Patterns

Patterns
A Unit on Identifying, Reproducing,

Extending and Creating Patterns
Miss. Ashley Hoisington

Kindergarten
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Table of Contents
Class Description Page 2
Unit Rationale Page 3
Resources/ Materials Page 5
Month at a Glance Calendar Page 6
Day-to-day at a Glance Page 8
Unit Assessment Plan Page 21
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Class Description
This unit will be taught at Herons Crossing School, a K-8 school in NW Airdrie. This school is located within
Rocky View School Division (RVSD), which serves the cities/towns surrounding Calgary and area. Rocky
View is a diverse school division, with many complex and insightful initiatives happening within the district.
The current focus of RVSD is on creating innovators by design through their 4-year plan. Rocky View puts an
emphasis on purpose and diversity within the learning environment.
This unit will be taught to the AM Kindergarten class; this group of students has school Monday-Thursday, with
no class on Friday. Students will have a Numeracy/Math block 3 times per week (Monday-Wednesday) for 35
minutes each, and one 20-minute block on Thursdays which will rotate weekly with inquiry as students have
Fine-Arts on Thursday as well. Students will engage in various activities within their math block including
some direct instruction, group activities, individual activities, and centres.
This class has 19 students; 13 students are male, and 6 students are female. There are no documented
exceptionalities within this class. However, it is necessary to consider the potential needs that may occur within
this age group. It is natural for students at this age to still be learning self-regulation skills, as well as other
social and emotional skills necessary for learning tasks. It is also normal to see a wide range of ability levels, as
students all come from diverse backgrounds and may not have had the same early childhood experiences as
others. Be prepared to provide support and differentiation when necessary.
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Unit Rationale
Unit Title: Patterns
Course: Math
Length of Unit: 28 Days
Overview:
During this unit, students will be given the opportunity to develop an understanding of patterns, the
language associated with patterns, as well as the ways we can build, fix, and identify patterns in various forms.
Throughout the unit I will use some question-based lessons to encourage students to develop some critical
thinking skills, in which they can talk about math instead of just doing it. I believe that having conversations
about math, using an “entrance slip” type of activity like a morning vote, encourages students to engage at a
deeper level with mathematical thinking. I will use this throughout the unit so students can see themselves as
“good” at math before digging deep into a lesson.
I have chosen to break the unit into subsection in order to access each skill and build upon previous
skills in a meaningful way. This natural scaffolding will allow for students to develop an understanding of each
skill before moving to the next; throughout each section I have allowed for time to have group discussions,
paired work, individual work, games, and centres. By having multiple ways for students to interact with
patterns, it gives them the opportunity to see their learning in multiple contexts. By the end of the unit, my hope
is to expand our scope and give students the opportunity to notice patterns in our environment, this includes the
calendar (days of the week, months, etc.) as well as pattern throughout our classroom and school. Applying
their mathematical knowledge to the real world provides an extra layer of meaning and allows for students to
apply their knowledge outside of the classroom. My goal for this unit is to have students develop excitement
and become more aware of repeating patterns, while becoming purposeful viewers in their world, to try and find
patterns everywhere!
I have implemented various ways for students to interact with patterns and patterning in order to better
align with the principles of UDL. By providing students with multiple means of accessing information and
interacting with information, it expands the reach of each lesson. Using multiple modalities and remaining
flexible will mean students of all ability levels can be successful within this unit.
Essential Questions:
• What is a pattern?
• How do you know when something is a pattern?
• What is the core of a pattern?
• How can you name a pattern?
• What can you use to make a pattern?
• How many different materials can you use to make the same pattern?
• How do you know what comes next in a pattern?
• How can you extend someone else’s pattern?
• How do you know what is missing?
• What happens if an object is out of place? Is it still a pattern? Can you fix it?
• Where can we find patterns in our school/classroom?
• Are there other patterns we don’t normally think of? What about the days of the week?
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Focused Outcomes: From Rocky View Schools, RTR Document, Kindergarten Learner Outcomes
• Numeracy
o PR1- Show an understanding of repeating patterns
I can describe a repeating pattern with 2-3 elements in its core
I can find and describe errors in a repeating pattern
I can find and describe missing elements in a repeating pattern.
I can create and describe a repeating pattern using manipulatives, diagrams, sounds and
actions
I can copy and extend a repeating pattern using manipulatives, diagrams, sounds and
actions
I can find and describe repeating patterns in the environment
I can identify repeating events (days of the week, birthdays, seasons)
Demonstrations of Learning: For an overview of the assessments/activities for this unit, please see the UAP at
the end of this document.
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Unit Resources/ Materials
Activity Materials to Collect

Pattern
• Journal for each student- can be made or use extras
Journals
• Will be dependent on what the specific centres are going to be…
• Will want a variety of patterning items- found objects, manipulatives, daubers,
Centres stickers, foam sticker, etc.
• Patterning Mats
• Baking sheets (for work w/ magnets)
Dauber • Assessment Sheet
Pattern Core • Bingo daubers in a variety of colours
• Paper plates
• Tissue paper
Pattern Snails
• White glue
• Pattern label (for back)
Partner cores • Math cubes (unifix, or similar) to build and take apart
and extension • Pattern Journal record sheets
Translating • Chart paper with a created pattern (one for each table set)
Patterns- • Math manipulatives/items (different for each group)
Carousal o Paper clips, erasers, shapes, colours, numbers, etc.
Builder &
• Manipulatives for table work patterns
Guesser
• What is missing, cut and paste sheet
What is
• Scissors
missing?
• Glue sticks
Pattern
Scramble • Table work manipulatives (just like Builder & Guesser game)
(Pairs)
Pattern
• Pattern scramble sheet
Scramble
• Writing utensils/colouring
(Individual)
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Month at a Glance
Week
Focus Monday Tuesday Wednesday Thursday Friday
Introduction- Start w/ How many patterns can you
Describing repeating patterns w/ 2-3 elements
Can you make a pattern w/ 3 Core of a pattern- train cars

sound. What do we know? make w/ 2 colours? Sharing- No AM
colours? Share: how did you analogy (anchor chart)
Can you make a pattern how did you know it’s a Class
know? Build and take apart; record
w/ 2 colours? pattern?
Pattern core- math talk,
Naming cores- AB, ABB, Math Talk- What is the
at the core
what do you think is the Fine Arts- Shared time w/

AAB, AABB, ABC core? No AM
core? What repeats? inquiry on Thursdays (20
What else can we name them? Bingo dauber- core patterns Class
Buddy patterns and core min)
Pattern books assessment
work
Math Talk- What is the
Pattern centres- practice
core?
Pattern Snails- create and No AM
Colour patterns… what Pattern snails, name it
Pattern Snails, planning- create extend our pattern Class
else? Numbers and
a core, name it
shapes; centres
Math talk- what comes Extension centres- pattern Math talk- find the core,
next? prompts; use pattern books, what comes next? No AM
pom poms, pattern cards, beads Create a core pattern, give it Class
What’s the pattern? game
Copy and Extend Patterns
etc. to a partner, copy & extend
Family Day/ Teacher’s Convention- No School this Week
Math talk- Can you make

How many ways can you make Create a pattern using 2-3
this same pattern using
this pattern with your math colours… Name it. How Find the core, extend- No AM
other materials?
tools? many ways can you make translate to sound Class
Practice copy and extend
Carousal activity… this pattern? Assessment
w/ different centres
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Math talk- what do you What is missing-
elements
Find and
describe
missing
think is missing? How do Pattern builder & Guesser Assessment No AM
you know? game Shape, colour, number Class
Centre practice patterns
Recap- core, types of patterns,
Find and describe
missing elements. What

Pattern scramble- partners. Pattern scramble, individual:
errors
happens if something is out of No AM

No School- PL Day Build, scramble, fix. how can you fix it?
place? Class
Centres Assessment
Math talk- Is this a pattern?
Why/why not?
Pattern scavenger hunt-
Environment
Where else can we find

Patterns in
events and
Where else can we find where can we find patterns

patterns? Months of the year, No AM
patterns? Look at calendar in our classroom? St.
holidays, etc. Class
(days of the week) Patrick’s Day theme Pattern
Which day comes next?
Hunt?
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Day-to-Day at a Glance
Week Day
This will be the first lesson of the unit; start the lesson by making some
sounds/actions (clap, pat, clap, pat…) and tell students to join in when they think
they know what you’re doing! Be excited when students catch on, and celebrate
with them- they are so good at this, how did they know what to do? How did they
know what comes next? Prompt students to come to the conclusion that it repeated
itself- ask students if they know what it is called when things repeat themselves
over and over? Without telling them that it is a pattern, allow students to make
some guesses and think through the question- if no one says “pattern” then tell them
what it is called; prompt students to think about patterns and write down everything
we know about them (record on chart paper, or take picture).
Once we establish what a pattern is, ask students if they can create a pattern with 2
colours. Allow students to take some time to build a pattern- without telling them
how! Have students record their pattern in their journals. Share if time allows.
Activities/Assessment:
1 • Group brainstorm
• Pattern Journals
Resources/Materials:
• Math manipulatives- unifix cubes, or similar so they can build the pattern
• Pattern journals
• Pattern strips (if you want, or students can just draw their own pattern
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without a grid)
SLOs:
• PR1- I can describe a repeating pattern with 2-3 elements in its core
• PR1- I can create and describe a repeating pattern using manipulatives,
diagrams, sounds and actions
Online Adaptation: Engage in the same sort of discussion over Zoom, but for the
second part of the lesson have students create a 2-colour pattern at home using
colouring materials, or objects (if they have them). Have students take a picture or
share over Zoom- combine this with class 2 and discuss/share during that time all
together.
Recap what we talked about yesterday- spend a few minutes on this, and then
present students with another question prompt. Ask students how many patterns
they can make with 2 colours. Allow students to use the manipulatives to create as
many patterns as they can, and draw them into their journals- bring students
together to share what they have created afterwards, ask things like: how did you
2 know it is a pattern? Is it the same pattern because it uses the same colours?
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without a grid)
SLOs:
Online Adaptation: Combine this with the previous day- have students work on 2
colour patterns as part of their choice boards for the week (consider making it a
“must-do”). Discuss both parts during today’s class.
This will be a similar structure to the last class- revisit what we know about
patterns, but during this time we will explore the question: Can you make a pattern
w/ 3 colours? Keep in mind, throughout all of these lessons you should not be
showing students HOW to do it but allowing them to explore and come to some of
their own conclusions. Have students experiment with adding a 3rd colour into
patterning, have them record their patterns in their journals and then share with
their peers. Ask students questions like: how do you know it is a pattern? Is it a
pattern if it uses 3 colours? Etc. Encourage students to do some critical thinking.
3 • Math manipulatives- unifix cubes, or similar so they can build the pattern
without a grid)
SLOs:
Online Adaptation: Give students another option on choice board to build a
pattern using 3 colours, have students share their pattern during Zoom and ask
questions about what they have done. OR set up a PowerPoint in which students
can choose from a variety of coloured circles to create a 3-coloured pattern
digitally.
During this class we will begin talking about the “core” of patterns. In order to do
this recap what we know about patterns- we know patterns repeat over and over,
how do we know which part repeats? This is called the core of a pattern- use the
train car analogy to help students understand this. Have an anchor chart with a
pattern drawn, and a train drawn (but empty); tell students that the core of the
pattern is like the engine of the train- the beginning of the pattern. Ask students
how they can figure out which part is the beginning? Fill in the rest of the train cars
4 with the core of the pattern- a pattern is built when the core repeats itself.
Have students go and build a pattern, record it in their journals, and then take it
apart- students should find which part repeats, and identify it as the core. If time
allows, bring students back together to share- ask how they know? This activity will
give them practice for when they find the core of a partner’s pattern.
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without a grid)
SLOs:
Online Adaptation: Have students engage in the same sort of discussion over
Zoom and use a digital anchor chart with the pattern and train. Students should be
able to see how the pattern breaks apart still. Consider having a PowerPoint where
students build and take apart a pattern virtually and come back together to share.
Begin this lesson with a Math Talk- let students know that they should look at the
pattern on the board, and decide which part repeats, which is the core. Students can
write their name under the option they think is correct- sort of like a morning vote.
Bring students together and talk about the pattern you put up for them, discuss
students’ answers, and ask questions such as: how do we know? Which part
repeats? Is this a pattern? Etc. Try to present this pattern in a train car format to jog
their memory of the analogy from last class.
Once we finish the math talk, we will do a similar activity to the one we did the
week prior. Tell students to build a challenging pattern, and then swap with a
partner. Each student will have to figure out the core of their partners pattern- they
should record it on the given sheet in their journal. Once students finish this
activity, they will return together as a group and share what they found, and how
they did it.
5 Activities/Assessment:
• Pattern Swap
• Math Talk
2 • Math Talk Board- written
• Math manipulatives
• Pattern and Core sheets (to paste in journals)
SLOs:
Online Adaptation: Have students engage in the same sort of vote and discussion
over Zoom. For the buddy activity, try and create an online pattern journal in
PowerPoint in which students will just try to find the core of a pre-made pattern.
During this lesson we will talk about naming the core of patterns- begin by having a
couple of students create a pattern on the white board using magnets (or paper
circles). Once those students are done, allow the class to identify the core (or rules)
of those patterns. Introduce students to another pattern that uses a different
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object/colour but follows the same rule- ask students if these are the same type of
pattern? Introduce students to the idea that we can name patterns, by naming the
core, and to do this an easy way is by using letters. Demonstrate using the patterns
on the board, ensure you have a few examples- AB, ABB, AAB, AABB, ABC.
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When doing this lesson, make sure to mention that this is just one way to name
patterns, because it can be made general and applied to many different forms. Ask
students what else we could name a pattern? i.e. a blue, green pattern; a red, yellow,
blue pattern; star, heart pattern; clap, clap, stomp pattern; etc.
For the remainder of class, have students work to create a pattern book, in which
they will go to various stations that have different materials and create a variety of
patterns. Within their pattern books, challenge students to circle the core and name
it using the letters. Have examples on the board for students to reference when they
are working.
• Pattern Books
• Group Discussion
• Patterning materials to use on white board
• Pattern books
• Various materials for pattern books- stamps, daubers, stickers, foam
stickers, crayons, etc.
SLOs:
Online Adaptation: Have a similar opening discussion with students online. An
easy activity to use instead within the class would be a virtual matching game,
where students match a core with the letter names. Students can create a pattern
book as part of their choice board.
Begin class with a Math Talk- similar to the one we did on day 5. Present students
with a different pattern and give them some options to choose from for their
answer, but this time use AB, ABB, ABC as options. Bring students together and
talk about the pattern you put up for them, discuss students’ answers, and ask
questions such as: how do we know? Which part repeats? Is this a pattern? Etc.
Once we complete this, students will engage in an assessment to see where they are
at as far as naming/identifying/creating patterns is. Each student will have a sheet
with various letter patterns on it, and they will be asked to create a pattern that
follows that “rule.” You can use bingo daubers for this, or some other material if
those are not accessible.
• Math Talk
• Bingo Dauber Cores
• Math Talk Board- written
• Dauber Core sheet
• Bingo Daubers (multiple colours) or other materials
SLOs:
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Online Adaptation: Have students complete this assessment using a digital format
or students can complete the sheet at home and snap a photo to upload on google
classroom. The discussion format will be the same over Zoom.
To begin this class students will engage in a math talk, in which they will be
challenged to find the core of the pattern by identifying the “rule” or name of the
pattern- this will be similar to what we did last week. Once students think about it,
we will discuss the pattern, and come to a conclusion about what the best answer
might be.
Once we finish our math talk, we will look at the different things we can make
patterns out of- ask students what they think, write it on the board! By the end of
this mini lesson, you want to students to understand that we can make patterns out
of colours, letters, numbers, shapes, objects, etc. Students will work on some
centres to practice making patterns with different things- try buttons, numbers,
pattern blocks, etc.
8 • Math Talk
• Centres
• Math Talk board- written out
• Centre materials- various patterning materials, pattern cards, etc. Align with
patterning with different things.
SLOs:
diagrams, sounds, and actions
3
Online Adaptation: You could have students engage in a digital math talk, using a
vote function and then discuss the pattern. Students would be able to experiment
with other patterning materials at home using a choice board option.
At the beginning of class, students will be introduced to our patterning snails.
Students will be challenged to plan a pattern and think ahead to what they want
their snail to look like. Students will plan in their pattern journals, and we will
come back to it the next day; have students begin thinking about what the rule of
their pattern might be and encourage them to make it a challenging pattern!
Once students plan their snails, which shouldn’t take long, we will engage in some
pattern centres in which students will continue working on building, taking apart,
and thinking about patterns in various ways.
9 • Pattern Snails, Planning
• Centres- general patterning skills
• Pattern snail example- finished
• Pattern snail, example to work along with them
• Centre materials
SLOs:
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Online Adaptation: Have students work on their pattern snails for the week, this
can be a “must do” on the choice board. Students can come together on one of the
Zoom sessions to share their snails with one another and post a picture on google
classroom! Consider having students record a video if they are comfortable
explaining their pattern.
Today will be all about the pattern snails! We are going to work on actually
creating our snails today- this will involve adding features to our snail, as well as
creating the pattern. Students will be given a wide variety of coloured tissue paper
squares to choose from, as well as a pencil and white glue. Students will wrap the
tissue around the eraser end of the pencil and dip it in the glue, then stick it on to
the snail shell in their pattern order. Not only does this work on their patterning
skills, but it also reflects onto their fine motor skills and their ability to follow
instructions. The goal is that students should have the front of their snails decorated
with tissue, in the pattern they planned the day before!
10 • Pattern snails
• Paper plates, with spiral drawn on
• Tissue paper squares
• White glue
• Pencils
SLOs:
Online Adaptation: See day 9
Today, students will finish up their pattern snails if they didn’t get them done the
day before; we will then draw and name our pattern and add it to the back!
The rest of this class time can be spent catching up on unfinished work, or centres if
students do not have something else to do. The rest of this period can act as some
flex time, since it is only 20 minutes!
• Pattern Snails
11 • Same as day 9
• Pattern circle sheets with naming space (for back of snails)
• Centres/catch up
SLOs:
Online Adaptation: Same as day 9- this will likely be brought together as one
lesson/sharing time over Zoom.
This week we will focus on identifying the missing elements of patterns- we will
begin class with a math talk, but instead of identifying the core of a pattern,
4 12 students will have to decide what comes next. Once students have some time to
look at the pattern problem, we will have a discussion about how they knew what
was coming next, or what strategies they used to figure it out.
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Students will engage in a group game, of “what’s the pattern?” to begin thinking
about ways they can fill in unknown spaces of the pattern. Have a chart prepared
with a simple AB pattern and cover each element with a post-it note. Tell students
you have created a pattern with two shapes, and they will have to try and figure out
how the pattern goes- invite a student to take off the 2nd post-it, what is the shape?
How do you know? What do you think comes next? How do you know?
Have a student uncover the third window- now what do you think might be under
the first window? Have class agree/disagree, have a discussion. Next ask students
what they think might be under the 5th window- have a discussion with your
partner! This activity will go on until students can come to a reasoned conclusion
about what the pattern might be- what part of the pattern repeats?
• What’s the pattern game
• Math Talk
• What’s the pattern chart
• Math talk chart
SLOs:
• PR1- I can copy & extend a repeating pattern using manipulatives,
diagrams, sounds, and actions.
Online Adaptation: We can do this over zoom by using a virtual pattern game on a
PowerPoint slide, have students think and talk with one another!
Depending on how long the pattern game took yesterday, you can do another
variation of the activity, only use an ABB or ABC pattern instead! Follow similar
steps.
For the remainder of this class, students will work with centres that practice their
ability to extend a pattern! They will work through a variety of activities, in which
they will work with some pattern books, pom poms & tweezers, pattern cards,
beads, bears, etc.
• What’s the pattern game
13 • Extension centres
• What’s the pattern game- 2nd version, more complex version
• Extension centres
SLOs:
Online Adaptation: Extension centres will be done as choice board options this
week. If time allows, we can do the pattern game again today over Zoom, just with
a more challenging pattern!
At the beginning of this class, students will engage in another math talk. This time,
students will have to decide what comes next in the pattern sequence by identifying
14 the core of the pattern.
Students will create a pattern core and then be challenged to swap their pattern core
with a friend. Each student will have to extend the core pattern and identify the
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repeating part. They will record this swap in their pattern journals, and then share
with the class. This activity is similar to the first one (day 5) where students built a
full pattern and their partner had to find the core.
• Math Talk
• Partner Core swap
• Math Talk Chart
• Math manipulatives for partner work; can be cubes, buttons, etc. Students
can choose which manipulatives to use (although the cubes may be easier
because they can connect)
SLOs:
Online Adaptation: This would be a similar adaptation to day 5; you could create
the virtual pattern journal and have a few pre-made pattern cores started that
students have to extend. Or you might consider challenging students to do this with
their grownup!
Begin this class with a math talk- have 2 different patterns on display, in different
materials (colour, shape, or number, etc.). Ask the students if these patterns follow
the same rule? Can two patterns made with different materials follow the same
rule? How would you know?
Begin talking about how you can make the same patterns, just with different
materials. For the rest of class, have centres where students can practice translating
patterns from one thing to another- ex. trees and leaves to circles and squares.
These centres can be mixed in with ones that allow students to practice copying and
extending patterns as well.
• Math Talk
15 • Centres
• Math Talk chart
5
• Translation and extension centres
SLOs:
Online Adaptation: Over Zoom students can have discussion about the math talk
in a similar format to what we would in the classroom, just without elbow partner
talk. Consider having pattern activities online for students to practice or having
choice board options that encourage students to make patterns with different
materials.
During today’s class students will practice translating patterns in a fun and
interactive carousal activity! Students will be in small groups or pairs, in which
16 they will each have a different math tool to use (erasers, paper clips, bears, blocks,
shapes, etc.). Students will travel around the room and create the given pattern with
their own tools and materials! By the end of class, students will have each made
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various patterns in different ways. We will do a gallery walk after we finish to see
all of the ways we can make the same pattern!
• Carousal activity
• Chart paper carousal stations
• Various math materials (one set per group; 2-3 students per group, 8
carousal stations!)
SLOs:
Online Adaptation: If we are learning virtually, students will engage in choice
board activities that will align with translating patterns using different
objects/items.
Students can look back in their pattern journals and find a pattern they created at
the beginning of the unit. They can then copy it onto the assignment sheet, circle
the core of the pattern and then they will try and come up with as many other ways
to make the pattern- shapes, colours, numbers, letters, etc. This will be similar to
the activity they did yesterday, only they will be doing it individually; depending on
students understanding, consider having a pre-made pattern for them to translate if
they are struggling, otherwise they can each choose their own!
• Pattern Translation
17 Resources/Materials:
• Pattern translation assessment sheet
• Pattern journals (to reference their original patterns)
SLOs:
Online Adaptation: Students will have engaged with some choice board activities
throughout the week that would align with these skills- consider having a “must do”
where students actually write/draw their patterns in as many ways as possible, then
upload a picture of the finished work!
Because Thursday’s are shorter, this will mainly be a large group activity. We will
have a pattern up on the board, and students will have to identify the core of the
patter (the part that repeats), then we will write the “rule” underneath! Ask
students- how else could we make this pattern without using our math tools?
Prompt students to think about things like sound and movement/actions. Assign A
& B an action/sound together as a class, then practice (like meow, ribbit, meow
18 ribbit; or clap, pat, pat, clap, pat, pat; or boom, boom, clap, boom, boom clap;
etc.)! Ask students if anyone else can think of a new way to represent the pattern!
• Sound pattern
• Written pattern for students to copy with sound
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SLOs:
Online Adaptation: This can be done online- present a pattern virtually and then
have discussion similar to what we would in person! Have students practice doing
actions/sounds to make a pattern!
During our math talk today, students will be shown a pattern sequence with one
item missing! Students will have to determine which item is missing, after they
have placed their guess discuss it- ask questions like how did you know? What
strategy did you use? Etc.
After our math talk, students will engage in some math centres that will challenge
them to identify missing items/objects/segments of a pattern. They will have
various options for this, but all will work on the skill; have various levels of centres
so students can go where they feel comfortable- some may have one missing item,
some may have multiple, etc.
19 • Math Talk
• Centres- missing item
• Math talk chart
• Centres- missing item centres (consider having some others as well- even
pattern building centres!)
SLOs:
• PR1- I can find and describe missing elements in a repeating pattern
Online Adaptation: Have a similar Math talk with students but give choice board
options for missing item practice.
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The pattern builder & guesser game will involve students in interactive practice in
finding the missing elements of a pattern. One student will build a pattern and
remove a piece, while the other clovers their eyes… once student A is finished
building and removing one part, student B opens their eyes and has to figure out
which element is missing from the pattern. Depending on class numbers, and
ability, this could be done in partners or as table groups!
• Builder & Guesser Game
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• Patterning materials/ various math tools- students choose what they build a
pattern out of!
SLOs:
diagrams, sounds and actions.
Online Adaptation: This buddy/group activity would be challenging in an online
environment- consider working in choice board options to meet the same needs, or
challenging students to play a few rounds with their grownup!
During this class, students will complete a cut & paste activity in which they will
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have to identify the missing element of a pattern and paste it in the proper place of
17
the pattern. This activity will have a few different patterns, shapes, number, letter,
colour… and multiple options for the “missing” item. Students will have to
problem solve and think through their process to identify the correct missing piece
from each pattern.
• What is missing, Cut & Paste
• What is missing- sheet
• Scissors & glue
SLOs:
Online Adaptation: This can be done in a virtual format, where students can “cut
& paste” on a PowerPoint to add the correct missing elements into the patterns!
22 No School Today- PL Day
We will start by doing a math talk which will introduce students to a brief review of
what we know about patterns- including the types of patterns, how to find the core,
and how to find missing elements. We will then begin working with patterning
errors! We will ask questions like: what happens if something is out of place? Is it
still a pattern? Why or why not? Can you fix it? We will do some guided practice
with this throughout the class where students will be shown a pattern that has an
error, and we will ask questions such as: is this a pattern? Why? Why not? How do
we know? Etc. This is sort of an extended math talk!
For the remaining time, we will work on some patterning centres- these will be a
variety of centres working on different skills we have talked about throughout the
unit.
• Math Talk
• Centres
7 • Math talks chart/ review materials
• Centres- variety of centres, covering different learning we have done! No
specific focus for these ones
SLOs:
• PR1- I can find and describe errors in a repeating pattern
Online Adaptation: Engage students in a brief discussion and show some
examples virtually. This could be part of choice board options for the week!
During this class we will continue working with patterning errors- students will
complete a pattern scramble activity with partners in which they will be given task
cards that have patterning errors- the partners must work together to figure out
where the error is, and circle it using a dry-erase marker. Students will then build
24 the pattern and fix the error! They will do this about 3-4 times (so they can practice
with different pattern sequences) and then work on some pattern error centres for
the rest of class.
18
• Pattern Scramble
• Centres
• Pattern scramble cards- on circle rings, so each group gets a “booklet”
• Math manipulatives to rebuild the pattern- cubes?
• Pattern error centres
SLOs:
Online Adaptation: Have students play a similar game to the “builder and
guesser” with their grownup at home- build a pattern and create an error! See if
your partner can find the error and fix it. Students can come together and have a
discussion about the steps in finding errors.
At the top of class, students will engage in a discussion about the ways in which we
find errors in patterns, the “steps” if you will! Then we will move into completing
an individual pattern scramble in which students will have a sheet with 3-4 pattern
errors (similar to the day before), but they must circle the error and re-draw the
correct pattern. The goal is that students think about how they fix patterns that have
an error.
• Individual pattern scramble
25 Resources/Materials:
• Individual pattern scramble sheets
• Crayons/ other colouring materials
SLOs:
Online Adaptation: Students could complete this assessment virtually, or they
could do it on paper and send a picture over google classroom! It could be
presented as a choice board “must do.”
For the final week of our unit, we are focusing on different patterns in the
environment, which means talking about the repeating patterns that we don’t often
think of! Students will have engaged in daily calendar activities leading up to this
point, in which the days of the week are always repeating colours- this will help
students recognize that the days of the week (SMTWRFS) is a long repeating
pattern! Students will do a longer calendar session in groups, and then think about
the missing elements of the week pattern, and try to locate an error!
8 26
• Calendar Patterns
• Days of the week pattern
SLOs:
• PR1- I can find and describe missing elements in a repeating pattern.
• PR1- I can identify repeating events (days of the week, birthdays, seasons)
19
Online Adaptation: Students can look at the calendar virtually and fill in the
calendar pattern blanks in an online format. Calendar routine will be altered for
virtual learning as well.
During today’s class we will look at other places we can find patterns in the
calendar... We will briefly talk about other things that repeat each year, like the
months, holidays, etc. This will mostly be done as a class discussion, and then
students will spend the remainder of class time working on our last round of centres
for the unit! The centres will be mixed to reflect all of the learning that we have
done over the past few weeks- centres will include identification, naming, missing
elements, errors, etc.
27 • Calendar Discussion
• Centres
• Centres- mix of all areas
SLOs:
• PR1- I can identify repeating events (days of the week, birthdays, seasons)
Online Adaptation: This could be done through a quick discussion on zoom, and
students can look at a virtual calendar. Centres would become choice board
activities.
The final day of our unit will be spent doing a fun pattern scavenger hunt around
our classroom! Due to covid restrictions we cannot go find patterns around our
school, but we will do a search & find format within our room. Consider making
this a St. Patrick’s Day theme, since this class will fall on St. Patrick’s Day! See
what you can find for a search & find format!
28
• Pattern Scavenger hunt/ Search & find
• Search & find materials
SLOs:
• PR1- I can find and describe repeating patterns in the environment
Online Adaptation: Students can do a scavenger hunt at home with patterns to
finish off our unit!
20
Unit Assessment Plan
Desired Results
Established Goals – GLO(s):
• Numeracy
o Patterns & Relations, PR1- Show an understanding of repeating patterns
Understandings: Essential Questions

Students will understand that… • What is a pattern?
• Patterns are sequences of colours, numbers, • How do you know when something is a pattern?
shapes, objects, or sounds that repeat • What is the core of a pattern?
• The core of a pattern is like a train; the core is • How can you name a pattern?
the engine, and each car carries the same load. • What can you use to make a pattern?
The core repeats over and over to create a • How many different materials can you use to
pattern. make the same pattern?
• One useful way to name a pattern is through • How do you know what comes next in a
using letters- like AB, ABB, AAB, AABB, pattern?
ABC. This is just an easy way to name • How can you extend someone else’s pattern?
patterns, but they can really be called • How do you know what is missing?
anything; the name is generally the core! • What happens if an object is out of place? Is it
• If the core does not repeat, then it is not a still a pattern? Can you fix it?
pattern. You can fix this by rearranging it to
• Where can we find patterns in our
fix the error! school/classroom?
• In order to find a missing element of a pattern, • Are there other patterns we don’t normally think
you can find the core and follow it all the way of? What about the days of the week?
through.
• Patterns can be found within the days of the
week, the months of the year, and repeating
holidays.
• Patterns can be found within the environment
as well- colours of the floor, lockers, lights,
etc.
Specific Outcomes: From Rocky View Schools, RTR Document, Kindergarten Learner Outcomes
• Numeracy
o PR1- Show an understanding of repeating patterns
I can describe a repeating pattern with 2-3 elements in its core
I can find and describe errors in a repeating pattern
I can find and describe missing elements in a repeating pattern.
I can create and describe a repeating pattern using manipulatives, diagrams, sounds and
actions
I can copy and extend a repeating pattern using manipulatives, diagrams, sounds and
actions
21
I can find and describe repeating patterns in the environment
I can identify repeating events (days of the week, birthdays, seasons)
Prior Understandings… Where does this lead?

Pre-assessment: The pre-assessment will be done Patterns exist within our everyday life, so it is an
within the first lesson of the unit. Students will important skill for students to develop! Not only that,
engage in some discussion and brainstorming about but this unit is the foundation for their patterning
what we know about patterns. The knowledge base of knowledge as the Math POS outlines a patterning unit
students will help me determine how much support for K-9. It is important that students begin developing
they may need throughout the unit. This will allow these skills now, so they have some foundational
me to build further flexibility into my unit, and if knowledge to draw from in future grades.
students struggle, I can add some time in.
22
Assessments
Translating to Sound
Dauber Pattern Core
Builder and Guesser

Translating Patterns
What is the pattern?
Calendar Patterns
What is missing?
Pattern Scramble
Pattern Scramble
Partner and core
Scavenger Hunt
Pattern Journals
Pattern Snail
Math Talks
extension
Carousal
Centres
Learning
(Indv.)
(Pairs)
Outcomes Title
Type F F F S S F F F S F F S F S F S
I can describe a repeating pattern

with 2-3 elements in its core X X X X X X X X
X
I can find and describe errors in a

repeating pattern X X X X
I can find and describe missing

elements in a repeating pattern. X X X X
I can create and describe a repeating

pattern using manipulatives, X X X X X X X X X X X X X X
I can copy and extend a repeating

pattern using manipulatives, X X X X X X X X
I can find and describe repeating

patterns in the environment X X
I can identify repeating events (days

of the week, birthdays, seasons) X X
23
Assessment Tool Overview
Assessment Assessment
Assessment
Brief Description FOR OF
Tool
Learning Learning
Throughout the unit students will be keeping a pattern journal to
record some of the patterns they create, and to do some problem
Pattern
solving when it comes to creating a core for the pattern. I will be X
Journals
using this to keep track of student progress and check in to see
where they are at individually.
We will be doing various math talks throughout the unit which
will challenge students to do some thinking as a sort of warm-up
before the lesson or activity for that class. These will be sort of
like entrance-slips for the class, in being that they will have to
look at a prompt/problem, think about it and then decide which
Math Talks X
answer they agree with. After students have thought about it,
they will “lock-in” their answer by placing their “vote.” Once
this happens, we will look at what the class thinks, discuss the
reasons behind our answers and come to a conclusion about
which option is likely to be the best.
Centres will be used at various points throughout the unit in
order to provide some free practice for students to create, take
apart, and experiment with various patterns and related concepts.
These centres will include things like pattern books,
Centres manipulatives, challenge cards, and pattern mats. These centres X
will align with the broader concepts within the unit, but also have
options to add for the specific sections such as finding errors. I
will be using centres as a time to observe and have one-minute
meetings with students should anything come up.
This assessment will align with naming patterns. Students will
each be given a sheet of paper that has the pattern “names” on it:
Dauber AB, AAB, ABB, AABB, ABC, etc. They will then have to create
X
Pattern Core a short pattern that follows each core, using bingo daubers. This
will be assessed for completion and accuracy. If students
struggle, I will make notes throughout the activity as well.
Pattern snails are going to combine various skills in order to
create a pattern, find the core, and give it a name. Students will
each be given a paper plate with a spiral (to look like a snail
shell) and a variety of colours of tissue paper cut into squares.
Pattern
Students will use the tissue squares to create a pattern of their X
Snails
choice- they will begin by planning in their pattern journals and
create a core, then give it a name. The next day, students will use
the tissue paper to actually create the pattern on the snail shell.
Students will then draw the pattern out and attach it to the back
24
to label what they have done. This will be marked using a
checklist to ensure all areas are met.
This is a group activity in which I will have two patterns created
but covered. Students will be asked to make guesses and think
What’s the
about what the pattern might be after random items are
pattern? X
uncovered. Students will think-pair-share to make predictions
Game
and think about how patterns repeat and how we know what
comes next.
This activity will be done twice in the unit- the first will involve
each student creating a challenging pattern and swapping with a
partner. Each student will then take their partners pattern and try
Partner
to locate the core and take it a part; students will share with the
cores and X
class. The second time we do this activity, students will just
extension
create the core of a pattern then trade with a partner. Each
student will have to expand their partners started pattern and
follow the established rules of the pattern.
Students will engage in a carousel activity in which each small
group has a different set of math tools (manipulatives, objects,
etc.). They will be challenged to go around to each poster to copy
and expand the given pattern using their own tools. To do this,
Translating they will have to identify the pattern core, and then recreate it
Patterns- with a different object. Once they finish, each group would have X
Carousal created a set number of patterns using a different material then
what was originally used. Once all groups finish, we will do a
gallery walk to see how each other created and translated their
patterns. Students will be prompted to think about what they
notice and discuss their processes.
Students will perform a similar task to the carousal, except this
will be an individual activity to see how well they can expand
upon their own patterns. Students will be challenged to create a
pattern in a grid strip, then glue it into their pattern journals.
Translating Next, students will try to translate that colour pattern into as
Patterns- many others as possible. Students can translate their colour X
Individual pattern into numbers, letters, shapes, objects, or another colour
set. The challenge will be to see how students copy and expand
upon their own patterns. This will be assessed for completion and
based on how many correct translations the student can come up
with.
Students will have engaged with translating patterns over the past
couple of days, so this formative assessment will challenge
Translating
students to translate an object pattern into a sound patter (and X
to Sound
vice versa). This will challenge them to use different sensory
experiences and transfer them into a different domain.
This is a fun and interactive game in which students will work at
their tables to identify missing parts of a pattern. Students will
Builder & cover their eyes while one student builds a pattern, and then
X
Guesser removes one piece of it. Students will then open their eyes and
try to figure out what is missing. This will rotate until each
student has had a chance to build at least one pattern.
25
Students will be given a sheet with various types of patterns
(colours, shapes, numbers, objects, etc.) that are missing an item
What is (or section). Students will be given various options to choose
X
missing? from to fill the missing place, but they will be required to choose
the correct one for each sequence and paste it in the correct spot.
This will be assessed for completion and accuracy.
This will be done with partners, or small groups, in which they
will be given task cards that have patterning errors- the partners
must work together to figure out where the error is, and circle it
Pattern
using a dry-erase marker. Students will then build the pattern and
Scramble X
fix the error! They will do this about 3-4 times (so they can
(Pairs)
practice with different pattern sequences). This will give students
practice for the next day when they do something similar
individually.
The individual pattern scramble will be similar to the one
Pattern student’s did with a partner the day before, but this time they will
Scramble have to find and circle the error by themselves. Students will then X
(Individual) have to fix the error by redrawing the pattern in correct sequence.
This will be assessed for completion and accuracy.
Students will be challenged to think about the days of the week
as a pattern; they will try to identify the core of the pattern
Calendar (MTWRFSS) and then identify one error in their calendar and fill
X
Patterns in one missing part. They will complete this as pairs or small
groups because it is a larger activity, compared to the 2-3 item
patterns they have been working on.
The scavenger hunt will be a group activity, but students will
each have their own sheet to collect data on. Students will be
asked to find as many patterns as they can within the
environment. This will challenge students to look closely at the
Scavenger world around them. After the scavenger hunt, students will meet
X
Hunt together to share what they found and have a discussion about
the various patterns around us. This will be assessed for
completion and accuracy. This will take on a search & find
format within the classroom, as we need to stay within the
classroom as much as possible due to covid protocols.
26

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Patterns

A Unit on Identifying, Reproducing,

Miss. Ashley Hoisington

Class Description Page 2

Unit Rationale Page 3

Resources/ Materials Page 5

Month at a Glance Calendar Page 6

Day-to-day at a Glance Page 8

Unit Assessment Plan Page 21

Activity Materials to Collect

Can you make a pattern w/ 3 Core of a pattern- train cars

what do you think is the Fine Arts- Shared time w/

etc. to a partner, copy & extend

Family Day/ Teacher’s Convention- No School this Week

Math talk- Can you make

missing elements. What

happens if something is out of No AM

Where else can we find

Where else can we find where can we find patterns

Understandings: Essential Questions

Prior Understandings… Where does this lead?

Builder and Guesser

I can describe a repeating pattern

I can find and describe errors in a

I can find and describe missing

I can create and describe a repeating

I can copy and extend a repeating

I can find and describe repeating

I can identify repeating events (days

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