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Math Patterns Lesson Kindergarten

This kindergarten math lesson focuses on patterns. Students will demonstrate understanding of basic patterns and rhythm by following patterns like clapping and patting. They will start with simple AB patterns and progress to more complex AABB patterns. As an activity, the teacher will sing a song and students must keep the pattern going to the beat. As an exit ticket, students must show a pattern with their body to earn their snack ticket. The teacher will observe students and assess if they can follow patterns, create their own, and replicate peer patterns.

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Topics covered

  • AABB Pattern,
  • Engagement Strategies,
  • Assessments,
  • Peer Interaction,
  • Pattern Identification,
  • Instructional Strategies,
  • Interactive Learning,
  • Lesson Planning,
  • Educational Activities,
  • Pattern Creation
1K views4 pages

Math Patterns Lesson Kindergarten

This kindergarten math lesson focuses on patterns. Students will demonstrate understanding of basic patterns and rhythm by following patterns like clapping and patting. They will start with simple AB patterns and progress to more complex AABB patterns. As an activity, the teacher will sing a song and students must keep the pattern going to the beat. As an exit ticket, students must show a pattern with their body to earn their snack ticket. The teacher will observe students and assess if they can follow patterns, create their own, and replicate peer patterns.

Uploaded by

api-336646580
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Topics covered

  • AABB Pattern,
  • Engagement Strategies,
  • Assessments,
  • Peer Interaction,
  • Pattern Identification,
  • Instructional Strategies,
  • Interactive Learning,
  • Lesson Planning,
  • Educational Activities,
  • Pattern Creation
  • Lesson Overview and Objectives: Introduces the lesson theme focusing on patterns, listing objectives that students will achieve, including exploration of sound and visual patterns.
  • Lesson Procedure: Details the procedure of the lesson including transition phases and activities planned to engage students in learning about patterns.
  • Closure and Reflection: Concludes the lesson with a refocus segment and guides students towards transitioning to the next lesson while reflecting on the current one.
  • Engagement Activity: Provides a poem or song lyrics intended for student engagement and enjoyment, complementing the lesson's theme.
  • Assessment: Evaluates students' understanding by listing questions and a table to track individual student responses to the activities.

Grade/Subject: Kindergarten/Math

Unit: Patterns

Lesson Duration: 20 min

Date: Dec 9 2016


Specific Learning Objectives from The Alberta Program of Studies
Appreciates the artistry of texts: Experiments with sounds, words, word patterns,
rhymes and rhythms.
Patterns: the child demonstrates an understanding of repeating patterns (two or three
elements) by: identifying, reproducing, extending, creating patterns using
manipulatives, sounds and actions.
Learning Objectives
Students will:
1. Demonstrate an understanding of basic patterns
2. Demonstrate an understanding of basic rhythm
3. Demonstrate the ability to recognize rhythms as patterns
Assessments
Observations:
Key Questions:
I will observe the students while they
Can you follow my pattern?
Can you sing while we are making the
are working with me
rhythm.
Possible partner work
Transition (1min)
Alright Kindergarten we are going to be using patterns in this lesson.
Focus (1min)
I need you sitting in a circle around the outside of the carpet with your hands in your bucket.
Procedure
Introduction (2 min)
Hook: We are going to be doing some patterning today, I know youve been doing patterning
already.
Assessment of Prior Knowledge: Who can give me an example of a pattern? Who can give me
an example of an ABAB, or a AABB pattern? Can anyone tell me where they have seen a
pattern? There are patterns all out in the world, so can you tell me where there are some?
Body (13 min)
Method: Ok, first we are going to make some patterns with our hands, so the first one we are
going to do is pat our legs, then clap our hands. What kind of pattern is this? So our pattern is
clap, pat, clap, pat. Once we get this down we are going to switch to an AABB pattern.
Our AABB pattern will be pat, pat, clap, clap and once we get that down, Im going to start
singing. The song Im going to sing has a great beat to it. While Im singing, your job is to
keep the pattern going, you guys are my beat ok?
If possible, or if time allows try doing it as a cannon or round (me singing lyrics, kids doing
beginning part)

Closure (3 min)
Refocus: Great job everyone
Transition to Next Lesson: Good job everyone, now we are going to go to snack. Your ticket
to snack is showing me a pattern, it doesnt have to be one that we did during the lesson but
you need to make a pattern with your body.
Reflection:

My paddle's keen and bright


Flashing with silver
Follow the wild goose flight
Dip, dip and swing
Dip, dip and swing her back
Flashing with silver
Swift as the wild goose flies
Dip, dip and swing
Land of the silver birch
Home of the beaver
Where still the mighty moose
Wanders at will
Blue lake and rocky shore
I will return once more
Boom-diddy-ah-da, Boom-diddy-ah-da, Boom-diddy-ah-da, bo-oo-oom
High on a rocky ledge
Ill build my wigwam
Close to the waters edge
Silent and still
Blue lake and rocky shore
I will return once more
Boom-diddy-ah-da, Boom-diddy-ah-da, Boom-diddy-ah-da, bo-oo-oom
My heart grows sick for thee
Here in the lowlands
I will return to thee hills of the north
Blue lake and rocky shore
I will return once more
Boom-diddy-ah-da, Boom-diddy-ah-da, Boom-diddy-ah-da, bo-oo-oom
Land of the silver birch
Home of the beaver
Where still the mighty moose
Wanders at will
Blue lake and rocky shore
I will return once more
Boom-diddy-ah-da, Boom-diddy-ah-da, Boom-diddy-ah-da, bo-oo-oom

Assessment
1. Could the student follow the AB pattern?
2. Did the student create their own pattern during the exit ticket?
3. Did the student replicate the pattern the teacher or other students did?

Victoria
Grady
Bryce
Charlie
Kane
Fay
Dina
Camila
Tyler
Jack
Safa
Mikayla
Nomalisa
McKinley
Dilyn
Matteo
Kacie

1
Yes
Yes
No
Yes
Yes
Yes
NA
NA
No
Yes
Yes
Yes
Yes
Yes
Yes
NA
NA

2
No
Yes
No
No
No
Yes
NA
NA
No
Yes
Yes
No
Yes
Yes (ABC)
Yes
NA
NA

3
No
No
Yes
Yes
Yes
Yes
NA
NA
Yes
No
No
Yes
No
No
No
NA
NA

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