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Let's Explore Patterns (Grade 2)

Master Teacher

Jan Hazel

Time Allotment

Two 50-minute class periods

Overview

This lesson will give students the opportunity to explore patterns. Activities will increase the understanding of patterns through the use of various hands-on activities. Students will also create patterns of their own. Vocabulary about patterns will also be included. At the end of the lesson, individual students will complete a pattern assessment independently.

Subject Matter

Mathematics (patterns)

Learning Objectives

Students will be able to:

define the word pattern and other related vocabulary
create a pattern independently
recognize and extend patterns
explain how repeated patterns are made
explore several patterns on a hundreds chart

South Carolina Standards

These Standards can be found online at Office of Curriculum Standards.

Mathematics: Grade 2

III. Patterns, Relationships, and Functions

C. Represent, discuss, and describe

mathematical relationships and make generalizations based on observed patterns and relationships.

1. The student will recognize, describe, and extend patterns of numbers and number combinations using tools, such as hundreds charts and calendars.

2. The student will use oral and /or written communication to describe a general rule for the pattern.

Media Components

Video

Math Monsters, Lesson 9: "Patterns" is about a group of monsters who explore patterns using numbers, shapes, and blocks. One of the monsters is decorating with a pattern border and asks her friends to continue the pattern. They have to decide what the pattern is. They become interested in patterns and each monster decides to create his or her own pattern. Students will be able to predict what comes next for the monsters in the world of patterns.

Web Site

Making Patterns. This site can be used to create, compare, and view patterns.

This site will be used as a follow-up activity. Use this after the assessment is completed. Provide a Focus for Media Interaction by asking the students to think about a pattern they'd like to make.

Go to Web site above. Let two students work together. Using the interactive figure, students will create pattern units, predict how many patterns appear, and check their predictions. The students will create patterns on the grid. With manipulatives, they can repeat the patterns, predict what will come next, or what color a cube will be.

Materials

crayons/pencil
dictionaries (if needed)
sentence strips to draw patterns on
baggies of Chex Snack Mix for each set of
partners
unifix cubes
dried beans (individual baggies containing 20 beans for each student)
one "Patterns by the Hundred" (Activity Sheet 1)
plain copy paper on which to draw patterns
pattern blocks
Assessment: Patterns (one per student)

Prep for Teachers

Review the concept of patterns with students.

Preview the Math Monsters video. Note the Focus for Media Interaction stopping points found in the Introductory Activity.

Ask two or three volunteers to package Chex Mix and dried beans.

Make copies of needed Activity Sheets.

Have unifix cubes ready to distribute to individual students.

Prepare pattern blocks to use with students.

When using media, provide students with a Focus for Media Interraction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or other multimedia elements.

Introductory Activity

Step 1: Begin by reviewing the vocabulary words with the students for this lesson. Write the words on the board. Help students understand what each word means. Tell students to listen for the words in the lesson. (Vocabulary words include: pattern, same, predict, repeat, and different.)

Step 2: Provide a Focus for Media Interaction by asking the students to watch this segment and tell you what the monsters are doing. Watch the video to find out. (Answers: decorating with a pattern.) START the tape from the beginning and STOP after the first song.

Step 3: Provide a Focus for Media Interaction by asking the students if they know how to create a pattern. Brainstorm and share thoughts. Watch the video to find out what is wrong with the pattern. (Answer: The monsters must figure out the beginning and ending of the pattern. The pattern must also go in the same direction.) RESTART the tape. STOP at the large question mark. (Note to Teacher: Look for the large question mark and listen for the musical sound.)

Step 4: Provide a Focus for Media Interaction by asking the students if they know what is coming next in the pattern. Several students may want to make a prediction. Watch the video to find out what is coming next. (Answer: The monster is adding one more of each color as it creates the pattern.) RESTART the tape. STOP at the next large question mark. (Note to Teacher: Look for the large question mark and listen for the musical sound.)

Step 5: Provide a Focus for Media Interaction by asking the students how the stencil can be used to make a different pattern. Watch the video to find out. (Answer: The same stencil can be used if it is flipped.) RESTART the tape. STOP at the next large question mark. (Note to Teacher: Look for the large question mark and listen for the musical sound.)

Step 6: Provide a Focus for Media Interaction by asking the students what a number pattern is. Let them guess what number will come next in the given pattern. Watch the video to find out. (Answers: 15, counting by 3's.) RESTART the tape. STOP at the next large question mark. (Note to Teacher: Look for the large question mark and listen for the musical sound.)

Step 7: Provide a Focus for Media Interaction by discussing building patterns with the students. Ask the students how many blocks will be needed for the next pyramid. Watch the video to find out. (Answer: It is 10.) RESTART the tape. STOP the tape when the dog/computer scene appears. There is no special sound at this point.

Step 8: Provide a Focus for Media Interaction by asking the students to watch and name 2 places that you can find a pattern. (Answers: flowers, buildings.) RESTART the tape to see the example of how patterns are used in a tile shop. Ask students to join you in singing the closing song.

Learning Activity #1

Step 1: Assign each child to a partner and distribute baggies of Chex Mix.

Step 2: One student uses their manipulatives to build a pattern.

Step 3: The other student studies the pattern and duplicates it.

Step 4: Students can continue taking turns for 15-20 minutes

Learning Activity #2

Step 1: Ask each student to think about a pattern they can create with unifix cubes.

Step 2: Each student will use unifix cubes given to them to create their own pattern.

Step 3: A drawing of the pattern will be done on a sentence strip.

Step 4: Each student will answer the question. Do you think the pattern was done correctly?

Step 5: Each student will share their patterns with the whole class.

Learning Activity #3

Step 1: Talk about a hundreds chart with students. Give them a "Patterns by the Hundred" chart.

Step 2: Also distribute the baggies of dried beans to each student.

Step 3: Tell students that when they find the named pattern to put dried beans on the spaces.

Step 4: Give oral directions and have students find given patterns. Clear the paper each time directions are changed.

Directions

Cover the even numbers from 0 to 30.
Cover the numbers beginning with 10, counting by 10's. Go to 100.
Cover the numbers beginning with 3, counting by 3's. Go to 20.
Cover the numbers beginning with 4, counting by 4's. Go to 20.

Step 5: Discuss the results.