## More Patterns

Students extend their knowledge of linear patterns by recognizing and discussing familiar patterns. Students make auditory and visual patterns from names. An art activity is suggested as an extension.

Begin this lesson by singing the song Bingo.

Explain that each time the students sing the song, they will replace one more letter in the dog’s name with a clap. Discuss the patterns in this song.

Next distribute to each student and have them write their names in one of the 10 × 10 grids, starting in the top left square. (You may cut the grid into a 10 × 5 grid for younger students.) After they have printed their name once, have the students continue writing it starting in the very next square until the grid is full. The example below shows how the grid would be completed for the name SARA.

Allow students to color their name patterns according to the following directions. As you read the directions out loud, you should also demonstrate the process with a sample grid.

- Choose a crayon for the first letter of your name. Color the first box.
- Color each box in which that letter appears with the same color. For example, if the first letter of your name is A, all the boxes with the letter A will be the same color.
- Choose a different color for the next box that is not colored already. Color all the boxes with that letter the second color.
- Continue in this way until all the boxes are colored.

Now call on a volunteer to describe the grid pattern which he or
she colored. For the name SARA, the pattern is ABCB. Ask students to
describe any other patterns they see on the grid. Ask if anyone else’s
grid had the same pattern. (It is important to emphasize that students
did not have to use the exact same colors to have the same pattern as
someone else. For instance, red-blue-green is the same as
yellow-orange-brown in terms of a pattern core.) Then ask for students
who have other patterns to show their grids. Suggest the students sort
the grids by taping the grids with identical patterns in a column to
make a bar graph. (Mai, Nya, and Sam will have identical patterns as
will Eddy, Anne, and Soon.) Ask the students where Bingo's grid would
go. (*Teacher note: It might be interesting to have students complete
this activity with different size grids and compare the patterns. Use
the 6 × 6 or 7 × 7 grids on the second page of the activity sheet.*

Name patterns make a great bulletin board display. Cut out the grids and mount them on black construction paper to make the colors stand out.

- Computer and Internet connection
- Name Grids Activity Sheet (which include blank 10 × 10 grids)
- Crayons
- Song Lyrics Resource Sheet

**Assessment Options**

- Collect students’ name pattern activity sheets.
- Have students change their names into auditory or kinesthetic patterns. They can write or perform these patterns. Take note of which students are able to do this independently.

**Extensions**

- This extension option is an art activity. Provide students with grid paper and crayons and ask them to design a place mat using a two-dimensional pattern.
- Move on to the next lesson,
*Multiple Patterns*.

**Questions for Students**

1. What patterns are in the song Bingo?

[The pattern changes each time we sing the song. The first pattern is ABCDE. When we clap, the patterns are ABCDE, AABCD, AAABC, AAAAB.]

2. What would Bingo’s name pattern look like?

[Bingo’s pattern would be ABCDE.]

3. Who in the class would have the same name pattern as Bingo?

[Answers will vary, but possible names are Ringo, Marge, Micah, Myrna, Pablo, Izhak, and any other name with five different letters.]

4. Which words on our word wall would have the same grid pattern as Amy? As Yanna?

[Answers will vary.]

5. Does your name pattern change when you use a different size grid?

[The pattern going up and down (in columns) changes, but my name pattern stays the same.

**Teacher Reflection**

- Were students able to recognize and name patterns?
- Were students able to create patterns from their names?
- What instructional experiences are necessary for students who did not meet the objectives?
- What other songs might I use in the lesson?
- Are there some predictable books which I could read to the students that use patterns?

### Order, Order

In
this lesson students seriate objects and review the meaning of ordinal
numbers. They describe orderings in words and in pictures. [This lesson
gives you an opportunity to review or teach vocabulary such as *before*, *after*, and *next*.] At the conclusion of the lesson, students make an entry in their portfolios. A Science extension is suggested.

### Sorting Time

### What’s Next?

### Playing With Patterns

### Multiple Patterns

### Exploring Other Number Patterns

### Growing Patterns

### Looking Back and Moving Forward

### Learning Objectives

Students will:

- Recognize an auditory pattern.
- Make two-dimensional patterns on a grid.

### NCTM Standards and Expectations

- Recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another.

### Common Core State Standards – Practice

- CCSS.Math.Practice.MP6

Attend to precision.