Lesson Introduction to Translating or Re-

Date December 7th

Title/Focus Representing Patterns
Subject/Grade Time
Math/ Grade 1-2 45 minutes
Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning Use patterns to describe the world around us.
Outcomes:
Specific Grade 1:
Learning Demonstrate an understanding of repeating patterns (two to four elements) by:
Outcomes: - Describing
- Reproducing
Patterns using sounds and actions.
Translate repeating patterns from one representation to another.

Grade 2: Demonstrate an understanding of repeating patterns (three to five

elements) by:
- Describing
- Reproducing
Patterns using sounds and actions.

LEARNING OBJECTIVES

1. I can identify a repeating pattern.

Student friendly: I know what a repeating pattern is.
2. I can translate or re-represent a pattern into another form.
Student friendly: I can show my understanding of a repeating pattern by showing it in
another form.

ASSESSMENTS (How I will know students have achieved the objective(s))

Formative Assessment:
- Informal formative assessment done in the introduction of the lesson to affirm
student’s prior knowledge.
- Informal formative assessment done throughout the lesson with questions and
prompts.
- Formal formative assessment activity at the conclusion of the lesson.

PRIOR TO THE LESSON MATERIALS AND EQUIPMENT

- Prior lessons must outline what a - Sticky notes

repeating pattern is. - Access to technology to play a Go
 - Some students (either grade 1 or 2) may Noodle movement break video
have prior knowledge of patterns. - Cards with repeating patterns (one
**The prior lessons built up students per table group).
understanding: a definition of a repeating
pattern, element, and core. Students started
with introductory conversations and activities
to develop skills for identifying and creating
patterns.

Group discussion and activities for this lesson

are chosen based on fulfilling gaps in students
understanding thus far of patterns.
**Specifically, further exploration of different
types of patterns (example: AB, ABC, AAB,
AABB) is necessary based on the observations
from last lessons activity. This will be addressed
in the introduction of the lesson.

PROCEDURE
Introduction Time

Last week students looked at creating different types of repeating patterns (AB,
ABC, AAB, AABB), this week has shifted focus to translating or re-representing
patterns. This lesson expands on students’ knowledge of the core and elements
of a pattern learned through the past few weeks by asking students to translate a
repeating pattern into another form. This concept will promote algebraic thinking
in students.
10
- The lesson will begin by using sticky notes to make a pattern on the minutes
anchor chart. By using sticky notes, I can rearrange elements to provide
an explanation for different types of patterns.
- Students will be asked the following questions for the first pattern: What
is the core of the pattern? Are any of the elements the same in the core?
- This exercise will also review content from last lesson and reaffirm
knowledge structures.

Body Time
20
- Using the sticky notes from the introduction of the lesson I will rearrange minutes
the elements to create a new pattern. Students will then be asked if there
is a way, we could use sound to represent the core and elements of this
pattern. By student responses I will direct students to understanding that
one element can be represented by one movement or sound. By using
the sticky notes as visual guide for students I will represent an AAB
 pattern using sound and movement (stomp, stomp, clap). The next
example will be done as a class where I will ask a student for a movement
or sound for each element. Repeat as needed.
*This repetition will allow for students to make deeper understanding and
scaffold learning for the activity in the conclusion of the lesson.

- Movement break: Go Noodle Video- Banana Banana Meatball. This video

gives students a chance to have a short break while reaffirming the
concept of using sounds or movement to represent patterns.

- In response to the video, I will ask students what the core and elements
were in the sound or movement patterns. This conversation will allow for
students to make connections from the concept of translating patterns
learned earlier in the lesson.

Closure Time
15
- Activity: Representing patterns with sounds and movement. This activity minutes
will assess students understanding of the core and elements of a
repeating pattern and ability to translate those into another form.

- Step one: Each table group will be given a pattern card. **These pattern
cards will be prepared to include at least three elements in the core.
Step two: Students will work together to circle the core of the pattern.
Step three: Each table group will work together to create a pattern with
sound or movement that matches the core of their pattern card.

I will circulate the room during the conclusion of the lesson to provide informal
formative assessment to students in the form of feedback. I will ask the following
guiding questions to the groups:
- Tell me about the core of your pattern. How many elements are in the
core of your pattern? Are they the same or different?
- Ask students how they decided as a team to use certain sounds or actions
 to represent an element.
**This check-in will allow me to reaffirm objectives from the lesson and ensure
that students understood the concepts.