STEM 433/533 Lesson Planning Template

Name: Amanda Farish Grade: Kindergarten Topic: Patterns

Brief Lesson Description:
Students will learn to identify and create repeating patterns.
Specific Learning Outcomes:
Students will identify the core of repeating patterns by circling them.
Students will create repeating patterns when given two or more objects to create a pattern.
How did this lesson develop because of your examination of research and data about employing culturally sustaining pedagogical
strategies?
In reference to keeping students’ interest in the lesson I made as much of the lesson hands-on. This will benefit students who have not
been in any type of school before kindergarten. Most of the activities have lots of visuals to help students with disabilities or ELLs.

Narrative / Background Information

Prior Student Knowledge: Student knowledge of colors and shapes will help with patterns.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

SOL: K13 Students will identify,
describe, extend, create, and transfer
repeating patterns.
K3 b) Describe objects in the
 recognize, describe, and
environment by their visual qualities
extend patterns such as
(e.g., location, size, color, texture, line,
sequences of sounds and
shape, pattern).
shapes or simple numeric
patterns and translate from
one representation to another;
 analyze how both repeating
and growing patterns are
generated.

Specific Problem-Solving Strategy being used:

-Hands-On Approach

Possible Preconceptions/Misconceptions:
 Some student struggle remembering what the core of a repeating pattern is
 Some students might extend the repeating pattern by only two shapes instead of two complete core
repeats
 Students struggling from identifying the repeating pattern will need practice in identifying what is the same
and different in groups of objects
k-13-jit.docx (live.com) -Just in Time document is where this information was acquired

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
Preassessment:
(Day 1)
1. Have students work on the activity below before any instruction is started.
 https://www.canva.com/design/DAFRZH9O3Zw/otdd-BPwcaJGD_Zm5kXSZQ/view?
utm_content=DAFRZH9O3Zw&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

1. I will read the instructions aloud for the class and have the students complete the activity as I
walk around the room to see how students are working and who might be struggling.
2. The results of this pre-assessment will be used to adjust this lesson based off what students know
and what needs more improvement.
Opening Activity:
Making Musical Patterns! Activity
1. Ask students to repeat after me. Then clap your hands one time. Wait for students to
clap once. Then do this two, three, and four times.
2. Use equity sticks to let 3 students create a “repeat after me” sequence
3. Ask students what they are making by clapping after the first person.

Differentiation: This activity is built to be beneficial to students with high-incident

disabilities, like ADHD. Student with ADHD will benefit from the movement
incorporated into the lesson. If there are students on the spectrum I will check with
them to make sure that the noise will not be over-stimulating. If the student wears
noise-cancelling headphones, then I will give them enough time to put them on before
the clapping begins.

(Day 3)
3. Have students work in pairs, give each student a red pattern block and a blue pattern block. Each
student will get the worksheet below as well.
Create Pattern Preassessment.pdf
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Day 1: (45mins)
Materials Needed:
 Patterns! | Mini Math Movies | Scratch Garden - YouTube
 Identify Pattern Preassessment.pdf
 Interactive White Board
 Guided Practice Patterns Day#1.png
 Patterns Worksheet - AB.png and colored bears
 Math Station #1 AB Patterns.png and connecting cubes
 Math station #2 AB Patterns.png and colored counters

Probing Questions:
Describe the pattern core of your pattern.
What is another way that you can describe your pattern?

Lesson: Identifying repeating patterns (day1)

Vocabulary:
-pattern
-pattern core
-repeat
-identify
-circle
-square
1. Have students work on the activity below before any instruction is started.
 2. I will read the instructions aloud for the class and have the students complete the
activity as I walk around the room to see how students are working and who might be
struggling.
3. The results of this pre-assessment will be used to adjust this lesson based off what
students know and what needs more improvement.

Opening Activity:
Making Musical Patterns! Activity
4. Ask students to repeat after me. Then clap your hands one time. Wait for students to
clap once. Then do this two, three, and four times.
5. Use equity sticks to let 3 students create a “repeat after me” sequence
6. Ask students what they are making by clapping after the first person.
(Idea from)- rhythm-patterns.pdf (education.com)

Differentiation: This activity is built to be beneficial to students with high-incident

disabilities, like ADHD. Student with ADHD will benefit from the movement
incorporated into the lesson. If there are students on the spectrum I will check with
them to make sure that the noise will not be over-stimulating. If the student wears
noise-cancelling headphones, then I will give them enough time to put them on before
the clapping begins.

Explicit Instruction:
1. Tell students that patterns are anything that repeats over and over. Demonstrate that
clapping stomping can create patterns. Write on the board clap is A and stomp is B. Show the
students that every time that I clap, I write an A for clap and a B for stomp to create an AB
pattern. Emphasize that when looking at patterns, you know to go to the next letter when the
shape or color changes.
2. Next, draw and AB pattern on the board with a square and a circle. Remind students what a
circle and a square is when drawing on the board. Tell the students that we are going to
identify patterns. Identify is a fancy word for look at. Once you draw the pattern on the board
label the first two shapes A and B. Then continue to label the rest of the pattern with A and B.
After this have the whole class review the pattern.
3. Show students the pattern core of the pattern on the board. Tell the students that a pattern
core is the part of the pattern that repeats. Show the students that the pattern core for this
pattern and circle it.
 4. Draw another AB pattern on the board and model like before how to identify the pattern and
find the pattern core.
5. Watch Patterns! | Mini Math Movies | Scratch Garden - YouTube Watch until 3:50, then
stop. This part of the video will go over AB patterns with students.

Guided Practice:
6. Guided Practice Patterns Day#1.png Put this worksheet on the interactive whiteboard (IWB)
and go over how to identify the core of patterns with the whole class.

Independent Practice/Math Stations:

Students will rotate math stations with the stations being myself, math station #1 and math station #2.

1. Teacher/myself Patterns Worksheet - AB.png

Students will have colored bears and match the bears to the pattern on the worksheet then circle the
pattern core. When students work in my small group this will serve as a formative assessment to see
how students are doing with the material.

2. Math Station #1 Math Station #1 AB Patterns.png

Students will use connecting cubes to copy the patterns given and circle the core pattern. The worksheet
will be in a protective sheet and students will use a dry erase marker to circle the pattern core.
 3. Math Station #2 Math station #2 AB Patterns.png (Worksheet from Canva templates)
Students will practice copying an AB pattern, this will help in identifying AB patterns in the future.

Differentiation: This activity is built to be beneficial to students with high-incident

disabilities, like ADHD, ASD, ELLs and learning disabilities. Most of the activity is hands-
on working with manipulatives. Manipulatives are very helpful to all students but
especially students with disabilities. This will help create a concrete understanding of
patterns. If work needs to be chunked for students with ADHD or ASD, then when they
are working with me I will do half of the assignment that the students are working on,
provide a small break and then continue with the rest of the activity. This will be
adjusted based on student need.

Gifted: Students that are doing well with the activities can grab additional patterns to
work on with the manipulatives. There will be a extension basket with addition types
of patterns on my small group table so I can monitor who is getting additional types of
pattern. This is to ensure that students that need more practice with AB patterns are
not playing with manipulatives.
Patterns Gifted Packet.png gifted #2.png Number Pattern Cloud Illustration Worksheet.png
(all the worksheets below are from Canva templates)

Day 2: (45mins)
Materials Needed:
 Patterns! | Mini Math Movies | Scratch Garden - YouTube
 https://youtu.be/V0cwn31o1DI
 _ABC and AAB whole group.png digital
 Teacher station Day#2.png Copies for every student, counters red, yellow, blue
 Math station #2 on day 2 AB Patterns.png 4 copies counters-red, yellow, blue, green, purple,
and orange
 Math station #2 day 2 ABC.png 4copies counters- red, yellow, blue, green, purple, and
orange
 Math station #2 day 2 AAB Patterns.png 4 copies in protective sleeve counters- red, yellow,
blue, green, purple, and orange
 Dry erase markers 4-5
 Colored counters (red, yellow, blue, green, purple, and orange)
Probing Questions:
What is the difference between the patterns we made in the previous lesson and those we made today?

Lesson: Identify repeating patterns (day2)

Vocabulary:
-pattern
-pattern core
-repeat
-identify
-circle
-square
Opening:
1. https://youtu.be/V0cwn31o1DI Watch “Pitter Pattern” to expose the students to patterns in a
book. While listening to the book. I will pause and ask students to help find the pattern core and
what types of patterns there are. Ask students if there are new patterns that they see that can be
different from the AB patterns that we worked with yesterday.
2. Have the interactive whiteboard open to a blank page that can be drawn on. Draw a ABB pattern
on the board using one circle and two squares. Ask the students to look at the pattern and think
of any differences in the patterns from yesterday. I will give 1-2 mins for the students to think
about the question. Then I will ask students to turn to their table partner to share their ideas.
Students will be participating in Think-Pair-Share.
3. After the students are done sharing with their partners, I will ask if any groups want to share their
ideas. I write what their ideas are next to the pattern, and we will discuss what we think the best
answers are.
Explicit Instruction:
1. After our class discussion I will show students that the patten on the board is a ABB pattern. I will
then draw another ABB pattern with one square and two circles and ask the students if this is an
ABB patterns as well. I will choose a couple of students with the equity sticks to answer. I will
then label the pattern given to show students. I will make sure to do a think-aloud and say my
thinking as I label the pattern. Making sure to show students that when the shape or color
changes then I will change the letter. I will do the same with an ABC pattern.
2. Watch the rest of Patterns! | Mini Math Movies | Scratch Garden - YouTube starting at 3:50.

Guided Practice: _ABC and AAB whole group.png

1. Pull this up on the interactive whiteboard for whole group practice. Make sure that I am
demonstrating each step for students to follow along, a think-aloud approach.

Independent Practice/Math Stations:

Students will rotate math stations with the stations being myself, math station #1 and math station #2.
1. Teacher/myself: Teacher station Day#2.png
Students will have colored counters and match the counters to the pattern on the worksheet then circle
the pattern core. When students work in my small group this will serve as a formative assessment to see
how students are doing with the material.
 2. Math Station #1 Math station #2 on day 2 AB Patterns.png Math station #2 day 2 ABC.png
(Both worksheets from Canva templates)
Students will use colored counters to copy the patterns: AB (for review) and ABC (to practice working
with ABC patterns)

3. Math Station #2 Math station #2 day 2 AAB Patterns.png (From Canva templates)
Students will use colored counters to copy the patterns: AAB. This worksheet will be in a protective
sleeve that will allow students to circle the core patterns with a dry erase marker.
 Differentiation: This activity is built to be beneficial to students with high-incident
disabilities, like ADHD, ASD, ELLs and learning disabilities. Most of the activity is hands-
on working with manipulatives. Manipulatives are very helpful to all students but
especially students with disabilities. This will help create a concrete understanding of
patterns. If work needs to be chunked for students with ADHD or ASD, then when they
are working with me I will do half of the assignment that the students are working on,
provide a small break and then continue with the rest of the activity. This will be
adjusted based on student need.

Gifted: Students that are doing well with the activities can grab additional patterns to
work on with or without the manipulatives. There will be a extension basket with
addition types of patterns on my small group table so I can monitor who is getting
additional types of pattern. This is to ensure that students that need more practice
with AB patterns are not playing with manipulatives.

Day 3: (45mins)
Materials Needed:
 Anchor Chart Paper
 Create Pattern Preassessment.pdf
 “Pattern Fish” book or video Pattern Fish - YouTube
 Colored bears, counters, connecting cubes, buttons
 Paint dotters
 Dry erase boards/ dry erase markers
 Paint dotter activity.png

Probing Questions:
What is the difference between the patterns we made in the previous lesson and those we made today?
How would you create the same pattern using different objects or materials?

Lesson: Creating repeating Patterns (day1)

Vocabulary:
-pattern
- pattern core
-repeat
-identify
-create
Preassessment:
Have students work in pairs, give each student a red pattern block and a blue pattern block. Each
student will get the worksheet below as well. I will read the instructions aloud for the students.
Students will create a pattern with their pattern blocks in the boxes. The student will color the
pattern they made in the box to show what they did with their pattern blocks.
Create Pattern Preassessment.pdf
Opening:

1. Pattern Fish - YouTube -Read the “Pattern Fish” to the students. Pausing to ask students what the
patterns are through the book.
2. After we read the book, I will have students raise their hand to tell me any of the patterns that
they remember in the book. I will draw/write the patterns on an anchor chart. Then I will ask
students what kind of patterns we can make using some of the things we heard in the story.
Write these responses on an anchor chart.
Explict Instruction:
1. Draw a circle and a square on the interactive white board. Ask students how I could make a
pattern with one circle and one square. Countinue this with multiple colors, shapes, or smiley
faces. Making sure to use think-aloud stratregy to model thinking in creating patterns.
2. Pass out manipulatives to the students. Hold up two shapes and ask students to make a pattern
with the shapes the teacher held up. Give a couple minutes for students to make their patterns.
Use equity sticks to call on students to describe their patterns by ABC, colors, shapes.

Independent Practice/Math Stations:

Teacher Station: Paint dotter activity.png

Do-a-Dot Art Marker Sets | BLICK Art Materials (dickblick.com)

Students will use color doters to create patterns. I will use this activity as a formative assessment.
Math Station #1:
Students will have a bin of counters, colored bears, buttons to create patterns on the activity worksheet
in a protective sleeve.

Math Station #2:

Students will have markers and crayons at this station. They will have paper to draw or color patterns.
There will be labels of AB, AAB. ABC patterns to choose from.

Differentiation: This activity is built to be beneficial to students with high-incident

disabilities, like ADHD, ASD, ELLs and learning disabilities. Most of the activity is hands-
on working with manipulatives. Manipulatives are very helpful to all students but
especially students with disabilities. This will help create a concrete understanding of
patterns. If work needs to be chunked for students with ADHD or ASD, then when they
are working with me I will do half of the assignment that the students are working on,
provide a small break and then continue with the rest of the activity. This will be
adjusted based on student need.

ELLS: When doing math stations, I will instruct students on what they need to be
working on in each station, so they are aware of what to do when they get there.

Gifted: Students can use dotters to make patterns and label the patterns with A, B, C
Day 4: (45mins)
Materials Needed:
 Colored beads
 String
 Dry erase board and markers

Probing Questions:
What did you think about before you created your pattern?
How would you create the same pattern using different objects or materials?

Vocabulary:
-pattern
- pattern core
-repeat
-identify
-create

Lesson: Creating Repeating Patterns (day2)

Opening: Students will watch Pump Up the Pattern | Fun Exercise Song for Kids | Jack Hartmann -
YouTube to practice patterns that we have been going over. This video gets students moving and they
use their whole body to practice patterns.

Explicit Instruction:
Review making patterns with students by using this game. Make Your Own Pattern Game | Game |
Education.com . I will use think aloud to show students how to make certain patterns like AB, AAB, ABB,
ABC. We will do this as a class. I will have class discussions on the patterns that we have made and call
on students using equity sticks with the students’ names on them.

Individual Practice/Math Stations:

Teacher/myself: Students will make repeating patterns out of colored beads and string. After the
students make their patterns, they can wear them as a bracelet and take them home. I will observe
students when they are making their patterns and ask probing questions while the students work to see
who can make repeating patterns and describe their pattern. This will be used as a formative assessment
of student progress with making repeating patterns.
Math Station #1:
Students will have a bin of counters, colored bears, buttons to create patterns on dry erase boards. Once
the student makes a pattern they will label the pattern AB, AAB, ABC, etc.

Math Station #2:

Students will have markers and crayons at this station. They will have paper to draw or color patterns.
There will be labels of AB, AAB. ABC patterns to choose from.

Differentiation: These activities are built to be beneficial to students with high-

incident disabilities, like ADHD, ASD, ELLs and learning disabilities. Most of the activity
 is hands-on working with manipulatives. Manipulatives are very helpful to all students
but especially students with disabilities. This will help create a concrete understanding
of patterns. If work needs to be chunked for students with ADHD or ASD, then when
they are working with me I will do half of the assignment that the students are
working on, provide a small break and then continue with the rest of the activity. This
will be adjusted based on student need.

ELLS: When doing math stations, I will instruct students on what they need to be
working on in each station, so they are aware of what to do when they get there.

Day #5: (45mins)

Materials Needed:
 Interactive White Board
 Pattern test.png
 Make Your Own Pattern Game | Game | Education.com so
 Shape Patterns • ABCya!
Opening:
Put this game on the interactive whiteboard, Shape Patterns • ABCya! , and have students practice
identifying the core pattern and see what is missing in the patten.

The second game is Make Your Own Pattern Game | Game | Education.com so student can make their
own pattens.

Lesson: Students will complete the test below. The teacher will read the instructions out loud for the
whole class.
Pattern test.png

Differentiation: Reading the instructions whole-group. Allowing manipulatives to be used on the test if
students need them. Allowing breaks or the next day to complete the test depending on student need.

ELLS: Reading the instructions aloud.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Misconceptions:
The first misconception is that students will struggle remembering what the core of a repeating pattern is. I plan to have students work with
manipulatives to copy the pattern. This will increase student’s exposure to patterns. I will also have students work in math stations to
practice working with patterns.

Vocabulary:
-pattern- something that repeats
-pattern core- The part of a pattern that repeats
-repeat- when something happens again and again
-identify- to look at
-circle- a shape that has no straight lines
-square- a shape that has four straight lines, all the same length
-create- to make
ELABORATE: Applications and Extensions:
Day #1
Independent Practice/Math Stations:
Students will rotate math stations with the stations being myself, math station #1 and math station #2.

1. Teacher/myself Patterns Worksheet - AB.png

Students will have colored bears and match the bears to the pattern on the worksheet then circle the
pattern core. When students work in my small group this will serve as a formative assessment to see
how students are doing with the material.

2. Math Station #1 Math Station #1 AB Patterns.png

Students will use connecting cubes to copy the patterns given and circle the core pattern. The worksheet
will be in a protective sheet and students will use a dry erase marker to circle the pattern core.
 3. Math Station #2 Math station #2 AB Patterns.png (Worksheet from Canva templates)
Students will practice copying an AB pattern, this will help in identifying AB patterns in the future.

Day#2
Independent Practice/Math Stations:
Students will rotate math stations with the stations being myself, math station #1 and math station #2.
1. Teacher/myself: Teacher station Day#2.png
Students will have colored counters and match the counters to the pattern on the worksheet then circle
the pattern core. When students work in my small group this will serve as a formative assessment to see
how students are doing with the material.
 2. Math Station #1 Math station #2 on day 2 AB Patterns.png Math station #2 day 2 ABC.png
(Both worksheets from Canva templates)
Students will use colored counters to copy the patterns: AB (for review) and ABC (to practice working
with ABC patterns)

3. Math Station #2 Math station #2 day 2 AAB Patterns.png (From Canva templates)
Students will use colored counters to copy the patterns: AAB. This worksheet will be in a protective
sleeve that will allow students to circle the core patterns with a dry erase marker.

Day #3
Independent Practice/Math Stations:
Teacher Station: Paint dotter activity.png

Do-a-Dot Art Marker Sets | BLICK Art Materials (dickblick.com)

Students will use color doters to create patterns. I will use this activity as a formative assessment.
Math Station #1:
Students will have a bin of counters, colored bears, buttons to create patterns on the activity worksheet
in a protective sleeve.

Math Station #2:

Students will have markers and crayons at this station. They will have paper to draw or color patterns.
There will be labels of AB, AAB. ABC patterns to choose from.

Day #4
Individual Practice/Math Stations:
Teacher/myself: Students will make repeating patterns out of colored beads and string. After the
students make their patterns, they can wear them as a bracelet and take them home. I will observe
students when they are making their patterns and ask probing questions while the students work to see
who can make repeating patterns and describe their pattern. This will be used as a formative assessment
of student progress with making repeating patterns.
Math Station #1:
Students will have a bin of counters, colored bears, buttons to create patterns on dry erase boards. Once
the student makes a pattern they will label the pattern AB, AAB, ABC, etc.

Math Station #2:

Students will have markers and crayons at this station. They will have paper to draw or color patterns.
There will be labels of AB, AAB. ABC patterns to choose from.

EVALUATE:

Formative Monitoring (Questioning / Discussion):

Day #1- Identifying Patterns
1. My station students will have colored bears and match the bears to the pattern on the
worksheet then circle the pattern core. When students work in my small group this will serve
as a formative assessment to see how students are doing with the material. Patterns
Worksheet - AB.png

Day #2 Identifying Patterns

1. Teacher/myself: Teacher station Day#2.png
Students will have colored counters and match the counters to the pattern on the worksheet then circle
the pattern core. When students work in my small group this will serve as a formative assessment to see
how students are doing with the material.
Day #3 Creating Patterns

Students will use color doters to create patterns. I will use this activity as a formative assessment.

Day #4 Creating Patterns

Individual Practice/Math Stations:
Teacher/myself: Students will make repeating patterns out of colored beads and string. After the
students make their patterns, they can wear them as a bracelet and take them home. I will observe
students when they are making their patterns and ask probing questions while the students work to see
who can make repeating patterns and describe their pattern. This will be used as a formative assessment
of student progress with making repeating patterns.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Pattern test.png
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
Differentiation: These activity are built to be beneficial to students with high-incident
disabilities, like ADHD, ASD, ELLs and learning disabilities. Most of the activity is hands-
on working with manipulatives. Manipulatives are very helpful to all students but
especially students with disabilities. This will help create a concrete understanding of
patterns. If work needs to be chunked for students with ADHD or ASD, then when they
are working with me I will do half of the assignment that the students are working on,
provide a small break and then continue with the rest of the activity. This will be
adjusted based on student need.
  ELL
Differentiation: For ELLS having vocabulary in their native language and taking the time to make sure
that these students understand the vocabulary. Most of the activities are hands-on activities and the
instructions to all work will be read aloud to all students. When doing math stations, I will instruct
students on what they need to be working on in each station so they are aware of what to do when
they get there.
 Gifted learners

DAY 1 &2:
Gifted: Students that are doing well with the activities can grab additional patterns to
work on with or without the manipulatives. There will be a extension basket with
addition types of patterns on my small group table so I can monitor who is getting
additional types of pattern. This is to ensure that students that need more practice
with AB patterns are not playing with manipulatives.

Day 3 &4:

Gifted: Students will make patterns with dotters or markers and label the patterns independtly.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
I will evaluate my practice with the multiple formative assessments after each lesson to show progress of students. This will allow
me to track student progress and to tailor my instructor as needed for students.
 Where might/did learners struggle in the lesson?
Students might struggle with labeling patterns. Identifying core patterns might be a struggle for students because there is a lot
going on when looking at a pattern. Students might miss the last part of a pattern core. Students that are struggling will be placed
in my tier 1 group. This group will practice patterns with manipulatives before circling the core. I will bring attention to the
patterns that are in our classroom and in the school to expand their experiences with patterns.
 How can the lesson be strengthened for improved student learning?
This lesson could be strengthened by allowing more time for students to develop concrete understanding of patterns.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
Yes. I made this lesson plan as inclusive as I could, to benefit all students.