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Date November 9th, Student Miss.Yasmin Ibrahim

2015 teacher
Time 11:20-12:10am School RAK Academy, PYP
curriculum
MST name Ms. Estelle Baxter Grade Year one
level
Lesson theme Geometry, Number 25 students
patterns of
students
CCSS Standards:
Identify the patterns concept.

Main Lesson Aims:

Identifying and presenting patterns in a variety of ways like using shapes
painting, ribbon and accessories.

Materials
teacher books
student book(s) ----
worksheets/ papers Caterpillar worksheets A3
teacher materials ----
student materials/ Brushes, paints, paint holder, shapes stamp, ribbon
manipulatives and accessories.
Technology Smart board and data show:
Patterns song [YouTube].
Other -----

Key vocabulary with definitions and pictures

Word glossary definition Image
Patterns Things that are arranged
following a rule or rules.

Sequence A list of numbers or objects in a

special order
Students Prior Knowledge:

Students already know about repeated sequences like what comes after
A,B,A.., 1,2,1,2,..etc, but they do not know it called patterns if it is
repeated.
Possible Problems and Misconceptions:
May some students think that patterns should be repeated just one time.
Some students thinks patterns just about shapes and art.
Solutions:
I will show them some examples from 2 the classroom that patterns can
repeated more than one time.
I will show them a video has different types of patterns to clarify that
patterns can introduced in different way like numbers, shapes, colors,
 Lesson Schedule

Engage (warm up, review prior knowledge): Time:

-At the beginning of the class, the teacher will ask students to guess the math
topic by showing them the song and the one who gets it right will get a golden 10minu
star, as well as learners have to interact during listening the patterns practice tes
song.

-learners will considerate to discover the topic, at the same time the song is
interactive which gives students time to answer .

Core (introduce and practice new concepts & procedures):

25
-The teacher will give for each group different activities according to their level. minutes

1- The high-level learners individually will be given caterpillar head with

empty body, the learners have to choose shapes stamp and paint to
make patterns on the body.
2- The middle-level learners be given an caterpillar worksheets with
patterned shapes while they have to paint it with different colors to make
a pattern.
3- The low-level students individually will make a shape accessory by using
shapes objects and ribbon.

Close (wrap up, discussion, brief review activity or assessment):

10
-The teacher will ask students to find patterns around the classroom and minutes
explain why they think it is a pattern.

-Students will be given time to look around the classroom and find patterns
and raise their hands to explain their answers.

Then, each group in order will present their works on the carpet.

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References:

The math definitions retrieved from: http://www.mathsisfun.com/index.htm

Scratch Garden. (2014, May 27). The Patterns Practice Song [video file] retrieved from
https://www.youtube.com/watch?v=MBjjxSx45-Q .

The lesson reflection:

My fifth lesson was about patterns. To be honest, I was scared that the lesson will be hard to teach
because it was my first time teaching about patterns. Even it is hard to teach year one about patterns
because they still young and may not understand the pattern rules. It was the most challenging math
lesson for me in this teaching practice, but I was dying to try it. However, my classmate Noora Sultan
came to observe me, and at the end of the class she said that was the most creative math class. Getting
feedback from my peers and mentors helped realized my strengths even the one I did not notice!
According to my mentor this lesson was a model lesson, and I did an excellent job.

First of all, the children came from lunch break, and around ten students were missing. To be honest, I
could not start a lesson with missing students and at the same time I had to quiet the class students. As
always teachers need to be flexible and find a plan B for unexpected accidents, so I created a game that
all of the learners have to count to see at which number the missing students will come. I did not expect
that all students liked the idea and were excited to count and find out. According to Kyriacou (2007),
teachers have to be flexible and enable the flow of the lesson to continue while dealing with the problem
without stopping the lesson. Later, after all students came, I used inquiry into the topic after listening to
the song, I wanted to start my lesson as a mystery that students have to find the topic from the song.
From my past experience, the children won't listen to the song unless there is a duty for them. The new
research showed that listening is a major element in teaching and learning especially for young learners
because in this age their listening abilities is very strong, and teacher need to promote it to develop their
learning (Brown, 1994). Moreover, I had to ensure that the students understand the patterns by asking
some questions like what is patterns? How do we know it is a pattern? Why?...etc. Also, I gave the
students 3 minutes to find some patterns from the classroom to see if they can relate. In fact, relating the
lesson with classroom materials is my teaching way to aware students that they can learn from the
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classroom environment, not just from the teacher. In addition, when I gave the learners activities, I
moved around the classroom because some of the students needed my guidance and some already knew
from the song and discussion. According to Vygotsky's theory, the zone of proximal development means
that the teacher needs to move each child ability in doing tasks, where some children need some
guidance to move, while others need total help from the teacher to move the stage where everybody can
do their tasks without adults' interrupt (Moyles, 1995).

However, I gave different activities for each group according to their level, I still believe differentiation
method is a must for all teachers to follow. I was very happy because the outcomes proved that the
children learned about the topic. Even though when I planned the lesson, I planned it as an investigation
lesson because it was the first lesson and I wanted the children to find out the patterns by themselves
with a little help from me. According to Moyles (1995), investigation in mathematics develops both
creative and independent thinking of children, that will assist their thinking skills with reflecting on what
they have learned from exploring the topic by themselves.

However, just because my lesson did not face any problem does not mean I should stable and stay the
same. My college mentor told me once that I must have goals for each lesson. Next time I will create
challenging activities for my students to see their thinking abilities, and adopt group work strategy for
low-level students since they did not use to work as a group.

References:
Brown, H. (1994). Teaching by Principles: An Interactive Approach to Language
Pedagogy. United States of America: Prentice Hall Regents.

Kyriacou, C. (2007). Essential Teaching Skills. London: Nelson Thrones.

Moyles, J. (1995). Beginning Teaching: Beginning Learning In Primary Education. USA: Open
University Press.

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Some pictures from the lesson:

High-level
activity

Low-level Middle-level
activity activity