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Pattern Roll

Materials/Equipment: large dice with

colors on sides, sentence strips with car

patterns, Beep Beep, Vroom Vroom! By Stuart
Murphy, dry erase markers, square color
tiles, unifix cubes, pattern square chart
worksheets, crayons.

Curriculum Integration:

TEKS Achieved: (Include all TEKS

Differentiated Learning:


and ELPS labeled, numbered, and

summarized.) 111.2. (b) (1D), (1E),


Blooms Taxonomy:

Comprehension/Understand Evaluate

Classroom Strategies:

Cooperative Groups
Independent Activities Lecture
Problem Solving

Submitted by: Christine Gatlin

Grade Level: Kindergarten

Subject/Topic: Math

Rationale: The student will be able to identify and demonstrate different types of patterns.


(Statements about what the children will do, written out as the student will. Include objectives for
your chosen content area(s). Refer to the TEKS and ELPS. The number of objectives should meet the number of TEKS and

TSW communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate
TSW create and use representations to organize, record, and communicate mathematical ideas.
TSW analyze mathematical relationships to connect and communicate mathematical ideas.

Lesson Plan:

Introduction (Anticipatory Set/Motivation):

(Write what CREATIVE, COMPELLING thing you will say or do to immediately grab the childrens attention and interest.)


Read the book Beep Beep, Vroom Vroom by Stuart J. Murphy. When you get to the first car
pattern ask the students What do you notice about the car? (If no one knows it is a
pattern, ask them to look at the order and one of them should get it). During this time hold
up the first sentence strip with the matching pattern of cars. Continue reading until you get
to the next set of cars and ask the students Did Molly line the cars up the way Kevin did?
and then hang up the next sentence strip with the matching car pattern. Continue doing this
for each different car pattern in the book. When you get to the last car pattern in the
book, ask the students Did Molly put the cars back in the correct order?

Process: (Plan how you will teach the lesson and follow the lesson plan cycle: Information Giving, Modeling, Check
for Understanding, Guided Practice, Independent Practice, Closure/Culminating Activity)

Information Giving: After reading the book aloud to the class, ask the students to think
back to Monday when Mrs. Domenico talked about AB, ABC, AABB, etc. patterns. Then
have the students look at the first sentence strip with the cars from the book and have
the students raise their hands and tell you the letter patterns for each set of cars.
Sentence Strip 1: ABCABCABCABC Pattern
Sentence Strip 2: AABBCCAABBCC Pattern
Sentence Strip 3: AABCCBAABCCB Pattern
Modeling: During small group, remind the students about AB patterns by showing them
different types of patterns using unifix cubes. Have the students observe the cubes and
then lay them on the table and using dry erase markers label the type of letter pattern it
is for a visual for the students.
Check for Understanding: During whole group, ask the students to raise their hand and
determine which type of letter pattern each set of cars is. During small group, check the
students understanding when using the unifix cubes by having each student in the group
tell you which type of letter pattern the cubes are in. During the guided practice game
when they are rolling the dice, write the pattern the students rolled on the table and have
the students determine, fill in, and write the letter patterns for each pattern they roll.
During this time, check that they are telling and writing the letter pattern correctly.
Guided Practice: After using the unifix cubes in small group, explain to the students they
will now be rolling their own patterns using a dice labeled with colors on each side. Have
each student roll the dice and write down the colors they roll in order. For example red,
red, blue, green, which would be an AABC pattern. After the students have determined
which pattern it is, have them fill in the colors using the square color tiles and write the
pattern below the square chart. After they have written the letter pattern, have them
remove the square color tiles and have them color it in. Have them continue doing this until
each square chart is filled in.
Independent Practice: After the students have rolled their patterns, have them
independently use the square color tiles to fill in the charts, then write the correct letter
pattern, and then color in the pattern using crayons.
Enrichment/Extension: Have the students create their own pattern snakes, where they
will create a snake using paper and then choose a letter pattern they will color that snake
with. Then have the students choose the colors to go along with the letter pattern and
create their own snake using markers or crayons.

(what YOU will do to modify your lesson)


(for a child with special needs) Instead of having the students color in the patterns on the square chart, provide
the student with cutout squares they can glue on to the chart.
(for a student that is an ELL) Provide the student with a visual of a pattern with the letter patterns underneath.
Make sure to point and show them that each letter goes to a different color.

Assessment/Evaluation (Students):

During small group, check that each student is correctly identifying,

labeling, and coloring the patterns correctly. During this time, make sure each student identifies one of the patterns so you
are evaluating each student and making sure they understand letter patterns.

Assessment/Evaluation (Self):

I will assess myself to make sure the sentence strips work well with the book
and dont distract myself or the kids from the book. Make sure while playing the game during small group, that the students
understand the game and that it is working for their understanding of letter patterns.