann. The Shape of Things. Cambridge: Candlewick Press, 1994.
Emberley, Ed. The Wing on a Flea. Boston: Little, Brown, & Company, 2001.
TERC. Investigations and the Common Core State Standards. United States of America: Pearson Education, Inc., 2012. Print.
Wittenberg, Lucy et. al. Investigations in Number, Data, and Space: Color, Shape, And Number Patterns. United States of America: Pearson Education, Inc., 2008. Print.
Wittenberg, Lucy et. al. Investigations in Number, Data, and Space: Making Shapes and Designing Quilts. United States of America: Pearson Education, Inc., 2008. Print.
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Joni Bonello is an Academic Support Teacher at Green Street School in Brattleboro, VT. Joni currently teaches grades 1 4 Math and she is the Math Leader of the school. Joni completed her undergraduate work at the University of Vermont graduating with a Bachelor of Science Degree in Elementary Education. She returned to Burlington and earned her masters degree through the Vermont Mathematics Institute at the University of Vermont. Joni resides in Brattleboro, Vermont with her husband and is the mother of two adult sons. In April 2014 Joni traveled to Greece where patterns and shapes were evident everywhere.