Lesson Cycle

Lesson Title/Topic: Math Circle/Centers (50 minutes) 11:10am-12:10pm

Target Concept:

Standards/Rationale: V.E.3 Learner recognizes and creates patterns.

Math Lesson Objectives: Assessment: Student will create a pattern in their math journal given
Student will demonstrate a pattern by executing a movement or math manipulatives.
drawing with colors.

Materials:
Pocket folder foldable to place in the their math journal/ the small 3x5 cards to place in folder, math cubes, markers, 5x8 index card with math
pattern (formative assessment), beads, pipe cleaners, stick glue, pattern activities for centers, timer (teacher will use a cell phone timer or the
internet timer),

Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set:
(10:55am-11:15am) Students will be transitioning from the cafeteria to
the restrooms downstairs. Students will walk upstairs lining up outside
the hallway. As they enter the classroom after their restroom break,
gently remind students by saying We are walking into the classroom
quietly. We are modeling and practicing carpet procedures by
walking to the carpet quietly and ready to learn.
Students will walk quietly into the classroom. They will model their
carpet procedures by sitting down on the carpet quietly. All students will
be sitting crisscross applesauce with hands in their laps carpet ready.
Teacher will introduce the math objective to the students. Student will
repeat the math objective when prompted by the teacher.

If needed, Classroom Management:

Teacher will praise the students, You modeled excellence by practicing our
Honorable Character Traits. You are listening to your teacher the first time by
walking into the room quietly and being carpet ready. When redirecting a student,
be sure to follow with 5 positive phrases to recognize the students who are following Teacher will display the first slide to show math patterns to the students.
directions and listening attentively. Example, I like how student name is carpet Students will use their quiet voice to answer the question. Students will
ready. Repeat this phrase using a few more students name. stand up quietly to do Dr. Jeans Totally Math:
Everybody Do a Pattern with Me (slide 3).
Use this strategy throughout the lesson to recognize students who are listening,
working quietly in their groups, working hard during the lesson, sharing with students
in centers, etc. For more positive reinforcement: give a panther buck to students who
are following procedures and staying on task during instruction. Ask the teacher
assistant to write on the Honorable Character Trait chart to recognize the students
good behavior.

Lesson Structure and Sequence: I teach; you watch, listen, & learn

Teacher will display slide 1 to introduce the math objective before

beginning the lesson. Teacher will read it out loud to the students. Then
she will tell the students to say it with her. Break the sentence into parts
for the students. The teacher will read it again to explain our focus of
the math objective. Teachers, says You have a very big job. It is
important for you to know your job. We are going to learn how to
perform a movement in a pattern and drawing a pattern using colors.

Teacher will display slide 2 on the promethean to activate prior

knowledge. T: What do we call this on the promethean board?
Students: Patterns! T: What is it? Students: Patterns! T: What is
it? Students: Patterns! Excellent, you recognize patterns! A pattern
is a group of repeated objects. We can use math manipulatives such as
colors, shapes, and letters. Our very important job is demonstrating how
to make a pattern with colors and movement.

Teacher Input:
Lesson Structure and Sequence: I lead. You follow the leader.

Slide 4:
Student will sit back down on the carpet after the song. They will listen
Teacher will go over the Venn diagram Patterns: Movement and quietly as the teacher teaches the lesson. Teacher will point to the
Sound. diagram to show example of sound and movement. Students will copy a
Let's talk about sound and movement. Patterns are repeated design movement and sound when prompted by the teacher.
such as sound and movement. The sound and movement can repeat
over and over. Introduce the Venn diagram; share examples of
movement. I want to demonstrate one way that we can dance to a Slide 5:
movement pattern. Then you will stand up and copy the dance."
(Stomp your feet two times and clap) Share examples of sound. T: I
want to demonstrate a sound pattern by whispering to you. In a
whispering voice, "Tell your neighbor, we are learning about patterns."
Teacher will show slide 5. She will instruct students to talk to a partner.
5/1: Now, let's practice our math talk by sharing "I noticed...." or "I
agree....because." You are going to a partner and share what you have
learned about patterns. Each partner needs to listen and talk with one
another. Take Turns. Use quiet voices." You have one minute.
Student will turn to a partner to share about patterns; AB partners.
Teacher and teacher assistant will assist students to AB partner (ABC
partner if needed).

Teacher will display the screen back to slide 4 for students to use as
examples in their pair share.
Students will transition from the carpet to their desks to work in groups for Guided Students will transition to their seats by performing a pattern sound or movement.
Practice. Some students who are more efficient in patterns will create their own pattern using
both sound and movement. Assist students who may not know how to perform a pattern
Teacher will continue to display slide 4 to help students to choose one movement or stomp clap, stomp clap.
sound.
Guided Practice:

Lesson Structure and Sequence: You work with a partner (table

groups). I support.

Students will sit in their groups. Teacher and teacher assistant will Students are completing the math journal and math cube activity in small
support students in putting together journal and make a pattern using groups. They will work in a voice level 2 to allow them talk to one
math cubes. another about patterns (students peer learning in groups). Once all
students have complete their math journals, they will start make a pattern
Teacher will hold up the journal and cards that will go in each side. T: with the teachers support. Students will use red and blue math cubes.
We know our math lesson objective: Student will demonstrate a
pattern by executing a movement or drawing with colors. Lets place
this card on our folder pocket labeled know/learned. Teacher will hold Slide 7
up a second card with the mini-math anchor chart about patterns. We
can recognize a pattern. Lets place the card in the folder pocket labeled
know/learned. Everyone hold up your last card. It is an Exit Ticket
to check your understanding about patterns. We place it in our folder
pocket labeled need to know. After small groups and centers, you will
follow out this ticket. Teacher will hold up the journal to model
closing the pocket folder. T: Place your folder to your side. We are
going to make a pattern together.

Slide 7
Give yourself 5 red and 5 blue snap cubes. Give each child 5 cubes of
one color and 5 cubes of another color.

Show the children an AB pattern using snap cubes. I am going to make

an AB pattern. The colors in my unit are red and blue. I am going to put
my red and blue cubes together to make a red-blue unit. Snap each red-
blue unit together.

Pull each red-blue unit toward you and say, Here is an AB pattern
redblue, red-blue, red-blue. To continue the pattern, we need to add two
more cubes. We have to add red-blue. Lets say the whole pattern
againredblue, red-blue, red-blue, red-blue. What would come next?
Students respond red-blue. Pull the remaining red-blue unit toward you.

Independent Practice:

Lesson Structure and Sequence: You work independently. I watch,

listen, and learn.

Teacher will pass out 5x8 index cards for student to make a pattern by Students will work independently making a pattern on their 5x8 index
using the beads and pipe cleaner. Teacher and teacher assistant will card. They will make a bead bracelet first. Then the students will draw
walk around the desk to observe students working independently. This the pattern of beads on their index card. Student will have markers that
will allow the teachers to know who to pull for small groups during match the color of the beads. As students begin to finish, they can go to
center time. the carpet to hear a read aloud: Patterns on Parade.

T: You will create a bead bracelet by making a pattern first. Once you
are finished making your pattern, you will use your markers to color it
on the pattern sheet. Raise your hand when you are finished with
your bead bracelet and making your pattern on the card. Ms. Tarvin
and I will walk around the room to place the bead on your wrist.

Teacher will collect completed formative assessments from the

students. Teacher will set up math centers to transition students from
carpet to centers.

During Math Centers:

Teacher will work in small groups with tier level students in group 3 and 4 to reteach
the lesson on patterns using CLI Engage: Patterns, Pattern Games, and Make a
Pattern.

Closure:
Blooms Taxonomy: Level 2 Understanding
Whole group: pass the ball around for students to share what they have
learned about patterns. What makes up a pattern? Does it repeat over and
State in your own words about what you learned about patterns.
over? How do you what comes next? Name an example of sound or
What can you say about patterns?
movement?
Patterns are all around us. Lets look at some patterns. Show the
Small groups: students can share in groups at the carpet to show each
children different patterns around them. The calendar the days of the
other patterns around the room.
week, the rugs on the floor, counting numbers,

Options:
Enrichment: Math Intervention 1pm-1:20pm
Blooms Taxonomy: Level 3 Applying: How would you use patterns?
Read Patterns by Sara Pistoia to share more about patterns. Who uses
patterns to play or write music? Do scientists look for patterns? When
an artist creates a work of art, does he or she use patterns? Use equity
sticks to call on students.
Complete exit ticket for math journal.
Reteach:
Small group and whole groups using CLI Engagement to teach patterns,
game patterns, and make a pattern. Read aloud using Clap Your Hands
by Lorinda Bryan Cauley to encourage sound and movement patterns;
Patterns on parade by Joan Freese; math center activities: bears,
popsicle sticks, coin counters, chain links, shapes, make a zebra (AB
pattern), and Dr. Jeans Everybody do a pattern with me. Up, Down,
Move Around Math and Literacy- Action Patterns; One Means Hop: Two
Means Wiggle
If time permits, allow students to take turns creating a pattern on the
promethean board. Use equity sticks to call on students.

Modifications/Correctives:
Teacher assistant will assist the teacher during instruction to stretch the
lesson for more understanding during guided practice. Review tier
level list to pull students during guided practice for small group
learning.

References:
CLI Engagement
Pinterest
Google Images
Dr. Jean