Objective:

Students will practice counting and pattern recognition by creating visual patterns and sequences using physical objects. Through this activity, students will improve their ability to count objects and identify patterns, laying the foundation for computational thinking and early math skills.

Materials Needed:

• Blocks, counters, or small toys (in different colors or shapes)

• Chart paper or whiteboard for group discussion

• Markers for drawing patterns

Steps:

• Introduction:

  • Begin the lesson by asking students, "How do we see patterns in everyday life?" 

  • Discuss common examples, such as stripes on clothes or tiles on a floor. 

  • Hold up blocks of different colors and demonstrate an alternating red-blue pattern, counting each block as you arrange them. 

  • Explain that patterns help us organize objects and data in ways that make it easier to understand and solve problems, much like how computers use patterns to process information.

• Group Activity:

  • Divide students into small groups and provide each group with a set of physical objects, like blocks or toys. Their task is to create a repeating pattern using their objects, such as alternating colors or shapes. 

  • Encourage students to count the objects and think about how the pattern continues. 

  • Explain that organizing objects into patterns is similar to how computers process data in a logical sequence, which is key to solving problems efficiently.

• Creating Patterns:

  • As students begin arranging their objects into a pattern, encourage them to focus on consistency in their sequences. 

  • Ask guiding questions like, "What comes next in your pattern?" and "How many objects have you used so far?" 

  • Explain that just like computers, they are following a set of rules (an algorithm) to ensure the pattern repeats correctly. Their patterns can be arranged in lines, circles, or any other formation, as long as the sequence is clear and logical.

• Testing and Refining:

  • Once students have created their patterns, have them check their work by counting the objects and reviewing whether the pattern repeats consistently. 

  • Encourage them to "debug" their sequence by adjusting or refining it if necessary. Remind them that this process of testing and refining is similar to how programmers ensure their code works correctly by checking and improving algorithms.

• Presentation and Discussion:

  • Each group will present their pattern to the class, explaining how they created it, how they ensured it followed a consistent sequence, and how many objects they used. 

  • Lead a discussion on how organizing objects into patterns helps us understand numbers and data. 

  • Relate this to how computers use patterns and algorithms to organize and process large amounts of information quickly and accurately.

Equity and Access:

Offer different types of manipulatives for students who may need additional support, such as blocks of varying colors, shapes, or sizes. Encourage students to work together, allowing those who may struggle with creating patterns to get help from their peers.

Real-World Application:

Discuss how patterns are used in real life, such as arranging tiles on the floor, creating designs on clothing, or organizing items in a grocery store. Relate these everyday examples to how computers recognize and organize patterns to make decisions, such as sorting data or predicting trends, emphasizing the usefulness of pattern recognition and computational thinking in everyday problem-solving.

CS Practice(s):

• Creating Computational Artifacts: Students create physical patterns using objects, mimicking how computers organize data into sequences to solve problems.

• Testing and Refining Computational Artifacts: Students test and refine their patterns by checking for consistency and making improvements, similar to debugging code in computer programming.

Content Standard(s):

• CA CCSS Mathematics K.CC.4, K.CC.5

• CA CS K-2.DA.8, K-2.DA.9, K-2.AP.12 

Counting with Digital Patterns

Objective:

Students will practice counting and pattern recognition by using digital tools to create visual patterns and sequences. Through this activity, students will learn to count objects and identify patterns, laying the foundation for computational thinking and early math skills.

Materials Needed:

• Tablets or computers with ScratchJr installed

• Physical objects for counting (e.g., blocks or counters)

• Chart paper for pattern and counting review

Steps:

• Introduction:

  • Begin by discussing counting and patterns with the class, asking, "How do we use patterns in everyday life?" 

  • Show examples of patterns using physical objects, like blocks arranged in alternating colors, and count them together as a class.

• Group Activity:

  • Divide students into small groups and introduce them to ScratchJr. 

  • Explain that they will use the app to create patterns with digital objects, such as animals or shapes. 

  • First, students will practice counting objects on the screen and then use blocks of code to repeat these objects in a pattern (e.g., alternating animals or colors).

• Creating and Coding:

  • Demonstrate how to drag and drop coding blocks in ScratchJr to create a sequence. 

  • For example, show how to place a dog, then a cat, and repeat the sequence using loops. 

  • Encourage students to create their own patterns using different objects or colors, thinking about how to arrange the objects in a logical order.

• Testing and Refining:

  • Have students test their digital patterns by running the code in ScratchJr, checking if the objects appear in the correct sequence and quantity. 

  • Allow time for students to refine their patterns, adjusting the order, colors, or repetition as needed.

• Presentation and Discussion:

  • Each group will present their digital pattern to the class, explaining how they used counting and coding to create it. 

  • Lead a discussion on how the patterns help with counting and how technology, like ScratchJr, helps us visualize and understand mathematical concepts like repetition and grouping.

Equity and Access:

Offer printed pattern guides or physical objects for students who may need additional support before moving to the digital activity. Encourage peer support, where students can collaborate and share ideas, ensuring all students can engage in the activity at their own pace.

Real-World Application:

Discuss how patterns are used in daily life, such as creating designs on clothing or arranging items in a grocery store. Relate the digital patterns to real-world examples, helping students see how computational thinking applies beyond the classroom.

CS Practice(s):

• Creating Computational Artifacts: Students create digital patterns using ScratchJr, practicing early coding concepts like sequencing and loops.

• Testing and Refining Computational Artifacts: Students test their ScratchJr projects and make adjustments to improve their patterns and counting accuracy.

Content Standard(s):

• CA CCSS Mathematics K.CC.4, K.CC.5

• CA CS K-2.DA.8, K-2.DA.9, K-2.AP.12