Teacher: Miss.

Hoisington Date: March 10, 2021

Class: Math
Time: 30 min

SWYK Patterns

Description:
Student Information:
Previous Knowledge:
 Students have engaged in a variety of lessons and activities over the previous weeks to
practice identifying, extending and creating patterns with various elements.
 All students are mostly familiar with what a pattern is.
Summary Overview:
 During this lesson Ss will be completing their final summative assessment for the pattern
unit. We will do a “Show what you know” by having Ss complete their own sheets where
they copy, create, identify and extend patterns. I will then have an individual discussion
with each student to find out how they define a pattern in their own words.

Objectives:
Curriculum Objectives:
General Outcomes:
o Early Numeracy- Patterns & Relations
Specific Outcomes:
o PR1- Show an understanding of repeating patterns

Lesson Objectives: At the end of the lesson, a student will be able to…
1) Complete a pattern SWYK- Copy, create, identify, and extend.
2) Define how you know when something is a pattern.

Inclusion:
Whole Class
Groups
Pairs
Individuals

Adaptations:
 No specific adaptations for this lesson; be sure to provide support where necessary while
Ss are working!

Materials/Resources:
 Pattern SWYK Sheet- 19 copies (1 for each)
 Sticky notes for definitions
 Pencils and crayons

Instructions/Procedures:

1
 Introduction Time
 Begin by having Ss sitting at their dots and give them an overview of what
we will be doing- we will do a show what you know, which means I want
to see how I am doing as a teacher before we move on!
 Get Ss to remind us what a pattern is- can anyone give an example?
o Have 2-3 Ss share a pattern, and then share a non-example to
remind Ss that some things may not be a pattern! Consider sharing
a sound pattern as well!
8 min
 Show Ss the sheet and go over each section and tell them their jobs for
each one.
 Reinforce expectations for this SWYK- Do not look at others’ papers, this
is about what you know! Voices should be OFF- you can’t concentrate and
think for yourself if people are talking!
 If Ss finish early they can do puzzles or read a story
 Have Ss form a thank you line to distribute
Body Time
Pattern SWYK  As Ss begin working, circulate around the room
and provide support where necessary. Be sure to
make a note on the page if you need to provide
support
20 min
 As Ss start finishing, ask them to tell you what a
pattern in and write it on the sticky note before
they move onto puzzles/stories
 Be sure to give time warnings
Conclusion Time
 Before wrapping up, if time allows, ask a couple of Ss to share what
their favourite part of patterning was throughout the unit! 2 min
 Tell them we are going to begin sorting next week

Assessment:
 The SWYK will be a summative assessment, which will also include a formative piece
about what a pattern is. It is not in the curriculum for Ss to define what a pattern is, but I
believe it will be helpful to see their process and gauge their understanding going forward.

Teacher Notes:
 Be sure to make a note if Ss require support while circulating

Reflection: How did the lesson go? Is there anything you would do differently next time? What
worked well/ not so well?