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Patterns Everywhere! (Grades 4-5)

Master Teacher

Dr. Elaine McClure

Time Allotment

Four 45-minute periods

Overview

Using video and the Internet in this lesson, students will learn to determine a pattern in a sequence of shapes, designs and numbers, and to identify the next item in the series. This lesson should ideally be used during an integrated unit on patterns. It would also serve well as an introduction to multiplication patterns.

Cyberchase is a daily, animated adventure television series and multimedia project for students aged 8-11, about a team of kids on daring missions in Cyberspace. In the episode “The Poddleville Case,” the kids must use patterns and brain power to stop Hacker from stealing Poddleville’s power. Students are introduced to the concept of using patterns to determine what comes next in a sequence.

Subject Matter

Mathematics

Learning Objectives

Students will be able to:

Recognize patterns in our environment;
Acquire data through collecting and classifying objects according to one or more attributes;
Recognize and demonstrate the patterning of numbers and objects;
Create a pattern using geometric shapes;
Find a missing number in a sequence.

South Carolina Standards

(These Standards may be found online at http://www.myscschools.com/offices/cso/mathematics/standards.htm)

Algebra Grades 4-5

Standard 1: Understand patterns, relations and functions. A. Describe, extend and make generalizations about geometric and numeric patterns. 1. Using models and calculators, analyze and extend numeric and geometric patterns such as triangular numbers, perfect squares, and arithmetic sequences. 2. Find the missing elements in numeric and nonnumeric patterns.

B1 Represent and analyze patterns and functions using words, tables and graphs. (4th)B 2 Determine the rule to identify missing numbers in a sequence or a table. (5th) B 1 Represent and analyze patterns and functions using words, tables, and graphs

Media Components

Video

Cyberchase, Lesson 7: “The Poddleville Case.” In this episode, Poddleville is losing its power and the perfectly patterned city is crumbling as the Hacker’s evil pals are stealing the energy from the pods. The kids need a little help from Triangle Pod # 1 to complete the pattern before Hacker and save the city. At the end of the episode is a “real life” application of the concepts presented in the video. Patterns around town are shown and then the group “STOMP” demonstrates their unique musical sound built on patterns and rhythm.

Web Sites

Finding a Missing Number in a Sequence
This site provides three games in which students practice becoming more proficient and faster at finding a missing number in a sequence.

Guess My Button
This site displays groups of various buttons, one of which has been selected by the computer. The game is played much like 20 Questions. By choosing different questions (such as, is it round?) the student narrows down which button the computer has chosen. The object is to ask fewer and fewer questions. It can be reset repeatedly for the computer to choose a different button, but the graphics remain the same.

People Patterns
This site consists of various levels of difficulty in identifying a pattern in pictures of people and which one comes next to fit the pattern.

Pattern Player
This site provides the interactive game Pattern Player which allows students to create their own sound rhythms and change both the sound and the pattern.

Crack Hacker’s Safe
This site is part of the series of activities located on the Cyberchase Web site of activities, games, and other resources. Crack Hacker’s Safe allows students an opportunity to open the safe by solving three pattern puzzles.

Pattern Quest
This site is part of the series of activities located on the Cyberchase Web site of activities, games, and other resources. Pattern Quest allows students an opportunity to choose which pattern of cars the computer has chosen. Directions are simple to follow and there are two levels of difficulty.

Materials

large bag of assorted buttons
Pattern Blocks
clipboards and pens
geometric cutouts of basic shapes (Note to Teacher: These are optional because you will need them only for the Science Cross-Curricular Connection.)

Equipment

television and VCR
computers with Internet access
camera (preferably digital or Polaroid)

Prep for Teachers

Prior to teaching this lesson, bookmark the Web sites used in the lesson on each computer to be used.
Assemble pictures or actual objects that show various patterns, such as pine cones, pineapples, etc.
Purchase or collect bags of buttons.
If you plan to do the Science Cross-Curricular Connection, prepare large (4-5 inches) cutouts of basic geometric shapes (square, rectangle, triangle, hexagon, trapezoid etc.). Each group will need approximately 5 of each shape.
Preview the video and review the Focus for Media Interaction points found in the Learning Activities.
When using media, provide students with a Focus for Media Interaction, 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
Day 1

Step 1: Give each student an assortment of buttons (12-15 per student).

Step 2: Ask students to group the buttons according to one attribute (such as, color, shape, number of holes, size, etc.).

Step 3: Have each student identify the characteristic by which he/she sorted the buttons.

Step 4: Explain to students that if they can sort a group of objects by one attribute, then they can use that attribute to help determine a pattern.

Step 5: Demonstrate a simple button pattern on the board using colored markers or chalk.

Step 6: Ask students to make the same pattern with their buttons.

Step 7: Next, have students create a pattern of their own.

Step 8: Have the students change desks and try to determine what pattern has been created and add one more button to the pattern.

Step 9: Repeat and have students add 2 buttons, then 3 buttons.

Step 10: Students then return to own seats.

Step 11: Next tell students to create a new button pattern that contains at least 3 repeats.

Step 12: Have students change seats once again and continue to add buttons to extend the pattern.

Step 13: Group students for computer access (group size will be determined by the number of computers available) and have them go to the bookmarked site Guess My Button at http://www.learner.org/teacherslab/math/patterns/buttons/

Step 14: Provide students with a Focus for Media Interaction by asking them to play the game—Guess My Button. Read instructions with students and determine if everyone understands.

Step 15: Allow students 5-10 minutes to practice the activity.

Step 16: Provide students with a Focus for Media Interaction by asking them to decide who should come next in this line of people.

Step 17: Have students access the bookmarked site People Patterns at http://www.learner.org/teacherslab/math/patterns/people/start.phtml. Review instructions and allow students to choose the next person in the pattern on display.

Step 18: This is the easiest level. To proceed to more challenging patterns direct them to http://www.learner.org/teacherslab/math/patterns/people/.

Learning Activities
Day 2

Step 1: Insert the video Cyberchase, Episode 7: “The Poddleville Case.”

(Note to Teacher: Zero out the counter on your VCR to use the time cues indicated here. The timing mechanism on different brands of VCRs can vary; so, preview the video first to make sure you go to the right segments.)

Step 2: Say to students: “You are going to see a video segment that involves a new adventure for the Cyberchase kids. Provide students with a Focus for Media Interaction by asking: “How does solving a pattern help the kids find out what’s going on in Poddleville?” (They use the solution to the problem to contact Motherboard.)

“What is the problem in in Poddleville?” (Hacker is stealing the power pods from Poddleville. This causes Poddleville to lose power and their buildings get twisted.)

Step 3: Cue the video to 2:35 when the kids land in Poddleville and say, “I wonder where in Cyberspace we are this time.”

Step 4: PLAY the video and then STOP at 4:38 after Motherboard says, “I’m relying on you!”

Step 5: Discuss the problem in the story by having students answer the focus questions. Explain to the students that the kids will need to use their knowledge of patterns to help save Poddleville.

Step 6: Pass out pattern blocks to groups of four students.

Step 7: Tell two from each group to create a pattern with at least 3 repeats, using at least 4 different pattern block shapes. The other two students will turn their backs.

Step 8: The two students will turn around and place pattern blocks appropriately to continue the pattern.

Step 9: Switch students and repeat Steps 7 and 8.

Step 10: Provide students with a Focus for Media Interaction by having them try to solve the pattern before the Cyberchase kids can.

Step 11: Cue the video to 5:26 when the kids look out from behind a tree and say, “Too weird, the Poddles are shaped just like their houses.” PLAY and STOP the video at 7:30.

Step 12: Ask the students how many of them solved the pattern before the kids.

Step 13: Group students for computer access (group size will be determined by the number of computers available) to the bookmarked site for Crack Hacker’s Safe http://www.pbskids.org/cyberchase/webisode_1/web_1game.html.

Step 14: Determine that all students understand directions for the game and point out that if they cannot complete the pattern, they can get clues by clicking on HELP.

Step 15: Provide students with a Focus for Media Interaction by asking students to count how many patterns they can complete correctly in the allotted time.

Step 16: Allow students approximately 10 minutes to play.

Day 3

Step 1: Provide students with a Focus for Media Interaction by asking students to look for the pattern in the numbered powerpods stolen, to determine which powerpod Hacker still needs.

Step 2: Cue the video to 11:00 where the Poddling tells the kids that he has been keeping a record of all the powerpods stolen.

Step 3: PLAY and STOP the video at 13:35 when the missing powerpod is identified.

Step 4: Ask students which numbered powerpod Hacker needed to complete the pattern and what shape it is. (Triangle 1)

Step 5: Group students for computer access (size of group will be determined by the number of computers available for use) to the bookmarked site for Pattern Quest http://www.pbskids.org/cyberchase/games/data/data.html.

Step 6: Determine that all students understand directions for the game. They may choose to play at the easy level to begin and then progress to harder patterns of cars.

Step 7: Provide students with a Focus for Media Interaction by asking students to keep a record of the number of patterns they complete successfully in the allotted time.

Step 8: Allow students approximately 10 minutes to play.

Step 9: Ask the students how many patterns they were able to complete in the allotted time.

Step 10: Provide students with a Focus for Media Interaction by asking students to find out what a “double pattern” is.

Step 11: Cue the video to 18:30 where Jackie and the poddling grab up the powerpods to try to beat Hacker at solving the code.

Step 12: PLAY and then STOP the video at 21:28 where the safe door opens and Jackie shouts, “We’re in.” Ask a student to define a double pattern. (Two attributes are used to produce a pattern such as a shape and a number.) Discuss with students if this type of pattern would be easier or more difficult to keep going. What are some examples of a time that a double pattern might be found?

Step 13: Group students for computer access (group size will be determined by the number of computers available) to the bookmarked site for Finding a Missing Number in a Sequence at http://www.aaamath.com/B/patran3.htm.

Step 14: Provide students with a Focus for Media Interaction by asking students to compare the number of patterns they complete with numbers to the number completed using pictures.

Step 15: Tell students that in these three interactive activities, they will practice finding missing numbers in a sequence. Allow students 10 or more minutes to practice this skill.

Step 16: Ask students if completing a pattern with numbers was easier or more difficult.

Culminating Activity
Day 4

Step 1: Remind students that patterns can be found all around them.

Step 2: Provide students with a Focus for Media Interaction by asking students to look for all the patterns shown in this section of the video.

Step 3: Cue the video to 22:34 for the Real Life segment of this episode of Cyberchase. This section deals with patterns found in the environment. PLAY and then STOP the video at 23:14 when you see the broom sweeping.

Step 4: Ask students to name examples of patterns in real life.

Step 5: Tell students that today, they are going to go on an exploratory walk around and outside the school looking for patterns just as they saw in the video segment.

Step 6: Take either a digital or Polaroid camera on your walk. A regular camera will work, but requires time for developing. Each time students spot a pattern inside the building take a picture.

Step 7: Remind students once they are outside that patterns can be found in many sizes and shapes. Challenge them to find the largest and smallest pattern they can, as well as the most unusual shaped.

Step 8: Divide the students into groups of four or five and give each group a clipboard and pen. Have student groups spread out (within your sight or invite parent volunteers to help out) and make a list of all the patterns they find and where they are located. Give students a 10-minute period to gather data.

Step 9: At the end of the time period gather students together to share their data. Have the group decide which examples are the largest, smallest and most unusual. Take the large group to the site and photograph their finds.

Step 10: Return to the classroom.

Step 11: Show the students examples from nature that have patterns (leaves, flowers, pineapples, pinecones, etc). Invite them to share other examples from their own experience and to bring in examples to class.

Step 12: Once photos are prepared, they can be arranged along with student examples to create a unique display.

Cross-Curricular Extensions

Music: Provide students with a Focus for Media Interaction by having them look for at least four common objects that are used to create a sound pattern. This video segment highlights STOMP, a group of musicians who create a musical show from everyday items.

Cue the video to 23:14 where the narrator comments that “patterns can change noise into music.” PLAY and then STOP the video at 26:02.

Students may use the Cyberchase Web site Pattern Player at http://www.pbskids.org/cyberchase/games/patterns/patterns.html to practice creating their own sound patterns.

Art: Show students examples of completed quilts. Have students create quilt patterns of their own using repeated patterns. These can be made from paper or from other materials.

Physical Education: Students can sing and follow the pattern to the song Hokey Pokey or Head, Shoulders, Knees and Toes. Physical Education is also a great time to practice calisthenics to a 1-2-3-4 pattern.

Social Studies: Flags can be studied for patterns and students can design a flag using patterns. The patterns found in quilts would be especially appropriate to a study of early settlers. Different quilt patterns can be studied and related to the life of the early settlers. Native American symbols can also be studied for patterns depicting everyday life.

Students can research the use of patterns in other cultures and other countries.

Science: Many things in science are created with patterns, from simple nature patterns to molecules and compounds. Cut out large (4-5 inch) basic geometric patterns. Designate a particular shape to represent a common element. Then have students create a molecule of water or rust, carbon dioxide, etc., by gluing the appropriate shapes connected on a large sheet of paper.

Language Arts: Word patterns can be highlighted by having students write cinquains or limericks. Patterns within stories may also be studied. Fairy tales usually follow a set pattern that students can follow to write their own.

Community Connections

Invite someone from a local quilting club to bring examples of different quilt patterns to share with students. This volunteer could also discuss the history of quilt making in this country.
A local musician or music teacher could visit the class and discuss the way different instruments sound when playing the same pattern.

Student Materials

clipboards and pens
large plain construction paper