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Patterns Lesson Plan

Introduction
Lesson topic Patterns
Length of Lesson 90 minutes
VA Standards of Learning 2.16 The student will identify, describe, create, extend, and
transfer patterns found in objects, pictures, and numbers.
Context This is the first lesson working with number patterns and the second of
reviewing how to identify, describe, extend and transfer patterns with objects and
pictures.
Global Themes Identifying and extending patterns is an important process in
mathematical thinking. Analysis of patterns in the real world (for example, patterns on a
butterflys wings, patterns on a ladybugs shell) leads to the analysis of mathematical
patterns such as number patterns and geometric patterns.

Objectives and Assessment

Objective Formative Assessment Summative Assessment

Students will: Students will give a Students will turn in the
Identify, describe, thumbs up or down ice cream pattern
create, extend and for understanding. worksheet.
transfer patterns
found in objects,
and pictures.

Student will: Students will give a Students will turn in the

Identify and extend thumbs up or down number pattern
number pattern for understanding. worksheet.
rules. Students will During the teacher
complete an exit station, the teacher will
ticket noting their monitor students
strengths and abilities to identify and
weaknesses for extend number pattern
patterns. rules.

Materials/Technology and Advanced Preparation

A-B-A-B-A: a book of pattern play, by Brian Cleary
Colored pompoms
Ice cream patterns worksheet
White boards
Dry erase markers
Number patterns worksheet
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Colored tiles
Colored shapes
Colored pegs
Pegboards
Magnetic numbers
Markers and paper
Beads and string
Pattern idea cards

Teaching and Learning Sequence

TIME TEACHER ACTIONS STUDENT ACTIONS

Introduction/Anticipatory Set
10 min Clap to gain students attention. Mimic clapping sequence.
Write the word pattern on the Participate in brainstorm/review.
board and ask, what is a pattern Give a thumbs up or down.
and what are some examples of Write I can statement.
patterns?
Listen/probe for: things that are
arranged following a certain rule
or rules, 1212121212, abbabbabb,
aabbaabbaa, etc.)
Tell students, patterns are found
everywhere and are described as
arrangements that follow a certain
rule or rules.
Ask students to give a thumbs up
or down to demonstrate
understanding for patterns thus
far.
Tell students, They will practice
identifying and extending patterns
using a variety of objects,
pictures, and numbers.
Introduce todays I can statement.
Write, I can identify number
pattern rules on the board.
Have students write the I can
statement in their math
notebooks.
Tell students, bring your math
notebooks to each station to
record your work and refer to the I
can statement.
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Lesson Development
Mini- Invite students to the reading rug. Gather on the reading rug.
Lesson Tell students that you will read A- Listen to the book.
15 min B-A-B-A: a book of pattern play, by Return to their seats.
Brian Cleary before they begin Record and participate in the
station work. lesson.
Read A-B-A-B-A: a book of pattern Give a thumbs up or down.
play, by Brian Cleary. Disperse into stations.
Tell students to return to their
seats and prepare to take some
notes on number patterns.
Tell students to record everything
under their I can statement.
Write an example of a number
pattern on the board.
Write, 1, 3, 5, 7, 9, __, __, __...
Ask, Can you identify a pattern?
Listen/probe for: numbers
increasing, 1 is less than three, 9
is bigger than 7, etc.
Tell students the numbers are
increasing and they are increasing
at a constant rate because
patterns have rules and this
pattern does too.
Ask, What operation increases a
number?
Listen/probe for: addition.
Illustrate that each number
increases by taking your marker
from one number to the next
creating mountain-like strokes.
Ask, What rule does this pattern
follow?
Listen/probe for: Add 2 to each
number.
Tell students that the numbers
increase by 2, therefore if you
continue to add 2, you can extend
or add on to the pattern.
Tell students that the rule is add 2.
Ask, What would you add to the
pattern, after identifying the rule?
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Listen/probe for: 11, 13, and 15.

Write another example.
Write, 2, 5, 9, 14, __, __, __
Ask, What do you notice about
the pattern?
Listen/probe for: numbers
increasing.
Illustrate that each number
increases by taking your marker
from one number to the next
creating mountain-like strokes.
Ask, How much is added to 2 to
get 5?
Listen/probe for: 3.
Write 3 on the hump/mountain
between 2 and 5.
Ask, How much is added to 5 to
get 9?
Listen/probe for: 4.
Write 4 on the hump/mountain
between 5 and 9.
Ask, How much is added to 9 to
get 14?
Listen/probe for: 5.
Write 5 on the hump between 9
and 14.
Ask, What rule does this pattern
follow based on the numbers we
have written on the
humps/mountains between the
numbers of the pattern (3, 4, and
5)?
Listen/probe for: the numbers you
Rotation add increase by 1 each time.
s Continue the humps/mountains
60 min from 14 to the blanks.
Tell students that the humps will
increase by 1 each time,
therefore, to extend the pattern,
the first hump would be an
increase of 6 (add 6), the next
hump would be an increase of 7
(add 7), and the last hump would
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be an increase of 8 (add 8).

Tell, to extend the pattern, or to
add to the pattern you would add
6 to 14 to get 20 (14+6=20), 7 to
20 to get 27 (20+7=27), and 8 to
27 to get 35 (27+8=35).
Ask students to give a thumbs up
or down for understanding.
Tell students they will have a
chance to explore and create
various patterns in centers.

Station 1 Teacher Station

Give each student a dry erase
board and marker and have a
board and marker for yourself.
Tell your group, We will continue
identifying the rules of some more
number patterns and then add on
or extend the pattern.
Write the pattern, 10, 8, 7, 6, __,
__, __...
Follow the same sequence used in
the mini-lesson to reach the
appropriate rule and extension of
the pattern.
Have students write the
extensions on their board first,
then reveal if their extensions of
the pattern are correct or not.
After the first pattern is solved,
write another.
Write, 20, 19, 17, 14, __, __, __...
Follow the same sequence used in
the mini-lesson to reach the
appropriate rule and extension of
the pattern.
Have students write the
extensions on their board first,
then reveal if their extensions of
the pattern are correct or not.
After the second pattern is solved,
write another.
Write, 10, 13, 16, 19, __, __, __...
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Follow the same sequence used in

the mini-lesson to reach the
appropriate rule and extension of
the pattern.
Have students write the
extensions on their board first,
then reveal if their extensions of
the pattern are correct or not.
Tell students to erase their boards
and leave them on the table for
the next group.

Station 2 Solving Number

Patterns
Students will complete the
number patterns worksheet
individually.
At the end of the
center/completion of the
worksheet, students will turn it in.

Station 3 Ice Cream Parlor

Patterns
Students will complete the ice
cream patterns worksheet using
colored pencils.
To practice transferring the ab,
aab, abb, abc patterns, students
will practice with colored
pompoms.
At the end of the
center/completion of the
worksheet, students will turn it in.

Station 4 Pattern Creation

Station
Students will create patterns using
materials of their choice.
The station will include colored
tiles, colored shapes, colored pegs
and pegboards, magnetic
numbers, markers and paper,
beads and string. The station will
also have idea cards for creating
patterns, such as creating patterns
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using their group members. (For

example, one student sits, the
next student is standing, the next
sits, the next stands).

Closure
5 min Revisit the I can statement. Revisit the I can statement.
Ask students to write one thing Write one struggle and one
they struggled with and one thing concept mastered.
they are confident in. Turn in their exit tickets.
Ask students to turn in their exit
tickets.

Homework
None

References
http://www.education.com/worksheet/article/follow-rules-number-patterns/

Kelly. (2012, August). Ice Cream Patterns + 1-2-3 Come Find Me. Retrieved from
http://teacherideafactory.blogspot.com/2012/08/ice-cream-patterns-1-2-3-come-find-me.html.

Nichole. (2016). Twinkl Resources. Retrieved from

http://www.youclevermonkey.com/2016/07/twinkl-resources.html.
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Lesson Organizer

Prior Knowledge and NEW Instructional Content

Prior Knowledge
Sort and classify concrete objects according to one or more attributes, including color, size, shape, and
thickness.
Recognize, describe, extend, and create a wide variety of growing and repeating patterns.
New Content
Identify number pattern rules.
Extend number patterns.

Instructional Modifications to Instructional Modifications to

ASSIST Students
An alternative number pattern
worksheet with fewer patterns
and less complex number
patterns to solve (+2, +1, -2,
-1).
Main Events of Instruction
CHALLENGE Students
Brainstorm patterns. Provide more complex number
Introduce the I can statement. patterns.
Read A-B-A-B-A: a book of
pattern play, by Brian Cleary.
Mini-lesson on number
patterns and rules.
Centers
- Teacher station
- Solving number patterns
- Ice cream parlor patterns
- Pattern creation station
Revisit I can statement.
Exit ticket completion.
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