Embedded Files
Core concept: Patterns can be represented through movement.
Warm-up/Daily number sense: Domino dump – 10 minutes
Warm-up/Daily number sense: Domino dump – 10 minutes
Build student understanding of counting forwards and backwards by exploring the activity ‘Domino dump.’
Build student understanding of counting forwards and backwards by exploring the activity ‘Domino dump.’
As a class, place the number cards 0-12 on the ground in order, see Resource 1: Number cards 1. Check for accuracy by counting out loud and discuss which number is the smallest and which number is the largest.
As a class, place the number cards 0-12 on the ground in order, see Resource 1: Number cards 1. Check for accuracy by counting out loud and discuss which number is the smallest and which number is the largest.
Empty a container of at least 50 dominoes on the ground. Have each student collect one domino at a time and place it under the matching number card. Continue until all dominoes have been placed.
Empty a container of at least 50 dominoes on the ground. Have each student collect one domino at a time and place it under the matching number card. Continue until all dominoes have been placed.
Ask students what they notice and wonder about the arrangement of dominoes. Encourage students to compare the numbers and identify any patterns.
Ask students what they notice and wonder about the arrangement of dominoes. Encourage students to compare the numbers and identify any patterns.
Students take turns to count the quantity of dominoes by asking the following questions:
Students take turns to count the quantity of dominoes by asking the following questions:
How many dominos have less than a value of 6?
How many dominos have less than a value of 6?
How many dominoes that have more than a value of 8?
How many dominoes that have more than a value of 8?
How many dominoes are there between the number cards 5 and 10?
How many dominoes are there between the number cards 5 and 10?
Additional questions can be asked to provide students with the opportunity to build their understanding of counting forwards.
Additional questions can be asked to provide students with the opportunity to build their understanding of counting forwards.
In small groups, have students collect 20 dominoes. Students count backwards from 20 moving the dominoes back into the bucket.
In small groups, have students collect 20 dominoes. Students count backwards from 20 moving the dominoes back into the bucket.
Variation: Choose the number with the largest quantity of dominoes and have students count forwards and backwards to determine the total number of dominoes. Select students to identify different number cards and have them count the number of dominoes and then return the dominoes to the container by counting backwards.
Variation: Choose the number with the largest quantity of dominoes and have students count forwards and backwards to determine the total number of dominoes. Select students to identify different number cards and have them count the number of dominoes and then return the dominoes to the container by counting backwards.
Activity: Sanctuary for spiders – 30 minutes
Activity: Sanctuary for spiders – 30 minutes
Remind students that, in the previous lesson, they identified the differing parts of a pattern or the attributes of a pattern. They can include the visual elements such as size, colour, shape, movement.
Remind students that, in the previous lesson, they identified the differing parts of a pattern or the attributes of a pattern. They can include the visual elements such as size, colour, shape, movement.
Explain that patterns can also be represented with movement and actions. Remind students of the text Pattern Bugs and how the butterfly goes flutter, float, flutter, float, flutter, float. Ask students to think about how they could show the pattern using movements. Have some students demonstrate their movement ideas and ask other students to continue the pattern demonstrated.
Explain that patterns can also be represented with movement and actions. Remind students of the text Pattern Bugs and how the butterfly goes flutter, float, flutter, float, flutter, float. Ask students to think about how they could show the pattern using movements. Have some students demonstrate their movement ideas and ask other students to continue the pattern demonstrated.
Model to students how to record this pattern on a chart so others can follow the pattern (see Figure 1)
Model to students how to record this pattern on a chart so others can follow the pattern (see Figure 1)
Note: Patterns are something students can embody, not just make with materials. This embodied cognition, which involves using both sides of the body to produce movements, encourages the development of connections across both sides of the brain and between the body and cognition (Boaler et al., 2020).
Note: Patterns are something students can embody, not just make with materials. This embodied cognition, which involves using both sides of the body to produce movements, encourages the development of connections across both sides of the brain and between the body and cognition (Boaler et al., 2020).
Pattern: A pattern in mathematics is made up of a number of elements (pictures, colours, shapes, letters etc) that repeat or follow a rule.
Pattern: A pattern in mathematics is made up of a number of elements (pictures, colours, shapes, letters etc) that repeat or follow a rule.
Explain to students that today they are going to experiment with creating patterns and making an AB or AAB pattern dance using the animals from the Pattern Bugs text as inspiration.
Explain to students that today they are going to experiment with creating patterns and making an AB or AAB pattern dance using the animals from the Pattern Bugs text as inspiration.
Display Resource 3: Examples of bugs. Ask students the following questions:
Display Resource 3: Examples of bugs. Ask students the following questions:
What type of bugs do you see?
What type of bugs do you see?
What actions or movements could be used to represent the bugs?
What actions or movements could be used to represent the bugs?
In pairs, students create their own AB or AAB pattern dance. Partners design the moves and the dance, practicing the dance so they can teach others.
In pairs, students create their own AB or AAB pattern dance. Partners design the moves and the dance, practicing the dance so they can teach others.
observational data (MAO-WM-01, MAE-FG-01)
observational data (MAO-WM-01, MAE-FG-01)
photographs or videos of pattern dances (MAO-WM-01, MAE-FG-01)
photographs or videos of pattern dances (MAO-WM-01, MAE-FG-01)
Consolidation and meaningful practice: Sharing pattern dances – 15 minutes
Consolidation and meaningful practice: Sharing pattern dances – 15 minutes
As a class, invite some partners to teach their pattern dance to the class.
As a class, invite some partners to teach their pattern dance to the class.
On a chart, draw symbols for the parts of each dance so students can use as a visual support. Ensure students say the animal names aloud with each movement.
On a chart, draw symbols for the parts of each dance so students can use as a visual support. Ensure students say the animal names aloud with each movement.
observational data (MAO-WM-01, MAE-FG-01)
observational data (MAO-WM-01, MAE-FG-01)
photographs or videos of pattern dances (MAO-WM-01, MAE-FG-01)
photographs or videos of pattern dances (MAO-WM-01, MAE-FG-01)
The table below outlines stimulus prompts to generate conversation about the topic, along with anticipated responses from students
The table below outlines stimulus prompts to generate conversation about the topic, along with anticipated responses from students
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