Embedded Files
Core concept: A repeating pattern has a core that repeats over and over again.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- patterns have an element that repeats over and over again
- patterns can be described by referring to attributes such as colour, size, shape, length, form and so on
- the element that repeats is called the pattern core.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify repeating patterns in a range of contexts
- identify the core of a pattern as the element that repeats over and over again
- describe the attributes of a repeating pattern.
Daily number sense: Spot the domino – 10 minutes
Daily number sense: Spot the domino – 10 minutes
Build students' understanding of numbers by representing them as quantities, busting them up and drawing the numeral on write and swipes.
Build students' understanding of numbers by representing them as quantities, busting them up and drawing the numeral on write and swipes.
How do we use attributes to describe what we notice?
How do we use attributes to describe what we notice?
Introduce the lesson with a collection of random items such as shapes, plastic animals, building bricks, paintbrushes, and pencils. Ask students to watch as you sort the items.
Introduce the lesson with a collection of random items such as shapes, plastic animals, building bricks, paintbrushes, and pencils. Ask students to watch as you sort the items.
Ask students to explain why you sorted the items this way.
Ask students to explain why you sorted the items this way.
Invite student responses and repeat the process several times using different attributes each time. Consider sorting based on length, colour, shape, size, and material to elicit a variety of vocabulary. Use the students’ sorting to explain that attributes help us to describe what we see.
Invite student responses and repeat the process several times using different attributes each time. Consider sorting based on length, colour, shape, size, and material to elicit a variety of vocabulary. Use the students’ sorting to explain that attributes help us to describe what we see.
What do you notice about the picture above?
What do you notice about the picture above?
A pattern is something that repeats
A pattern is something that repeats
Show the artwork Pwanga by Jean Baptiste Apuatimi. Ask students: what do you notice about the patterns in the image? Students turn and talk and share their thinking with a partner and then the whole class.
Show the artwork Pwanga by Jean Baptiste Apuatimi. Ask students: what do you notice about the patterns in the image? Students turn and talk and share their thinking with a partner and then the whole class.
Explain: The structure (how they are put together or order) of patterns can be described by noticing their different attributes.
Explain: The structure (how they are put together or order) of patterns can be described by noticing their different attributes.
Which attributes help you to describe patterns?
Which attributes help you to describe patterns?
There is a repeating pattern that continues under the card. What do you think comes next?
There is a repeating pattern that continues under the card. What do you think comes next?
Next
Next
Can you predict what comes next? Invite student responses and elicit students’ thinking through questioning, for example:
Can you predict what comes next? Invite student responses and elicit students’ thinking through questioning, for example:
- Why do you think that?
- Does anyone have a different idea?
- How do you know?
Too hard?
Too hard?
Students have difficulty identifying and describing the core:
Support students by scaffolding the attribute language to describe the elements of the core and practise labelling the individual elements of the pattern.
Provide samples of the pattern elements for students to hold up during the prediction process.
Allow the student to move the horizontal core into vertical alignment and back to horizontal several times.
Too easy?
Too easy?
Students can confidently articulate the attributes of the core and identify the core in the pattern:
Ask students to circle each core in the pattern without aligning it vertically.
Model the concept with an ABB or ABC repeating pattern.
Select an attribute that is more challenging to identify, such as orientation of the same item or position of items. Refer to Exploring patterns 3 (8:28) for further ideas.
Activity: ‘I spy a pattern’ walk – 15 minutes
Activity: ‘I spy a pattern’ walk – 15 minutes
Consolidation and meaningful practice: Copying patterns
Consolidation and meaningful practice: Copying patterns
Provide students with the opportunity to copy patterns in a range of contexts. Provide activities that reflect a range of different attributes. Rotating stations could be:
threading beads on a string
coloured rods or blocks
natural materials such as leaves and rocks
buttons or craft materials
modelling clay objects.
Observe students copying patterns and speaking about the attributes of the core. Engage students in conversation about their thinking with the following questions.
What do you notice about the pattern you are working on?
How would you describe the core in this pattern?
Which part repeats over and over again?
After all students have participated in each station, pack up stations.
Teach the class the actions to the The Chicken Dance – For Kids (2:44). Ask students how the movements in the dance make a pattern. Invite students to describe each movement of the dance. Explain that noticing the attributes of movements helps us to describe and notice the structure of a pattern.
Page updated
Report abuse