Introduce students to the Shape Tool
on Illuminations. Then demonstrate how to make a linear pattern with
the shapes. As you demonstrate, you may wish to have the students copy
the pattern with pattern blocks or draw it on paper. Call on volunteers
to make a pattern with the shapes and read it to the class. Encourage
the students to use the site during center or free choice times.
Next show a pattern made with pattern blocks and ask the
students to suggest an animal noise to correspond to each color. Then
make the noises which correspond with the pattern. Ask them to create
other visual patterns and translate them into the auditory mode. Have
students name the pattern cores (e.g., AAB or ABCB).
Note that it may require the investment of some time to show students how to use the Shape Tool,
though this investment is well worth it. In addition to being useful
for this lesson, the Shape Tool can also be used for teaching
fractions, area, and other topics. However, note that using the Shape
Tool in this lesson may require a fair amount of class time, so be
prepared for this lesson to occupy two days of math instruction.
Then, name a pattern (for example, ABCB). Have students think
of a pattern that fits that core using animal noises (for instance,
bark-snort-meow-snort). Let students share their patterns with a
partner. Then call on a few students to share with the class. Call out
other pattern cores for students to Think-Pair-Share.
To extend the concepts learned to this point in the unit, make a
pattern with pattern blocks, and ask for volunteers to read the pattern
and extend it for one more repeat. Tell the students they will use this
same core, but show it using movement. For example, start with a
pattern of green, red, blue, green, red, blue. Suggest physical actions
such as jump, clap hands, or stamp feet to substitute for the colors.
Then lead the students in a kinesthetic pattern using the movements.
Now make another pattern with the materials and ask for volunteers to
suggest movements to substitute for the colors. Record the suggestions
on the blackboard. Then have the students translate the visual pattern
into movement. Repeat with other patterns. After the students have
translated several patterns from the visual to the kinesthetic mode,
suggest that they translate from a kinesthetic mode (for example: clap,
stamp feet) to a visual mode (for example: red, green).
To consolidate their learning, give the students time to draw a
pattern, and then call on volunteers to read their pattern and tell
into what new form (auditory, kinesthetic) they would like to have it
translated. Have a volunteer translate the pattern as requested. Allow
several students to take a turn.
Questions for Students
1. How would you read this pattern? (Display a pattern on the Shape Tool.)
[Answers will vary.]
2. What will come next in the pattern red, blue, yellow, yellow, red, blue yellow, yellow?
[This is an unfamiliar core for the studnets (ABCC), but students should still be able to discern the pattern. Red will be next.]
3. How would you make an ABC pattern you could hear?
[Answers will vary, but one possibility is bark-meow-oink.]
4. Suppose you want to make an ABB pattern with cubes. How could you do that?
[A possible answer might be using green, yellow, yellow, green, yellow, yellow.]
5. How could you make an ABB pattern you could hear?
[Moo like a cow, then quack like a duck, then quack like a duck again.]
6. How could you make one you can act out?
[Jump, squat, squat, jump, squat, squat.]
7. How would you tell a younger student to translate a color tile pattern into movements?
[Choose a movement for each color and do the movements in the same order as the colors in the pattern.]
- How can I incorporate patterning practice into other classroom activities?
- Can students recognize different patterns with the same pattern core?
- When the students translated patterns, which students were able to do so with minimal help?
- Which students are still uncertain about translating patterns? What additional instructional experiences do they need next?
- What parts of the lesson went smoothly? Which parts should I change the next time I teach this lesson?