Grade 1: "Translating patterns"
(From: Mathology)
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(From: Mathology)
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This Mathology lesson plan can be accessed in both English and French by logging into your Mathology.ca/Mathologie.ca account and searching for Patterning Activity Card 7: Creating Patterns: "Translating Patterns"
Content
Content
Big Idea:
Big Idea:
Translating a repeating pattern in a variety of ways.
Expectations:
Expectations:
C1. Patterns and Relationships: identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real‐life contexts
• Patterns: C1.2 create and translate patterns using movements, sounds, objects, shapes, letters, and numbers
Learning Goals
Learning Goals
We want students to...
We want students to...
Understand that regularity and repetition form patterns that can be generalized and predicted mathematically.
Success Criteria
Success Criteria
I can demonstrate that...
I can demonstrate that...
A repeating pattern can be shown in many different ways.
We can build many repeating patterns with the same letter core.
Materials
Materials
Student Card 7
Attribute blocks, pattern blocks, counters
Game pieces (one per pair)
Line Master 12: The Number Four (Newo) Story
Line Master 13: Assessment
All Line Masters and Student Cards can be accessed by logging into your Mathology/Mathologie account.
Vocabulary
Vocabulary
Repeating Pattern
Element
Pattern core
Attribute
Translate
teacher background
teacher background
Students may benefit from prior experience with:
identifying different attributes of objects (e.g., size, colour, shape)
sorting objects based on a common attribute in different ways
identifying, describing, reproducing, and extending repeating patterns (2 to 3 elements) involving objects, sounds, numbers, and actions
identifying the core of a repeating pattern
Key concepts
The same pattern structure can be represented in various ways.
Patterns can be created by changing one or more attributes.
When patterns are translated, they are being re-represented using the same type of pattern structure (e.g., AB, AB, AB… to red-black, red-black, red-black).
Pedagogy
Pedagogy
Minds On
Minds On
Model a few repeating patterns with an AAB core (e.g. clap, clap, snap; 2, 2, 4). Ask, “How are these patterns alike?”
Some students may notice that the core of the patterns can be represented with the letters AAB. Prompt students to come up with other ways to represent the pattern (e.g., circle, circle, triangle).
To introduce the pattern circle and its colours, read The Number Four (Newo) Story (Master 12).
Action!
Action!
(Use Student Card 7A) Give each pair a game piece. Have patterning materials available.
Place your game piece on a letter core on the pattern circle. Each of you will use this core to create a repeating pattern. You can use any materials you want. Your patterns must look different.
Build the core, then use the core twice to make a repeating pattern.
Talk about how your patterns are alike and how they are different.
Move your game piece around the circle until you have used all four cores.
Teacher Moves
Probing Questions:
Why did you choose to show the core that way?
How do you know that your core matches the core on the pattern circle?
How do you know that you created your pattern correctly?
How is your pattern like your partner’s pattern? How is it different?
LOOK-FORS:
LOOK-FORS:
Are students using the core to create the pattern?
Do students use the given core in letters or do they translate by representing the core another way (e.g., counters, actions, numbers)?
Can students successfully represent a pattern in different ways (e.g., using different materials)?
Are students using math language to talk about how patterns are alike or different (e.g., core, repeats, pattern)?
Consolidation Of Learning
Consolidation Of Learning
Have students share and discuss how they made different repeating patterns using the ABA core. Help students see that there are many possible patterns for any given letter core. Have a volunteer make a repeating pattern, then ask students to turn and talk with their elbow partner about another way to represent the pattern.
Highlight for Students
A repeating pattern can be shown in many different ways.
We can build many repeating patterns with the same letter core.
Supports for student learning
Supports for student learning
Accommodations: Use Side B where the cores have fewer elements.
Extension: Students create a repeating pattern and their partners represent it in a different way.
Combined Grades Extension: Students create a repeating pattern involving two attributes and their partners represent it in a different way.
Assessment
Assessment
All assessments, in the moment feedback/prompts, and independent tasks can be accessed by logging into your Mathology/Mathologie account.
SEL Self-Assessments (English) and Teacher Rubric
Extension
Extension
Log in to your Mathology.ca / Mathologie.ca account to access Intervention and Extension activities, Professional Learning Videos and Assessment tools.
Technology
Technology
If you require support logging into your Mathology/Mathologie account, please contact Kerry Stack or Erica Doucet.
Use the Geometry Tool (or Mathies App/Math Learning Centre Virtual Manipulatives) in front of the class to explore translating a pattern in different ways. Use a Textbox to display a letter core. Drag shapes to the workspace to create different repeating patterns with the same core. You can use the Paint Brush to change colour, the Rotate button to turn a shape, and the Resize button to make a shape larger or smaller. Have students discuss how the patterns are alike and how they are different.
Pearson Interactive Tools (log into your account) / Mathies app / Math Learning Centre)
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