Ms.

Tamar Walton / Kindergarten Math / TBD

Daily Lesson Plan

I. Topic
Teaching basic kindergarten patterns

II. Objectives
Following whole group discussion, small group activity, and be able to create a pattern out of
shapes and different objects. Students should score 80 percent on the homework.

III. Teaching Procedures

1. Anticipatory Set:
a. Ask how many kids have heard of patterns. Ask for specific examples (ABAB, dog,
cat, dog, cat, etc.).
b. Make sure you are paying attention to see if you spot any patterns throughout the
lesson or even in the classroom.
2. Development 1:
a. Using the main white board, I will draw out two different patterns (ABAB and
AABB)
b. I will ask the students what they see (things like the shape, repetition, type of pattern)
c. The ABAB pattern is two objects repeating over and over. The AABB pattern is still
two objects, put they repeat twice instead of only once.
3. Development 2:
a. Pass out mini whiteboards to students
b. Ask them to show examples of ABAB and AABB patterns
c. Ask them if they know any other type of pattern (ABCABC, AAABBB, etc.)
d. There are so many different types of patterns to learn, but the three most important
are ABAB, AABB, and ABCABC
e. Can numbers be a pattern? Can dogs and cats be a pattern? YES! Shapes are not the
only things that can be patterns, almost anything can be put into a pattern.
f. It is important that you can recognize different patterns not only in the classroom but
also in your daily life.
4. Guided Practice 1:
a. Pass out Shape Patterns worksheet.
b. All students are to complete this
c. You will be completing the pattern for each pattern sequence, or set of shapes
d. We are not in art class, so it is ok if your shapes are not perfect. It is more important
that you are completing the patterns correctly.
e. Students have to get paper checked before they are allowed to move onto
independent practice
5. Independent Practice 1: Students get to choose either option 1 or 2
a. Pass out Butterfly Symmetry worksheet
b. It is your job to complete the other half of the butterfly using the shapes and patterns
that we have learned in class
c. Once you are done drawing, you are allowed to color the butterflies
 d. Is one half allowed to be a different color than the other? NO! Then it would not be a
pattern.

6. Independent Practice 2:
a. Pass out Cars on the Road worksheet
b. You are going to finish the patterns that the cars are making
c. For this you are going to need scissors and a glue stick
d. Pick the car that completes the pattern the best based off what color it is
7. Closure:
a. So, how many of you know what a pattern is? (shapes/objects that repeat)
b. Why is it important that we know what a pattern in (we see it in everyday life, it is an
important concept to recognize, you will need to know this when you get older)
c. To finish up the lesson, we will organize ourselves in a pattern to go to lunch. Try to
see if you can recognize the pattern that I am organizing you into. (boy, girl / ABAB)

IV. Materials
a. White board and markers
b. Three different worksheets (complete the shape, butterfly drawing, and cars on the road)
c. Scissors and glue (for the car worksheet)

V. Adaptations/Modifications
For the hearing-impaired student, I will be giving the interpreter copies and the lesson
plan of time to ensure that they know what we will be doing before the lesson. I will
also provide an extra worksheet for the student if they are not able to understand the
two that I have chosen for everyone else.

VI. Evaluation
1. Formative: will grade the worksheets as they complete them (each assignment
will be worth 10 points), I will also be asking various questions throughout the
lesson
2. Summative: no final test for this lesson, but it will build to a shape, pattern,
sequence, and symmetry test

VII. Reflection
1. Student performance: Were the students able to keep up with the pace I was
teaching? Did the worksheets make sense to the students the first time I explained
them? Was every student able to define what a pattern is and give a correct
example of one?
2. Self-evaluation: Did I explain patterns in a way that made sense to every student?
Did I choose proper worksheets to help develop the understanding of patterns?
Were there areas in the lesson where more IP or GP could have been useful?