Patterns and Shapes

They are everywhere, even in Greece!

Joni Bonello April 2014
2

Lesson One: Regular Patterns

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.

************************************************************************








8
Lesson III: Patterns of Nature/Symmetry

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.

10


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)






13





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.

Hoban, Tana. Cubes, Cones, Cylinders, & Spheres. Singapore: Tien Wah
Press, 2000.

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.








18

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.