Assignment 1: Tiered Lesson

Name & Student Number: Koh Jia Min (2169812)

Curriculum (Learning) Area of Lesson: Numeracy
Specific Topic of Lesson: Patterning
Year Level/s: Children aged 4-5 years old
Description of Students: 4 to 5 students in an Autism Early Intervention Centre
classroom (with 2 other co-teachers)
Lesson Context
This lesson addresses the broader learning goal of “Recognizing and using simple relationships and patterns” in the

numeracy curriculum framework for kindergartens in Singapore (MOE, 2013). The broad aim of this patterning unit is

to recognise, extend and create simple patterns. This lesson will serve as the beginning of the unit where children will

be introduced to repeating patterns and discovering that patterns are all around us.

Ontario (2007) has highlighted that simple repeating patterns involving changes in colour (e.g. yellow, green, yellow,

green, yellow, green) are the easiest for children to identify and to create. Math Gains (2011) also added that AB

patterning should be a starting point for students and that learning can be built from there; from simple to more

complex patterning skills. In this unit, students will learn that patterns are around us to discovering that patterns can

be recognized and named, and then to further explore how patterns can be created, extended and generalized for use

in solving mathematical problems.

Hence, with these in mind, this lesson will start off with children investigating on repeating patterns using a clearer

attribute (i.e. colour, using unifix cubes as the materials) and identifying and extending patterns by using two colours.

Following subsequent lessons, children will explore repeating patterns with more colours and attributes that are less

obvious such as thickness, orientation, size, shape or even texture. They will continue to examine the number of

changing attributes in a pattern (e.g. pattern that involves changes to both colour and shape (orange square and

green triangle), identifying the number of elements in the core of the pattern (i.e. the smallest part of a pattern that

repeats) and to communicate their understanding of repeating patterns by labelling them using letters (e.g. AB, ABB,

AABB).

The understanding of what is a pattern is and that pattern follows a logical sequence which is going to be learn in this

lesson is an important understanding in this unit as it is critical to learning more complex patterning skill.
Learning Objectives
As a result of engaging with the lesson, students will:

Understand that

- Students will understand that patterning helps us to make predictions by understanding what comes next and to
make logical connections when solving problems.

Know Be able to (do)

- Identify a repeating pattern
- Predict what comes next in a repeating pattern
- All students will be able to copy and read a given AB
pattern.
- Most students will be able to extend a given
repeating pattern (e.g. AB, AAB, ABB).
- Some students will be able to create a repeating
pattern.

Essential Questions

- What are some patterns in our classrooms?

- What comes next in a pattern?
- Can you use two colours to create a pattern?

Preassessment of Individual Student Readiness

See Appendix A: Pre-assessment: Repeating Patterns

For the last 15 minutes of the previous introductory lesson on patterning, students will complete a pre-assessment

task (refer to Appendix A) where the teacher evaluates the level of which students understand a repeating pattern.

The pre-assessment contains three to four questions that students will be encouraged to answer and before it takes

place, teacher will do a simple demonstration to show what is expected of the students.

The questions come in the form of pattern cards that fits the size of the actual unifix cubes. To illustrate, teacher will

first complete an AB pattern using the demonstration card strip and some cubes, “Teacher is making a pattern. Red,

black, red, black, red, black…” Following that, student will be asked to do the next three pattern cards (Pattern Card

A, B and C), “Can you continue the pattern for this card?”

Card A is an AB pattern; Card B is an AAB pattern while Card C is an AABB pattern. Finally, if student were to be able

to complete all three questions, teacher will invite the child to complete Card D, which is an empty template, the

instructions will be, “Let’s make your own pattern using two colours.”
Students who readily answers what comes next in a pattern will work on the upper tier (tier 3) of the lesson while

students who require much prompting to “see patterns” will work on the lower tiers (tier 1 and 2). In addition, it will be

coupled with teacher’s prior knowledge of student’s readiness through informal assessment during play time where

teachers encourage children to form patterns using coloured foam blocks.

A more detailed information of the grouping is as followed:

Tier 1- Children who are not yet able to complete any of the three tasks even with much prompting.

Tier 2- Children who are able to complete any 2 out of 3 tasks with minimal prompting.

Tier 3- Children who are able to complete all 3 tasks correctly and show emerging skills in creating their own patterns.

Lesson Plan
Lesson Sequence Explanatory notes

Introduction (10 minutes) Resources:

• Read the storybook, “Nature’s Paintbrush: • Storybook, “Nature’s Paintbrush: the Patterns and

The Patterns and Colours around you” by Colours around you” by Susan Stockdale

Susan Stockdale. • Colour Crayon (Red and Blue)

• Questions to ask: • Unifix cubes

- Point out the patterns on the tiger’s skin. • Unifix cubes pattern cards – each pattern card

What repeats over and over again? Guide comes with at least three repetitions of the pattern’s

children to verbalize the colour pattern core (Appendix B/C/D)

(orange, black, orange, black) as you point. • Recording sheet for students in Tier 3 (Appendix E)

Repeat with other animals. • Exit Card (Appendix F)

- Why are there so many different patterns • Checklist for evaluating student’s work (Appendix G)

on animals? • Ipad downloaded with selected games

- What patterns do you see? Have you

seen a pattern in the classroom? On our This is one of the beginning lessons for introducing the

clothing? students to patterning. In this lesson, teacher makes use of

• Remind the class that patterns can be different ways to present information and concepts to

found everywhere; they can even be on the students. For example, encouraging activity participations

bodies of different plants and animals. A through story telling, guided discovery, big group and small

pattern is something that repeats itself. group activities and hands on experiences in the tiered
 • Inform the children that today they are activity. These are in line with Wiggins & McTighe (2005)’s

going to continue to learn about patterns. characteristics of what constitutes good design for learning:

Learners are most engaged when the learning is hands-on

Guided Discovery (15 minutes) with a variety of methods used in delivering ideas, as well as

• Ask the children to form a straight line. The teachers providing feedback with opportunities for students to

first student to hold up a red crayon in his learn from trial and error.

left hand, followed by a blue crayon in his

right hand. At the same time, teachers provide clear instructions for

• Proceed to the second and third student, students throughout so that they have clear idea of what they

continuing the red crayon-blue crayon are learning, e.g. teacher explains to student that a pattern is

sequence. something that repeats itself or when she models to show

• Starting from the first child, have the class what type of answers are expected. Explicit and systematic

name the colours in each other’s hands, “Is instruction involves teacher providing clear, direct and

this a pattern? How do you know?” unambiguous language when instructing the skill to be taught

• Now teacher to stand beside the last (Hempenstall & Buckingham, 2016).

student in line, teacher to ask the students,

“What should be on my left and right

hand?”

• Have the students verbalize the colours of

the pattern, “Red, blue, red, blue…” Overall, the lesson sequence was also designed with Bloom’s

together, “We used two colours to make a Taxonomy (Association for Supervision and Curriculum

pattern. This is a pattern because the Development, 2005) in mind that helps to promote student’s

colours are REPEATING.” higher order thinking:

Remember – Students remember that a pattern is a pattern

Exploration (20 minutes) because teacher informs them of this knowledge or facts.

• Gather the students to sit in a semi-circle. Understand – Give an example of a pattern from class

discussion and find a repeating pattern from the storybook.

• Pick a pattern card and copy the pattern’s
Apply- Determine what comes next during guided discovery
core, i.e. AB/AB/AB (refer to Appendix C)
when answering questions
while reading aloud the patterns. Have
Analyse- Apply their knowledge and analyse the colours to
children determine which colour comes
identify what comes next in the tiered activity. Open-ended
 next in the sequence. Pick another pattern tasks enable different entry points for different students

card and do it again. Evaluate- Evaluate their learning in lesson closure and exit

• Teacher informs, “We are going to continue card interview

to repeat pattern using the unfix cubes and Create – Tier 3 students engage in whole new level of deeper

pattern cards in our groups.” understanding when they create their own repeating patterns

• Teacher will now assign students to the

different tiered groups based on pre-

assessment findings on the “readiness” of

the students.

Tier 1 (Refer to Appendix B) This lesson is at the early stage of the patterning unit, at this

• Students will be given a pattern card that point, it is preferable to use materials that have only one

starts from AB patterning first, follows by attribute (i.e. colour) before tapping on objects or materials

ABB, AAB and AABB. For example, that have multiple attributes (Ontario, 2007). The tiers also

follow the sequence of, “copy, extend, create (tier 3) and

translate” which Math Gains (2011) has highlighted to be of a

useful scaffold for children’s learning in patterning.

• They will have to copy the patterns by

matching the unifix cubes to the card.

Growth mindset is promoted in this lesson:
• Students will also be encouraged to read
With teachers using the information collected from pre-
the patterns (read by labelling the colours
assessment according to student’s readiness (i.e. how much
aloud, e.g. red, yellow, red, yellow, red
they know about repeating patterns), the different tiered
yellow), Teacher will ask, “What patterns do
activities allow students to work at appropriate level of
you have?” If students were not yet able to
challenge that stretch their current competence. Hence,
answer, teacher will model the sentence for
students are clear that there are specific steps that will lead
him or her.
them toward specific goals and continue to function with a
• “The next colour will be red, follow by
fluid mindset (Sousa & Tomlinson, 2011). The activities have
yellow, then…?”
been differentiated using “The Equalizer”, a tool used in
• Teacher will encourage the child to
planning differentiated lessons (Tomlinson, 2004). All
determine the next colour in pattern, “What
students will be engaged with the same learning outcomes
comes next?”
(knowledge, understanding and skills) and be involved with
Tier 2 (Refer to Appendix C) the introduction, similar tasks and lesson closure.

• Students will pick a pattern card that they

want, (e.g. AB, ABB, AAB, AABB and etc. In addition, in all three tiers of the activities, teacher uses

with only 2 colours). For example, Explicit Instructions. Moats (2014) stated that the teacher

teaches what is expected of the student by following the

sequence of, “model, lead, practice, practice, practice.”

•
Explicit instruction is provided until student has acquired the
• They will have to copy and extend the
skill.
repeating patterns and encouraged to read
During the tiered activity, the main teacher will be facilitating
the patterns together with the teacher. Ask,
students from Tier 1, with the support of 2 other co-teachers
“Do you see a pattern? Tell me about it,” or
with students from Tier 2 and 3.
“How would you read this pattern?” Again, if

students were not yet able to answer,

Using “The Equalizer” (Tomlinson, 2004)
teacher will model the sentence for him or
Tier 1
her.
This task is foundational, simple and more concrete as

compared to the other two tiers. It is single factets with the

Tier 3 (Refer to Appendix D)
pattern cards filled up for students to simply copy.
• Students will pick a pattern card that they
The pattern cards are modified in the task to help students
want, (e.g. AB, ABB, AAB, AABB and etc.)
who have difficulty in identifying and recognizing what comes
• They will have to complete the repeating
next in the repeating colour patterns. As this patterning idea is
patterns and encouraged to read the
new to this group of students, thus, they will need information
patterns, “What makes this pattern different
that is clear and straightforward to be applied, helping them to
from the last pattern?”
build a solid foundation for understanding. With the foundation
• After extending 3-4 pattern cards of
built, teacher will then scaffold their learning to the next level,
knowing what to be expected, they will be
i.e. to extend the patterns.
encouraged to create their own patterns

using two colours with an empty template

Tier 2
(as shown below) after teacher’s modelling.
The tasks in tier 2 are slowly transforming to stronger

understanding because the students here have better ideas of

what are repeating patterns. It is slightly more complex than

tier 1 because they have no template to refer to after the

 • They will be encouraged to record down pattern’s core. Students have to be more independent as they

the patterns that they have created using execute the tasks and seek help only when needed.

colouring materials, “Tell me how you

create this repeating pattern.” (Appendix E) Tier 3

The task is more abstract, complex (need to think beyond

Anchor Activity what comes next in a repeating pattern) and more open-

• For students who have completed their ended now that students in this tier have to create their own

tasks, they may proceed to play Ipad patterns using two colours, with no colour visual to follow

games that are created to reinforce (Pattern Card E as seen). Students here are challenged, as

students’ learning on repeating patterns. they have to think about ways to design patterns, a bigger

The games can be selected in terms of leap to new level of learning.

difficulty and students may work together

as a pair or take turns so that students from Anchor Activity (Ipad applications)

different tiers can work with each other. • Learning Patterns- Pattern & Logic Games for Kids

By Innovative Mobile Apps

• Pattern Game By IKIDSPAD LLC

• What’s Next??- Pattern Game By Weily Apps

Lesson Closure/ Check for Understanding (5 minutes)

How will you know whether students have achieved your lesson objectives?

• Gather all students back again in a semi-circle after they have completed the tiered activities.

• Watch Pattern Parade (The Pattern Song) video to revise what has been learnt during the lesson

• https://www.youtube.com/watch?v=wV7wxT743Ho

• The song talks about a line of ants carrying away a pattern of picnic food. Invite 1-2 students to share what

are the patterns they have created today.

• Teach child a simple song that is to the tune of “The Wheels on the Bus.”

Patterns on the Children

The patterns on the children go red, blue, red, blue

Red, blue, red, blue,

Red, blue, red, blue

The patterns on the children go red, blue, red, blue.

Let’s sing it all together.

 • Place the pattern cards and manipulative in the math centre for further practices.

• All students will complete the exit card questions with teacher before the day ends (Post Assessment- refer

to Appendix F). Teacher will read the questions and get the student to answer one by one. Teacher will use

checklist (Appendix G) to evaluate student’s work.

Explanation:
To differentiate according to student readiness is to allow each child in the class to grow from his or her own individual

starting point that has varying degrees of learning proficiency and in response to address that, tiering process can be

used when teachers design their tasks (Doubet & Hockett, 2015). Effective differentiation allows the class to work

within a common curriculum framework to develop key knowledge but in different types of learning experiences and

with varying level of support to match the student and the task (Jarvis, 2013)

This tiered lesson is designed to address differences in student readiness in regards to their understanding of

repeating patterns. An effective differentiated lesson follows the key elements that govern the implementation

(Tomlinson & Imbeau, 2010). First of all, the different versions of the task focus on the same essential understanding

and skills (refer to learning objectives of this lesson) and they are equally interesting and engaging to students.

Secondly, the three tiers in the lesson are respectful tasks. Students will be completing similar task but with varying

level of scaffolding. The tiered activities allow students to work at their zone of proximal development (Sousa &

Tomlinson, 2011) whereby the tasks are neither too challenging nor too easy but at moderate level for child to be able

to master and complete with persistence and efforts together with teachers’ support.

Finally, the lesson provides opportunities for assessment to track student’s progress against the learning outcomes.

Before the lesson, a pre-assessment was done. After articulation of the learning goals, a pre-assessment was

administered; results were collected and reviewed to decide the tasks based on student’s entry point in relation to the

concepts of patterning. Formative and post assessment were conducted too to monitor student’s learning and provide

ongoing feedback. It will assist teachers to make general notes and determine what students will require to move

forward for the next activity (Doubet & Hockett, 2015). For example, teacher may note down what kind of

misconceptions students have in terms of patterning, what kind of adjustments to make for the learning activities or to

guide teacher in deciding the grouping decisions for the next lesson. This cycle of assessment (continuous and

curriculum-based) is one of the key elements when planning for differentiated learning experiences (Jarvis, 2013).
References
Association for Supervision and Curriculum Development. (2005). Chapter 5: Higher-order thinking. Retrieved from

http://www.ascd.org/publications/books/104428/chapters/Higher-Order_Thinking.aspx

Doubet, K., & Hockett, J. (2015). Differentiating according to student readiness. In K. Doubet & J. Hockett.

Differentiation in middle and high school: strategies to engage all learners, Alexandria, Virginia: ASCD. pp.

173-206

Hempenstall, K., & Buckingham, J. (2016). Read about it: Scientific evidence for effective teaching of reading.

Retrieved from https://www.cis.org.au/app/uploads/2016/07/rr11.pdf

Jarvis, J. (2013). Differentiating learning experiences for diverse students. In P. Hudson (Ed.), Learning to teach in the

primary school (pp. 52-70). Port Melbourne: Cambridge University Press.

Math Gains. (2011). Patterning to algebra lessons K-3. Retrieved from

http://www.edugains.ca/resources/LearningMaterials/ContinuumConnection/PatterningtoAlgebraLessons_K-

3.pdf

Ministry of Education. (2013). Nurturing early learners: A curriculum for kindergartens in

Singapore: Numeracy. Singapore: Ministry of Education.

Moats, L. (2014). Systematic, not “balanced” instruction. LDA Bulletin, 46(3), 9-12.

Ontario. (2007). A guide to effective instruction in mathematics, Kindergarten to grade 3: Patterning and algebra.

Retrieved from http://www.eworkshop.on.ca/edu/resources/guides/Patterning_and_Algebra_K-3.pdf

Sousa, D.A., & Tomlinson, C.A. (2011). Differentiation and the brain: How neuroscience supports the learning-friendly

classroom. Bloomington, IN: Solution Tree Press.

Tomlinson, C. A. (2004). The how to’s of planning lessons differentiated by readiness. In C. Tomlinson. How to
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differentiate instruction in mixed-ability classrooms (2 ed., pp. 45-51). Upper Saddle River, NJL Pearson.

Tomlinson, C. A., & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.
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Wiggins, G., & McTighe, J. (2005). Understanding by design. (2 ed.). Alexandria, VA: Association for Supervision

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Checklist of assignment components:
o Completed lesson context explanation
o Completed clear learning objectives and essential questions for the lesson
o Complete, step-by-step lesson description, with brief notes explaining how the lesson
represents an example of a tiered lesson to address readiness
o Explanatory 2-3 paragraphs clearly linking your lesson planning decisions to the topic
content (and citing sources as appropriate)
o Supplementary materials (e.g., copies of directions, handouts, etc. provided to students)
o Copy and/or description of preassessment task used to assign individual students to
appropriate “tiers”
o Evaluation/ assessment criteria (e.g., rubric or checklist used to guide your evaluation of
student work against the learning objectives for your lesson)
EDUC9406 2016. Tiering format adapted from Tomlinson (1999)
Appendix A- Pre-assessment: Repeating Patterns
*Student will get one pattern card at a time.
Appendix B- Tier 1 Pattern Cards (Copying patterns)
*Student will get one pattern card at a time.
Appendix C- Tier 2 Pattern Cards (Extending repeating patterns)
*Student will get one pattern card at a time.
Appendix D- Tier 3 Pattern Cards (Extending and creating repeating
patterns) *Student will get one pattern card at a time.
Appendix E- Recording Sheet for Tier 3 Students
Appendix F- Exit Card
Appendix G- Checklist for Evaluation of Student’s Work
S- Strong understandings
E- Emerging or Developing skill
NY- Not yet acquired skills or understanding

Name Exit Card * Identify a * Predict

Question Question 2 (Tiered repeating what comes
1 Questions) Remarks: pattern next in a
(tick if (S/E/NY) repeating
student pattern
answers (S/E/NY)
correctly)
E.g. Student A ü Able to explain why is S S
(Tier 3) pattern B a repeating
pattern by explaining
that “because the
colours blue and grey
repeat and repeat.”

* Based on the exit card responses and observation during tiered activities