Name: Georgia Murray Date: 25/5/17 Year Level: Prep

Lesson Aim: To further develop the skills and knowledge of patterns at a foundation level with specific focus on copy, repeating and
creating patterns.

Content strand(s) with corresponding Sub-Strand(s): ACMNA005

Sort and classify familiar objects and explain the basis for these
Content Description(s) with corresponding Elaboration(s):
classifications. Copy, continue and create patterns with objects and drawings

Students Prerequisite knowledge / understanding / concepts / skills: One previous lesson on patterns conducted by the mentor teacher.

Specific Learning Time

Teaching / Learning Strategies Organisation Resources
Outcomes for this Lesson Req.
Orientating Phase / Introduction
Students should be able 5- Introduction to what a pattern is- what the features of a Prepare PPT slide with
to identify the features 10min pattern are (repeated section, ABAB, what TYPE of pattern) pencils, paper, animations of
of a pattern, copy and s coloured patterns and
continue the pattern Students are shown patterns on the interactive whiteboard and pencils for labelled images
collaboratively. are to work collaboratively to identify the features of the students (self-sourced)
pattern and determine what would appear next.
 Enhancing Phase / Body
Students should be able 10min Prepare PPT slide with
to identify the repeating s Students are to now move to their desks and copy the patterns pencils, paper, animations of
section and continue the into their books, label the features and continue the patterns coloured patterns and
pattern individually. four more times, respectively. pencils for labelled images
students (self-sourced)

Synthesising Phase / Conclusion

Students should be able 15- Prepare Paper, maths
to create their own 20min Once students are given materials, they are to now construct pencils, paper, books for
pattern and analyse the s their own pattern in which they must share with the teacher coloured assessment
pattern correctly first and explain the features (to ensure they understand the pencils, purposes.
individually. concept fully before recording their work into their books). counters,
Once they have been given clearance from the teacher, they shapes, toy
can copy their personal pattern into their maths books and label cars, pipe
the features as they were shown on the board. cleaners,
paddle pop
Once students have completed this task, they can share their sticks for
patterns with their peers and gain feedback. students to
use as
manipulatives.
Assessment Strategies (link to Learning Outcomes):
1) Peer assessment/feedback- Students are given the
opportunity to share their ideas with fellow students to gain
a different perspective and possibly expand on their own
ideas.
2) Teacher feedback- This form of assessment is crucial to
ensure the teacher understands if the lesson has been
successful as students will indicate whether they
comprehended the concept through their work samples. Each
work sample must be checked by the teacher before it is to
be recorded into their maths books as this allows any
misconceptions not to go unheard.
Whats next? Where to from this lesson?
Continuing on from this lesson would be to ensure that all students
gain a sound understanding in the unit and ensuring all students
are comfortable with the unit of mathermatics. After this
activity, the teacher will have a sound knowledge of where the
students ability and understanding of this topic lies. If there are
still students who cannot grasp the concept- the teacher must
tailor the follow-up lesson to consist of some back-tracking,
however if all students are working competently, the teacher may
conduct a follow up lesson on more complex patterns- such as
number patterns, rather than using materials. (As per the
Language Model).