Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use
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LU Title: Patterns on Parade |
Author(s): Diana Henry, Rene Argentine, Melissa Grecco, Kim Borowski |
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Grade Level: First |
School : Peterboro Street Elementary |
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Topic/Subject Area: Math: Patterns |
Address: 220 N. Peterboro Street Canastota, NY 13032 |
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Email: |
Phone/Fax: (315) 697-2027 |
This unit is written for the beginning of first grade. It teaches the concept of pattern using manipulatives in one, two, and three dimensions. It has lessons designed to be taught in a 40 to 45 minute period every day for 2 weeks. It includes the use of the computer program Exploring Math With Manipulatives: Level I: Pattern Blocks in many of the lessons. The purpose of the unit is to provide a basic concept of pattern to be built upon in mathematics instruction throughout the year. This will help support the knowledge that our numerical system has patterns.
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Declarative |
Procedural |
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Definition of Pattern |
Utilizes computer skills (log on to network, selecting program/Activity level, log out, typing, click on, drag, erase.) |
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Vocabulary: repeat, predictable, label, screen, icon, log on/off, click, keyboard, drag, etc… |
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Identify pattern/not pattern |
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How patterns are labeled, to label a given pattern. |
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Kinds of patterns, linear, two or three dimensional. |
Make linear, two and three dimensional patterns |
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Elements of sentence writing (capital letter at the beginning, period at the end, space between words, listening to sounds in words.) |
Write descriptive sentences including use of proper mechanics and inventive spelling. |
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Understands computer terminology (log on, activity level, log out, drag, erase). |
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What do patterns do for us?
Why do people use patterns?
When would you use them in real life?
CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance
Indicator(s) or Benchmark(s)
Standard MST 1: Students will use mathamatical analysis, scientific inquiry, and engineering design, as appropriate to pose questions, seek answers, and develop solutions.
Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions
Key Idea 3: Critical thinking skills are used in the solution of mathematical problems.
Standard MST 2: Information systems
Key Idea 1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Standard MST 3: Students will understand mathematics and become mathematically confident by communication and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number system, geometry, algebra, data analysis, probability, and trigonometry.
Key Idea 7: Students uses patterns and functions to develop mathematical power, appreciate the true beauty of mathematics and construct generalizations that describe patterns simply and efficiently.
Standard MST 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Key Idea 3: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.
Standard MST 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology real-like problems and make informed decisions.
Key Idea 2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.
Students participate in extended, culminating mathematics, science, and technology project. The project would require students to:
Standard ELA1: Students will read, write, listen, and speak for information and understanding.
Key Idea: Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.
Students:
Standard ELA 4: Students will read, write, listen, and speak for social interaction.
Key Idea 1: Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.
Students:
For our initiating activity teacher will set out five different pattern stations using (color tiles, color chains, unifix cubes, one inch wooden cubes, ring-a-majigs, tower fix, legos, plastic teddy bears) manipulatives. These manipulatives should be of the same shape and size. Students will be shown an AB pattern made with ten pieces of a given manipulative. Students will then use the provided manipulatives (ten of the manipulatives at that station: five each of two colors) to design their own AB pattern given the directions "make one like mine." After students have completed their patterns, they will meet as a whole group to discuss what they did. The teacher will elicit discussion with questions such as: "What did you have in your work space? What did you do with it? What do you notice about what I made and put at your station? What did it mean when I asked you to "Make one like mine."?" Teacher will then chart the describing words as each student contributes to the discussion (color words, shape names, unit vocabulary, etc…).
LEARNING
EXPERIENCES
In
chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.
Day 1: INIATING ACTIVITY
Activity: When students come into the room, they will go to an assigned station where they will find ten manipulatives consisting of two different colors, five of each. Given the directions "Make one like the one I made and put at your station.", the children will make an AB pattern. When child has finished using the manipulatives in his or her workspace, each can come to the "meeting place" where extra manipulatives like the ones at stations are available for creative use until all have finished task at their station. When all have finished, the teacher will direct the children to pick up the extra manipulatives being used while they were waiting and sit in a circle for the discussion.
Discussion: The teacher can open the discussion by asking, "What was it that I asked you to do this morning?"(This of course could be set up while the students are out of the room at any time of day, while they are at a special or lunch. If this option for a time slot is used, the portion of this day's lesson using the extra manipulatives may not be necessary.) Responses the teacher is looking for are, pattern, repeat, that everyone had two colors, that the manipulatives were all the same shape, label, AB, etc.... For additional questions to spark discussion see above. Teacher will ask children one at a time to describe their creation. After all have had a chance to respond and the teacher has charted the various responses during the discussion, the teacher states "This activity was my way of seeing what you already know about patterns. The patterns that I made and the ones you built are called 'linear' patterns because they go in a line. We are going to be doing a unit on patterns for the next couple of weeks. I call this "Patterns on Parade".
Closure: Now let's take a little parade around the room to see everyone's patterns made with all the different toys that the stations had. While we parade I am going to play a song on the record player. While you are looking at all the patterns and following me you can clap to the song. I also want you to think about this question, "What do you notice about the song?" The teacher then plays the song, "2 song" from the album, The Rhythm Makers by Rhythm Productions. When song ends, stop the parade and remain standing in line. Provide an opportunity for a student or two to respond to the question about the song. Teacher says, "Now I am going to play another song. Think about the same question while we parade around the room again. This time when we get to your pattern, you stop and take apart the pieces and put them in the bin. Stay at your station until the parade comes back and picks you up and you join the line at the end." After all manipulatives are picked up and all the students have joined the line, direct them to sit in the "read aloud" area and read the story, "Patterns Everywhere: A Beginning Math Book" by Kari Jenson Gold published by Newbridge Communications, Inc. (1996). Teacher closes the day's lesson by asking, "What is a pattern?" Have a child or two retell the explanation given in the story text. A pattern is anything that repeats in a predictable way. You would be able to tell what comes next.
Enrichment: These same toys would be made available during the day's recess or centers period to provide an opportunity to all who would like a turn using each manipulative set.
Day 2:
SUMMARY: Students will learn the procedure to log on to the computer and find the appropriate activity. Students will make an ABC pattern on the computer and with paper.
Procedural Knowledge: The students will be able to log on to the computer network using the student code provided (first initial, whole last name or first seven letters of last name if last name is longer than seven letters), use steps of getting to program (Exploring Math with Manipulatives: Level I: Pattern Blocks), select activity (#1 Explore), make an ABC pattern on computer program by selecting and dragging the shape images into a linear formation from left to right, and make an ABC pattern with paper shapes.
Materials: Paper strips, construction paper replicas of pattern blocks (prepared by copying black line masters from Addison-Wesley math materials), glue sticks, log on cue cards
Description of what will be done:
Anticipatory Set: Teacher will introduce the computer station by saying, "Most of you learned some things about using school computers in kindergarten. This year you will use some of the same programs you used last year, but you are going to learn the steps for getting to the programs by yourself."
Introduce the activity: The teacher then demonstrates how to turn on the computer by pushing the button on the monitor and hard-drive while telling the steps being taken. Tell them that most days the computers will already be on, but there may be times when they are asked to turn them on.
1. The children are shown the log-on screen and how to type their first initial and last name. Say, "This part of the computer is called the keyboard. On the keyboard are all the letters and numerals, plus many other keys. You will need to use the letter keys to log on. They are not in ABC order, so you will need to look carefully for the letters in your log on code. All the letters on the keys are capitals, but when you type they will be lower case. This is fine for logging on." At this point two children who follow directions well are selected to do all of the steps shown so far. (One with a last name having seven or less letters, one with a longer last name.) The teacher shows cards with these two children's log on code printed on them. This is to assist children who have not learned how to spell their last name and for the children with last names longer than seven letters. The teacher will say, "After you type your first initial and last name code, press enter." The teacher shows where this key is and models hitting it. At this point have one of the two students who are modeling the steps make a mistake in the typing of their code. Show the children on the monitor where what they are typing is on the screen and where the backspace key is to erase and fix a typing mistake. Have the other child type the wrong code, but pretend that he or she doesn't notice the mistake and press the enter key. Tell the class, "If you make a mistake in typing your log on code, the computer will come back to the log on screen to make you log on again.
2. Once the log on is complete, the first menu screen will be displayed with the teacher's name "______'s Class" at the top. The children are told, "When you get to this screen, you need to be sure the top line that says "_____'s Class" is highlighted. This means that the words have a white rectangle around them. If the correct words are highlighted, press 'enter'." Model where this key is again. Model what to do if this line is not highlighted. Say, "You may need to move the white rectangle to the right line if it is in the wrong place. You do this by using the mouse." Show where the part of the computer called the mouse is and what it does on this screen. Say, "Move it away from you to go up the list, toward you to go down the list. When the highlight bar, which is another way to say rectangle, is in the right place you press enter. Another way of selecting a menu choice is to click the left mouse button." Show this as well being sure to caution them to be careful not to move the mouse when clicking once the highlight bar is in the wanted place. At this point show the use of the up and down arrow keys to move the highlight bar and where these keys are on the keyboard. Also, show the children what will happen if they press enter with the wrong menu choice highlighted. Model how to use the "escape" key to get out of that choice, showing where this key is on the keyboard. Say, "The escape key is labeled with the letters 'esc' which are the first three letters of the word escape. Escape means to get out. This key is called the 'escape' key because it helps you to 'get out' of any program choices you don't want to be in. All of the things I have showed you so far in this lesson you will need to remember every time you work on the computer this year."
3. Say, "The next steps you will learn are for using the program called pattern blocks. This is the program you will be working on today." Now the programs menu is displayed on the monitor. Show the children where the Patterns Blocks words are on the list. Ask, "Who can tell me what letters you will see in the words, pattern blocks?" (Teacher should say it slowly to s-t-r-e-t-c-h out the word to assist the children in hearing all the sounds.) "It is the third line on the list of program choices. You will select it by moving the highlight bar to that line and pressing enter or clicking the left mouse button. Remember there are two ways of moving the highlight bar, the mouse or the arrow keys." Before the teacher presses enter or click the mouse button, the teacher unplugs the headphones from the digi-speech so that all the children will be able to hear what the computer says. The activity choices screen will come up to the monitor next. Tell the children, "When you get to this screen you will need to use the mouse to move the arrow on the screen." Demonstrate this function of the mouse to the children by pointing to all of the activity choices and reading each. * Day 4 of the unit will refer to all of the steps up to this point. Say, "Today you will be doing a job on "Exploring Pattern Blocks" choice number one, so you will move the mouse arrow to that choice and click the left button."
4. Say, "This is the screen you should see." The teacher models moving the mouse arrow to the word "go" and click it. Say, "After clicking on go your job is to make an ABC pattern across the screen." Model how to move the shapes displayed on the left side of the screen by moving the arrow (with the mouse) to the desired shape and pressing the left mouse button and holding it done. Say, "When you pick up something with the mouse arrow by pressing the left button down and hold it down, it is called 'dragging' it." At this point show what happens if you get the shape part way to the desired place and let go of the mouse button. Show how to go back and pick up. Say, "If I need to make an ABC pattern across the screen, how many different shapes can I choose?" Expected response, "Three." Have one child at a time name all the shape and color choices that they see on the screen. Any shape that none of the children know the name of, tell and show each. (Activity 2: Fill it in of this program is not used in this unit as it is not truly a pattern activity. It is more of a following directions and problem solving task. However, because this program is used and refers to the following four shapes, the vocabulary taught needs to be as noted.) The color and shape words used are; blue rhombus, green triangle, yellow hexagon, and red trapazoid. The other shape words are not named in any of the program activities so the terms used for the purpose of teaching this unit are; light blue rectangle, purple circle, tan diamond, and orange square. (A visual aid can be made and hung in the classroom listing the above shape and color words which will be used in writing lesson as a word bank on Day 6.) Ask, "Where should I first shape?" Expected response, "Left." or "Top." Choose three shapes to use for the modeled pattern and tell the children your choices. Ask for a child to tell which shape could be the first. Ask a second child to tell which could be next and where it should be put. Have a third tell the only shape that can be put in the pattern next based on the chosen three shapes the children were told. Now call on children to tell each successive piece in the pattern and where it needs to be dragged on the screen until the pattern goes from left to right or from top to bottom.
5. Model putting the wrong shape at some point during the job and how to click on the eraser, then click on the shape needing to be erased. Or show them how to click back on the wrong shape and dragging it back to the place it was dragged from. Once a completed linear pattern is on the screen, show the students how to click on the notepad icon and type their log on code. Say, "This will show us whose work it is." With the notepad still on the screen, demonstrate how to print it by going to the proper key, print screen, and pressing on it. The two student models have made their own ABC pattern with their choice of three shapes. The group checks their work to be sure all directions were followed. The teacher then asks students to label the patterns created in more than one way, color words, shape words, first letters of the shapes or colors. Then those two also print their work. Say, "Today you have permission to send this job to the printer. You will not print all the jobs you do on the computer."
5. Say, "Now the next few steps you will need every time your turn on the computer is finished." Model how to move arrow to the "EXIT" sign and click on it. Tell the students, "An exit sign shows a way to get out. On the computer it means this is the way to get out of the program." A question will displayed, "Are you sure you want to exit?". Model moving arrow to 'yes'. This screen will tell them which activity was worked on. Then show that each will need to "exit" again from the activities menu following the same steps. Say out loud the steps to assist the students' memories. At this point the screen will show a "quit" sign. Direct the children to click on the quit sign. The computer will ask, "Do you want to quit?" and the children need to click "yes". Model this step. Tell the children if they click "no" they will have to repeat the exit or quit steps.
6. The main menu should be back on the screen if all steps have been performed correctly. Tell the children that when they get to this screen they need to move the highlight bar to the word, "logout". Remind them that there are two ways to move the highlight bar, the mouse or the arrow keys. Also, teach the "shortcut" way, typing "L" to bring the highlight bar directly to logout.
7. In our setting, the next step for the teacher would be to select three more children (ones with good listening and direction following skills) to do the task at the computer station. The remaining children will make an ABC pattern with paper cut outs of some of the same shapes as are on the computer program. The teacher will say, "While three classmates do their computer pattern, the rest of you will make one with these paper shapes. You will glue this one on a paper strip like this." The teacher shows the materials. The teacher passes out some of each shape at each table ad the paper strips. The teacher circulates around the room to assist and monitor the children's progress. Rotate children to the computer as children finish at that station. The rotation on the computer may need to continue past the group work time on the paper product.
Assessment: The printed pattern from the computer activity is the evaluation of the day's lesson. The construction paper pattern is also a second method of evaluating the children's understanding of concept of pattern. (In our current setting with black ink printers, the children would be given the directions and opportunity to color their ABC pattern to match the color of the actual pattern blocks. The color of the blocks on the screen is consistent with this.)
Day 3:
SUMMARY: Students will be making pattern walls following a given cue card and make own pattern wall with blocks and replicate it with paper.
Procedural Knowledge: The student will be able to make a pattern using two to six different shapes given thick pattern blocks and construction paper replicas of those shapes.
Strategies: Modeling, think-aloud, provide examples.
Materials: Tag board cards 3" x 9" (one per student plus one to use as an example), wooden and/or plastic thick pattern blocks, construction paper shapes that match color, size, and shape of the actual pattern blocks, glue sticks
Describe what will be done:
Anticipatory Set: Remind students that they had made a linear pattern in two ways the previous day in their work of this unit. Say, "We learned that in order to be a pattern it has to be predictable and repeat. We should be able to tell what will come next. If a part were left out, we would know what was missing."
Introduce the lesson: "This is a pattern wall job card." Teacher shows a completed pattern wall task card. "Notice it has shapes that repeat that look like they are stacked. This shows a piece of the pattern, but since it is predictable I could copy this pattern with the real blocks and make it longer than the card." Teacher models copying the pattern card with real blocks. "Your first job today will be to make a pattern wall by copying a pattern card just like I have shown you."
1. The children are given the plastic or wooden thick pattern blocks, a pattern card, and a stand to hold the card up. The teacher circulates and offers prompts and questions to assist children and keep children on task. Anecdotal notes could be taken at this time. If some children finish one pattern before all have done one, the quick workers can exchange cards and try another. When all have done at least one, go on to the next step. Teacher has children disassemble copied walls and collect all the pattern task cards.
2. Now you will be making another pattern wall of your own. It will be need to be made in a line. We call this a linear pattern. You will be making the pattern with these same blocks. You will stand up the blocks on their sides so that you can stack them to make a wall like this." Teacher models an example of a 'pattern wall'. The teacher uses the think aloud strategy while building and gives the directions. "Your wall needs to repeat in a predictable way and the pieces need to balance. It can only three inches high and repeat in a nine inch length. That's as high and long as this card." Teacher shows a card three by nine inches. "You will make your pattern this big. When you have finished the block wall you will make a paper copy of your pattern, like this." Teacher models using the card, paper shapes, and glue to make a replica of the pattern wall. The teacher counts how many of each shape is in the wall, then counts out the same number of each of the paper shapes. The think aloud strategy continues to be used. "I glue these shapes along the bottom of my wall. Then…" The teacher models finishing and writing his or her name on the back.
Assessment: The completed pattern wall will be the assessment. The teacher should be making anecdotal notes as she or he is checking on students' progress on their wall with the blocks and let them know when they should move on to the paper step. Before the children begin the teacher tells them that they must have their block wall checked before they can glue.
Day 4:
SUMMARY: Students will log onto the computer selecting the same program, Pattern Blocks, and a new activity, What Comes Next; Level A. Students will make pattern block walls according to given pattern. Both activities will be done in small groups.
Procedural Knowledge: The students will be able to log on to the computer network and select an assigned or desired program. The students will be able to recognize a pattern, notice any missing pieces, and be able to put in what's missing.
Strategies: Modeling, think aloud, peer tutoring
Description of what will be done:
Review: The teacher will remind them of the steps of logging on to the computer by modeling and telling the steps outlined on day 2, numbers 1 through 3. This will get the students to the Pattern Blocks program menu of activities. The teacher needs to unplug the headphones from the digi-speech so that all the things the computer says the whole group will be able hear. Say, "Last time you worked on this program you clicked Activity 1: Exploring Pattern Blocks and you made your own ABC pattern.
Directions: Today you will be clicking Activity 3: What Comes Next? Level A." The teacher will model using the mouse according to the steps taught on day 2 while verbally telling those steps to review. The activity is selected on one screen and the level on the next. After 'Level A' is clicked the teacher says, "Now I click on 'Go'." The teacher then does that step.
Introduce the activity: The activity will display a 'Directions' prompt. The children will listen to the directions during the teacher instructed portion of the lesson so that they know how to get to the directions if they need to hear them again during their independent turn on this activity. The teacher models how to click on the 'directions' space on the screen. This will tell the directions to the listeners. After listening to them and explaining the directions, if needed, the teacher will say, "Did anyone notice that as the computer voice was telling the directions that some of the spaces on the screen changed color?" Allow a response or two. Then tell the group that this is called highlighting, too, and it is used to make your eyes look at the part of the screen the voice is talking about. It is to help you pay attention and understand better." The teacher then shows the children to click on the 'Go' space on the screen. Then the screen will display an AB or ABC pattern with one or two pieces missing. Ask the children, "What do you notice about this job?" The expected responses are, "It is a pattern. There is something missing." Have children describe the patterns in different ways by using the shape words, color words, first letters of the shape or color words, and the ABAB or ABCABC fashion.
1. The teacher can then have the whole group chorally label the pattern on the screen in one of the ways given by the children's verbal responses left to right saying the name or color of the missing piece. The teacher should use the mouse arrow as a pointer while explaining how (s)he is using it and why. "I am going to use the mouse arrow to show where we are in our labeling of the pattern and to help keep us all in the right place. When the arrow gets to the empty space all of you say what the missing piece is." Now the teacher will model getting the identified shape while reminding them how to 'drag' using the mouse. The children will be asked, "Who can remember what the computer voice said when it was giving us the directions about our next step? " A child should reply, "Click on 'check'." The teacher then would show where the check mark is on the screen and click on it. The children will hear the voice give their feedback. If the answer is correct, the 'Go' sign will be displayed, and model clicking it. Show the children the part of the screen that keeps track of their score. Point out that a rainbow will fill in a rectangle if their answer was right.
2. Repeat this step of completing another problem, but this time tell the children, "I can see that you know what the missing shape is in this pattern, but I want you to see what will happen if you put the wrong piece in the pattern then click on check." Put in a piece that does not follow the pattern and click on check. The computer voice will again give feedback by giving a clue, and the 'try again' sign will show. Model making a second mistake, and then a third. Tell the children that if they choose the wrong answer three times the computer voice screen will show a sign that says 'Show the answer' and that the children need to click on that sign to see how to follow the pattern correctly.
3. Keep doing problems until five have been completed. During the course of these five problems a pattern may come up that requires the teaching of a new icon of the screen. Some of these simplest patterns show the shapes in a different position than they are in up in the display section of the screen where the children get the needed shapes from. When coming to the first problem of this kind, use the 'think aloud' strategy and say, "This is the right shape, but does anyone notice what needs to be done to it to make it match the pattern?" Allow for a response. Then ask, "Does anyone know how to get this shape the way it needs to be?" If a child knows, have him or her explain what to do. If the child cannot explain adequately, but can show, allow him or her to come up to do it and ask another child to tell what the doer is doing. If no child is able to 'teach' this step, the teacher shows the group the curved arrows signs on the screen and says, "These are to tools we use on this program to turn a shape into a different position. You must be 'clicked on to' the shape you want to turn. You can tell which shape you are clicked on by the thicker black outline around it."
4. When five problems have been completed the computer will bring up a score screen and tell the children how they did. After listening to the computer's report say, "When you get to this screen, your turn on the computer is finished for today. Remember the steps you have taken because you will do this program again. You will do this activity again on level B in a few days." Now remind the students of the steps to exiting the program and logging off the computer. (Refer to steps 6,7 and 8 on day 2.) Demonstrate all these steps again.
5. The teacher will choose three students (as many as computers available) to do the program and activity at level A. While these children take their turn on this station, the rest of the class will be using a pattern wall station with the pattern wall task cards made on day 3. The children will start with another child's card. Two children will use it to copy and make the wall with the thick pattern blocks standing them on edge. The children will extend the pattern past both ends of the cards. The teacher models this with a student partner verbally telling the steps being taken. The think aloud strategy will be used to teach the expectations of working with a partner. The teacher says, "I am going to talk with my partner to see what he or she notices about the pattern on our card. I will ask, 'How shall we start? What part do you want to do?" Tell the children that one of the things that is expected is that they are friendly to their partner. The partners continue the patter until the surface of their work space or the blocks are used up, the children raise their hand to get their wall checked by the teacher. After getting the "o.k." the partners will take that wall down and the teacher will give them another task card to try.
6. Children will be rotated to the computer station as those finishing there log off. The whole group activity may need to be picked up before all have been rotated through. If the teacher moves on to another lesson the children who have already had a turn can act as a helper. Those not getting their turn can be rotated through during other routine times of the day, calendar, buddy reading, centers, or recess.
Assessment: The teacher will take anecdotal notes on the students who are working on the pattern wall cards noting whether prompts are needed and being given. The teacher will note each student's level of cooperation with his or her partner. The computer work will be on file on the teacher's report of the Pattern Block program.
Day 5:
SUMMARY: The students will be rotating through the computer station to be doing the Pattern Blocks program Activity 4, Pattern Puzzles, Level A. The students will follow pattern clue cards to make patterns and put in missing pieces.
Procedural Knowledge: The students will be able to access a computer program as assigned or desired. The students will be able to follow a pattern by putting in the missing pieces.
Strategies: Modeling, think aloud, peer tutoring
Description of what will be done:
Anticipatory Set: The teacher will assemble group at computer station and say, "Today you are going to continue your work on patterns. All of the pattern jobs you have been given so far went in a line." Show examples of the finished products from the lessons done in the unit so far. Then the teacher asks, "Does anyone remember what we call that kind of pattern?" Allow for a response, "Linear." Continue by saying, "You will be logging on and selecting the Pattern Blocks program again. You will follow the same steps you used to get to the activities screen." Teacher models those steps for a third time while using the think aloud strategy to remind the children of what they need to do. As the 'Activities' screen comes up tell the class that they will be choosing a different activity, Activity 4: Pattern Puzzles, Level A. The teacher shows the steps of getting to the assigned task.
Introduce the activity: When the first problem is visible, ask, "What do you notice about the pattern?" Have a few children respond. Expected answers, "It has some pieces missing.", "The pattern doesn't go in a line." Ask, "Who can predict what your job is on this activity?" The responding student will say, "We will need to put in the missing pieces that follow the pattern." The teacher should describe the pattern by saying, "I notice that this shape is…" The teacher should talk about the names of the shapes, the colors, and their location. Continue by saying, "I can see that a ___ should go here." The teacher uses the mouse arrow to point to the empty space where a certain piece belongs, then drag the shape to the right place. Some pieces will require being turned to fit. Review the use of the curved arrow icon. The teacher can begin to get students input by asking, "Who can tell me what piece belongs here?" The mouse arrow is used to indicate the place the teacher is directing the children’s attention to. If the piece is not in the correct position ask, "Who can tell me how to make this right?"
Teach new icon: During this lesson a new icon should be taught. When coming to a problem where a shape needs to be turned 180 degrees, show the use of the up and down, right and left arrows on the screen. Remind the students that they must be ‘clicked on’ a shape to turn it this way, too. Keep putting shapes into the empty spaces at the children’s direction then review the ‘clicking on check’ step. The modeling of what to do if a mistake is made should be done again, showing the use of the eraser icon and how to simply drag a shape back to the ‘shape bin’. "Let’s see what happens if I make a mistake and pretend not to notice." Discuss what the computer does if a mistake is made and the child doesn’t notice it before clicking on check. (Giving a hint, show the ‘try again’ or ‘show the answer’ icon)
Directions for students: The teacher finishes the five problems of Level A using the think aloud strategy throughout. At some point during the teacher demonstration, the wrong pieces should be selected by saying, "This shape will fit in the empty space." Hopefully, a student will demand the teacher’s attention because the mistake will be obvious. Also model what will happen if pieces are allowed to overlap. When those have been completed, the teacher reviews the ‘exiting’ and log out (off) steps as they were taught on Day 2. The teacher says, "While one group works here at the computer station, the rest of the class will be doing a ‘pattern puzzles’ activity with cards like the puzzles seen on the computer and wooden or plastic shape pieces." The first group is started on the computers and the remaining children begin the other stations. A. Computer generated Pattern Puzzles job cards which have been modified (traced over and enlarged) to exactly fit the size of the actual blocks. B. Commercially produced pattern puzzle task cards (Ideal and MacMillan Early Skills Manipulatives). The teacher models this activity to the remaining children in the same way the computer program was only using real blocks instead of computer images. The direction given should indicate for the children only to put in the missing pieces of the pattern on the card using the blocks, not to replicate the whole pattern on the card. This is in the interest of time and number of blocks that are needed or available. Also, the proficiency of first graders’ finemotor skills may not be refined to the point of being able to rebuild a complete pattern without needing to adjust every time a new piece is added. Of course, if a child is struggling and replicating the whole pattern assists him or her to be more successful, it would be allowed.
Guided Practice: Teacher moves from station to station prompting and assisting as needed. The children and cards are rotated by the teacher as students finish. As on the previous days, the teacher may need to end the whole group activity before all have had a turn on the computer. The remaining students can be given their turns during other review lessons or practice activities (calendar, buddy reading, centers time). If the teacher is conducting another lesson, peer coaching can be used at the computer station should difficulties arise for the children doing the program. This is an excellent situation for parent volunteers as well.
Assessment: The teacher again will access computer files to view student performance on the Pattern Blocks program, and keep anecdotal notes as stations are supervised.
SUMMARY: The students will be writing a descreption of their patterns created on Day 1 using the sentence starters provided.
Procedural Knowledge: The students will be able to write a describing sentence. The students will choose words that make sense in their sentence.
Strategies: Brainstorming, modeling, think aloud, sentence starters, word bank
Anticipatory set: The teacher will say, "Imagine I want to tell you something, but my voice isn’t working today. I had made a ‘cool’ pattern with my K’nex toys at home and I couldn’t bring it to show you. I am really excited, but I have laryngitis and it hurts to talk. How could I tell you about my K’nex pattern?" The children are allowed to raise their hand to offer responses when called on. Expected response, "You could write a note to tell us about it." The teacher states, "One of the things first graders learn to do is how to write. What is writing? What do you need to know to write?" At this point a short discussion is held and the teacher will note some of the children’s responses on chart paper. To further the discussion the teacher asks, "What do you already know about writing?" This strategy allows children to learn from each other.
Introduce activity: The teacher explains, "Today you will be writing to describe the ABC pattern you made a couple of days ago. You can choose to write about the one you made using the Pattern Blocks computer program, or the pattern you made with paper shapes. You will not be writing the whole sentences today. I am going to write part of the sentences. This is called using sentence starters. I remember all the important things about writing as I work. The first first sentence starter is going to tell what I am writing about. It will start like this, "I made a …’ When we are writing we tell ourselves what we want to write." The teacher should write this on the chart as something the children should do to do good first grade writing. Ask, "Who can tell me what my first word was and how to write it?" If the child responding doesn’t say that the letter needs to be a capital, the teacher should question further. "Which I is needed the capital or lower case?" The teacher then models writing both upper and lower case letters and asks another student for input. The teacher reminds the class that all sentences need to start with a capital letter. If this concept was listed on the brainstorm chart of the students’ prior knowledge, highlight it in some way. If not, then add it. Then continue questioning to get the children’s input, "What is the next word I said my sentence would say and what do I need to remember before I write it?" The child answering should tell the group that space needs to be left between the first word and next word. If no child offers this response the teacher tells and models how much space. "I leave a space about the size of my finger here. We leave space between our words when we write." If this is on the brainstorm chart, highlight it. If not, add it. The teacher continues the sentence using the think aloud strategy, "Now I listen to the sounds in the word I am on." The teacher says, "m-a-d-e" slowly stretching out the word and its sounds. This will review the letters and the sounds and they make. Ask the children, "Who can tell us what the first sound is in the word that comes next?" Choose a child for a response. "Who can tell us what sound is next after the m?" "What letter makes that sound?" If the concept of listening to the sounds in their words and writing the letters that make those sounds is on the brainstorm chart, highlight it. If not, add it. The teacher continues to model while putting up the sentence starters for the story the children will complete. When the end of the first sentence is reached the concept of period is stated and highlighted or added. "I made a ___ pattern. I used the colors _____, _____, and _____. The shapes are _____, _____, and _____."
Directions for students: Tell the children that their paper already has these three sentences on it for them. Show a copy of the job and the visual aid referred to on Day 2 with the color and shape words introduced and reviewed that day. Have the children echo read the sentence starters one at a time. The teacher reads each sentence while pointing to each word, saying "blank" for the lines. Ask the children what words will fill in the blanks after echoing each sentence. Point out the clue word ‘color’ in the second sentence, and ‘shapes’ in the third. Then refer to the visual aid and tell them, "We will be using this to help us write the words to finish each sentence. When we decide what word we need we listen carefully to the sounds in that word and find it on the chart to help spell it. If you know how to write the word or want to just listen to the sounds in the word and write it without looking, that I fine. This strategy is called a word bank." Then using an example of a computer or glued pattern, model how to complete the pattern story. Illicit assistance from group. "I read the first sentence and write what kind of pattern I’ve made. I write ‘ABC’ in the blank." Finish modeling using the think aloud strategy.
Independent activity: The teacher passes out the story paper and the two patterns the children did on Day 2, saying, "Now you are going to write about one of your own patterns just like I did." The teacher reminds them to put their names on the paper. The teacher conferences with the children to be sure all understand the expectations, giving assistance as needed. Prompt the children to practice reading their story quietly to a classmate next to them.
Closure: Some or all of the children can share their stories by reading them to the group. The teacher then announces that their stories and patterns will be made into a class book.
Assessment: The completed pattern story will be the assessment. In addition, the teacher should make anecdotal notes while conferencing with students. If children finish, while others still need more time, a second copy of the story paper can be given to them to write about their other ABC pattern.
SUMMARY: The children will be rotating through the computer station to do Pattern Blocks: What Comes Next? (Activity 3) Level B. The students will be making more complex linear patterns with manipulatives and replicating with paper. Pattern Wall Station will be used again this day.
Procedural Knowledge: The children will be able to log on to the computer and select a program as directed (or desired). The children will be able to demonstrate their recognition of a pattern by putting missing pieces.
Review: The teacher will assemble group at the computer station. The steps of logging on the computer and selecting the Pattern Blocks program will be reviewed by calling on students in quick succession to tell how to do the first and following steps all the way to the levels screen. The teacher will say, "Today you will be doing Pattern Blocks: Activity 3: What comes next? Just as you did a few days ago, but this time you will be doing Level B. In Level A you had AB and ABC patterns that had one or two pieces missing. Who can predict what your job will be on Level B?" The teacher calls on those ready with a response.
Guided Practice: The teacher supervises all stations, giving feedback, and prompts assistance, while taking anecdotal notes. Children are rotated as the students on the computer finish that job, the teacher uses a check list record sheet to keep track of where each student has been directed to go. As on other days, if the teacher must move on to other curriculum before all the children get to the two new activities of this lesson, those two stations can remain open during other routine and review activities. At this point the peer tutoring strategy would be implemented.
Assessment: The teacher’s report of the students’ performance on the computer program accessed through the teacher’s file. The completed squares pattern will serve as an evaluation of the students’ progress. Also, the anecdotal notes of whether assistance needed to be given and in what way.
SUMMARY: The children will be utilizing the computer station to do Pattern Blocks: What Comes Next? (Level C). The students will make examples of linear arrangements that are patterns and are not patterns with various manipulatives. The color chain example will be replicated with crayons on paper.
Procedural Knowledge: The students will be able to log on and access an assigned program, activity, and level on the computer, complete the job, and log out.
Declarative Knowledge: The student will be able to identify a given line of shapes and colors as a pattern or not and tell why.
Strategies: Modeling, think aloud, discussion, peer coaching
Materials: Various manipulatives (ones used previously in the unit{see initiating activity} and others: Legos, beads, magnet shapes of varied shapes, colors, and size), plastic and/or wooden pattern blocks, color chains, paper strips, red, yellow, green, and blue crayons, log on code cue cards
Anticipatory Set: The teacher says, "You have been making linear patterns for six days during this unit so far. Sometimes you have followed a pattern that was already made or started and you had to copy it and continue it. In other jobs the pattern was started, but had parts missing and you had to figure out what was missing and put it in. You also had to make up your own patterns. Today you will be doing jobs with linear patterns again, but there will be something new.
Introduce the activity: Continue by saying: "So far all the patterns you have used showed the pattern by the color or the shape or both. Today you will need to look very carefully and think hard about what you see. I am going to show you a row of shapes and colors and you will need to tell us whether it is a pattern or not and why." The teacher begins by using the manipulatives that only vary in color and shape to make a simple pattern. For example, red trapazoid, blue rhombus, red color tile, blue 1" cube, red color chain, blue unifix cube, showing a pattern of color with inconsistent shapes. The children are asked to tell what they notice. The teacher asks, "Is this a pattern?" Next show a random stack or colors using the same manipulative (unifix cubes, 1" cubes, etc…). The teacher repeats the question. Display a pattern of a consistant color, but with different shapes. For example, yellow bear, yellow chain, yellow bear, yellow tile, then repeat the four parts again. Repeat question. With the next example show one of the manipulatives that has pieces of different shape, color, and size, for example, a bead set with small, medium, and large; round, cube, and cylinder beads of six colors. Using random colors and shapes make a pattern that shows an AB pattern with little and big beads. Discuss. Show a row of the magnet shapes not indicating a pattern. Ask a student to make a column of legos not in a pattern.
Directions: The teacher models how to make a color chain that doesn’t follow a pattern and one that does. Then on the paper strip shows the group how to draw the chains made using the paper strips and crayons. Tell the children that when they are at that station that they must show their pattern to the teacher before and after drawing it. The children are assigned one of five stations. 1.The computers for Pattern Blocks: Activity 3: What comes next? Level C. Note this is the first day no computer modeling is done. It is expected that the students will be able to apply the steps with less assistance as it is the fifth day of logging on and selecting this program. The directions for all of the other stations are to make one linear pattern with the manipulative provided and a line of the manipulative that doesn’t show a pattern. Tellthe children at all the stations they will need to raise there hand when they have completed both tasks. 2. Wooden and/or plastic pattern blocks. 3. Legoes. 4. Beads and strings (3 shapes and sizes and six colors). 5. Color chains, paper, and crayons.
Guided practice: As the teacher checks on work in each station the children are rotated from station to station by teacher direction. The station assigned is recorded on the checklist. The teacher assists, prompts, and provides feedback to students at all groups. Use suggestion about finishing all students on the two stations computer and color chains during routines and centers.
SUMMARY: The children will be using the computer station to do Pattern Blocks (Pattern Puzzles Activity 4, Level B) in small groups. The students will be making an organization of pattern blocks within a hexagon outline that shows a pattern and not a pattern.
Directions: Tell the group, "Today your job is to complete the hexagon puzzle in two ways with the pattern blocks. One puzzle will show a pattern and one will not." The teacher shows the blank hexagon puzzle worksheet, models how to do both jobs. Say, "When you’ve done this step with the blocks, raise your hand for a check by me. Then you will tell me how many of each shape you used to do the job and I will give you the paper shapes needed. Then you will glue the paper shapes on a third worksheet." Model completing the paper step of one hexagon using the think aloud strategy. The things that should be said are, "I am very careful to match the edge of my outside shapes to the black line that shows the hexagon first. Then my inside shapes fit right next to the edge of the outside shape that it touches. When I am all done the glued one needs to look just like the one with blocks." Now that one of the block puzzles have been copied, take that hexagon puzzle apart and use the worksheet under it for the copying of the second hexagon puzzle. Model the gluing step again. While three students work on the computer, the rest of the class will be doing the job just shown.
Guided Practice: The teacher selects the students to go to the computer first. The materials needed to begin the hexagon puzzle job are passed out and children move to their workspaces (about four children to a station). Encourage the children to come up with their own idea for the completion of their puzzles. The teacher moves from station to station checking students’ work, prompting, assisting, and providing feedback. The teacher rotates children to the computer as the students there finish. If a student finishes the required jobs, allow each to do additional hexagon puzzles in either format (pattern or not). If time does not allow all to get to the computer, make use of that station during routine and review lessons and centers or recess time using peers to assist if any children experience difficulty.
Procedural Knowledge: The students will be able to log on, select the assigned program, activity, and level on the computer. The students will be able to write describing sentences.
Declarative Knowledge: The students will be able to identify a given arrangement of shapes and colors as a pattern or not and tell why.
Strategies: Modeling, think aloud, peer tutoring, discussion
Materials: Story paper, pencils, the color chain and hexagon puzzle tasks completed on previous days, chart on the things known about and taught on writing
Anticipatory Set: The teacher tells the students, "This is the last day that you have to be reminded about bringing in your pattern project. Tomorrow we will be listening to everyone tell about his or hers." The teacher asks group again, "Has anyone had trouble with any of the steps of logging on the computer or getting to the program, activity, or level. The problems of Pattern Puzzles: Level B were harder. The computer always show you the right answer though when you have had trouble. You must look carefully and pay close attention to how the pattern repeats. Today you will do Pattern Blocks: Activity 4: Pattern Puzzles: Level C."
Introduce the activity: Say, "Remember when you wrote about your ABC patterns? Today you are going to write about one of the other jobs you have done during our patterns unit. We have many things you did on paper that I can give back to you. You can be thinking about all of them. Who can tell me one of jobs we did after our ABC pattern?" The teacher lists all as the students dictate. Pattern walls, square patterns, color chain jobs, hexagon puzzles. Tell the children that they will need to choose two, one that is a pattern and one that is not, to write about. (The tasks that had a product not in pattern format were the color chain and hexagon puzzle.)
Model the activity: The teacher models making two choices for writing, making both pattern choices to see if any students catch that the directions haven’t been followed. Correct the selection if a child identifies the mistake. If no one does, ask, "Who can repeat for me which jobs you need to pick to write about today?" After the directions are restated and the correct jobs are chosen, the teacher shares the sentence starters. "This is a pattern because _______________". On this side of the story paper the teacher models all the steps of good first grade writing taught on Day 6. The think aloud strategy is used, "I can see that the sentence is already partly done. I need to read it to see what it says so I will know what I need to write. I can see that it has a capital letter at the beginning of the first word. It says, ‘This is a pattern because …" Everyone echo read that part." The children read it back together while the teacher points to the words. The think aloud strategy is resumed, "This means I have to write about the one I picked that is a pattern first and tell why the one I picked (and made) is a pattern. Now that I know what to write, I say my words to myself and listen to the sounds in my first word. I re-read the sentence starter again then say my words to make sure they make sense and sound right." The teacher says the words going to be used to finish the sentence slowly to s-t-r-e-t-c-h them out making it easier to hear all the sounds of the word. "I can hear the sounds of the first word a want to write. I know the capital is already at the beginning so when I write this word I use all lower case letters." The teacher says that word modeling the use of ‘inventive spelling’ and good penmanship. "Now I remember that I need to leave space between my words." At any point during this modeling process students can be called on to tell the mechanics of the writing or to tell what sounds they hear in the words to teacher is dictating and the letters that make those sounds. "When I write what makes this one a pattern, I need to tell the shapes and colors I used and label my pattern in some way." The teacher finishes the starter, making sure to mention the punctuation (period) for a telling sentence. A second sentence could be written to tell a more detailed explanation. The sentence starter for the back of the story paper says, "This is not a pattern because ______________________". The teacher goes through the same modeling steps as done above to complete this sentence starter.
Directions: "Now I am going to put up our word bank for you to use again and you are going to start you own writing job just as I have shown you. We may add more words to the word bank as you find out other color words are needed in your stories today. As I pass out your story paper, remember to write your name and date in pencil." Now ask, "Who is going to write about the pattern wall job?" Pass out to those students raising their hands. "Raise your hand if you are writing about your squares pattern." These are passed. "Remember you are writing about the one that is a pattern first. Is anyone writing about the color chain pattern? The hexagon puzzle?" The teacher tells the group that after their first sentence is done it must get checked, at which time they will tell which ‘not pattern’ job each wants to write about on the back. (Hexagon puzzle or color chain.)
Guided Practice: The first three students are selected to go to the computer. These should be the more independent writers who may not need immediate attention during the written portion of the day’s tasks. The teacher meets with the writers checking on their progress, prompting, assisting, and giving feedback. The hexagon puzzles or color chains not in a pattern are passed out while the teacher is conferencing with the students. As the more proficient writers finish, extra copies of the story starter paper can be available along with the remaining pattern and not pattern jobs for them to use. The students are rotated to the computer as those on the pattern puzzles task log off.
Assessment: The teacher file of the Pattern Blocks program will be accessed to view the students’ performance on Level c of Pattern Puzzles. The written work will be evaluated for its content (makes sense and explains concept of pattern, inventive spelling, and mechanics (space, penmanship, and period).
CULMINATING ACTIVITY
The children are assigned a pattern project to be done at home on a 9" x 12" piece of tag board. The project is explained to the students on Day 6 and a parent letter is sent (See below) to tell the parents about the job. The children are shown some examples of projects using common inexpensive items that can easily be found at home.
Dear Parents,
As part of the "Patterns on Parade" unit we are currently working on at school, your child has been assigned to complete a pattern poster on the provided 9" x 12" piece of tag paper. The pattern is to be made with at least three different common, inexpensive items. The materials can be dry food pieces like macaroni, cereal, etc…, paper cut outs, stickers, scraps of yarn, cloth, and more. Please do not go to great expense to buy items for the job. Be creative with what you have in your home. You may help your child prepare the materials and attach the items to the paper (tape, glue, staples, etc…), but please have your child decided on the pattern independently. This can be done a little at a time so it is not overwhelming to you or your child. You have one week to help your child complete it. It can be sent to school as soon as it is finished with your child’s name on it, please. All projects are due five school days from today.
It is very important that it is returned on time as we will be having a share time at which time each child will be asked to tell about his or her pattern project. The things your child will be expected to tell about it are; what it is made from and what makes it a pattern. For example, "I made my pattern out of different shaped and colored cereal. I used glue to put it on the paper. I put all the red ones around the outside. Then I made a row of orange inside the red. Each color has a smaller row inside, next comes yellow, green, blue, and in the middle is purple." We will also be having a "Pattern Parade" through other classrooms to show the students work. The projects and oral presentation of them will be evaluated using the attached criteria.
Thank you for the help you are giving to support your child’s success at school. If you have any questions or concerns about this assignment, please call or write to me here at school. Good luck and most of all, HAVE FUN.
Sincerely,
The oral presentation will require approximately one to two minutes per child making it possible to complete it all on the eleventh day of this unit during the same time frame as the other lessons of each day. The projects and oral presentations will be assessed using the rubrics included. The criteria on the rubrics will be shared with the children at school on the day the project is assigned and with the parents by attaching it to the parent letter. The music used during the initiating activity will be recorded on a cassette and a portable cassette player will be used during the "parade" showing the patterns projects to other classes in the school building.
RUBRICS
WRITING RUBRIC
|
|
Excellent 4 |
Satisfactory 3 |
Progressing 2 |
Not Progressing 1 |
|
Includes capitol letters when needed and appropriate punctuation marks |
Consistent |
Most of the time |
Some of the time |
Rarely/not at all |
|
Neatness |
Consistently legible |
Legible most of the time |
Legible some of the time |
Not legible |
|
Can copy information from the board |
Consistently independent |
Independently most of the time, with little assistance |
Independently some of the time, with some assistance |
Unable to copy from board even with assistance |
|
Can choose appropriate words from the word bank |
Consistently independent |
Independently most of the time, with little assistance |
Independently some of the time, with some assistance |
Unable to choose appropriate words even with assistance |
Culminating Activity Rubric
|
|
Excellent 4 |
Satisfactory 3 |
Progressing 2 |
Not Progressing 1 |
|
Pattern Complexity |
More than an AB and ABC pattern |
Made an ABC pattern and repeat it |
Made an ABC pattern but unable to repeat it |
Made an AB pattern but unable to repeat it |
|
Recognizing patterns |
Able to clearly recognize pattern |
Able to recognize pattern |
Can recognize pattern at times |
Unable to recognize pattern |
|
Neatness |
Great effort was put into project, attractive to eye |
Neat and nicely presented |
Fairly neat |
Not neat, little effort put into project |
|
Returned on time |
Yes |
Yes |
One day late |
More than one day late |
Oral Presentation Rubric
|
|
Excellent 4 |
Satisfactory 3 |
Progressing 2 |
Not progressing 1 |
|
Speaks clearly |
Articulates well, easily understood |
Articulate, fairly able to understand |
Articulates some of the time, difficult to understand |
Does not articulate, can not understand |
|
Volume |
Speaks loudly, easily heard |
Good volume, able to hear |
Difficult to hear |
Can not hear |
|
States pattern and pieces used |
Independently states pattern and pieces used |
With little prompting and able to state pattern and pieces used |
With prompting is able to state pattern and pieces used |
Able to state pattern and pieces used with teacher's assistance |
|
Eye contact |
Consistent eye contact |
Most of the time |
Some of the time |
No eye contact |
|
Body posture |
No fidgeting, standing tall |
Little fidgeting, standing tall |
Fidgeting and slouching |
Fidgeting, slouching, and playing with project while speaking |
The students need to know the letter names and sounds, upper and lower case letters, color and shape names, and concept of a word. Exposure to the concept of a sentence and the use of computers is expected. All of these skills are reviewed at the beginning of first grade so even children who have not mastered these will be able to have success in this unit. Counting items is done on some of the days so is part of the prior knowledge expected (to 10). Writing concepts will be taught during language arts instruction from the first day of the school year reinforcing the writing portions of the unit.
Modifications for individual students would be to have a parent volunteer available to assist (especially for levels B and C of the Pattern Puzzles activity as some first graders experience frustration and take much longer on these) and supervise in the computer station making the classroom teacher more available to the majority of the students. On the days involving writing support staff that may "push in" to the classroom could be utilized. The students could be given individual copies of the word bank during the writing activities. In a school with a computer lab the computer portion of days 2,3,4,5,7,8,9,and 10 would have the whole class doing the task at the same time. The students could actually be following along during the modeling and directions. This would require much less time and the remaining activities would be done whole group as well as long as sufficient materials were available. In a setting where internet access is available in the classroom or lab the Scholastic.com web site would be used, there is a patterns option there. Actually teaching the students how to get on, to select the option, and get off would be done. The unit would have to be changed significantly if the Exploring Math with Manipulatives: Level I: Pattern Blocks program is not available.
This unit would be done early in the fall of first grade as it teaches the log on process since our setting has a network set up, one lesson over eleven successive school days. This procedure of logging on, selecting programs and activities, and logging out will be used and expected to be prior knowledge for reinforcement activities in many other units during the first grade year. (Adding, story problems, word processing to practice vocabulary, spelling, and writing, time, money, and tens/ones). If a lesson was not taught each day, it could be spread out over a longer time span. The length of each lesson is approximately 45 minutes.
This is a unit that uses the computer station almost daily in conjunction with manipulatives.
ENRICHMENT
Some of the materials listed in the days of the unit are from the Cuisenaire company (color tiles). Others are from the Macmillan Early Skills Manipulatives, Newbridge Communications, Inc.(patterns blocks with task cards). The following reproducible activities would be used as independent jobs at school or for homework, Color Patterns page 11 Macmillan Early Skills Manipulatives, 1991, Find the Pattern from Frank Schaffer’s SCHOOLDAYS, Nov./Dec./Jan. 1988-89 (problem solving math), Animal Patterns from Frank Schaffer’s Publications (FS-2701 Brown Bear, Brown Bear, What Do You See?), PATTERNS FOR YOU from Alphabet Activities (1983 page 66), and Patterns All Around: Sidewalk Field Trip from Frank Schaffer’s Schooldays, Feb./Mar. 1994. Many stories with repeating language would be read to the students and used during reading instruction throughout this unit (Story Box books, many by Joy Cowley). Books with patterns in their illustrations, content, etc… would be included. Gross and fine motor activities that follow a pattern would be used, especially musical games (the Hokeypokey, the song "The Hand Jive" from album "We All Live Together, Vol. _, etc.).