Unit 1 - Patterning

Subject Area Math
Grade Level Grade 2

Page 1 Andrea Slingerland Topic Patterns
Length of Unit 3-4 weeks
(Days)
Table of Contents
1. Essential/Inquiry Questions (Page 2)
2. General Learning Outcomes (Page 2)
3. Specific Learning Outcomes (Page 2)
4. Unit Summary (Page 3)
5. Goals (Page 3)
6. Cross Curricular Links (Page 3)
7. Resources (Pages 3)
8. Week Plans (Pages 4-8)
9. Unit Assessment Plan from Evaluation (Pages 9-14)
10. Lesson Plan (Pages
11. Worksheets (Page )

Subject Area Math
Grade Level Grade 2
(Days)
Unit Plan Rationale

Essential (core) Questions
How can patterns characterize change?
Inquiry Questions
- Do size and colour contribute to a pattern?
- How do patterns increase and decrease based on size and number of elements?
- Where do patterns exist on a hundreds chart?
- Do patterns exist in our surroundings?
Organizing Idea:
Patterns: Awareness of patterns supports problem solving in various situations.
General Learning Outcomes

Students explain and analyze patterns in a variety of contexts.
Specific Learner Outcomes
Knowledge:
 K1a: Change can be an increase or a decrease in the number and size of elements.
 K1b: Attributes of elements, such as size and colour, can contribute to a pattern.
 K2a: A hundreds chart is an arrangement of natural numbers that illustrates multiple patterns.
 K3a: Patterns can be found and created in cultural designs.
Understanding:
 U1a: A pattern can show increasing and decreasing change.
 U1b: A pattern core can vary in complexity.
 U2a: A pattern is more evident when the elements are represented, organized, aligned, or oriented in
familiar ways.
Skills and Procedures:

 S&P1a: Describe non-repeating patterns encountered in surroundings, including in art, architecture,
cultural designs, and nature.
 S&P1b: Create and express a repeating pattern with a pattern core of up to four elements that change by
more than one attribute.
 S&P2a: Investigate patterns in a hundreds chart.
 S&P3a: Create and express growing patterns using sounds, objects, pictures, or actions.
Subject Area Mathematics
Grade Level Grade 2
(days)
Unit Summary / Goals

Unit Summary
Throughout this unit students are going to be exploring patterns and relating it to their daily lives and what they see
around them. From there they will go on to learn more complex core patterns, and explore that using different
manipulatives, sounds, objects, and actions. Students will discover that pattern cores can change and have more than
one attribute and be able to describe it. Patterns can even be found in the hundreds chart and various ones exist. In this
way students will slowly be exposed to skip counting which will be one of the next units.
There are multiple formative assessments in this unit from observation, to hands on learning, activity books, and
conversations. In this way students can learn concepts from a variety of angles based on their specific needs. To
summatively assess student understanding, they will complete a pattern passport, some task cards, and finally a unit
test.
This unit is a great starting point for math this year, as it is a bridge into more of the concepts to be learned. It also will
hopefully bridge the gap between the old and the new curriculum, making it easier for students to comprehend the
basics of some of the other concepts such as skip counting, and allow us to move onto the new and more challenging
SLOs in those units.
Goals
At the end of this unit students will:
-know that attributes of elements contribute to a pattern.
-describe patterns can be found in their surroundings, culture, and art.
-create patterns using sounds, objects, pictures, or actions.
-describe growing patterns using objects, sounds, pictures or actions.
-create repeating patterns with a core of up to 4 elements that change by more than one attribute.
-describe repeating patterns with a core of up to 4 elements that change by more than one attribute.
-recognize that a hundreds chart is an arrangement of natural numbers that provides multiple patterns.
Cross Curricular
None at this time, but perhaps art could be tied into this unit when it comes to the Pattern Passport and students are
creating an activity. Although it does not fit in the timeframe of when this unit is taught, but in December students will
be making sweaters on a bear that I would like to see patterns be included, and students will have to think back on
what they were taught.
Resources
-Teaching in a Wonderland: Wonderland Math Patterning

-Scratch Garden:
 The Patterns Practice Song | Math Songs | Scratch Garden - YouTube
 Patterns! | Mini Math Movies | Scratch Garden - YouTube
-Go Noodle: Banana Banana Meatball Song | Songs For Kids | Dance Along | GoNoodle - YouTube
-Patterns for Kids: Patterns for Kids - YouTube
Grade Level Grade 2
(days)
Wednesday, August 31
No math as I hope to spend the afternoon getting to know students and develop classroom
expectations.
Friday, September 1
Activities:
-Discuss math classroom expectations
-Listen to Book (Mrs. Kim Reads Patterns Everywhere (READ ALOUD) - YouTube)
-Preassessment of Patterns on white boards
Week 1 -Look for patterns in the classroom
Aug. 31-
Sept.1 Assessments:
-Class conversation
-Observation
-Preassessment
SLO’s:
 S&P1a: Describe non-repeating patterns encountered in surroundings, including in art,
architecture, cultural designs, and nature.
Tuesday, September 6
Activities:
-Number of the Day
-Listen to Book (Mrs. Kim Reads Patterns Everywhere (READ ALOUD) - YouTube)
-Number Chat about pattern and what comes next
-Talk about attributes
-Go through examples of attributes
-Talk about core
-Go through examples of core
Week 2 -Practice moving stations for tomorrow
Sept. 6-8
Assessments:
-Observation
-Conversation
-fist to five
SLO’s:
Grade Level Grade 2
(days)
 U2a: A pattern is more evident when the elements are represented, organized, aligned, or
oriented in familiar ways.
Wednesday, September 7
Activities:
-Number of the Day
-Math Workstations
 Red: whiteboards and markers (shape, size, direction, numbers, letters)
 Yellow: beads (colour, textures, shapes)
 Purple: shapes (colour, shapes, direction)
 Blue: farm animals, links, bingo chips (materials, colour, direction)
 Orange: shapes, spiders
 Green: unicubes (
Assessments:
-observation
-hands on learning
-work booklet
SLO’s:
Thursday, September 8
Activities:
-Number of the Day
-Listen to Pitter Patter
-Review about attributes and pattern core:
 Number Chat about pattern core
 Drawing pattern core on white boards.
-Work booklet (-Worksheet pages: JM 2.1 pg.122, 124, 126; pg.123, 121; MMS pg. 18 (print
attributes on board))
Assessments:
-class conversation
-observation
-fist to five
-white boards (hands on learning)
Grade Level Grade 2
(days)
SLO’s:
Monday, September 12
Activities:
-Number chat
-Growing Patterns
-examples as class using straws or unifex cubes
-students build at desk with white boards
-activity page
Assessments:
-class conversation
Week 3 -observation
Sept. 12-15 -fist to five
SLO’s:
Activities:
-Finding patterns in the hundreds chart.
-Growing number patterns
-activity page
Assessments:
-class conversation
-Activity booklet
SLO’s:
Activities:
-Shrinking number patterns
Grade Level Grade 2
(days)
-Creating numeric patterns

-activity page
Assessments:
-white boards
-observation
-activity booklet
SLO’s:
Theme:
Activities:
-Extending number patterns
-Matching Game
Assessments:
-class conversation
-hands on learning
-fist to five
-task card
SLO’s:
Monday, September 19
Activities:
-Number Chat
-Creating Geometric Patterns through centers (continue the pattern)
-Activity pages of what was learned up till now.
Assessments:
-observation
-task card
Week 4 -fist to five
Sept. 19-22 -class conversation
-activity booklet
SLO’s:
Grade Level Grade 2
(days)

 S&P1b: Create and express a repeating pattern with a pattern core of up to four elements that
change by more than one attribute.
Activities:
-Comparing patterns
-create your own patterns (pattern center passport)
Assessments:
-observation
-hands on learning
SLO’s:
Activities:
-Finish patterns activities from previous day.
Assessments:
-observation
-hands on learning
SLO’s:
Grade Level Grade 2
(days)
Theme:
Activities:
-Unit Test
Assessments:
-Unit Test
SLO’s:
 All SLOs
Unit Assessment Plan (Evaluation)
Desired Results
Established Goals – GLO(s):
1. Students explain and analyze patterns in a variety of contexts.
Grade Level Grade 2
(days)
Understandings: Essential (core) Questions

Students will understand that… How can patterns characterize change?
-number of elements causes a change in pattern.
-size of elements causes change in pattern. Inquiry Questions
-colour can contribute to pattern - Do size and colour contribute to a pattern?
-a pattern can show increasing and decreasing - How do patterns increase and decrease based on size
change. and number of elements?
-a pattern core can vary in complexity. - Where do patterns exist on a hundreds chart?
-patterns are more obvious when placed in familiar - Do patterns exist in our surroundings?
ways.
Prior understandings… Students will be able to…

-describe non-repeating patterns from their surroundings.
Grade 1 Patterns and Relations Unit: -create repeating patterns with core up to four elements that
1. Demonstrate an understanding of repeated change in more than one attribute.
patterns (two to four elements) by describing, -express repeating patterns with core up to four elements
reproducing, extending and creating patterns using that change in more than one attribute.
manipulatives, diagrams, sounds and actions. -investigate patterns in hundreds chart
2. Translate repeating patterns from one -create growing patterns using sounds, objects, pictures, or
representation to another. actions.
3. Sort objects, using one attribute, and explain the -express growing patterns using sounds, objects, pictures, or
sorting rule. actions.
Where does this lead?
In grade 3 students will analyze patterns in numerical sequences, answering the question of ow can diverse
representations of patterns contribute to interpretation of change?
 Knowledge:
o K1a: Ordinal numbers can indicate position in a sequence.
o K1b: Finite sequences, such as a countdown, have a definite end.
o K1c: Infinite sequences, such as the natural numbers, never end.
o K2: Numerical sequences can be constructed using addition, subtraction, multiplication, or division.
 Understanding:
o U1a: A sequence is a list of terms arranged in a certain order.
o U1b: Sequences may be finite or infinite.
o U2: A sequence can progress according to a pattern.
 Skills and Procedures:
o S&K 1a: Recognize familiar numerical sequences, including the sequence of even or odd numbers.
o S&K 1b: Describe position in a sequence using ordinal numbers.
o S&K 1c: Differentiate between finite and infinite sequences.
o S&K 2a: Recognize skip-counting sequences in various representations, including rows or columns of
a multiplication table.
o S&K 2b: Determine any missing term in a skip-counting sequence using multiplication.
Grade Level Grade 2
(days)
o S&K 2c: Describe the change from term to term in a numerical sequence using mathematical
operations.
Grade Level Grade 2
Length of Unit (days) 3-4 weeks
Assessments
Class
Hands on Activity Activity Task
Learning Title Observation Fist to Five Conversatio Unit Test
Learning Booklet Passport Cards
n
Outcome Type Summativ
s (Formative/Summati Formative Formative Formative Formative Summative Summative
e
Summative
ve)
N/A
Weighting N/A N/A N/A 30% 30% 40%
N/A
K1a: Change can be an
increase or a decrease in √ √ √ √ √ √ √
the number and size of
elements.
K1b: Attributes of
elements, such as size and √ √ √ √ √ √ √
colour, can contribute to a
pattern.
K2a: A hundreds chart is an
arrangement of natural √ √ √ √ √ √ √ √
numbers that illustrates
multiple patterns.
K3a: Patterns can be found
and created in cultural √ √ √ √ √ √
designs.
U1a: A pattern can show
increasing and decreasing √ √ √ √ √ √ √
change.
U1b: A pattern core can √ √ √ √ √ √ √

vary in complexity.
U2a: A pattern is more

evident when the √ √ √ √ √ √ √
elements are represented,
organized, aligned, or
Grade Level Grade 2
Length of Unit (days) 3-4 weeks

S&P1a: Describe non-
repeating patterns √
encountered in √ √ √ √ √
surroundings, including in
art, architecture, cultural
designs, and nature.
S&P1b: Create and express
a repeating pattern with a
pattern core of up to four √ √ √ √ √ √
elements that change by
more than one attribute.
S&P2a: Investigate
patterns in a hundreds
√ √ √ √ √ √ √ √
chart.
S&P3a: Create and express
growing patterns using
sounds, objects, pictures,
√ √ √ √ √ √
or actions.
Grade Level Grade 2
(days)
Assessment Tool Overview

Assessment Assessment
Assessment
Assessment Tool Brief Description FOR OF
AS Learning
Learning Learning
Observation will be used a lot in this unit, while
learning new skills as a class or when students
are exploring concepts themselves while
Observation √
making patterns. It allows the teacher to see
how students are understanding the skills they
have been taught.
Fist to Five will be a quick assessment took
used to see at a glance how students feel
about a new, more challenging concepts such
Fist to Five as growing or shrinking patterns based on √
more than 2 aspects. Then the teacher knows
whether more time should be spent on those
concepts or not.
Hands on learning includes using white boards
and working directly with manipulatives. That is
important this unit, as students need to explore
Hands on Learning in order to understand the concepts of √
patterns. Based on observation of these
activities allows the teacher to assess for
learning.
Number Chats at the beginning of class will be
one of the larger items that fits under class
conversation. Most days students will be
presented with a problem and asked to share
Class Conversation √
their answer which will lead to further
questions and conversation. Also, throughout
the unit conversations will be had about
concepts and skills.
At different times throughout the unit, students
will complete a page or two about the concept
Activity Booklet learned that day. This will allow them extra √
practice of concepts that may be challenging to
them.
Activity Passport The activity passport is portioned off into 3 √ √
sections based on level of learning. Students
are expected to complete activity, raise their
hand for the teacher to check and check off
that they have done correctly before moving on
to another activity. Students will be deepening
their knowledge, but this is also an activity that
will be summatively assessed. It provides
Grade Level Grade 2
(days)
students with some flexibility to show what

they learned but also provides the teacher with
a hands-on approach to recognize what they
have comprehended.
Task cards will pop up throughout the unit
which students will complete having finished
Task Cards √
learning a concept. These will be submitted for
grading.
At the end of the unit, there will be a test to

Unit Test sum up all that the students have learned. It √
will include all SLOs.
Lesson Plan 1: September 1

Grade Level Grade 2
(days)
Grade/Subject: Grade 2 Math Unit 1: Patterns Lesson Duration: 1 hour
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Specific Learning Outcomes:

 S&P1a: Describe non-repeating patterns encountered in surroundings, including in art, architecture, cultural
LEARNING OBJECTIVES
Students will:
1. Recall elements of building patterns from first grade.
2. Give examples of patterns found in Patterns Everywhere.
3. Determine patterns in their classroom.
ASSESSMENTS
Formative Assessments: Key Questions:
-Class conversation - Do patterns exist in our surroundings?
-Observation
-Preassessment
LEARNING RESOURCES CONSULTED

Resource #1: Mrs. Kim Reads Patterns Everywhere (READ ALOUD) - YouTube
Resource #2:
Resource #3:
MATERIALS AND EQUIPMENT
-Mrs. Kim Reads Patterns Everywhere YouTube video
-White boards and markers
-Powerpoint
-First few pages of patterns booklet
PROCEDURE
Introduction (10 min.):
Hook/Attention Grabber: Listen to Book (Mrs. Kim Reads Patterns Everywhere (READ ALOUD) - YouTube)
Expectations for Learning and Behaviour: Discuss what are important items to remember when learning math. This will
be another group of students so go over the fill a bucket theme.
Transition to Body: After going over expectations, share with students that we hope to do a class activity very shortly.
They will be able to practice the expectations we had just discussed.
Body (30 min.):

Grade Level Grade 2
(days)
Learning Activity #1: Assessment of Prior Knowledge: Pre Assessment on white boards; make notes on teacher print out
of areas that need additional work.
Assessments/Differentiation: This is where it is possible to discover what differentiation may be necessary for students
in future. Being a preassessment, it also shows what students had learned or understood at present, helping for
preparing future lessons.
Learning Activity #2: Look for patterns in the classroom

Assessments/Differentiation: To prepare students for looking for patterns in the classroom, provide an example on the
whiteboard of one pattern I see in class and then draw it on my sheet in the pattern workbook page. Encourage
students to find challenging patterns, if it is noticed on the preassessment that students are fairly confident with
patterns. If needed have students who struggle with a skill like this fill out only 2 boxes, while having other students
make a list on their white board once they have filled all 3 of their boxes. Make it a bit of a competition to see how
many patterns we can find in the classroom!
Closure (7-10 min.):
Consolidation/Assessment of Learning: Go over the patterns students found.
Feedback From Students: This will be found in preassessment, student participation and conversation, as well when we
are going over some patterns.
Feedback To Students: Point out aspects that students have already mastered already right at the beginning of grade 2,
and suggest they may be ready for a challenge!
Transition To Next Lesson: Select a few classroom patterns students found, to consider what the attributes and core
might be.
Lesson Plan for Tuesday, September 6
Grade/Subject: Grade 2 Math Unit 1: Patterns Lesson Duration: 1 hour

 U2a: A pattern is more evident when the elements are represented, organized, aligned, or oriented in familiar
ways.
LEARNING OBJECTIVES
Students will…
-Describe attributes of a pattern.
-Recognize how attributes change.
-Discuss a specific number in various ways through number of the day.
ASSESSMENTS
Formative Assessment: Key Questions:
Grade Level Grade 2
(days)
-Observation - Do size and colour contribute to a pattern?

-Conversation - How do patterns increase, and decrease based on size and
-Fist of Five number of elements?

Resource #1: (Mrs. Kim Reads Patterns Everywhere (READ ALOUD) - YouTube)
Resource #2: Teaching in a Wonderland: Wonderland Math Patterning
Resource #3:
-Number of the Day whiteboards
-Whiteboard markers
-PowerPoint
-Patterns workbook sheet
PROCEDURE
Hook/Attention Grabber: Number of the Day
Assessment of Prior Knowledge: Discuss patterns found on Friday.
Expectations for Learning and Behaviour: Lots of working together and sharing answers with class. Let us be respectful
and listen to each other.
Transition to Body: Listen to Book (Mrs. Kim Reads Patterns Everywhere (READ ALOUD) - YouTube)
Body (35 min.):

Learning Activity #1: Number Chat about pattern and what comes next
Assessments/Differentiation: Give students 30 seconds to consider the pattern they see in front of them. Have students
share what they see. There is more than one answer, allowing students to recognize that everyone thinks differently.
Discuss attributes used in a pattern.
Learning Activity #2: Talk about attributes of patterns and go through examples
Discuss each of the different attributes that can be used when making a pattern. Use the number talk pattern as an
example, before moving on to the others. Have students raise hands to share what attributes they recognize in the
following patterns.
Assessments/Differentiation: Working together allows most of the class to follow along and those that struggle with
concepts, to have extra exposure before going to work on their own.
Learning Activity #3: Extra practice in Workbook pgs. 122, 124, 126
Assessments/Differentiation: Before going further, it is important that students have additional time to practice working with
attributes of patterns. Sometimes students feel they understand when working as a full class, but struggle when have to complete
themselves. This allows me time to walk around and help the students that are struggling.
If additional time, go back to math page from previous day and finish.
Closure (5 min.):
Consolidation/Assessment of Learning: Have students provide a fist of 5 of how they felt math went that day. This allows me as th
teacher to recognize if I jumped in too quickly, or if students are ready to move on.
Feedback To Students: Praise students on at least 1 part of math that went well that day as a class.
Transition To Next Lesson: End of day, have students clean up and be ready to go home.
Looking back at the lesson
Grade Level Grade 2
(days)
Plans changed and I chose to introduce both the pattern core as well as attributes of patterns. Students followed along very well
and despite saying they did not learn about last year and were uncertain last week they participated and could answer all of the
questions. Two things I noticed during the lesson and would change for next time might be getting them out of their seats more a
well as ensuring I have asked all students to participate. Often the noisier ones that knew the answer were the ones that I called
on.
Lesson Plan for Wednesday, September 7
Grade/Subject: Grade 2 Math Unit 1: Patterns Lesson Duration: 1 hour (10 minute snack)

ways.
LEARNING OBJECTIVES
Students will…
-Describe attributes of a pattern.
-Match attributes of pattern to personally created patterns.
-Match patterns to their pattern core.
-Construct patterns using a pattern core.
ASSESSMENTS
-Observation - How do attributes contribute to a pattern?
-Conversation - How do patterns increase, and decrease based on size and
-Hands on Learning number of elements?
- Do pattern cores tell you everything about a pattern?
Resource #1: N/A
Resource #2: N/A
Resource #3: N/A
-PowerPoint
-whiteboards and markers
-pencil tubs
-number of the day
-Math workstations
Grade Level Grade 2
(days)
 Red: whiteboards and markers (shape, size, direction, numbers, letters)

 Yellow: beads (colour, textures, shapes)
 Purple: shapes (colour, shapes, direction)
 Blue: farm animals, links, bingo chips (materials, colour, direction)
 Orange: shapes, spiders
 Green: unicubes (
PROCEDURE
Hook/Attention Grabber: Who is ready to do math workstations for the very first time! But before we begin there are 2
things we need to do! First let us welcome my teacher Ms. Reeder to our class! Secondly, we need to do number of the
day!
Assessment of Prior Knowledge: Do we remember how to go get our Number of the Day, markers and erasers? Let’s pick
a number and do the same 3 sections as yesterday.
Expectations for Learning and Behaviour: Today we are hoping to do math workstations. Remember we are bucket
fillers. That means we need to respect the adults but also our classmates. We need to share our activities, and work
together. He
Transition to Body: We are ready to put our Number of the Day back and get ready for stations. Let’s see how well you
can follow instructions. First bring your items away and sit ready for the next step. Can we get the 2 helpers to hand out the math
booklets please?
Body (45 min.):

Learning Activity #1: Explain stations and practice moving locations
Assessments/Differentiation: To ensure students understand what is expected of them, we will go station by station to
show students what they have to work with at that station. Remind them that attributes can be mixed, and we want to
follow a pattern core. Most workstations will use manipulatives, while one will have students building patterns with
whiteboards and multiple whiteboard markers. Remind students that when I ring the bell, they must pause, take a
minute to clear their center, and when I say switch to move clockwise to the next station.
Learning Activity #2: Math Workstations
Assessments/Differentiation: Considering this is hands on work students will mainly be able to work independently or in
small groups. There will be 2-3 students at each table and multiple manipulatives to work with. I gage about 5 minutes
per station. For 3 of the stations, students will be asked to draw their pattern and circle the attributes they used. Those
stations we will add an extra few minutes for the students to draw their patterns. Not only will this allow me to assess
their understanding on paper, but it also allows students to recognize if they need extra support.
Closure (5 min.):
Consolidation/Assessment of Learning: Have 1 student clean up their workstation, bringing to by my teacher desk. All
others can drop their math booklets into the math bin at the side of the class before returning to their own seats. Ask
students what they learned about today.
Feedback From Students: Have students give fist to five on how they felt about working with pattern attributes, pattern
cores, and building patterns.
Feedback To Students: Complement students on went well during that lesson.
Transition To Next Lesson: Let’s take a moment to look around the room and clean up anything on the floors and put
chairs on the table before we leave for the day. Town kids go first..
Reflection on Lesson:
The lesson went amazing; however I do want the students to have time to complete the different activities for
additional practice, so we hope to spend some time Friday morning completing the activity.
Grade Level Grade 2
(days)
Lesson Plan for Thursday, September 8

ways.
LEARNING OBJECTIVES
Students will…
-Recall what pattern attributes are.
-Classify what a pattern core is.
-Produce patterns using different attributes.
ASSESSMENTS
-Observation - What are the patterns attributes?
-Conversation - What is the core of the pattern you see?
-Workbook

Resource #1: (Pitter Pattern - YouTube)
Resource #2:
Resource #3:
-PowerPoint
-whiteboards and markers
-Number of the day
PROCEDURE
Hook/Attention Grabber: Following Number of the Day, we will Listen to Book (Pitter Pattern - YouTube)
Assessment of Prior Knowledge: Discuss patterns found from the day before as well as what students learned in this
book.
Transition to Body: Bring up Number Chat slide
Body (45 min.):

Grade Level Grade 2
(days)
Learning Activity #1: Number Chat about pattern and pattern core
Assessments/Differentiation: Give students 30 seconds to consider the pattern they see in front of them. Have students
share what they see. There is more than one answer, allowing students to recognize that everyone thinks differently.
Discuss attributes used in a pattern.
Learning Activity #2: Draw Pattern core on white boards – both pictures and letters.
Assessments/Differentiation: Students will draw and write the pattern cores on their individual white boards and take
turns sharing their answer with the class. We can also discuss the attributes used in that pattern. Working together
allows most of the class to follow along and those that struggle with concepts, to have extra exposure before going to
work on their own.
Learning Activity #3: Do workbook activities.
Assessments/Differentiation: Students will complete 3-4 pages which look at pattern cores and attributes. This allows
students to recognize themselves how well they understand the concept, but it also allows me to recognize which
students may need additional support both while they are working on this activity and in future.
Worksheet pages: JM 2.1 pg.122, 124, 126; pg.123, 121; MMS pg. 18 (print attributes on board)) -will select appropriate
ones before the class period.
Closure (5 min.):
Consolidation/Assessment of Learning: Have students hand in their work books. I will quickly go through and circle questions that
need to be looked at. Allowing students to fix their mistakes, allows for an additional moment of learning. Mistakes are how you
learn!
Feedback From Students: Have students share a yes or a no on whether they feel more prepared to finish math
workstations now.
Feedback To Students: Depends on the lesson, as to what to provide feedback on.
Transition To Next Lesson: End of day, have students clean up and be ready to go home.
Reflection on Lesson
Again, the lesson went well, but once again I did not get done everything that I had planned. This is something I will have
to work on over time.
Lesson Plan for Monday, September 12

SLO’s:
ways.
Grade Level Grade 2
(days)
LEARNING OBJECTIVES
Students will…
-describe increasing patterns.
-explain the rule used for pattern change.
ASSESSMENTS
-class conversation - How do patterns increase and decrease based on size and number of
-observation elements?
-fist to five
Resource #2:
Resource #3:
MATERIlALS AND EQUIPMENT
Number of the Day
White boards, markers, and erasers
Powerpoint
Activity sheets
Unifex cubes
PROCEDURE
Hook/Attention Grabber: Start with Number of the Day
Assessment of Prior Knowledge: Ask students if they remember what we learned last week.
Transition to Body: Tell them that last week patterns were called repeating patterns. Today we are going to learn about
growing patterns. Let students watch video.
Body (40 min.):

Learning Activity #1: Number Chat
Assessments/Differentiation: After giving students a minute to think, have them share their responses. Providing time to
think, all students can consider what they see in front of them. There are multiple answers, meaning it is more likely
that students will not make an error when responding. It also allows room for discussion, which will assess for some
amount of understanding.
Learning Activity #2: Growing Pattern Examples and practice on white boards
Assessments/Differentiation: By allowing students to see examples before moving to their white boards to practice gives students
hands on learning and room for corrections before sending them off for additional practice.
Learning Activity #3: Activity Page
Assessments/Differentiation: Completing an activity page or 2, gives students time to work at their own pace. It also allows
students the possibility to be corrected if mistakes are found in their work and they can learn from those mistakes.
Closure (5 min.):
Consolidation/Assessment of Learning: Throughout the lesson, students will be assessed for learning through discussion,
observation, hands on learning and by receiving formative feedback in their work book. This should provide a general
idea for me to know how to proceed the following math lesson.
Feedback From Students: However, it is beneficial for students to give an indication as well so we will do a fist to five.
I have noticed some students do not get what this means so I will try to take an extra moment to really explain how this
Grade Level Grade 2
(days)
formative assessment works.

Feedback To Students: Share how the fist to 5 has allowed me to gage learning and makes me recognize what would be
before for the following day.
Transition To Next Lesson: At this point it is time to get ready to go home, so students can place their math workbook in
the math basket, put away pencil caddies, place their chair on the table and listen for the bell.
We did not make it to the activity page, but students seemed to understand enough to start on workbook pages the
following day.
Lesson Plan for Wednesday, September 13 and Thursday, September 14

ways.
LEARNING OBJECTIVES
Students will…
-describe decreasing patterns.
-explain the rule used for pattern change.
ASSESSMENTS
-class conversation - How do patterns increase and decrease based on size and
-white boards (hands on learning) number of elements?
-Activity booklet

Resource #2:
Resource #3:
Number of the Day
White boards, markers, and erasers
Powerpoint
Activity sheets
Unifex cubes/chips
PROCEDURE
Grade Level Grade 2
(days)
Hook/Attention Grabber: Start with Number of the Day
Assessment of Prior Knowledge: Ask students if they remembered the patterns, we learned yesterday were.
Transition to Body: We hope to finish learning about increasing today before moving on to decreasing.
Body (45 min.):
Learning Activity #1: Increasing patterns
Assessments/Differentiation: Students will have started learning about increasing patterns yesterday, but I would like
them to take a moment and review before moving on to their workbook. We will then time to work in our math
booklet about increasing patterns. There are a few students who will need additional support, but it will be nice to see
where the rest are at as well.
Learning Activity #1: Shrinking Pattern Rule and Number Chat
Assessments/Differentiation: Students will read what the rule is for shrinking patterns. From there we will do Number
Chat. Students will take a moment to think for themselves before we describe and do it together. Myself on the board
and students on their white boards. This allows students who are not confident to have a slow introduction before we
have them completing more independently. I will observe students’ participation as well as accuracy. I will also provide
real life examples with snap cubes or objects.
Learning Activity #2: Class Examples and Practice (start on Thursday)
Assessments/Differentiation: We will provide more examples and each time students will be completing more on their
own, so they will be ready to work independently on some pages in their workbook.
Learning Activity #3: Activity Booklet
Assessments/Differentiation: There will be a few pages for students to complete, but before they complete, we will go
through each page and do one example together, or explain what is expected. Support will be given for students
struggling.
Closure (5 min.):
Consolidation/Assessment of Learning: At the end of the lesson, students will be asked to put their booklets into the
basket and be ready for a few minutes of discussion of what we learned.
Feedback From Students: Students will be asked to all sit down. If they feel confident with what we are learning have
them stand up. If not have them stay sitting.
Feedback To Students: Provide feedback in how it is going with learning about growing and shrinking patterns.
Transition To Next Lesson: Place booklets in basket, before getting ready to go home.
Students were exhausted. We only got to going through the main example and 4 other small examples before writing names on
the booklet and stopping. Math at the end of the day is far from ideal!
Lesson Plan for Monday, September 19

Grade Level Grade 2
(days)
ways.
LEARNING OBJECTIVES
Students will…
-Determine the shrinking patterns.
-Distinguish patterns on a number line.
ASSESSMENTS
-white boards -Can we find patterns on a number line?
-observation -How do we determine whether a pattern is increasing or decreasing
-activity booklet patterns?
Resource #2:
Resource #3:
-Number of the Day / Hundreds Chart
-Task cards
-White boards
-Markers
-Erasers
-Number Pattern activity page
PROCEDURE
Hook/Attention Grabber: Following Number of the Day, today we will flip the page over and recognize that we have
different patterns using the chart.
Assessment of Prior Knowledge: This will assess what students know about skip counting as well as whether patterns are growing
or shrinking.
Transition to Body: To transition to body, we will look at the pattern rule for number patterns.
Body (45 min.):

Learning Activity #1: Finish shrinking patterns
Assessments/Differentiation: Students will have started this activity the previous day, and hopefully with an example
they will be ready to go work in their math booklets.
Learning Activity #2: Examples of patterns from the number line.
Assessments/Differentiation: Using a number line, as well as the hundreds chart, we will be able to consider shrinking
and increasing patterns on a hundred chart. This will be a time to see what students remember about skip counting
from grade 1. It will also be a challenge when we move beyond simple skip counting to increase or decrease by 2
different amounts. Will depend on how students are doing whether that part of the activity happens independently
or as a class. I will assess through observation to know what differentiation may be necessary.
Closure (5 min.):
Consolidation/Assessment of Learning: Complete a whole class assessment where students are asked how they feel
about growing and shrinking patterns so far.
Feedback From Students: Students will provide hands on shoulder if they felt they understood the concept, and hands
on table if they did not. If maybe put one hand on each.
Feedback To Students: Complement students on what went well that day, and what we will need to practice further the
Grade Level Grade 2
(days)
following day.
Transition To Next Lesson: It will be the end of the day so have students who walk home or get picked up go pack their
bags.
Lesson Plan for Tuesday, September 20

ways.
LEARNING OBJECTIVES
Students will…
-Distinguish patterns on a number line.
-Apply knowledge of patterns in number lines to make changes.
ASSESSMENTS
-white boards -Can we find patterns on a number line?
-observation -How do we determine whether a pattern is increasing or decreasing
patterns?
Resource #2:
Resource #3:
-Number of the Day / Hundreds Chart
-Task cards
-White boards
-Markers
-Erasers
-Number Pattern activity page
PROCEDURE
Grade Level Grade 2
(days)
Assessment of Prior Knowledge: Students will be assessed on what they know about increasing and decreasing patterns.
Transition to Body: To transition to body, we will look at the pattern rule for number patterns.
Body (40 min.):

Learning Activity #1: Examples of patterns from the number line.
Assessments/Differentiation: Using a number line, as well as the hundreds chart, we will be able to consider shrinking
and increasing patterns on a hundred chart. This will be a time to see what students remember about skip counting
from grade 1. It will also be a challenge when we move beyond simple skip counting to increase or decrease by 2
different amounts. Will depend on how students are doing whether that part of the activity happens independently
or as a class. I will assess through observation to know what differentiation may be necessary.
Learning Activity #3: Task cards
Assessments/Differentiation: Students will take white boards and markers, and together with a partner complete a task
card. There will be three different levels and expectations, so students will be able to challenge themselves at their own
level. By allowing students to work with a partner, those that are still struggling will have support from a classmate in
preparation for the following day. Using a whiteboard, students will complete what the task card asks them to do.
Closure (3 min.):
Consolidation/Assessment of Learning: After ringing the bell, students will be asked to clean up before we wrap up what
we are learning by having students share 1 thing they learned as well performing a whole class assessment on how they
felt learning about number patterns went.
Feedback From Students: Students will provide hands on shoulder if they felt they understood the concept, and hands
on table if they did not. If maybe put one hand on each.
Feedback To Students: Complement students on what went well that day, and what we will need to practice further the
following day.
Transition To Next Lesson: It will be the end of the day so have students who walk home or get picked up go pack their
bags.
Lesson Plan for Monday, September 26 and Tuesday, September 27

ways.
LEARNING OBJECTIVES
Students will…
-Determine multiple patterns using a hundreds chart.
-Classify patterns based on shaded numbers on a hundreds chart.
Grade Level Grade 2
(days)
ASSESSMENTS
-class conversation -Do number lines fit directly into a hundreds chart?
-hands on learning -What way is a hundreds chart beneficial to learn about numerical
-fist to five patterns?
-task card


-Number of the Day/Hundreds chart
-Work sheet
-All Pattern papers
PROCEDURE
Assessment of Prior Knowledge: We will have discussed number lines the previous day, but this will also assess their
prior knowledge of skip counting.
Transition to Body: Have students keep their number of the day sheet and hundreds chart, before handing out a work
sheet.
Body (45 min.):

Learning Activity #1: Create numeric patterns on hundreds chart
Assessments/Differentiation: Students will have had an introduction to this concept the previous day, but also some
through the number of the day activity. We will first do an example completely together, so those who are uncertain
receive the support they need. Having students share what they feel the answer would be, also provides the
opportunity to correct and instruct around that ‘error’ showing that we learn from our mistakes.
Learning Activity #2: Have students’ complete worksheet
Assessments/Differentiation: After providing 2 examples we will complete 2 questions independently. They will have
gone through a full question together, and this lets them practice to recognize how much they understand the concept.
Learning Activity #3: Go over all student errors in workbook so far this unit.
Assessments/Differentiation: There is only a small portion of the unit left, so we will take the remainder of the class to
go over any mistakes that need fixing in our math booklets so far.
Learning Activity #4: Introduce Workstations
Closure (5 min.):
Consolidation/Assessment of Learning: To consolidate learning, have students wrap up all they are doing and return to
their seats. Have a show of hands for students who finished all their corrections, a thumbs up/down/sideways on how
they feel they understand patterns using a hundreds chart.
Feedback From Students: Students will have provided feedback based on my assessment of their learning.
Feedback To Students: Share with students how the lesson went, whether they worked hard on learning about patterns
in a hundreds chart or while fixing corrections. Concepts that are difficult for most but they made it through, and
hopefully by doing so they feel more comfortable about what they have been learning about in math.
Grade Level Grade 2
(days)
Transition To Next Lesson: We will be getting ready to go home, so instruct students on where to put all their activities
before dismissing the students walking home or being picked up.
Lesson Plan for Wednesday, September 28

ways.
 S&P1b: Create and express a repeating pattern with a pattern core of up to four elements that change by more
than one attribute.
LEARNING OBJECTIVES
Students will…
-Construct growing patterns.
-Produce shrinking patterns.
ASSESSMENTS
-workstations -How can manipulatives be used to build patterns?
-discussion -Can shapes be used to build growing and shrinking patterns?

Resource #1:
Resource #2:
Resource #3:
Math stations:
 Red table and Yellow Table: Increasing patterns with shapes and links
 Purple table and Blue Table: shrinking patterns with straws and coloured bingo chips
 Orange table and green table: Work on increasing and decreasing workbook
PROCEDURE
Grade Level Grade 2
(days)

Hook/Attention Grabber: Following Number of the Day, we will start math centers that will mainly focus on increasing
and shrinking patterns with shapes and numbers.
Assessment of Prior Knowledge: Before beginning review what each type of pattern means.
Transition to Body: In order to start workstations it is important that we go through each one before beginning. Take
students around table by table to explain.
Body (40 min.):

Assessments/Differentiation: At this point students will be completed the final stations in the unit to be summatively
assessed as they work. Since the school does not do graded report cards, I would like to at least give them 1-5 grade for
myself on each area of the patterns unit so I can recognize how well they did with hands on work for patterns since
some students will do better in that area than on paper.
Closure (5 min.):
Consolidation/Assessment of Learning: Wrap up the class by having students share their favorite station, and one thing
they felt they did well on that day.
Feedback To Students: Share with students three positives from class that day and one negative.
Transition To Next Lesson: Get ready to go home.
Lesson Plan for Thursday, September 29

ways.
than one attribute.
LEARNING OBJECTIVES
Grade Level Grade 2
(days)
Students will…
-Demonstrate understanding of building and describing patterns.
ASSESSMENTS
-Activity Passport/Workstations -What types of patterns have we learned about?
-Could we build patterns for each category?
Resource #2:
Resource #3:
 Back to Back Beans activity
 Pattern Strip Booklets
 Bracelet supplies
 Supplies for pattern strip booklets (small circle dot stickers, marker, bingo dots?, shapes/manipulatives)
PROCEDURE
Hook/Attention Grabber: Ready to do a few more centers? We are going to do our last ones for this unit.
Assessment of Prior Knowledge: We will be assessing all prior knowledge at this point.
Transition to Body: We will go around providing examples of how to complete each activity before sending students off
to work.
Body (40 min.):
Learning Activity #1: Create your Own Patterns
Assessments/Differentiation: Students will have time to create their own patterns, whether that be repeating patterns
or growing and shrinking patterns. This will be final review for all students before moving on to their test the following
day. I will go around with a checklist and consider how students are doing with building and describing their patterns. If
necessary to provide differentiation, I will try to sit with the few students who might need it at the beginning to
encourage them to use patterns beyond just the AB pattern and we can come up with a pattern orally together by them
describing what they hope to build. Students will have time to create 3 patterns using – Pattern Strip Booklet, Back to
Back Beans, and Bracelets.
Closure (5 min.):
Consolidation/Assessment of Learning: As students are working, I will be moving around making notes on how students
are doing with each category of the unit. Hopefully by completing some fun activities to consolidate student
learning, will also prepare them for the following day’s test.
Feedback To Students: Find ways to complement students as moving through the classroom.
Transition To Next Lesson: Have students clean up and be ready to go home.
Lesson Plan for Monday, October 3

Grade Level Grade 2
(days)

ways.
than one attribute.
LEARNING OBJECTIVES
Students will…
-Construct growing patterns.
-Produce shrinking patterns.
ASSESSMENTS
-workstations -How can manipulatives be used to build patterns?
-discussion -Can shapes be used to build growing and shrinking patterns?

Resource #1:
Resource #2:
Resource #3:
Math stations:
 Red table and Yellow Table: Increasing patterns with shapes and links
 Purple table and Blue Table: shrinking patterns with straws and coloured bingo chips
 Orange table and green table: Work on increasing and decreasing workbook
PROCEDURE
Hook/Attention Grabber: Following Number of the Day, we will start math centers that will mainly focus on increasing
and shrinking patterns with shapes and numbers.
Assessment of Prior Knowledge: Before beginning review what each type of pattern means.
Transition to Body: In order to start workstations it is important that we go through each one before beginning. Take
students around table by table to explain.
Body (40 min.):

Assessments/Differentiation: At this point students will be completed the final stations in the unit to be summatively
assessed as they work. Since the school does not do graded report cards, I would like to at least give them 1-5 grade for
Grade Level Grade 2
(days)
myself on each area of the patterns unit so I can recognize how well they did with hands on work for patterns since
some students will do better in that area than on paper.
Closure (5 min.):
Consolidation/Assessment of Learning: Wrap up the class by having students share their favorite station, and one thing
they felt they did well on that day.
Feedback To Students: Share with students three positives from class that day and one negative.
Transition To Next Lesson: Get ready to go home.
Lesson Plan for Tuesday, October 4

ways.
than one attribute.
LEARNING OBJECTIVES
Students will…
-Demonstrate understanding of building and describing patterns.
ASSESSMENTS
Summative Assessment: Key Questions:
-Pattern Booklet: Workstations -What types of patterns have we learned about?
-Could we build patterns for each category?
Resource #2:
Resource #3:
Grade Level Grade 2
(days)
 Back to Back Beans activity

 Pattern Strip Booklets
 Bracelet supplies
 Supplies for pattern strip booklets (small circle dot stickers, marker, bingo dots?, shapes/manipulatives)
PROCEDURE
Hook/Attention Grabber: Ready to do a few more centers? We are going to do our last ones for this unit.
Assessment of Prior Knowledge: We will be assessing all prior knowledge at this point.
Transition to Body: We will go around providing examples of how to complete each activity before sending students off
to work.
Body (40 min.):
Learning Activity #1: Create your Own Patterns
Assessments/Differentiation: Students will have time to create their own patterns, whether that be repeating patterns
or growing and shrinking patterns. This will be part of a summative assessment for all students to show their
understanding through hands on activities. I will go around with a checklist and consider how students are doing with
building and describing their patterns. If necessary to provide differentiation, I will try to sit with the few students who
might need it at the beginning.
Workstation Blue: Growing and shrinking patterns – markers and dot stickers
Workstation Orange: Repeating patterns
Workstation Red: creating their own bracelets
Closure (5 min.):
Consolidation/Assessment of Learning: As students are working, I will be moving around making notes on how students
are doing with each category of the unit. Hopefully by completing some fun activities to consolidate student
learning, will also prepare them for the following day’s test.
Feedback To Students: Find ways to complement students as moving through the classroom.
Transition To Next Lesson: Have students clean up and be ready to go home.
Lesson Plan for Wednesday, October 5

ways.
Grade Level Grade 2
(days)
than one attribute.
LEARNING OBJECTIVES
Students will…
-apply knowledge and skills from the Pattern unit.
ASSESSMENTS
Summative Assessment: Key Questions:
-Patterns Unit Test N/A
Resource #1:
Resource #2:
Resource #3:
 Math Test
PROCEDURE
Hook/Attention Grabber: Ready for one last pattern activity? Let’s go through this sheet together as a class but I want
you to do all of your own work. So don’t talk or look at your partners answers please!
Assessment of Prior Knowledge: This will be assessing prior knowledge.
Body (40 min.):
Learning Activity #1: Math Test
Assessments/Differentiation: This is a summative assessment, but students will see it as another activity. They will be
asked to do the work themselves, but we will go through the test one question as a time, so students know exactly what
to do. Tests are new to them at this age!
Closure (5 min.):
Consolidation/Assessment of Learning: N/A
Feedback To Students: Comment to students on how well they followed instructions.
Transition To Next Lesson: It is time to head out for recess!

Unit 1 - Patterning

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Unit 1 - Patterning

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Subject Area Math

Grade Level Grade 2

1. Essential/Inquiry Questions (Page 2)

2. General Learning Outcomes (Page 2)

3. Specific Learning Outcomes (Page 2)

4. Unit Summary (Page 3)

6. Cross Curricular Links (Page 3)

8. Week Plans (Pages 4-8)

9. Unit Assessment Plan from Evaluation (Pages 9-14)

10. Lesson Plan (Pages

11. Worksheets (Page )

Unit Plan Rationale

General Learning Outcomes

Skills and Procedures:

Unit Summary / Goals

-Teaching in a Wonderland: Wonderland Math Patterning

-Creating numeric patterns

 U1b: A pattern core can vary in complexity.

Unit Assessment Plan (Evaluation)

Understandings: Essential (core) Questions

Prior understandings… Students will be able to…

U1b: A pattern core can √ √ √ √ √ √ √

U2a: A pattern is more

oriented in familiar ways.

Assessment Tool Overview

students with some flexibility to show what

At the end of the unit, there will be a test to

Lesson Plan 1: September 1

Grade/Subject: Grade 2 Math Unit 1: Patterns Lesson Duration: 1 hour

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific Learning Outcomes:

LEARNING RESOURCES CONSULTED

Body (30 min.):

Learning Activity #2: Look for patterns in the classroom

Lesson Plan for Tuesday, September 6

Grade/Subject: Grade 2 Math Unit 1: Patterns Lesson Duration: 1 hour

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

-Observation - Do size and colour contribute to a pattern?

LEARNING RESOURCES CONSULTED

Body (35 min.):

Lesson Plan for Wednesday, September 7

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

 Red: whiteboards and markers (shape, size, direction, numbers, letters)

Body (45 min.):

Lesson Plan for Thursday, September 8

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

LEARNING RESOURCES CONSULTED

Body (45 min.):

Lesson Plan for Monday, September 12

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Body (40 min.):

formative assessment works.

Lesson Plan for Wednesday, September 13 and Thursday, September 14

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

LEARNING RESOURCES CONSULTED

Lesson Plan for Monday, September 19

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Body (45 min.):

Lesson Plan for Tuesday, September 20

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Body (40 min.):

Lesson Plan for Monday, September 26 and Tuesday, September 27

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES