Patterns

Patterns Preassessment: I have already sent this off and everyone should have this pre and post assessment. Here are the rapids for you to use to monitor progress 

TEKS:


 * 1.4 Patterns, relationships, and algebraic thinking. The student uses repeating patterns and additive patterns to make predictions.
 * 1.4A Identify, describe and extend concrete and pictorial patterns in order to make predictions and solve problems
 * 1.5 Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations.
 * 1.5A Use patterns to skip count by 2s, 5s, and 10s.
 * 1.5B Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set.
 * 1.8A Collect, sort and organize data in up to three categories using models/representations such as tally marks or T-charts.

Core Components:

Including Statements

1.4A/RRISD 1.4A

 Describes and compares patterns

 Identifies and demonstrates even and odd patterns

 Alternates shapes, colors, and size of objects to create repeating patterns

 Builds growing (such as additive) patterns with concrete objects and describes changes

 Uses patterns to solve problems

1.5A/RT 1.5B  Uses a 100 chart and colors to show patterns including 2's/5's/10's  Orally skip counts by 2’s to 120  Recites and writes skip counting patterns by 5’s and 10’s to 120  Uses concrete objects to model skip counting (ex. unfix cubes, or other objects).

RT 1.8A Note: In this Unit, data collected (1.8A) should be from problem situations that generate an additive or growing pattern.  Collects a set of data and creates real-object, picture and bar-type graphs  Constructs graphs using appropriate title and labels  Displays data using tally marks and T-charts

The numerical sequence 2, 4, 6, 8, 10, … is considered an additive pattern. Additive patterns are patterns that grow larger by a constant (fixed amount) with each step in the sequence. Even 1, 2, 3, 4, 5, 6,…is a simple additive pattern; it is growing by 1 each step. Students need to recognize it as such. So many times, students are very good at repeating patterns and do not understand additive patterns. Not all additive patterns are skip counting; consider, for example, the additive patterns 1, 3, 5, 7, 9, … and 7, 17, 27, 37, 47, …. Some additive patterns decrease (shrink) by a constant amount, such as the pattern 20, 17, 14, 11, 8, 5, 2.
 * Note to 1st Grade Teacher:**

**Vocabulary:** row, column, digit, hundreds chart, skip count, pair, odd, even, pattern, repeat, predict, patterns, growing patterns, repeating patterns, additive patterns, even number, odd number 

:
 * Whole Group Mini Lesson: **
 * <span style="font-family: 'Comic Sans MS',cursive;">Required Lessons:Recommended Lessons

 p. 39-44 “What Color Will the 12th Cube Be?”
 * Recommended Lesson
 * Investigations Unit 7**: **Color, Shape, and Number Patterns**

(Look in Campus Library)  p. 48-51 “Four of a Kind – Rhythmic and Skip Counting”
 * Fundamentals ORIGO – Orange level**

 Patterns, Relationship
 * Mathematics TEKS Toolkit – Clarifying Activities**

<span style="font-family: 'Comic Sans MS',cursive;"> >> >>> >>> >
 * <span style="font-family: 'Comic Sans MS',cursive;">Objective: Students will describe Patterns with letters assigned to the pattern such as ABAB, alternate shapes, colors and size of objects to create patterns- Review Lesson Using Hundreds Chart, Looking at Patterns-1. Have students count by tens, starting with 10. 2. Have the students identify where those numbers are on the 100s chart. • What patterns in the numbers do you see? When students look for count by 10s patterns, help them see that there is one number in each row, the number ends with 0, and the tens place number increases by 1. 3. Have the students use connecting cubes in stacks of ten to count by 10s to 100. 4. Show the students a stack of 5 connecting cubes. Have them count the cubes or otherwise verify that there are 5 cubes. If students are subitizing numbers, they may not need to count the cubes but can recognize a set of 5 cubes.5. Model for students counting by tens. •5, 15, 25, 35, 45, 55, 65, 75, 85, 95 6. Have students identify the numbers on the 100s chart. • What patterns do you see when we count by tens starting with 5? The patterns will be very similar to the count by tens patterns: one number per row, all of the numbers are in the same column, the tens digit increases by one. The different pattern is having a 5 in the ones place each time
 * Introduce AB patternsHave buckets/baggies at each table and have students construct an AB pattern using the various tools. For example, have snap cubes, wooden blocks, colored tiles, buttons, etc. for students to use to build patterns.Have students vote at their table groups for the best AB pattern and have them photograph with the digital camera. Print the patterns out and create a poster of AB patterns on chart paper or butcher paper.
 * Additional Day 1 Activities or Extensions for the Rest of the Week
 * [|Details]
 * [[file:tves1stgrademath/ABCD pattern card 2.doc|Download]]
 * 23 KB
 * Introduce AABB patterns Review AB patterns. Using the same tools, have students construct AABB patterns. Have students vote at their table groups for the best AABB pattern and have them photograph with the digital camera. Print the patterns out and create a poster of AABB patterns on chart paper or butcher paper.
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="AABB pattern card 2.doc" link="file:tves1stgrademath/AABB pattern card 2.doc"]][[file:tves1stgrademath/AABB pattern card 2.doc|AABB pattern card 2.doc]]
 * Introduce ABC patterns Review AABB poster using the poster. Using the same tools have students construct ABC patterns.Have students vote at their table groups for the best ABC pattern and have them photograph with the digital camera. Print the patterns out and create a poster of ABC patterns on chart paper or butcher paper.
 * Introduce ABCD patterns Review all patterns previously taught. Using the same tools, have students consturct ABCD patterns. Students can work in pairs or by themselves to construct the growing pattern.
 * <span style="font-family: 'Comic Sans MS',cursive;">Use the hundreds charts and have the students circle/color numbers on their own hundreds chart in different colors- by 2's, 5's, 10's

<span style="font-family: 'Comic Sans MS',cursive;">Questioning:

 How do you identify a pattern?  How can patterns help us solve problems?  How do we extend this pattern?  What is the core of this pattern? (for repeating patterns)  What is the difference between a growing pattern and a repeating pattern?  What is a growing pattern?  Describe how this pattern is growing.  How can models and tools help you solve a problem? How can skip counting help you count objects more efficiently?  What pattern do you notice when you count by 2’s/5’s/10’s?

<span style="font-family: 'Comic Sans MS',cursive;">Math Stations/Independent Activities: <span style="font-family: 'Comic Sans MS',cursive;">Teaching Student-Centered Mathematics <span style="font-family: 'Comic Sans MS',cursive;">Spatial Relationships: Patterned Set Recognition” - Discussion on pp. 43-44 and Figure 2.5 on p. 44 <span style="font-family: 'Comic Sans MS',cursive;">Learning Patterns, Activity 2.8, p. 43 <span style="font-family: 'Comic Sans MS',cursive;">Dot Plate Flash, Activity 2.9, p. 4 <span style="font-family: 'Comic Sans MS',cursive;">“Fair Shares for Two” pg. 292 (odd/even) <span style="font-family: 'Comic Sans MS',cursive;">“Bumpy or Not Bumpy” pg. 292(odd/even)

<span style="font-family: 'Comic Sans MS',cursive;">Pattern Challenge Game <span style="font-family: 'Comic Sans MS',cursive;">Have students draw a card from the baggie and construct the pattern of the card they draw: AB, ABC, AABB, ABCD. Have students use the same tools. When they complete a pattern, a buddy should check their pattern. Then, they draw another card and try again!

<span style="font-family: 'Comic Sans MS',cursive;">Pattern Hunt <span style="font-family: 'Comic Sans MS',cursive;">Have students go on a pattern hunt in the classroom, or outdoors, and record the patterns that they find in the classroom or outside the classroom in their Math Journals. Have students label the patterns they find, such as AB, ABC, AABB and label where they discovered this pattern, ie shoes, shirt, bricks on wall, etc. Students may also want to color their patterns if time allows.

<span style="font-family: 'Comic Sans MS',cursive;">Growing Patterns ===<span style="font-family: 'Comic Sans MS',cursive;">Have students create their own extended patterns and additive patterns and design an activity their classmates can extend. Students may use buttons, pattern blocks, cubes, finger snaps, hand claps, feet stomps, etc. === <span style="font-family: 'Comic Sans MS',cursive;">Play game: “Guess My Pattern” - Teacher will arrange up to 10 students at a time in <span style="font-family: 'Comic Sans MS',cursive;">different physical patterns based on characteristic of the students.

<span style="font-family: 'Comic Sans MS',cursive;">Example 1: shorts, pants, shorts pants, etc. Student will raise their hand when they have identified the pattern. When most of the students have risen their hand, the teacher will ask students to identify and name the pattern. Teacher will continue with another pattern. Example 2: tennis shoes, tennis shoes, sandals, tennis shoes,sandals, etc. The teacher will also arrange students in non-examples of patterns to see if students can speculate about the pattern. Students will be asked to predictwhat will come next. The will ask “What if” questions. Example: “What if I put another sandals after the first sandals what would happen?” or ask “How could Ichange the pattern?” The teacher will ask different students to arrange other students into a pattern. Before the student arranges other students, they will need to tell teacher the pattern for clarification and support if needed. Students will be asked to analyzing the patterns by distinguishing the parts of the pattern. The teacher will use the doc camera and colored tiles to model patterns. Students will name and label patterns. The teachers will ask different children to write out name of pattern (ABB, ABB, etc.) The teacher will make several patterns and non-patterns and ask students to judge and evaluate which ones are patterns and predict what would come next in the patterns. The teacher will ask students to come to overhead and create patterns for the class. After modeling pattern a few times, students will be allowed to use the doc camera as a center to practice. They will work in cooperative groups. Paper and crayons will be available to allow students to draw, name, and label pattern they create.

<span style="font-family: 'Comic Sans MS',cursive;">1. Missing Numbers

<span style="font-family: 'Comic Sans MS',cursive;">Materials: 100’s chart with missing 10’s

<span style="font-family: 'Comic Sans MS',cursive;">Students must complete the 100’s chart by filling in the missing numbers. Students will have a buddy at their table check their completed 100’s chart.

<span style="font-family: 'Comic Sans MS',cursive;">2. Missing Numbers

<span style="font-family: 'Comic Sans MS',cursive;">Materials: 100’s chart with missing 5’s

<span style="font-family: 'Comic Sans MS',cursive;">Students must complete the 100’s chart by filling in the missing numbers. Students will have a buddy at their table check their completed 100’s chart.

<span style="font-family: 'Comic Sans MS',cursive;">3.Missing Numbers

<span style="font-family: 'Comic Sans MS',cursive;">Materials: 100’s chart with missing odd numbers

<span style="font-family: 'Comic Sans MS',cursive;">Students must complete the 100’s chart by filling in the missing numbers. Students will have a buddy at their table check their completed 100’s chart.

<span style="font-family: 'Comic Sans MS',cursive;">4.Missing Numbers

<span style="font-family: 'Comic Sans MS',cursive;">Materials: 100’s chart with missing even numbers

<span style="font-family: 'Comic Sans MS',cursive;">Students must complete the 100’s chart by filling in the missing numbers. Students will have a buddy at their table check their completed 100’s chart.

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<span style="font-family: 'Comic Sans MS',cursive;">Literature Connections: <span style="font-family: 'Comic Sans MS',cursive;">Reese's Pieces Count by Fives - Jerry Pallotta <span style="font-family: 'Comic Sans MS',cursive;">Spunky Monkeys on Parade (Counting my 2's, 3's and 4's) - Stuart J. Murphy <span style="font-family: 'Comic Sans MS',cursive;">Leaping Lizards (Counting my 5's and 10's) - Stuart J. Murphy <span style="font-family: 'Comic Sans MS',cursive;">Even Steven by Todd

<span style="font-family: 'Comic Sans MS',cursive;">Technology Integration: <span style="font-family: 'Comic Sans MS',cursive;">http://tvecalendarfun.wikispaces.com/11SkipCounting

<span style="font-family: 'Comic Sans MS',cursive;">Students will use Kid Pix to produce, name and label patterns.


 * <span style="font-family: 'Comic Sans MS',cursive;">Have students use Word and type their numbers in order: by even numbers, by odd numbers, by 5's, by 10's. Print out and read to their math buddy and a parent at home.
 * <span style="font-family: 'Comic Sans MS',cursive;">KLRU:

<span style="font-family: 'Comic Sans MS',cursive;">Math Monsters Patterns (15:00)

<span style="font-family: 'Comic Sans MS',cursive;">Math Monsters The Making of 10’s (15:00)

<span style="font-family: 'Comic Sans MS',cursive;">Discovering Math: Geometry (17:31)

<span style="font-family: 'Comic Sans MS',cursive;">Discovering Math: Algebra (13:00)

<span style="font-family: 'Comic Sans MS',cursive;">Mathica Math shop Winter Wonders (15:00)

<span style="font-family: 'Comic Sans MS',cursive;">Envision- <span style="font-family: 'Comic Sans MS',cursive;">Topic 8- Patterns <span style="font-family: 'Comic Sans MS',cursive;">Lesson 1-p 195 <span style="font-family: 'Comic Sans MS',cursive;">Lesson 2-p. 199 <span style="font-family: 'Comic Sans MS',cursive;">Lesson 3- p. 203 <span style="font-family: 'Comic Sans MS',cursive;">Lesson 4- P. 207

<span style="font-family: 'Comic Sans MS',cursive;">Topic 9- Counting and Number Patterns to 100 <span style="font-family: 'Comic Sans MS',cursive;">Lesson 3- p. 223 <span style="font-family: 'Comic Sans MS',cursive;">Lesson 7- p. 239 <span style="font-family: 'Comic Sans MS',cursive;">Lesson 8-p. 243 <span style="font-family: 'Comic Sans MS',cursive;">Lesson 9- p. 247

<span style="font-family: 'Comic Sans MS',cursive;">Common Assessment:

<span style="font-family: 'Comic Sans MS',cursive;">Notes: <span style="font-family: 'Comic Sans MS',cursive;">The student understands that: <span style="font-family: 'Comic Sans MS',cursive;">1. Patterns have rules that can be identified, analyzed, and communicated. <span style="font-family: 'Comic Sans MS',cursive;">2. Predictions can be made based on patterns. <span style="font-family: 'Comic Sans MS',cursive;">3. There are different kinds of patterns. Two kinds of patterns are growing patterns and repeating patterns. <span style="font-family: 'Comic Sans MS',cursive;">4. A variety of strategies and tools help us compute problems in everyday situations.

<span style="font-family: 'Comic Sans MS',cursive;">Students will use repeating and additive growing patterns to make predictions. They will discover patterns in odd and even numbers. Students will display math concepts using concrete models in problem solving connected to everyday experiences.

<span style="font-family: 'Comic Sans MS',cursive;">An odd number – a whole number that is not even or cannot be made of two equal whole number parts <span style="font-family: 'Comic Sans MS',cursive;">According to John Van de Walle, all too often students are simply told that even numbers are those that end in (last digit to the right in the number) 0, 2, 4, 6 and 8 and odd numbers are those that end in 1, 3, 5, 7 or 9. While of course this is true, it is only an attribute of even and odd numbers rather than a definition that explains what even or not even really means. The number endings of 0, 2, 4, 6 and 8 are only an interesting and useful pattern or observation and should not be used as the definition of an even number. (Please see “Fair Shares for Two” and “Bumpy or Not Bumpy” in the Recommended Lessons and Learning Experiences below.) <span style="font-family: 'Comic Sans MS',cursive;">Teaching Student-Centered Mathematics, Grades K-3, pages 291-292

<span style="font-family: 'Comic Sans MS',cursive;">The numerical sequence 2, 4, 6, 8, 10, … is considered an additive pattern. Additive patterns are patterns that grow larger by a constant (fixed amount) with each step in the sequence. Even 1, 2, 3, 4, 5, 6,…is a simple additive pattern; it is growing by 1 each step. Students need to recognize it as such. So many times, students are very good at repeating patterns and do not understand additive patterns. Not all additive patterns are skip counting; consider, for example, the additive patterns 1, 3, 5, 7, 9, … and 7, 17, 27, 37, 47, …. Some additive patterns decrease (shrink) by a constant amount, such as the pattern 20, 17, 14, 11, 8, 5, 2.

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