South Carolina ETV

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Columbia, SC 29201-4761
Phone: 803-737-3545

ABC…1, 2, 3…Green, Red, Blue…Do You Have a Clue?... IT’S PATTERNS (Grade 2)

Master Teacher

Mary Beth Hiers

Time Allotment

1 hour and 15 minutes

Overview

ABCABC is easy as 1,2,3,1,2,3…you guessed it Patterns! We see patterns daily. They are a part of our lives. We see them in music, play, nature, and art. In this lesson, students will participate in a series of hands-on, online and multimedia activities which examine the concept of patterns. After a brief introduction of patterns, students will view clips from the animated series Math Monsters, and discuss the many ways patterns can be found in the world around us. Following the video portion of the lesson, students will visit a variety of Web sites to assess their patterning skills.

Subject Matter

Mathematics

Learning Objectives

Students will be able to:

Describe different types of patterns found in the environment.
Create patterns using hands-on materials.
Explain how patterns are used in real life.
Generate patterns based on interaction with online activities.

South Carolina Standards

(From the South Carolina Mathematics Standards, grade 2, available online at http://www.myscschools.com)

A.I.B.1—Create, extend, and label a wide variety of patterns, orally, and in writing, by using symbols and objects.
A.I.C.1—Create and describe a general rule for a growing pattern and a repeating pattern, both orally and in writing.
G.IV.D.2—Recognize, describe, extend and create a wide variety of patterns using geometric symbols and objects.
A.I.B.2—Skip count by any number (1-10) using mental math, paper and pencil, hundreds charts, calculators and concrete objects.

Media Components

Video

Math Monsters: Patterns

In this episode the monsters learn how to recognize, describe and extend patterns.

To access this video, log on to your account at ETV’s StreamlineSC Web page (http://etv.streamlinesc.org). In the search by keyword box, type Math Monsters: Patterns and hit go. Click on the series title and then download the following six segments to your computer desktop and preview them. “Song: Triangle, Circle, Heart, Square” runs 56 seconds; “Patterns Using Shape” runs 4 minutes and 18 seconds; “Patterns Using Music” is 41 seconds long; “Patterns Using Color” runs 1 minute and 39 seconds; “Patterns Using Numbers” is 1 minute and 9 seconds long; and “Real World Example: Patterns in Tile” runs 49 seconds.

(Note to Teacher: If you don’t have an account with ETV’s StreamlineSC, check with your media specialist or Instructional Technologist about signing up for your own account.)

Web Sites

Exploring Musical Patterns

The Cyberchase Web site at http://pbskids.org/cyberchase/games/patterns/patterns.html

contains games, online stories, free items, and MATH! It is helpful in that it uses numbers and logic to solve problems.

Exploring Patterns Using Color and Shape ProtoZone Web site at http://www.protozone.net/kal/KalDemo.html.

This Web site contains many unique ideas for teaching patterns. You can create quilts, borders, wall covers and much more.

Exploring Patterns in History: Betsy Ross (Flag Picture Gallery) Web site at http://www.ushistory.org/betsy/flagpics.html

This Web site contains wonderful information about Betsy Ross. The Flag Picture Gallery is great for looking at all of the different flags that were made long ago. Patterns are everywhere!

Materials

Crayons
Colored pencils
Kaleidoscope template (Activity Sheet 1)
Skittles (one small bag per student)

Equipment

Computer
LCD projector
Screen

Prep for Teachers

Prior to teaching this lesson, bookmark all of the Web sites used in the lesson on each computer in your classroom. Load the Shockwave plug-in, available at http://www.macromedia.com, and Windows Media Player, available at the Microsoft.com Web site (http://www.microsoft.com/downloads/details.aspx?FamilyID=e0175119-9a5b-44c3-b1de-9b2a9aa6cff6&DisplayLang=en) onto each computer in your classroom.
On an 8 ½ x 11 sheet of paper copy down the lyrics to the Math Monsters’ song, Triangle, Circle, Heart, Square. Distribute a copy to each student.
Make a copy of the Kaleidoscope template (Activity Sheet 1) for each student.
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

Step 1: Distribute one small bag of Skittles to all of your students. Instruct the students not to open the Skittles until you tell them to do so. Let the students know that they will be able to eat the Skittles at the end of the lesson. Distribute copies of the words to the song Triangle, Circle, Heart, Square.

Step 2: Explain to your students that you will be introducing the lesson today with a fun song called Triangle, Circle, Heart, Square, from the Math Monsters series. Provide your students with a Focus for Media Interaction, asking your students to determine what they will be learning about today in class. PLAY the entire clip, “Triangle, Heart, Circle, Square,” from your desktop. At the end of the clip ask students what they think they will be learning about today. (patterns)

Step 3: Tell students to open their bag of Skittles. On the back of the song sheet have them make a pattern using the Skittles. After students have made patterns, call on volunteers to share their patterns aloud.

Step 4: Explain to your students that in this lesson, they will be discovering many different kinds of patterns. Allow students to eat the Skittles.

Learning Activities

Step 1: Explain to your students that they will be examining the concept of patterns using the next video clip “Patterns Using Shape.”

Provide your students with a Focus for Media Interaction,asking your students what the pattern is that Multiplex is painting on the wall. PLAY the video from your desktop and PAUSE the clip after Split says, “Multiplex what are you doing?” Ask your students what the pattern is that Multiplex is painting on the wall. (diamond, oval, dash, dot, dash)

Step 2: Ask your students what symbols Multiplex used to make his pattern. (diamond, oval, dash, dot) What are these symbols called? (shapes)

Step 3: Tell your students that they have just viewed one type of pattern. Provide your students with another Focus for Media Interaction, asking your students to identify the next pattern. Play the “Patterns Using Music” clip from your desktop. At the end of the clip, ask students what kind of pattern they found? (musical) What is Multiplex’s musical pattern? (Bah-Bah-BahDah-Dah Bah Bah) Ask students: “Can you come up with a musical pattern using your hands and feet?”

Step 4: Tell your students that they have seen examples of shape and musical patterns. Provide your students with a Focus for Media Interaction, asking your students to identify the next pattern. PLAYthe clip “Patterns Using Color” up to the first question mark (?). PAUSE the clip. Ask the students if they can identify the kind of pattern Addison is making. (color)

Step 5: Provide your students with a Focus for Media Interaction, asking your students if they can figure out what comes next in the pattern. PLAY the clip up to the second set of question marks (?). PAUSEthe clip at the second set of question marks. Ask your students if they can figure out what comes next in the pattern? (blue, blue, blue)

Step 6: Provide your students with a Focus for Media Interaction, asking your students to explain the pattern that is being made. PLAY the clip until the end. PAUSE the clip and ask your students to explain the pattern. (The pattern grows by 1 each time—red blue red red blue blue.) Ask if the pattern is repeating or growing. (growing)

Step 7: Tell your students that they have now seen examples of shape, musical, and color patterns. Provide your students with a Focus for Media Interaction, asking your students to identify the next kind of pattern. PLAY the “Patterns Using Numbers” clip up to where she paints the number 20. PAUSE the clip. Ask your students what kind of pattern is being described. (number pattern)

Step 8: Provide your students with a Focus forMedia Interaction, asking students what comes after 12 in the number pattern. PLAY the clip up to the first question mark (?). PAUSE the clip. Ask students what comes after 12 in the number pattern. (14) Ask students if they know what she is counting by. (twos) Ask students if they saw any other pattern besides a number pattern. (shape pattern—triangle, circle, heart, square)

Step 9: Provide your students with a Focus for Media Interaction, asking students what would come after the number 27. PLAY the clip to the end. Ask students what comes after 27 in the number pattern. (30) Ask what shape would the number 30 be on? (circle) Ask what she is counting by. (threes)

Step 10: Tell your students that they have now seen many different kinds of patterns. They have seen shape, musical, color and number patterns. Provide your students with a Focus for Media Interaction, asking your students to examine the clip and determine how patterns are used in our everyday lives. PLAY the entire “Real World Example: Patterns in Tile” clip. Ask students to share how patterns are used in our everyday lives. (Answers will vary.)

Culminating Activity

Step 1: Tell your students that they will now have the opportunity to work with patterns using a variety of interactive Web sites. Have your students log on to the Cyberchase-Pattern Player Web site (http://pbskids.org/cyberchase/games/patterns/patterns.html). Provide your students with a Focus for Media Interaction, asking your students to complete the musical pattern activity on the site.

(Note to Teacher: Students will be asked to create a musical pattern clicking on the different color squares.)

Give students about 10 minutes to make different musical patterns. Ask your students what kinds of patterns they made. Ask your students what happened when they clicked on a square. (The squares would light up and those squares were the ones that made the musical pattern.)

Step 2: Have your students log on to the ProtoZone Web site at http://www.protozone.net/kal/KalDemo.html. Provide your students with a Focus for Media Interaction, asking your students to design a kaleidoscope with a pattern of their choice. Remind students that a specific pattern should be evident.

(Note to Teacher: Students are free to explore with this. They can click on different colors and make different designs.)

Once students are happy with their design, give them the kaleidoscope template (Activity Sheet 1). Provide crayons or colored pencils for students to complete their kaleidoscopes.

Step 3: Reflect with your students on the lesson. Ask them about what they learned studying patterns. As an assessment, have students write about how patterns are seen and used in our world today.

Cross-Curricular Extensions

Social Studies: When studying history in social studies, reflect on the history of the American flag. Have your students log onto http://www.ushistory.org/betsy/flagpics.html

Provide your students with a Focus for Media Interaction, asking your students to view all of the flag designs up to our current American flag. Ask students how the patterns in the flags changed and how the other flags are different from our current flag.

Science: When studying nature and the environment, have students take a walk around the school campus and identify patterns in nature.

Language Arts: Checkout A Child’s Anthology of Poetry by Elizabeth Hauge Sword (Harper Collins, 1997) from your school library. Read the poem “Trees” on page 140. Identify the patterns in the poem. (Students should see that the poem is divided into two line stanzas; the ending words rhyme.)

Community Connections

Ask students to survey their parents/caregivers to find out how patterns are used in their jobs.

Invite an engineer into your classroom to share how important patterns are and how he/she uses them on a daily basis.

Invite a brick mason into your classroom. Have him/her tell how patterning is used in his/her work and explain how the bricks on the school were placed and designed.

Invite a person who quilts from the community into the classroom. Have him/her explain how patterning is used and how a pattern must be followed in order to make the quilt impeccable.

Student Materials

Crayons
Colored pencils
Kaleidoscope template (Activity Sheet 1) (PDF)
Skittles (one small bag per student)
Song sheet