Begin this lesson by asking the students to play Follow the Leader. Then ask them, “How did you know what to do?”
Next, put the students into pairs and give each pair some pattern
blocks (or paper shapes) and some plain paper. Ask the students to make
and record a linear pattern with 3 repeats by tracing the pattern
blocks or gluing the paper shapes on the paper. After the students have
had a chance to make and record the patterns, ask them to write the
number of objects in their pattern at the end of the pattern. Then have
them trade patterns and make an identical pattern directly under their
partner’s pattern. When they have recorded the pattern, have them write
at the end of the pattern the number of shapes in it. Then ask the
students to find and record the total number of shapes in all.
When the students are finished, call on a volunteer to describe
the pattern that he or she copied, and ask how many shapes there were
in all. (In the sample shown above, the total is 24.) Ask if anyone
else’s pair of patterns had the same number of shapes. Then ask if
anyone made a pattern and its copy that had a different total number of
shapes. Record the responses in a table on the blackboard or overhead.
(See example below.)
|Number of Shapes |
|In One Pattern||In Two Patterns|
| || |
Now ask the students if they have heard the word "double." You
may wish to explain the concept doubling as it is used in cooking.
Then display a copy of the following recipe for Peanut Butter Candy.
|Peanut Butter Candy|
Then gradually blend the ingredients together, and roll the batter into ten small balls.
- 9 tablespoons nonfat dry milk
- 10 tablespoons peanut butter (creamy or crunchy)
- 5 teaspoons honey
This candy does not need refrigeration.
Explain that the recipe will make 10 peanut butter balls. Ask
how they could make 20 peanut butter balls. Record their responses in a
for 10 Balls
for 20 Balls
You may wish to add columns to record other amounts.
Questions for Students
1. Listen to this pattern (clap, clap, stamp feet). Can you copy it? Can you translate it into a pattern with pattern blocks?
2. If I make a pattern with 2 repeats that has 6 shapes in all, how many shapes would there be in all if I copied it?
[There will be 12 shapes in all.]
3. (Point to the first row in the Peanut Butter Candy table.) What does this row in the table tell us?
[It tells us how much dry milk we have to use.]
4. (Point to the second column in the Peanut Butter Candy table.) What does this column tell us?
[It tells us how much we need to make 20 balls.]
- Which students had difficulty copying a pattern? What was the
nature of their errors? What instructional experiences do they need
- Which students were successful in copying a pattern? What experiences would be appropriate for them?
- Which students had difficulty using a table? What caused their difficulty? What instructional experiences do they need next?
- Which students were successful in using a table? What experiences would be appropriate for them?
- What other recipes might I use in the lesson?
- What adjustments would I make the next time I teach this lesson?