Sort Me, Pattern with Me! The Patterning Party .... the Culminating Task Seasonal Patterns Story Patterns Poetry Patterns Fabric Designs Sound Patterns Calculator Patterns Number Patterns The Pattern Party Including: September 2001 Written by: Susan Dauncey, Eileen Painchaud, Tammy Clune (Project Leader) PPP ....Patterning Properties of Patterning Length of Unit: approximately: 15 hours A Unit for Grade 1/2 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:36:42 AM
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PPP Patterning - Queen's University Library · – explore and identify two-dimensional shapes using concrete materials and drawings (e.g., circle, rectangle, triangle) – compare
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Sort Me, Pattern with Me!The Patterning Party .... the Culminating Task
This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.
The developers are appreciative of the suggestions and comments from teacher colleagues involvedthrough the internal, external and theological review.
A sincere thank you to Gerry Bibby, Executive Director of the EOCCC, who facilitated the partnership of thelead board of the Catholic District School Board of Eastern Ontario, Algonquin Lakeshore Catholic DistrictSchool Board, Renfrew County Catholic District School Board and the Ottawa-Carleton Catholic DistrictSchool Board.
The following organizations have supported the elementary unit project through team building andleadership:
The Council of Directors of OntarioThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment BranchEastern Ontario Catholic Curriculum Cooperative (EOCCC)
A Special thank you to The Institute for Catholic Education who providedleadership, direction and support through the Advisory and CurriculumCommittees.
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PPP ....Patterning Page 1
Properties of Patterning A Unit for Grade 1/2
Task ContextPatterns are a central mathematical concept that students require to make sense of their environment and aprecursor to the study of algebra. Patterns are all around us: in our clothing; in wallpaper; on an animal'sback; and in many other natural phenomena. Patterns can also appear in many forms. As well as seeingpatterns, we can hear patterns in music and language. Children need to be given ample opportunities tocreate, extend, vary, and predict patterns.The unit will culminate in a Pattern Party including student preparation for our celebration of learning.
Task SummaryStudents develop the skills and knowledge necessary to plan and prepare for a Pattern Party. Subtasksreflect both the expectations at the grade one and grade two levels.
In the subtasks students work with manipulatives to explore and represent patterns in a variety of ways.They are encouraged to see, hear, and create patterns. Students are invited to search for patterns in theirsurroundings. They experiment with continuing patterns, varying patterns, and predicting patterns. Studentsare able to distinguish between growing and shrinking patterns.
Students create "pattern" samples which they display and share at the Pattern Party. Invitations anddecorations prepared for the party require the knowledge and skills learned in this unit.
Culminating Task AssessmentStudents are introduced to the culminating task which is to participate in the preparations for a Pattern Party.Students are asked to work co-operatively, listening and participating actively, and contributing to the good ofthe group.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 7j - contributes to the common good.
Links to Prior KnowledgeThe following is a list of expectations that students need to have acquired prior to beginning this unit.
Grade One Child (taken from Kindergarten expectations)
– identify and sort two-dimensional shapes (e.g., circle, square, rectangle, triangle)– identify and reproduce simple patterns (e.g., red blocks alternating with blue blocks; clap-clap-stamp)– create and extend simple patterns using a variety of materials or actions (e.g., popsicle sticks, pebbles,stickers, counters)– compare information on objects, using two categories (e.g., rough, smooth)
Grade Two Child (taken from Grade One expectations)
– describe, draw, and make models of patterns using actions, objects, diagrams, and words– use one attribute to create a pattern (e.g., thick or thin, open or closed)– talk about a pattern rule– explore and identify two-dimensional shapes using concrete materials and drawings (e.g., circle, rectangle,triangle)– compare and sort two-dimensional shapes according to attributes they choose
Unit Overview
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– compare, sort, and classify concrete objects according to a specific attribute (e.g., colour, size)
Considerations
Notes to TeacherTeachers can extend the activities to include discussions about counting, number operations, descriptivelanguage, and art. The unit has a major focus in the Patterning and Algebra math strand as well as a minorfocus on Number Sense and Numeration.
Subtasks are introduced to the whole group. Please note that follow-up activities reflect differingexpectations for each of the grades.
Students should be given plenty of opportunities to explore patterning with manipulatives to develop theirunderstanding of mathematical concepts in the area of patterning and algebra. Manipulatives should be usedto introduce new concepts and are extremely important in reinforcing and remediating acquired skills.
In order to meet the needs of all students, teachers may need to make changes to the learning experiencesand assessment and evaluation strategies. These changes should respond to considerations related togender, learning style, and accommodations and/or modifications required for students with special needs,including ESL/ELD. Individual accommodations and modifications must reflect program modifications andaccommodations as outlined in the Individual Education Plan (IEP).
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PPP ....PatterningProperties of Patterning A Unit for Grade 1/2
Subtask List Page 1List of Subtasks
Sort Me, Pattern with Me!Students use sorting bins for sorting objects such as buttons, pattern blocks, unifix cubes, keys, etc.according to different attributes. Students are then asked to create their own pattern using sortingobjects thinking creatively and reflectively. This initial assessment is used as a reference to gaugestudents' knowledge of sorting by attributes and creating a pattern.
Catholic Graduate ExpectationsCGE 5b - thinks critically about the meaning and purpose of work.
CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.
1
The Patterning Party .... the Culminating TaskStudents are introduced to the culminating task which is to participate in the preparations for a PatternParty. Students are asked to work co-operatively, listening and participating actively, and contributingto the good of the group.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 7j - contributes to the common good.
2
Seasonal PatternsUsing the story, "Four Seasons for Toby," students explore and discover that there are seasonalpatterns that occur yearly. Students construct their own yearly calendar indicating the events thatoccur each and every year. The calendars are personalized (e.g., the student's birthday, etc.) but stillindicate those seasonal and religious events that exist for all of us.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 6a - relates to family members in a loving, compassionate, and respectful manner.
CGE 7i - respects the environment and uses resources wisely.
3
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PPP ....PatterningProperties of Patterning A Unit for Grade 1/2
Subtask List Page 2List of Subtasks
Story PatternsPupils look at familiar picture books to recognize that a circular pattern is created when the plot returnsto the beginning point of the story. They are invited to create similar circular pattern stories as a groupand then individually. They develop an understanding that a pattern can be a story that repeats itselfand does not necessarily involve numbers, colours, or shapes. Students are expected to contributeresponsibly and effectively to the group.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 2b - reads, understands and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,ethical, socio-economic and ecological) for the development of a just and compassionate society.
CGE 4c - takes initiative and demonstrates Christian leadership.
CGE 5a - works effectively as an interdependent team member.
CGE 5e - respects the rights, responsibilities and contributions of self and others.
CGE 7j - contributes to the common good.
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Poetry PatternsNursery rhymes and familiar poems are used to provide opportunities for students to explore languagepatterns in poetry. Pupils are invited to create a poem with a language pattern (e.g., writing couplets).Students are expected to contribute responsibly and effectively to the group in a Christian manner.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 2b - reads, understands and uses written materials effectively.
CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,ethical, socio-economic and ecological) for the development of a just and compassionate society.
CGE 3b - creates, adapts, evaluates new ideas in light of the common good.
CGE 4b - demonstrates flexibility and adaptability.
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PPP ....PatterningProperties of Patterning A Unit for Grade 1/2
Subtask List Page 3List of Subtasks
Fabric DesignsStudents operate as pattern detectives searching for patterns around them on various fabrics (e.g.,clothing, animals, wallpaper, etc.). They are given the opportunity to create a fabric pattern on a T-shirtor paper T-shirt using various printing techniques and media. This T-shirt may serve as a "uniform" towear at the Pattern Party later in the unit. Students build on their appreciation for patterns in nature thatGod has created and their immediate surroundings.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,ethical, socio-economic and ecological) for the development of a just and compassionate society.
CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfareof others.
CGE 4f - applies effective communication, decision-making, problem- solving, time and resourcemanagement skills.
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Sound PatternsStudents are exposed to experiences in transforming a sight pattern into a sound pattern (e.g., animalpicture patterns into animal sound patterns: dog - woof, cow - moo, pig - oink, etc.).They recognize that patterns can be made of sounds as well as pictures. We use the pictures to helpus say the sound pattern. Our bodies can also be used to create sound patterns. Rhythm instrumentscan be used to create sound patterns as well. Students develop a further understanding of God's giftof their bodies.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 3b - creates, adapts, evaluates new ideas in light of the common good.
CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfareof others.
CGE 5a - works effectively as an interdependent team member.
CGE 5b - thinks critically about the meaning and purpose of work.
CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualitiesin the work of others.
CGE 7j - contributes to the common good.
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PPP ....PatterningProperties of Patterning A Unit for Grade 1/2
Subtask List Page 4List of Subtasks
Calculator PatternsStudents are taught how to use the "constant function" in order to skip count. They exploreskip-counting patterns using the calculator. They learn to anticipate the next number and then check tosee if their guess was right.
Catholic Graduate ExpectationsCGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfareof others.
CGE 3b - creates, adapts, evaluates new ideas in light of the common good.
CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.
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Number PatternsStudents are introduced to the patterns that can be found on a hundreds chart. In pairs, they areencouraged to locate and complete a hundreds chart. Students then use materials to create colourpatterns on their hundreds charts.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfareof others.
CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,ethical, socio-economic and ecological) for the development of a just and compassionate society.
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PPP ....PatterningProperties of Patterning A Unit for Grade 1/2
Subtask List Page 5List of Subtasks
The Pattern PartyStudents are asked to produce a final patterning project that will serve as a "prop" in the Pattern Partyat the end of the unit. Students must demonstrate and apply the skills and knowledge they havedeveloped and learned throughout the patterning unit and present their final product to the class.Students create and present a patterning project prior to the actual party. These items can include: atablecloth, a placemat, a headband, or a welcome sign. Students then help to organize a Pattern Party.Students are encouraged to use their individuality and creativity when designing, and to encourage thework of others through positive, Christian comments.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 2d - writes and speaks fluently one or both of Canada's official languages.
CGE 4c - takes initiative and demonstrates Christian leadership.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.
CGE 5e - respects the rights, responsibilities and contributions of self and others.
CGE 6a - relates to family members in a loving, compassionate and respectful manner.
CGE 7j - contributes to the common good.
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PPP ....Patterning Subtask 1Sort Me, Pattern with Me!
Properties of Patterning A Unit for Grade 1/2 mins45
Expectations1m97 A – compare, sort, and classify concrete objects
according to a specific attribute (e.g., colour, size);1m86 A – use one attribute to create a pattern (e.g., thick or
thin, open or closed);2m101 A – sort and classify concrete objects, pictures, and
symbols according to two specific attributes (e.g.,shape and texture);
2m88 A – combine two attributes in creating a pattern (e.g.,size and position);
DescriptionStudents use sorting bins for sorting objects such as buttons, pattern blocks, unifix cubes, keys, etc.according to different attributes. Students are then asked to create their own pattern using sortingobjects thinking creatively and reflectively. This initial assessment is used as a reference to gaugestudents' knowledge of sorting by attributes and creating a pattern.
Catholic Graduate ExpectationsCGE 5b - thinks critically about the meaning and purpose of work.
CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.
GroupingsStudents Working IndividuallyStudents Working In Pairs
Students gather in the large group to brainstorm what a pattern is in their terms. The teacher might demonstratesome "people patterns", e.g., have children line up boy, girl, boy, girl and have the class chant the pattern, guessthe pattern rule, and maybe even continue the pattern. The teacher might want to label the pattern on chart paperas 'abab' to bring the patterning activity to an abstract level. The teacher should also define the word, "attribute",while using the above activities to demonstrate patterns.
Step Two
The teacher introduces the sorting bins of materials to the large group. Students are instructed to share a bin witha partner, and sort their materials before creating some patterns of their own. Remind students to continuebuilding new patterns and to record their favourites in the abstract form (e.g., ababab, etc.) on their recordingsheet.
Step Three
The teacher circulates and observes the sorting and patterning using the rubric provided. It might be beneficial totake photographs of students' patterns for future evaluation and/or to construct a class book of patterns.
Adaptations
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PPP ....Patterning Subtask 1Sort Me, Pattern with Me!
Properties of Patterning A Unit for Grade 1/2 mins45
Resources
It would be very beneficial to the special needs student to firstly, be chosen to participate in the "people patterns",etc. The teacher could also be sure to translate the pattern into the abstract level and use participation in sayingthe patterns aloud (e.g., clap, snap, pat, etc.).
Patterning Recording 1_patternrecord.cwk
Manipulative Sorting Bins 1
Notes to TeacherIt is suggested that the teacher in their anecdotals and/or checklists record students' ease in comparing, sorting,classifying, and creating a pattern using colour, size, one/two attributes, and combinations of attributes.
Teacher Reflections
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PPP ....Patterning Subtask 2The Patterning Party .... the Culminating Task
Properties of Patterning A Unit for Grade 1/2 mins45
Expectations1e41 • communicate messages, and follow basic
instructions and directions;1e42 • ask questions about their immediate environment
and offer personal opinions;1e45 • apply some of the basic rules of participating in a
conversation and working with others;1e55 – allow others to speak, and wait their turn in
conversations or class discussions;2e47 • communicate messages, and follow instructions
and directions;2e51 • apply the rules of participating in a conversation
and working with others;2e60 – participate in group discussions, demonstrating a
sense of when to speak, when to listen, and howmuch to say;
DescriptionStudents are introduced to the culminating task which is to participate in the preparations for a PatternParty. Students are asked to work co-operatively, listening and participating actively, and contributing tothe good of the group.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 7j - contributes to the common good.
GroupingsStudents Working As A Whole ClassStudents Working In Pairs
Teaching / Learning StrategiesDiscussion
Assessment
Assessment StrategiesLearning Log
Assessment Recording DevicesAnecdotal Record
Teaching / LearningStep One
Students gather in the large group. The teacher discusses the finale to the new patterning study that students areembarking on together.
Step Two
The teacher asks students about the last party or gathering that they attended and the significant events at thatparty. Students are then invited to, in pairs, further their brainstorming for our upcoming Pattern Party and whatthey think would be necessary for a successful event. Remind students that there will be food at the party and askwhat special preparations are necessary when serving food. What will the tables be covered with? The teachermight want to also mention that students are to wear a handmade patterned piece of clothing to the party.
Step Three
After students have had sufficient time to prepare their lists, they can share them with the whole group. Theteacher then records the four activities that they are asked to choose from to complete and present to the class forthe Pattern Party. These activities include: making a tablecloth (paper); making a headband; making a placemat;and finally, making a welcome sign. Students are introduced to the criteria briefly and know that their item mustcontain multiple patterns. If time permits, students can record their choice of activity in a learning log or journal.
AdaptationsThe special needs child can be paired with an appropriate student who will take on the responsibility of being the
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PPP ....Patterning Subtask 2The Patterning Party .... the Culminating Task
Properties of Patterning A Unit for Grade 1/2 mins45
Resources
recorder for the pair.
Pattern Party Brainstorming 2_partybrainstorming.cwk
Notes to TeacherIn constructing anecdotals for this subtask, the teacher notes students' comfort in group work by looking atgroup interaction skills and the ability of each child to effectively and positively contribute to group brainstorming.
Teacher Reflections
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PPP ....Patterning Subtask 3Seasonal Patterns
Properties of Patterning A Unit for Grade 1/2 mins60
Expectations1m91 – compare patterns using objects, pictures, actions,
and spoken words.2m86 – describe and make models of patterns
encountered in any context (e.g., wallpaper borders,calendars), and read charts that display thepatterns;
DescriptionUsing the story, "Four Seasons for Toby," students explore and discover that there are seasonal patternsthat occur yearly. Students construct their own yearly calendar indicating the events that occur each andevery year. The calendars are personalized (e.g., the student's birthday, etc.) but still indicate thoseseasonal and religious events that exist for all of us.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 6a - relates to family members in a loving, compassionate, and respectful manner.
CGE 7i - respects the environment and uses resources wisely.
GroupingsStudents Working As A Whole ClassStudents Working Individually
Read the story, "Four Seasons for Toby," to the whole class. As a pre-reading strategy, you may want to askstudents to think of patterns in the story to help prepare them for the task ahead. After reading the story, askstudents to brainstorm things that were repeated in the story (e.g., animals visited, weather, etc.).
Step Two
Display commercially made and classroom calendars to note common features (e.g., dates, special events, moonphases, etc.). Discuss events that are repeated each year. Record these ideas on chart paper. It would helpyounger children if the chart paper is set up with monthly headings to record monthly events. Maybe recordcommon holidays and students' birthdays.
Step Three
Introduce students to their own individual calendars to complete. Note: each child takes home a recording sheetand, with a parent/guardian, records special family events to help them prepare for the follow-up activity. Teachersshould be sensitive to family situations within their classrooms.
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PPP ....Patterning Subtask 3Seasonal Patterns
Properties of Patterning A Unit for Grade 1/2 mins60
Resources
Step Four
Once students have established a considerable list of reoccurring events, show them their individual calendars.The paper should be folded or marked out with lines to separate each month of the year.
Step Five
Students are encouraged to record and briefly illustrate, on their personal calendars, important events in their ownlives. Some events will be the same as their classmates while others will be of a more personal nature.
AdaptationsThe special needs child could have significant reoccurring events already indicated on their calendar. There couldalso be increased use of visual cues to help the student connect the special event to their calendar.
Student Calendar 3_Calendar.cwk
Calendar survey 3_calendarsurvey.cwk
Four Seasons for Toby Dorothy Joan Harris
Notes to TeacherDue to the fact that the read-aloud being used in this subtask is seasonal in nature, the teacher might be ableto cover the following science expectations: 1s89, 1s90, 1s91, 1s94, 1s106, 2s5, 2s8, 2s11, 2s19.
In using anecdotal records, the teacher notes students' knowledge of cyclical calendars and their construction.
Teacher Reflections
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PPP ....Patterning Subtask 4Story Patterns
Properties of Patterning A Unit for Grade 1/2 mins180
Expectations1m84 – describe, draw, and make models of patterns
using actions, objects, diagrams, and words;1e4 • produce short pieces of writing using simple forms
(e.g., stories, descriptions, lists of information);1e44 • respond to familiar or predictable language
patterns by joining in or using choral response;1e45 • apply some of the basic rules of participating in a
conversation and working with others;2e4 • produce short pieces of writing using simple forms
(e.g., narratives and poems based on familiarmodels);
2e21 – use words from their oral vocabulary, personalword lists, and class lists compiled throughbrainstorming;
2e27 • read a variety of simple written materials (e.g.,pattern books on specific themes, stories, chartstories, poems, interactive software) for differentpurposes;
2m83 • explore patterns and pattern rules;2m84 • identify relationships between and among
patterns.2m93 – explain a pattern rule;2m95 – transfer patterns from one medium to another
1e55 – allow others to speak, and wait their turn inconversations or class discussions;
DescriptionPupils look at familiar picture books to recognize that a circular pattern is created when the plot returns tothe beginning point of the story. They are invited to create similar circular pattern stories as a group andthen individually. They develop an understanding that a pattern can be a story that repeats itself anddoes not necessarily involve numbers, colours, or shapes. Students are expected to contributeresponsibly and effectively to the group.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 2b - reads, understands and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,ethical, socio-economic and ecological) for the development of a just and compassionate society.
CGE 4c - takes initiative and demonstrates Christian leadership.
CGE 5a - works effectively as an interdependent team member.
CGE 5e - respects the rights, responsibilities and contributions of self and others.
CGE 7j - contributes to the common good.
GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually
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PPP ....Patterning Subtask 4Story Patterns
Properties of Patterning A Unit for Grade 1/2 mins180
Teaching / LearningStep OneEnsure that pupils understand the concept of a circle (draw circles, display cut-out circles). Discuss attributes of acircle (a circle goes around and around - no matter where you start tracing on a circle you will always come back tothe place you started).
Step TwoDiscuss with students that in the books you are about to read and study the story starts and ends in the sameway. The story goes around like a circle starting and stopping at the same place. Read various circular patternstories. (I found that the Laura Joffe Numeroff books were excellent for introducing this subtask). Be sure toidentify the ending and how it starts the story all over again. On large chart paper outline 10 circles in a circularpattern and have the pupils map out each of the stories after reading. Refer to Blackline Master. (At this point, theterm "plot" could be introduced.)
Step ThreeSuggest to students that as a class they could use the pattern of these stories to write a "class version" usingdifferent characters. Brainstorm other animals that could be used and vote on which to use. Another idea is touse the names of children in the class (e.g., If you give Christopher a piece of toast, he's going to ask for somejelly...). Help students use the language pattern from the original books. Brainstorm possible events. It would behelpful to place these events on separate sheets of paper cut in circular shapes which could then be rearrangedand displayed in a circle using arrows to reinforce the circular pattern.
When finished, ask students if the story ends in the same way that it started. Are the events listed in a suitableorder for plot development? If not make necessary changes. Several stories could be mapped out with theteachers assistance.
Step FourHave pupils practise chanting completed stories. Encourage them to reread to a friend during free time.Discuss again that a story that repeats itself creates a circular pattern.A class book might be made of the class-created stories. The stories could be copied for students to take home toshare with family members.
Step FiveStudents who can handle the challenge could be encouraged to write independently or with a friend. Makestories into a booklet form. Go to other classes to read.
Step SixEncourage students to look for other stories that fit the circular pattern. Don't forget to add any new books to yourresource list for another time.
Other suggestions for class books or individual stories:
If you give our class some markers, we're going to ......
If you give Jason some interlocking blocks ......
If you give a dog a bone .......
If you give our class some paper circles, we're going to write a story.
AdaptationsGrade One students need to be paired up with Grade Two students for small group writing.Parent volunteers could be used to help with story writing, editing, and publishing. Grade One students could be
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PPP ....Patterning Subtask 4Story Patterns
Properties of Patterning A Unit for Grade 1/2 mins180
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expected to have a smaller number of events in their story.
How Did We Work Together? 4_TeamAssessment.cwk
Story Pattern Mapping Grade 2 4_StoryPatterns2.cwk
Story Pattern Mapping Grade 1 4_StoryPatterns1.cwk
Sadie and the Snowman Allen Morgan
Caps, Hats, Socks and Mittens Louise Borden
If You Give a Mouse a Cookie Laura Joffe Numeroff
If You Give a Moose a Muffin Laura Joffe Numeroff
If You Give a Pig a Pancake Laura Joffe Numeroff
If You Take a Mouse To The Movies Laura Joffe Numeroff
Cookie's Week Cindy Ward/Tomie de Paola
Chicka Chicka Boom Boom Bill Martin Jr.
The Seasons of Arnolds Apple Tree Gail Gibbons
The Very Hungry Caterpillar Eric Carle
Parent Volunteers
Notes to TeacherUse regular motivational strategies when reading books to students (e.g., use props, make story patterns to helpin retelling the story, compare and contrast stories, sequence events by doing story maps for each).
If teachers use seasonal books as well as life cycle books in this subtask, they are able to cover the followingscience expectations: 2s8, 2s9,1s89,1s90, 1s91, 1s94, 1s99, 1s103, 1s105, 1s106, 1s107.
This is good time to remind students that an Advent Wreath is a circle made with evergreen. It is ongoing,continuous, never-ending, and cyclical as religious seasonal celebrations.
In using an anecdotal record, the teacher should note group participation, understanding of circular stories, andthe writing process.
Teacher Reflections
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PPP ....Patterning Subtask 5Poetry Patterns
Properties of Patterning A Unit for Grade 1/2 mins120
Expectations1e4 • produce short pieces of writing using simple forms
(e.g., stories, descriptions, lists of information);1e19 • read a variety of simple written materials (e.g.,
signs, pattern books, rhymes, children’s referencebooks) for different purposes (e.g., for practice,information, vocabulary building, enjoyment);
1e44 • respond to familiar or predictable languagepatterns by joining in or using choral response;
1e45 • apply some of the basic rules of participating in aconversation and working with others;
1e52 – notice and respond to unusual features oflanguage (e.g., alliteration, rhythm, onomatopoeia);
1e55 – allow others to speak, and wait their turn inconversations or class discussions;
2e4 • produce short pieces of writing using simple forms(e.g., narratives and poems based on familiarmodels);
2e51 • apply the rules of participating in a conversationand working with others;
2e58 – experiment with rhyme, rhythm, and word play tocreate humorous effects;
2e60 – participate in group discussions, demonstrating asense of when to speak, when to listen, and howmuch to say;
1m84 – describe, draw, and make models of patternsusing actions, objects, diagrams, and words;
2m93 – explain a pattern rule;2m95 – transfer patterns from one medium to another
2a7 – identify rhythmic patterns (e.g., clap the pattern ofsyllables in nursery rhymes);
DescriptionNursery rhymes and familiar poems are used to provide opportunities for students to explore languagepatterns in poetry. Pupils are invited to create a poem with a language pattern (e.g., writing couplets).Students are expected to contribute responsibly and effectively to the group in a Christian manner.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 2b - reads, understands and uses written materials effectively.
CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,ethical, socio-economic and ecological) for the development of a just and compassionate society.
CGE 3b - creates, adapts, evaluates new ideas in light of the common good.
CGE 4b - demonstrates flexibility and adaptability.
GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually
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PPP ....Patterning Subtask 5Poetry Patterns
Properties of Patterning A Unit for Grade 1/2 mins120
Step OneLook at nursery rhymes for rhyming word patterns. Identify the patterns using AABB/AABB, AB/AB,ABC/ABC, etc. Clap the pattern of the syllables and learn to count syllables. Relate the rhyming patterns tocreating AABB/AABB patterns using sorting manipulatives from other subtasks. Students use the sortingmanipulatives to show the rhyming patterns on their desks.
Step TwoLook at the poetry you might be using for other themes at this time. Identify the rhyming pattern in thesepoems. Clap and count the pattern of syllables.
Step ThreeRead rhyming stories (i.e., stories where the last word in each line rhymes). Look at the rhyming pattern bysaying the rhyming words at the end of each line. Identify the rhyming pattern as you did with the nurseryrhymes.
Step FourInvite students to experiment with writing using rhyming patterns. To do this students are introduced towriting couplets (i.e., 2-line poems that rhyme; each line contains the same number of syllables). Studentsneed to be given the opportunity to become familiar with the rhythm and rhyming pattern of the couplet form.
WRITING COUPLETS1. Brainstorm possible topics - either something students show an interest in or a theme you are working on(e.g., cats, dogs, snow, Hallowe'en, Christmas). Use a vote to choose a topic for a whole class writingactivity.
2. Provide the first sentence and teach students how to count the syllables: Once I saw my cat ...
The big black dog ....
All day I saw the snow ....
The little green frog ...
Brainstorm to create a list of words that rhyme with the topic. cat (hat, pat, bat, fat, mat, rat, etc.) dog (log, frog, hog, bog, fog, jog, etc.)
3. Have students suggest possible second lines of the couplet together. Don't forget to clap out the syllablesto make sure they have the same number as the first line. Once I saw my cat Chasing a big rat.
The big black dog Sniffed the old log.
All day I saw the snow As the cold wind did blow
The ugly old witch has a broom To zoom, zoom around the room.
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PPP ....Patterning Subtask 5Poetry Patterns
Properties of Patterning A Unit for Grade 1/2 mins120
Resources
See my pretty, pretty Christmas tree Is decorated for all to see.
4. After sufficient group practice, have them write a couplet independently.
5. Couplets could be printed out on computers and illustrated to make a class booklet. The teacher may wantto employ the program, KidPix, and have perhaps Grade Two students make a slide show of their rhymingcouplets.
6. Share poems with others (e.g., other classes, reading buddies, peers, parent volunteers).
AdaptationsGrade One students should be paired with Grade Two students for initial writing. When they have gained enoughpractice they might try on their own.
Use of peer helpers and parent volunteers would be valuable.
Kid Pix 2
Alligator Pie Dennis Lee
Where The Sidewalk Ends Shel Silverstein
Something Big Has Been Here Jack Prelutsky
20th Century Children's Poetry Treasury selected by Jack Prelutsky
201 Thematic Riddle Poems To BuildLiteracy
Betsy Franco
Poem of the Week selected by Maria Fleming
Early Talk Connie Smrke
Notes to TeacherIn using an anecdotal record and/or checklists, the teacher should note group participation, understanding ofrhyming couplets, and the writing process.
Teacher Reflections
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PPP ....Patterning Subtask 6Fabric Designs
Properties of Patterning A Unit for Grade 1/2 mins90
Expectations1m84 – describe, draw, and make models of patterns
using actions, objects, diagrams, and words;1m86 – use one attribute to create a pattern (e.g., thick or
thin, open or closed);1m91 – compare patterns using objects, pictures, actions,
and spoken words.2m86 – describe and make models of patterns
encountered in any context (e.g., wallpaper borders,calendars), and read charts that display thepatterns;
2m88 – combine two attributes in creating a pattern (e.g.,size and position);
2m95 – transfer patterns from one medium to another(e.g., actions, words, symbols, pictures, objects,calculator).
1a35 – identify the elements of design in familiarenvironments (e.g., the colours in the classroom; theshapes used in wallpaper samples; the forms foundin a piano, rectangles, columns);
1a38 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) thatcommunicate thoughts and feelings (e.g., paint apicture about a class trip);
1a39 – identify, in a plan, the subject matter and the toolsand materials they will use to produce an art work;
2a40 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) thatcommunicate their thoughts and feelings on familiartopics (e.g., using pencil crayons, make a drawing ofa tree after observing real trees and trees in worksby Emily Carr, Tom Thomson, and Vincent vanGogh)
DescriptionStudents operate as pattern detectives searching for patterns around them on various fabrics (e.g.,clothing, animals, wallpaper, etc.). They are given the opportunity to create a fabric pattern on a T-shirt orpaper T-shirt using various printing techniques and media. This T-shirt may serve as a "uniform" to wearat the Pattern Party later in the unit. Students build on their appreciation for patterns in nature that God hascreated and their immediate surroundings.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,ethical, socio-economic and ecological) for the development of a just and compassionate society.
CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare ofothers.
CGE 4f - applies effective communication, decision-making, problem- solving, time and resourcemanagement skills.
GroupingsStudents Working As A Whole ClassStudents Working In Small Groups
Teaching / Learning StrategiesConferencingAdvance OrganizerDiscussionModel Making
Assessment
Assessment StrategiesClassroom Presentation
Assessment Recording DevicesAnecdotal Record
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PPP ....Patterning Subtask 6Fabric Designs
Properties of Patterning A Unit for Grade 1/2 mins90
2a41 – identify, in a plan, their specific choices of subjectmatter and tools, materials, and techniques (e.g., aplan to make a picture of their family in which theywill use paint and fabric);
Resources
Teaching / LearningStep One
Students are invited the day before to wear some piece of clothing that has a pattern on it. The teacher shouldparticipate in this activity as well! Students gather in the large group and briefly share their knowledge of thepattern that they are wearing. The teacher can record these findings on chart paper. After this "show and tell",students are gathered again to learn about the upcoming activity.
Step Two
Students are told that they are going to make a T-shirt to wear at our Pattern Party at the end of our patterningunit. Students are asked to replicate or design a pattern to be made using printmaking techniques. The Gradeones can be encouraged to use one attribute (colour, shape, etc.) for their pattern while the Grade twos should bekeen to try to combine two attributes in their patterns. Perhaps using simple two-dimensional shapes (e.g., circle,square, triangle) would be easiest for all children. Certainly varying colours of tempera paint would also allow forcreative patterning. Various mediums could be employed as printmakers (e.g., vegetables, sponges, string gluedonto wood blocks), dipped into the paint and placed onto the T-shirt.
Step Three
In preparation for the actual printing of patterns, students design their pattern first on a "paper" T-shirt - paper cutinto the shape of a T-shirt. When their "paper" T-shirt is approved (meets the criteria above) students with the helpof an adult or cross-age peer can begin to work on their actual T-shirt.
AdaptationsThe special needs student should have either an adult or older peer work one-to-one with him/her in preparing theshirt for the pattern. They can then map out the pattern using abab, etc. to be sure the pattern is maintained.
T-shirt self-assessment 6_self-assess t-shirt.cwk
T-shirts 1
Tempera paint of varying colours
Pie plates for paint 5-6
Paper T-shirt 1
sponges, string glued onto woodblockspotatoes, other vegetablesavailable or appropriateParents, co-op students, cross-age peers
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PPP ....Patterning Subtask 6Fabric Designs
Properties of Patterning A Unit for Grade 1/2 mins90
Notes to TeacherIt is important to remember that should sufficient volunteers not be available for helping with this task, the activitycould be easily incorporated into a centre in the classroom over a few weeks in preparation for the Pattern Party.
If not all children have an actual T-shirt on which to create their pattern, it would be preferable for all children touse a paper T-shirt as their final product and then attach it using pins for the actual Pattern Party.
In the teacher's anecdotals and/or checklists, make note of the student's ease in presentation and ability toclearly describe their patterns.
Teacher Reflections
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PPP ....Patterning Subtask 7Sound Patterns
Properties of Patterning A Unit for Grade 1/2 mins60
Expectations1m82 • explore patterns and pattern rules;1m84 – describe, draw, and make models of patterns
using actions, objects, diagrams, and words;1m89 – talk about a pattern rule;1m91 – compare patterns using objects, pictures, actions,
and spoken words.2m83 • explore patterns and pattern rules;2m84 • identify relationships between and among
patterns.2m86 – describe and make models of patterns
encountered in any context (e.g., wallpaper borders,calendars), and read charts that display thepatterns;
2m87 – identify patterns (e.g., in shapes, sounds);2m88 – combine two attributes in creating a pattern (e.g.,
size and position);2m93 – explain a pattern rule;2m95 – transfer patterns from one medium to another
1a15 – create rhythmic patterns, using a variety of sounds(e.g., sounds made with the voice or instruments orby clapping);
2a15 – create rhythmic and melodic patterns (e.g.,ostinati), using a variety of sounds (e.g., vocal andinstrumental sounds);
DescriptionStudents are exposed to experiences in transforming a sight pattern into a sound pattern (e.g., animalpicture patterns into animal sound patterns: dog - woof, cow - moo, pig - oink, etc.).They recognize that patterns can be made of sounds as well as pictures. We use the pictures to help ussay the sound pattern. Our bodies can also be used to create sound patterns. Rhythm instruments canbe used to create sound patterns as well. Students develop a further understanding of God's gift of theirbodies.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 3b - creates, adapts, evaluates new ideas in light of the common good.
CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare ofothers.
CGE 5a - works effectively as an interdependent team member.
CGE 5b - thinks critically about the meaning and purpose of work.
CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualities inthe work of others.
CGE 7j - contributes to the common good.
GroupingsStudents Working As A Whole ClassStudents Working In Small Groups
Teaching / Learning StrategiesBrainstormingCollaborative/co-operative LearningDiscussionRehearsal / Repetition / Practice
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PPP ....Patterning Subtask 7Sound Patterns
Properties of Patterning A Unit for Grade 1/2 mins60
Resources
Teaching / LearningStep OneUse animal picture cards (enough to be able to repeat the pattern at least twice). Let the class suggest a patternfor the cards. Arrange the pattern in the pocket chart or taped to the chalkboard. Say the pattern by naming thepictures as they appear in the pattern. Names of the pictures could be put on word cards and placed under thepictures to introduce written vocabulary.
Step TwoBrainstorm for a sound word associated with each picture. Have the class together chant the sounds according tothe pattern they have created. Sound words could be put on word cards and placed under the appropriatepicture to encourage more vocabulary development.
Step ThreePlay with the picture cards to create other picture and sound patterns (AB/AB; ABC/ABC; AAB/AAB; AABB/AABB;etc.). Use other sets of pictures (e.g., transportation pictures, seasonal pictures, etc.). Use of sorting manipulativesto represent the patterns could also be used.
Step FourStudents can also use their hands to create a sound pattern to go with the picture cards (e.g., claps, snaps,slapping knee or the floor, etc.). This activity is great when used with the calendar pictures if you build your ownpattern on the calendar throughout the month. Word cards stating the hand activity could be put in the pocketchart. Pupils read and perform the pattern (e.g., clap, clap, snap, snap, slap knee, clap, clap, snap, snap, slapknee, etc.). Students can think up their own rhythmic patterns and test them to see if they sound right. Organizeword cards in the pocket chart and have the class do the actions as they point to them in order to encouragevocabulary development.
Step FiveIntroduce rhythm band instruments as another way of transforming sight patterns into sound patterns. Picturecards of the different instruments would be useful to establish the pattern in the pocket chart.
Adaptations
a set of animal picture cards at least three of each
extra flash cards for vocabulary words one for each picture card being used
a set of transportation pictures at least three of each
Rhythm Band Instruments 1 class set
pictures of rhythm band instruments at least three of each
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PPP ....Patterning Subtask 7Sound Patterns
Properties of Patterning A Unit for Grade 1/2 mins60
Notes to TeacherIn assessing this subtask, the teacher should focus on the student's ability to transfer patterns from one mediumto another and to create rhythmic and melodic patterns.
Teacher Reflections
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PPP ....Patterning Subtask 8Calculator Patterns
Properties of Patterning A Unit for Grade 1/2 mins60
Expectations1m82 • explore patterns and pattern rules;1m83 • identify relationships between and among
patterns.1m84 – describe, draw, and make models of patterns
using actions, objects, diagrams, and words;1m85 – recognize similarities and differences in a variety
of attributes (e.g., size, shape, colour);1m87 – identify counting patterns in hundreds charts;1m88 – use a calculator and a computer application to
explore patterns;2m82 • identify, extend, and create number, geometric,
and measurement patterns, and patterns in theirenvironment;
2m83 • explore patterns and pattern rules;2m84 • identify relationships between and among
patterns.2m85 – recognize that patterning results from repeating
an operation (e.g., addition), using a transformation(slide, flip, turn), or making some other change to anattribute (e.g., position, colour);
2m89 – identify patterns in addition and subtractionsentences;
2m87 – identify patterns (e.g., in shapes, sounds);2m90 – explore multiples in a hundreds chart;2m91 – use a calculator and a computer application to
explore patterns;2m93 – explain a pattern rule;2m95 – transfer patterns from one medium to another
DescriptionStudents are taught how to use the "constant function" in order to skip count. They explore skip-countingpatterns using the calculator. They learn to anticipate the next number and then check to see if theirguess was right.
Catholic Graduate ExpectationsCGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare ofothers.
CGE 3b - creates, adapts, evaluates new ideas in light of the common good.
CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.
GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working In Small GroupsStudents Working Individually
Teaching / LearningStep OneShow students how to use the plus and the equal sign on the calculator to produce the "constant function."Counting by 10's is an easy skip count for Grade ones so begin with that one. Have students key in [ + 10 = ] toget 10. Now tell them that if they press [ = ] again they will get 20. Reinforce that they have skip counted by 10(i.e., 10 + 10 more = 20). Have them anticipate what they think the next number will be. Press [ = ] to check theresponse. Keep on going by anticipating and checking to 100.
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PPP ....Patterning Subtask 8Calculator Patterns
Properties of Patterning A Unit for Grade 1/2 mins60
Resources
Step TwoNow have them try to skip count by 5's - another easy one for Grade ones.
Step ThreeTry skip counting by 2's.Grade One students could be paired with Grade Two.
Step FourTry skip counting by 3's.Grade One students could be paired with Grade Two.
Step FiveGrade twos could be challenged to try some larger numbers (e.g., count by 6's to 114; by 15's to 165) Havestudents suggest others they might like to try.
Step SixDiscuss with students the fact that the "constant function" programs the calculator to skip-count. We can skipcount by any number to create number patterns if we use the "constant function."
Step SevenGive pupils the Blackline Master for extra practice in using the calculator to determine number patterns.
Extensions:1. Use this method to introduce odd numbers by skip counting by 2's starting at 1.
2. Use this method to introduce even numbers by skip counting by 2's starting at 2.
3. Use real-life problems to be solved using the calculator:
If I eat 2 apples each day for 12 days, how many apples would I eat?
If I collect 5 baseball cards each week, how many cards would I have after 7 weeks?
4. See math texts for additional calculator activities.
AdaptationsGrade One students may be paired with Grade Two students as peer helpers.
Calculator Patterns 8_CalculatorPatterns.cwk
Quest 2000 Grade 2
Quest 2000 Grade 1
class set of calculators 1
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PPP ....Patterning Subtask 8Calculator Patterns
Properties of Patterning A Unit for Grade 1/2 mins60
Notes to TeacherThis activity could become a "centre" activity for students to use independently in free time.
Students should be evaluated on their comfort with using a calculator and their ability to anticipate the nextnumber in the pattern. In addition, Grade two students should also be evaluated on their ability to solve real-lifeproblems.
Teacher Reflections
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PPP ....Patterning Subtask 9Number Patterns
Properties of Patterning A Unit for Grade 1/2 mins45
Expectations1m87 A – identify counting patterns in hundreds charts;2m90 A – explore multiples in a hundreds chart;
DescriptionStudents are introduced to the patterns that can be found on a hundreds chart. In pairs, they areencouraged to locate and complete a hundreds chart. Students then use materials to create colourpatterns on their hundreds charts.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare ofothers.
CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,ethical, socio-economic and ecological) for the development of a just and compassionate society.
GroupingsStudents Working As A Whole ClassStudents Working IndividuallyStudents Working In Pairs
In the large group, students are presented with a large hundreds chart. They are asked to locate patterns in thenumbers or any other properties of the chart that are obvious to them. The teacher could highlight, using dry erasemarkers, the patterns that students have discovered.
Step Two
The teacher, using a clean large hundreds chart, can review the patterns of counting by 2's, 5's, and 10's.Students are then presented with their own mini hundreds chart to colour various number patterns. They shouldbe encouraged to colour every second number box to demonstrate counting by 2's, etc.
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PPP ....Patterning Subtask 9Number Patterns
Properties of Patterning A Unit for Grade 1/2 mins45
Resources
Step Three
Students complete their patterns on three separate mini hundreds charts. Students are invited to share theirpatterns with a partner.
AdaptationsThe special needs student could have a pre-coloured model of a hundreds chart on which to fashion their own.
Notes to TeacherThe teacher can simply record any anecdotal comments regarding the student's success with this activity. Theymight also want to employ a simple checklist to record mastery of skill in this activity.
Teacher Reflections
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PPP ....Patterning Subtask 10The Pattern Party
Properties of Patterning A Unit for Grade 1/2 mins90
Expectations1m84 A – describe, draw, and make models of patterns
using actions, objects, diagrams, and words;1m86 A – use one attribute to create a pattern (e.g., thick or
thin, open or closed);1m91 – compare patterns using objects, pictures, actions,
and spoken words.1m82 • explore patterns and pattern rules;2m82 • identify, extend, and create number, geometric,
and measurement patterns, and patterns in theirenvironment;
2m83 A • explore patterns and pattern rules;2m86 A – describe and make models of patterns
encountered in any context (e.g., wallpaper borders,calendars), and read charts that display thepatterns;
2m88 – combine two attributes in creating a pattern (e.g.,size and position);
2m93 – explain a pattern rule;2m95 – transfer patterns from one medium to another
1e47 A • create some simple media works;1e53 – use simple gestures, volume, and tone of voice to
communicate their wishes and needs;2e53 A • create simple media works;
DescriptionStudents are asked to produce a final patterning project that will serve as a "prop" in the Pattern Party atthe end of the unit. Students must demonstrate and apply the skills and knowledge they have developedand learned throughout the patterning unit and present their final product to the class. Students createand present a patterning project prior to the actual party. These items can include: a tablecloth, aplacemat, a headband, or a welcome sign. Students then help to organize a Pattern Party. Students areencouraged to use their individuality and creativity when designing, and to encourage the work of othersthrough positive, Christian comments.
Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 2d - writes and speaks fluently one or both of Canada's official languages.
CGE 4c - takes initiative and demonstrates Christian leadership.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.
CGE 5e - respects the rights, responsibilities and contributions of self and others.
CGE 6a - relates to family members in a loving, compassionate and respectful manner.
CGE 7j - contributes to the common good.
GroupingsStudents Working As A Whole ClassStudents Working Individually
Assessment Recording DevicesRubricAnecdotal Record
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PPP ....Patterning Subtask 10The Pattern Party
Properties of Patterning A Unit for Grade 1/2 mins90
2e59 – use appropriate gestures and tone of voice, aswell as natural speech rhythms, when speaking;
Resources
Teaching / LearningStep One
Review with students the brainstorming of party ideas that they created in subtask #2. The teacher may want toshare again the chart made in subtask #2 to remind students of the previous activity. Discuss that they now needto formally choose a patterning project that must meet criteria outlined in the subtask notes. Students should beshown possible samples of projects to help them with their decision.
Step Two
Post a sign-up sheet for the various projects available and have students select their preference. They are thengiven instructions and criteria for their particular project. It might be beneficial to limit the choices to one of two foreach grade. For example, Grade ones would be able to choose between making a headband or a placemat whilethe Grade twos would need to choose between a tablecloth and a welcome sign for their project.
Step Three
Provide necessary materials (see notes) and allow students to use class time to prepare their projects. This mightalso provide the teacher with additional time to conference with children as they attempt this challenge.
Step Four
The presentation and videotaping (if possible) of patterning projects. Grade two students are expected to alsoprovide a brief write-up of their project.
Step Five
PARTY, PARTY, PARTY!! (see notes)
AdaptationsPairing up students and using parent volunteers will help special needs students enjoy the preparation for theparty.
Final Patterning Project, Grade One
Final Patterning Project, Grade Two
Self-Assessment of Final PatterningProject - Grade One
10_patterning project s.cwk
Materials directions 10_Directions final patt.cwk
Written Portion for Grade Two FinalPatterning Project
10_Grade two write-up fi.cwk
Self-Assessment of Final Patterning -Grade Two
10_Patterning Project Sel.cwk
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PPP ....Patterning Subtask 10The Pattern Party
Properties of Patterning A Unit for Grade 1/2 mins90
Video Camera
Notes to TeacherThe following will aid the teacher in planning a final celebration that is appropriate for their class.
Preparation for Party:
Students make a list of the people to be invited to the party.Invitations are made and delivered.A treat or snack could be planned - perhaps cookies, cupcakes, or cakes with some form of patterning onthem made with icing or candy. These could be made by the class or by parent volunteers.Display finished work from the unit and/or from the Culminating Activity.
Plan Party Activities:
Some suggestions might be:
1 - The whole celebration might begin with a mini-liturgy which would include a prayer of thanks for all ofthe natural patterns that God has created and that we enjoy everyday.
3 - Share Time - Give guests an opportunity to view displayed work from the unit as well as culminatingactivities. Students are available to answer questions and explain the work that has been done.
4 - If a video has been prepared it could be viewed.
5 - You might consider an activity that students might get their guests to help them do.
6 - Share prepared treats.
7 - Say goodbye and thank you to invited guests (practise beforehand).
Teacher Reflections
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Black Line Masters:
PPP ....PatterningProperties of Patterning
Appendices
Rubrics:
Resource List:
Unit Expectation List and Expectation Summary:
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PPP ....PatterningProperties of Patterning
Resource List
A Unit for Grade 1/2
Page 1
Rubric
Final Patterning Project, Grade One2
ST 10
Final Patterning Project, Grade Two2
ST 10
Blackline Master / File
Calculator Patterns8_CalculatorPatterns.cwk
ST 8
Calendar survey3_calendarsurvey.cwk
ST 3
How Did We Work Together?4_TeamAssessment.cwkSelf Assessment master
ST 4
Materials directions10_Directions final patt.cwk
ST 10
Pattern Party Brainstorming2_partybrainstorming.cwk
ST 2
Patterning Recording1_patternrecord.cwk
ST 1
Self-Assessment of Final Patterning - Grade Two10_Patterning Project Sel.cwk
ST 10
Self-Assessment of Final Patterning Project -Grade One
10_patterning project s.cwk
ST 10
Story Pattern Mapping Grade 14_StoryPatterns1.cwk
ST 4
Story Pattern Mapping Grade 24_StoryPatterns2.cwk
ST 4
Student Calendar3_Calendar.cwk
ST 3
T-shirt self-assessment6_self-assess t-shirt.cwk
ST 6
Written Portion for Grade Two Final PatterningProject
10_Grade two write-up fi.cwk
ST 10
Licensed Software
Kid Pix 2 ST 5
Print
201 Thematic Riddle Poems To Build LiteracyBetsy Franco0-439-13121-9
ST 5
20th Century Children's Poetry Treasuryselected by Jack Prelutsky0-679-89314-8
ST 5
Alligator PieDennis Lee
ST 5
Caps, Hats, Socks and MittensLouise Borden0-590-44872-2
ST 4
Chicka Chicka Boom BoomBill Martin Jr.0-689-80096-7
ST 4
Cookie's WeekCindy Ward/Tomie de Paola0-698-11435-3
ST 4
Early TalkConnie Smrke0-86530-208-1
ST 5
Four Seasons for Toby
Dorothy Joan Harris
ST 3
If You Give a Moose a MuffinLaura Joffe Numeroff0-06-024405-4
ST 4
If You Give a Mouse a CookieLaura Joffe Numeroff0-06-024586-7
ST 4
If You Give a Pig a PancakeLaura Joffe Numeroff0-06-026686-4
ST 4
If You Take a Mouse To The MoviesLaura Joffe Numeroff0-06-027867-6
ST 4
Interactions 1 & 2 Unit
Interactions - Blackline Masters for Hundreds'Boards
Blank 100's board, page 13
100's board, page 16
ST 9
Poem of the Weekselected by Maria Fleming0-439-07751-6
ST 5
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:37:08 AM Page D-1
PPP ....PatterningProperties of Patterning
Resource List
A Unit for Grade 1/2
Page 2
Quest 2000 Grade 1"How Many Ways Can We Count To The Number" pg 323- 326
ST 8
Quest 2000 Grade 2"Calculator Counting" pg 176
ST 8
Quest 2000, Grade One and Grade Two Unit
Sadie and the SnowmanAllen Morgan0-919964-78-8
ST 4
Something Big Has Been HereJack Prelutsky
ST 5
The Seasons of Arnolds Apple TreeGail Gibbons0-590-62155-6
ST 4
The Very Hungry CaterpillarEric Carle
ST 4
Where The Sidewalk EndsShel Silverstein
ST 5
Material
a set of animal picture cardsat least three of eachper class
ST 7
a set of transportation picturesat least three of eachper class
ST 7
CrayonsPackper person
ST 9
extra flash cards for vocabulary wordsone for each picture card being used
ST 7
Paper T-shirt1per person
ST 6
pictures of rhythm band instrumentsat least three of each
ST 7
Pie plates for paint5-6
Paint can be placed in a shallow pie plate for dipping inthe printmaking tool.
per class
ST 6
Rhythm Band Instruments1 class setper class
ST 7
sponges, string glued onto wood blockspotatoes,other vegetables available or appropriate
ST 6
T-shirts1
The T-shirt should be light in colour.per person
ST 6
Tempera paint of varying colours ST 6
Equipment / Manipulative
class set of calculators1per person
ST 8
Manipulative Sorting Bins1
Bins can contain any of the following manipulatives:-buttons-pattern blocks-linking cubes-small plastic toys-keys-beads and strings-poker chips-etc.
per group
Unit
Manipulative Sorting Bins1
Bins can contain any of the following manipulatives:-buttons-pattern blocks-linking cubes-small plastic toys-keys-beads and strings-poker chips-etc.
per group
ST 1
Video CameraThis would be an excellent to have playing during theparty.
ST 10
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:37:08 AM Page D-2
PPP ....PatterningProperties of Patterning
Resource List
A Unit for Grade 1/2
Page 3
Parent Community
Parent Volunteers ST 4
Parents, co-op students, cross-age peers ST 6
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:37:08 AM Page D-3
MY PATTERNING RECORDING Patterning Record; Subtask 1; BLM #1
BY _________________________________
1. This is my favourite pattern: (draw and label, abc...)
2. This is my partner’s favourite pattern: (draw and label, abc...)
PATTERN PARTY BRAINSTORMING BLM #2(Subtask #2)
Name _______________________________ Date_______________________________________
Please check the criteria that you have met in your final patterning project.
1. My project shows that I can make a simple pattern. yes/no
2. My project shows that I can make a complex pattern. yes/no
3. My project is colourful. yes/no
4. My project is neat. yes/no
5. I am ready to present my patterning project. yes/no
MATERIAL DIRECTIONS FOR FINAL PATTERNING PROJECT Subtask #10; BLM #11
#1 PLACEMAT
Using paper cut to the approximate size of a dinner placemat, students use crayons, pastels, paint, etc., to create their pattern. The pattern would most likely be more appealing as a border design. The placemat should include their name and could be laminated for extended use and of course for the party.
#2 HEADBAND
A strip of soft cardboard cut to fit the student’s head. Students are provided with crayons, pastels, paint, etc., to create their pattern in a strip form along the headband. This item could be laminated for further use.
#3 TABLECLOTH
White paper cut to cover a student’s desktop would serve as an excellent tablecloth for the Pattern Party. Students would likely design a border pattern using crayons, pastels, paint, etc.
#4 WELCOME SIGN
White paper, 18” x 11” could be used to design a welcome sign with a pattern in its border with the words “Welcome to our Party” clearly indicated. The letters could also contain a pattern. Use of crayons, pastels, paint, etc., would suffice in this project.
Patterning Project 2; Subtask #10; BLM #12
SELF-ASSESSMENT OF MY FINAL PATTERNING PROJECT - Grade Two
2. I used mostly ____________________________________ (what tools) to create my patterns.
3. My pattern is a ____________________________________________ (ab, abb, etc.) pattern.
4. Here is a drawn sample of my pattern:
Expectations for this Subtask to Assess with this Rubric:
Understanding ofconcepts
Application ofmathematicalprocedures
Communication ofrequired knowledgerelated to concepts,procedures, andproblem solving
Communication
– with assistance– gives partially complete butinappropriate explanations– using a few of the requiredconcepts of patterning
– with assistance– unclearly and imprecisely– rarely using appropriatepatterning terminology
– with assistance– describes patterns with littleclarity– for a limited range of simplepurposes– with a limited range ofvocabulary and media
– independently– gives appropriate butincomplete explanations– using more than half of therequired concepts ofpatterning
– with limited assistance– that are considered to beappropriate in solvingproblems– with several minor errorsand/or omissions
– independently– with some clarity and someprecision– sometimes usingappropriate patterningterminology and symbols
– independently– describes patterns withsome clarity and someprecision– for a variety of simplepurposes– sometimes using a varietyof vocabulary and media
– independently– gives both appropriate andcomplete explanations– using most of the requiredconcepts of patterning
– independently– that are considered to bethe most appropriate insolving problems– with a few minor errorsand/or omissions
– independently– clearly and precisely– usually using appropriatepatterning terminology andsymbols
– independently– describes patterns clearlyand precisely– for specific purposes– with a variety of vocabularyand media
– independently– gives both appropriate andcomplete explanations, andshows that he/she can applythe concepts of patterning ina variety of contexts
– independently– that are considered to bethe most appropriate insolving problems, andjustifies the choice
– independently– clearly, precisely, andconfidently– always using appropriatepatterning terminology andsymbols
– independently– clearly, precisely, andconfidently describespatterns– for a wide variety ofpurposes and in a widevariety of contexts
Level 1 Level 2 Level 3 Level 4
Final Patterning Project, Grade Onefor use with Subtask 10 : The Pattern Party
from the Grade 1/2 Unit: PPP ....PatterningStudent Name:Date:
– with assistance– that are considered to bebasic in solving problems– with major errors and/oromissions
1e47 • create some simple media works;
1m84 – describe, draw, and make models of patterns using actions, objects, diagrams, and words;
1m86 – use one attribute to create a pattern (e.g., thick or thin, open or closed);
Category/Criteria
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:37:11 AM Page E-1
Expectations for this Subtask to Assess with this Rubric:
Understanding ofconcepts
Application ofmathematicalprocedures
Communication ofrequired knowledgerelated to concepts,procedures, andproblem solving
Communication
– with assistance– by giving partially completebut inappropriateexplanations– using only a few of therequired concepts ofpatterning
– with assistance– unclearly and imprecisely– rarely using appropriatepatterning terminology
– with assistance– unclearly– for a limited range of simplepurposes– with a limited range ofsimple vocabulary and media
– independently– by giving appropriate butincomplete explanations– using more than half of therequired concepts ofpatterning
– with limited assistance– that are considered to beappropriate in solvingproblems in patterning– with several minor errorsand/or omissions
– independently– with some clarity and someprecision– sometimes usingappropriate patterningterminology and symbols
– independently– with some clarity and someprecision– for a variety of simplepurposes– with several differentvocabulary and media
– independently– by giving both appropriateand complete explanations– using most of the requiredconcepts of patterning
– independently– that are considered to bethe most appropriate insolving problems inpatterning– with a few minor errorsand/or omissions
– independently– clearly and precisely– usually using appropriatepatterning terminology andsymbols
– independently– clearly and precisely– for specific purposes– with a variety of vocabularyand media
– independently– by giving both appropriateand complete explanations,and by showing that he orshe can apply the conceptsof patterning in a variety ofcontexts
– independently– that are considered to bethe most appropriate insolving problems inpatterning, and justifies thechoice
– independently– clearly, precisely, andconfidently– always using appropriatepatterning terminology andsymbols
– independently– clearly, precisely, andconfidently– for a wide variety ofpurposes and in a widevariety of contexts
Level 1 Level 2 Level 3 Level 4
Final Patterning Project, Grade Twofor use with Subtask 10 : The Pattern Party
from the Grade 1/2 Unit: PPP ....PatterningStudent Name:Date:
– with assistance– that are considered to bebasic in solving problems inpatterning– with major errors and/oromissions
2e53 • create simple media works;
2m83 • explore patterns and pattern rules;
2m86 – describe and make models of patterns encountered in any context (e.g., wallpaper borders, calendars), and read charts that display the patterns;
Category/Criteria
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:37:11 AM Page E-2
Expectation List
Selected
PPP ....PatterningProperties of Patterning A Unit for Grade 1/2
Page 1
Assessed
English Language---Writing• produce short pieces of writing using simple forms (e.g., stories, descriptions, lists of information); 21e4
English Language---Reading• read a variety of simple written materials (e.g., signs, pattern books, rhymes, children’s reference books) for different
purposes (e.g., for practice, information, vocabulary building, enjoyment);11e19
English Language---Oral and Visual Communication• communicate messages, and follow basic instructions and directions; 11e41
• ask questions about their immediate environment and offer personal opinions; 11e42
• respond to familiar or predictable language patterns by joining in or using choral response; 21e44
• apply some of the basic rules of participating in a conversation and working with others; 31e45
• create some simple media works; 11e47
– notice and respond to unusual features of language (e.g., alliteration, rhythm, onomatopoeia); 11e52
– use simple gestures, volume, and tone of voice to communicate their wishes and needs; 11e53
– allow others to speak, and wait their turn in conversations or class discussions; 31e55
Mathematics---Patterning and Algebra• explore patterns and pattern rules; 31m82
• identify relationships between and among patterns. 11m83
– describe, draw, and make models of patterns using actions, objects, diagrams, and words; 5 11m84
– recognize similarities and differences in a variety of attributes (e.g., size, shape, colour); 11m85
– use one attribute to create a pattern (e.g., thick or thin, open or closed); 1 21m86
– identify counting patterns in hundreds charts; 1 11m87
– use a calculator and a computer application to explore patterns; 11m88
– talk about a pattern rule; 11m89
– compare patterns using objects, pictures, actions, and spoken words. 41m91
Mathematics---Data Management and Probability– compare, sort, and classify concrete objects according to a specific attribute (e.g., colour, size); 11m97
The Arts---Music– create rhythmic patterns, using a variety of sounds (e.g., sounds made with the voice or instruments or by clapping); 11a15
The Arts---Visual Arts– identify the elements of design in familiar environments (e.g., the colours in the classroom; the shapes used in wallpaper
samples; the forms found in a piano, rectangles, columns);11a35
– produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting,sculpting, printmaking) that communicate thoughts and feelings (e.g., paint a picture about a class trip);
11a38
– identify, in a plan, the subject matter and the tools and materials they will use to produce an art work; 11a39
English Language---Writing• produce short pieces of writing using simple forms (e.g., narratives and poems based on familiar models); 22e4
– use words from their oral vocabulary, personal word lists, and class lists compiled through brainstorming; 12e21
English Language---Reading• read a variety of simple written materials (e.g., pattern books on specific themes, stories, chart stories, poems, interactive
software) for different purposes;12e27
English Language---Oral and Visual Communication• communicate messages, and follow instructions and directions; 12e47
• apply the rules of participating in a conversation and working with others; 22e51
• create simple media works; 12e53
– experiment with rhyme, rhythm, and word play to create humorous effects; 12e58
– use appropriate gestures and tone of voice, as well as natural speech rhythms, when speaking; 12e59
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:37:13 AM Page F-1
Expectation List
Selected
PPP ....PatterningProperties of Patterning A Unit for Grade 1/2
Page 2
Assessed
– participate in group discussions, demonstrating a sense of when to speak, when to listen, and how much to say; 22e60
Mathematics---Patterning and Algebra• identify, extend, and create number, geometric, and measurement patterns, and patterns in their environment; 22m82
• explore patterns and pattern rules; 3 12m83
• identify relationships between and among patterns. 32m84
– recognize that patterning results from repeating an operation (e.g., addition), using a transformation (slide, flip, turn), ormaking some other change to an attribute (e.g., position, colour);
12m85
– describe and make models of patterns encountered in any context (e.g., wallpaper borders, calendars), and read charts thatdisplay the patterns;
3 12m86
– identify patterns (e.g., in shapes, sounds); 22m87
– combine two attributes in creating a pattern (e.g., size and position); 3 12m88
– identify patterns in addition and subtraction sentences; 12m89
– explore multiples in a hundreds chart; 1 12m90
– use a calculator and a computer application to explore patterns; 12m91
– explain a pattern rule; 52m93
– transfer patterns from one medium to another (e.g., actions, words, symbols, pictures, objects, calculator). 62m95
Mathematics---Data Management and Probability– sort and classify concrete objects, pictures, and symbols according to two specific attributes (e.g., shape and texture); 12m101
The Arts---Music– identify rhythmic patterns (e.g., clap the pattern of syllables in nursery rhymes); 12a7
– create rhythmic and melodic patterns (e.g., ostinati), using a variety of sounds (e.g., vocal and instrumental sounds); 12a15
The Arts---Visual Arts– produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting,
sculpting, printmaking) that communicate their thoughts and feelings on familiar topics (e.g., using pencil crayons, make adrawing of a tree after observing real trees and trees in works by Emily Carr, Tom Thomson, and Vincent van Gogh)
12a40
– identify, in a plan, their specific choices of subject matter and tools, materials, and techniques (e.g., a plan to make a pictureof their family in which they will use paint and fabric);
12a41
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:37:13 AM Page F-2