Strand/Topic: Patterns Grade: 1 Date: October 20, 2020

Expectations Is there a Connection for Students? Connections to other Curricular Areas?

Overall expectation: To make connections to students’ lives, I can engage in

meaningful conversations about their interests, hobbies, likes and
“C1. Patterns and Relationships: identify, describe, extend, create, and dislikes. With this approach, I will be able to find out if some
make predictions about a variety of patterns, including those found in students enjoy making pattern bracelets, work with manipulative,
real-life contexts” (Ontario Ministry of Education, 2020). iPads, engage in patterning and movement songs or other
interests.
Specific expectation:
This lesson plan made connections to other curricular areas, such
“C1.2 Create and translate patterns using movements, sounds, objects, as, music and movement through the pattern song. Also, there is a
shapes, letters, and numbers” (Ontario Ministry of Education, 2020). connection to literacy through the word wall. Students are also
provided with opportunities to enhance their reflective, critical
thinking, problem-solving, communication, cognitive, physical,
social, literacy, perspective-taking and creative skills.
Equity/ Diversity and Social Justice (Teacher Actions)

What actions do I take to ensure the lesson is attainable to all students? Identify some disadvantages students may have and suggestions on how to
address this in class.
-Some students may learn better with hands on investigation and exploration; hence I ensured the lesson is hands-on and uses
manipulatives like patterning blocks to allow diverse learning needs.
-English language learners (ELL’s) may find it difficult to follow along; thus, a word wall can be included to assist ELLS and all students,
as well as, ask them to think of patterns in in their own language.
- Whole class discussion and group work to encourage student collaborating, connections and learning from each other.
-Some students may get off track during the activity or they might not understand the lesson; therefore, I will have a lot of repetition to
allow deep comprehension. I will also provide clear instructions to allow students to engage in the activities.
-Some students may need to move for optimal learning; hence, I will incorporate music and movement through a patterning song to foster a
sense of engagement, expression and wellbeing.
-Provide one-on-one support to students where needed.
-Give student choice and agency in sharing their ideas with either whole class or elbow partner.

OISE/UT Math 3-Part Lesson plan template

 Whole Class Song Activity Questions to Ask: Accommodations & Materials:
To present the topic of patterns and allow the engagement of all Modifications (content, Tools
students, the teacher will sing a patterning song while the students -What do you see? process, product): -Tech: Video for
listen and watch the video. -What is happening How will you alter the visuals
- Laptop
The teacher will sing the song a second time and encourage the with the colors in the content, delivery or
-Projector
students to join-in on the singing. While singing, students will be video and song? product of the lesson for
encouraged to say out loud the pattern that should come next in the -What is happening those who are not
song. There will be repetition of the pattern song. with the numbers in getting the concept.
this video and song? -Teacher guidance and
The Patterns Practice Song: -What’s happening modeling a pattern and
https://www.youtube.com/watch?v=MBjjxSx45-Q with the shapes in the song.
video and song? -Repetition of words
Pattern Demonstration Infront of Class Activity -What’s happening -Defining and
To incorporate a real-life context, the teacher will invite some with the letters in the explaining terms like
students to the front of the class to make a movement pattern through video and song? patterns
teacher modelling and guidance. -Do you see any -Incorporating
Teacher will demonstrate how to make a pattern by aligning the patterns? Linguistically and
volunteer students as standing, sitting, standing, sitting. -To continue the culturally appropriate
Part 1: Minds On (10 minutes)

The class will be asked for their input on how to extent the pattern pattern, should the practice by encouraging
and explain their reasoning. If students are unsure of which pattern next student be sitting students to think about
would follow next, they will be encouraged to make predictions. or standing? the translation of the
They will also be given a choice to share the next pattern with either -If you speak a word pattern in their
their elbow partner or the whole class. second language, can home language
you think of what -Providing lots of
Rationale: To activate prior knowledge and build schemas of patterns, patterns are called in practice and examples
students will be shown visuals of patterns in the video and an your home language? of patterns
example of a real-life context in front of the class. -The use of pattern song
to foster student interest
and engagement
-Providing student
choice to share what
comes next in the
pattern with either their
elbow partner or whole
class. This will
encourage student
collaboration and peer
support. It will also
allow students to
participate according to
their comfort level.
-Give more wait time
during activity
OISE/UT Math 3-Part Lesson plan template -Movement
 Mini Lesson Questions to Ask: Accommodations & Materials:
Teacher will give a mini lesson on patterns. The definition of Modifications (content,
patterns will be simplified to “Patterns are things that repeat -What words can we process, product): - iPads
over and over following a rule” and “Patterns can be made of add to the word wall -Manipulative
about patterns? -Linguistically and (blocks, colored
shapes, letters, numbers and things!”
-Would someone like culturally appropriate geometric shapes)
Some visuals/pictures will be shown of patterns found in real- to translate the practice by encouraging
life and patterns of shapes, movement, letters, sounds, numbers, -Books on
definition of patterns students to think about creating and
and objects. Teacher will explain that repeated patterns can be in a different the translation of the
represented in numbers like 1 2, 1 2, 1 2 or letters like A B A B extending patterns
language or in definition of pattern in -Word wall
A B A B. different words? their home language
Visiting the Word Wall -Can you explain -Supporting ELL’s and
Teacher will go over the words related to patterns on the word your pattern to me? all students through
wall to provide visuals for all students. Students will be -Why do you think visual words on the
Part 2: Action (20 Minutes)

encouraged to think of new words they can add to the existing this pattern comes word wall
word wall that they recently learned. next? -Group activity to
-What if I was to put include diverse learning
Small Groups of Math Centers
this red diamond styles and allow students
Students will break into small groups at the math centers and to collaborate with peer.
shape after the
work collaboratively to make patterns using manipulatives, hexagon, would it This will foster a sense
such as, blocks and colored geometric shapes. Students will be build on the pattern of engagement,
asked to make a repeated pattern using these shapes and blocks or do I need another expression and
within their groups. Students can also use class iPads to take shape to continue the wellbeing
help in creating and extending patterns. Teacher is providing pattern? -use of manipulatives
individual support where needed, as well as, observing and -What do you think (blocks and colored
listening to the conversations between groups. should come after the geometric shapes)
Whole Class Regrouping number 2 to continue -use of technology
Students remain seated within their groups and have discussions the pattern? -Provide one-on-one
support and attention to
about what their group is doing and the patterns they made.
students where needed
This will consolidate the learning and keep all students on track during this time
with the activity. -Access to pattern books
Small Groups of Math Centers if students would like to
Students continue working within their learning groups to finish refer to them for help
making their patterns using blocks and colored geometric -iPads to support visual
shapes. learners
-Hands-on
exploration/experience

OISE/UT Math 3-Part Lesson plan template

 Questions to Ask Accommodations / Materials
Differentiation
(content/process/product)
Revisit Word Wall -Would any group -Whole class discussion -Word wall
Student revisit word wall to review and/or add new words about like to share the to allow the -Books
patterns. patterns they made in consolidation of
Part 3: Consolidate Debrief (10 Minutes)

Whole Class Discussion and Sharing their group? How did knowledge
you know what -Revisiting word wall to
Students come together as a whole class to share their new
comes next in the support ELL’s and all
learning from groups about making patterns. Students pattern? students
summarize the patterns they made within their groups. Teacher -How did your group -Repetition of the main
highlights main ideas and mistakes when creating and extending create and extend that ideas of patterns.
patterns. pattern? -Encouraging student
-What did you learn voice to share their
while making experiences, opinions
patterns in your and questions/concerns
group? -give student agency
-Is there anything -Students encouraged to
else that you would reflect on their learning
like to learn about to take ownership of
Patterns? their learning

Assessment Tools (diagnostic/formative/summative)

Part 1: Minds On
Assessment For Learning (Summative)
Assessment Strategies:
• Listening to discussions, conversations between peers and teacher, as well as, answers shared during participation and whole class activity
• Anecdotal observations while singing and whole class activity
• Asking questions
• Observing the ways that students’ communication ideas and opinions to teacher and peers
• Observing student participation, engagement and curiosity while activating student’s prior knowledge
• Ontario Student Record (OSR) – to collect any relevant information about students and determine their strengths and needs.
• Look for the use of words between students like patterns, repeat, comes next and goes before.

Part 2: Action
Assessment As Learning (Formative)
Assessment Strategies:
• Observing learning groups
• Circulating between groups and making notes of the questions and confusion of students
• Asking questions about their learning during groups
• Sharing ideas on patterns with peers
• Look for the exchange of words between students like patterns, repeat, comes next and goes before.

OISE/UT Math 3-Part Lesson plan template

Next Steps

Differentiated exploration
Differentiated exploration and instruction was provided during the lesson through manipulatives, use of technology, visuals, group work,
books, word walls, multilingual practice, songs, movement, hands-on exploration, activating prior knowledge and group work.

Extensions for Next Class/Lesson

• Students are asked to make a sound and movement pattern with a partner and share with the class.
• Students are encouraged to make a pattern bracelet or anything else or their choice with beads, pipe cleaners, straws, threads etc.

Self Reflection
What went well? What didn’t go so well? What do I need to change?
During my microteaching session, I During my microteaching session, my peers Moving forward, I intend to ask more questions
demonstrated some sound and movement suggested that my definition of patterns was not from students to gain an understanding of their
patterns which my peers found beneficial, as age-appropriate for Grade 1 students, as I had comprehension. I also need to use age-
they felt encouraged to join in with me in used difficult words. While microteaching, I also appropriate language when providing definitions,
repeating these patterns. Another aspect which did not take the time to ask questions from my as well as, repeat the pattern three or more times
went well in my microteaching was the use of peers, which can result in shallow understanding to allow student comprehension and learning.
words, visuals and video to accommodate from students.
diverse learners.

OISE/UT Math 3-Part Lesson plan template

 References

Ontario Curriculum and Resources (BETA) (2020), Mathematics, Grade 1. Retrieved from https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-

mathematics

S.G. (2014, May 27). The patterns practice song [Video]. YouTube. URL https://www.youtube.com/watch?v=MBjjxSx45-Q

OISE/UT Math 3-Part Lesson plan template