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Tiered Lesson Template

The following template must be used whenever the PST is observed by their Mentor Teacher, School
Coordinator, or University Liaison.
Subject/Learning Area of Lesson: Numeracy
Specific Topic of Lesson: Patterning
Year Level/s: Children aged 4-5 years old

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. The first few lessons will serve as the beginning of the unit where children
will be introduced to repeating patterns and discovering that patterns are all around us. 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.

In the previous lesson, children investigated on repeating patterns using a clearer attribute (i.e. colour) and identifying
and extending patterns by using two to three colours. Next, children will explore repeating patterns with more colours
and attributes that are less obvious such as size, orientation, thickness, 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 labeling them using letters (e.g.

The understanding that patterns can be extended with different types of attributes is an important concept as it helps
children to generalize skills learnt in the previous sessions as well as to the subsequent lessons in the unit.

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 (e.g., facts, vocabulary, dates, information) Be able to (do) (Skills, processes)

- Patterns can be extended with different types of Using colours and size:
- All students will be able to copy and read a given pattern (e.g. big
attributes (e.g. colour, size and shapes) bear, small bear, big bear, small bear).
- Identify a repeating pattern - Most students will be able to extend a given repeating pattern.
- Some students will be able to create a repeating pattern.
- Use mathematical terms, “repeat”, “next” and
attribute vocabulary (colours, shapes and sizes- big,

small) when describing patterns

Essential Questions (1-3; these should help students engage with the “big ideas” or understandings)

- What comes next/before? How do you know?
- Which part of the pattern repeats?
- How is this pattern different from that pattern?

Pre-assessment of Individual Student Readiness
See Appendix A: Pre-assessment: Repeating Patterns

During the story reading of the interactive book, “The Teddy Bear in the City”, page 12, (refer to lesson plan & Appendix A) in Guided
Discovery of lesson, students will be encouraged to complete this patterning sequence. This is a more complex AB patterning as it
involves two attributes, i.e. colour and size, as compared to simple AB patterning of e.g. Big blue bear-Small blue bear sequence.
Teacher will first complete the pattern core at least 3 times before asking each child to extend and continue the next pattern core,
“Can you continue the pattern?”

Students who readily answers what comes next in a pattern will work on the upper tier (tier 2) of the lesson while students who require
much prompting to “see patterns” will work on the lower tier (tier 1). In addition, it will be coupled with teacher’s prior knowledge of
student’s readiness through assessment during previous lesson as well.
Lesson Plan
Lesson Sequence Explanatory notes
Introduction (5 minutes)
• Read the storybook, “You Be You” by Linda Kranz.
• Storybook, “You Be You” by Linda Kranze
• Questions to ask:
• Craft sticks that come with different lengths (long and
- Point out the patterns on the fish scale. What repeats
over and over again? Guide children to verbalize the
colour pattern as you point (e.g. orange, green, orange, • Patterning (self-made) interactive storybook, “The

green). Teddy Bear in the City” (screenshots can be found in

Repeat with a few other fish. Appendix A)

- What is the difference between the groups of fish? • Bear counters

• The fish have different patterns of designs and colours. - • Bear Pattern Cards (Appendix B/C)

- Which is your favourite design? Why? • Materials for anchor activity (foam shapes and

- What is your favourite part of the story? patterning templates)

• Tells the children, “What I love about this book is how it • Checklist for evaluating student’s work (Appendix D)

describes us. It says that all of us are different, the way

we walk or the things we are good at, and yet we can all
learn something from each other and that’s so true! What
is something special about yourself that you like?”
• Recap with the children that patterns can be found
everywhere. A pattern is something that repeats
• Inform children that today they are going to continue to
learn about patterns using colours, sizes (big and small)
and shapes.

Guided Discovery (5 minutes)

• Recap with the children what they have learnt during the
previous lesson, “We used craft sticks to make patterns
using colours, (proceed to do a simple AB pattern) look,
this is a red-yellow pattern!”
• Proceed to make another pattern, however, this time,
make use of long and short craft sticks.
• Ask, “Is this a pattern? How do you know? Can you read
this pattern?” Have the children verbalize this pattern
together, “Long, short, long, short, long, short …”
• Get children to place the next craft stick, “What comes
• Inform the children, “This is a pattern because the
lengths are REPEATING.”
Exploration (15 minutes)
• Read to children the patterning (self-made) interactive
storybook, “The Teddy Bear in the City”. Refer to
Appendix A for the screenshots of book.
the above set of bear counters that will be used
• Teacher will read the story while using the bear
manipulative to demonstrate the storyline stated in there.
Teachers provide clear instructions for students throughout so
that they have clear idea of what they are learning, i.e. teacher
models to children what are the expectations and how to
complete the patterning using the bear counters. Explicit and
systematic instruction involves teacher providing clear, direct
and unambiguous language when instructing the skill to be
taught (Hempenstall & Buckingham, 2016).

• For example, on page 5, the story goes, “Line up neatly

in two-colours pairs,” Teddy Bear ordered.
• Teacher will demonstrate to children by placing the
sequence of red bear, yellow bear, red bear, yellow
bear... Thereafter, she will encourage children to
participate by asking them, “What comes next?” Page 5 of storybook
• Another example includes, on page 9, the story goes,
Red small bears and their mummies joined the parade.
“In a line!” Teddy Bear reminded.
• Teacher will demonstrate to children by placing big red
bear, small red bear, big red bear, small red bear… and
encourage children to join her.
• Teacher will emphasize that, “This is a pattern because
the colours or sizes are REPEATING.”

Page 9 of storybook

• Teacher will pause the story at page 13 where “Teddy

Bear” now encourages children to design a bear pattern
• Pick one of the bear pattern cards and copy the pattern’s
core (refer to Appendix B & C) while reading aloud the
patterns. Have children determine which bear counter
comes next in the sequence. Pick a pattern card and
create a pattern. Page 13 of storybook
• Teacher informs, “We are going to continue to repeat
pattern using the bear counters and pattern cards.”
• Teacher will now assign students to the different tiered
groups based on pre-assessment findings on the
“readiness” of the students.
The activities have been differentiated using “The Equalizer”, a
tool used in planning differentiated lessons (Tomlinson, 2004).
All students will be engaged with the same learning outcomes
(knowledge, understanding and skills) and be involved with the
introduction, similar tasks and lesson closure.

Tier 1 (Refer to Appendix B) Using “The Equalizer” (Tomlinson, 2004)

• Students will be given 4 pattern cards: Tier 1
1: Green-Yellow-Red bear sequence (ABC patterning This task is foundational and simpler as compared to the other
with colours) tier. Students work on building a strong foundation of
2: Big red bear-Small red bear sequence (AB patterning understanding using colours to continue patterns which was
with sizes) learnt in previous lesson. Moving on, child then continues with
3: Big yellow bear-Small yellow bear-Small yellow bear the basic task of using sizes to extend patterns. They also deal
sequence (ABB patterning with sizes) with only a single facet that requires one step to solve the
4: Big green bear-Big green bear-Small green bear patterns.
sequence (AAB patterning with sizes)
• They will have to copy and extend the repeating patterns
and encouraged to read the patterns together with the
teacher. Ask, “Do you see a pattern? Tell me about it,” or
“Are the patterns the same? How is this pattern different
from the previous pattern?” If students were not yet able
to answer, teacher will model the sentence for him or

Tier 2 (Refer to Appendix C)

• Students will be given 4 pattern cards: Tier 2
1: Small blue bear- Small blue bear- Big blue bear (AAB The tasks in tier 2 are slowly transforming to stronger
patterning with sizes) understanding because the students here are able to “see”
2: Big red bear-Small red bear-Small red bear sequence changing attributes in a pattern (i.e. pattern that involves
(ABB patterning with sizes) changes to both sizes and colours- big red bear and small yellow
3: Big Yellow bear- Big Red bear- Small Green bear bear). It is slightly more complex than tier 1 because they are
sequence (AAB patterning with colours and sizes) looking at interrelationships between patterns and the attributes
4: Empty template to create own patterns (e.g. big-small and requires more steps or thinking. At the same time, the empty
bear regardless of colours) template provided for them now becomes more structured to

• Teacher may ask students after they have completed more open-ended tasks as it involves greater decision making for

each pattern, students to complete them.

- How would you read this pattern?

- “What will come next in your pattern?”
- Are the patterns the same? How is this pattern different
from the previous one?
- Which attributes (colours/sizes) have you used in your
- Which part of the pattern repeats?
Anchor Activity (5 mins)
For students who have completed their tasks, they will be invited Anchor Activity
to create patterns using foam shapes. They will be given choices Tier 1- template comes with boxes to indicate where to place
of shapes that they want such as circle, triangle, star and heart. foam shapes
For children who require assistance, teacher will make a pattern
first and they will add on.

Tier 2- empty box to place shapes

Lesson Closure/ Check for Understanding

5 mins
• Teacher will continue the last few pages of interactive book.
• Tell children, “Today we have created simple repeating patterns using colours and sizes. In what ways can we create
patterns other than these two attributes? (Wait for response first before telling them) For the next few lessons we will create
patterns using other types of attributes such as thickness and orientations as well as learn to label them using letters.”
• Teachers will invite children to share about the patterns they have made either with the bear counters or the pattern cards
they have created during anchor activity.
• Place the pattern cards and manipulative in the math centre for further practices

All students will complete the anchor activity, which serves as the exit card before the day ends. Some main information will be
gathered from the craft process, i.e.:
1. Is student able to create his own pattern?
2. (If student is not yet able to and requires teachers’ assistance to make a pattern first before he adds on) Is the student able to
identify what is next in the pattern?
3. Is student able to explain why that is a pattern using mathematical terms such as “repeats”, “next” or attribute vocabulary like circle
and triangle?
Teacher will use checklist (Appendix D) to evaluate student’s work.

Tiering format adapted from Tomlinson (1999)

Ministry of Education. (2013). Nurturing early learners: A curriculum for kindergartens in
Singapore: Numeracy. Singapore: Ministry of Education.
Tomlinson, C. A. (2004). The how to’s of planning lessons differentiated by readiness. In C. Tomlinson. How to
differentiate instruction in mixed-ability classrooms (2 ed., pp. 45-51). Upper Saddle River, NJL Pearson.

Appendix A- Pre-assessment: Repeating Patterns
page 1

page 2
page 3

page 4

page 5

page 6

page 7

page 8
page 9

page 10
page 11

page 12

page 13

page 14

page 15

page 16
Appendix B- Bear Patterning Cards (Tier 1)
Appendix C- Bear Patterning Cards (Tier 2)

Appendix D- 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
Question 1: Question 2: Question 3:
Is student able to create his (If student is not yet able to and Is student able to explain why
requires teachers’ assistance to that is a pattern using
own pattern?
make a pattern first before he mathematical terms such as
adds on) Is the student able to “repeats”, “next” or attribute
identify what is next in the vocabulary like circle and
pattern? triangle?

E.g. Student A E S E
(Tier 2)
Remarks: requires Remarks: Yes, able to Remarks: Teacher
teacher’s to prompt him continue after teacher prompts him by saying,
by placing the animal cut- does 3 pattern cores. “This is a pattern because
outs first before he ….?”
extends the pattern.