PEER TEACHING MODULE CHAPTER 14 ​ 3

Name: ​Alexa Berkshire

Date: ​January 16th 2019
Subject: ​Mathematics
Topic: ​Patterns and Relations
Grade: ​2

New Brunswick Curriculum Outcomes:

GCO:​ Patterns and Relations (PR): Use patterns to describe the world and solve problems
SCO: PR1: Demonstrate an understanding of repeating patterns (three to five elements) by:
• describing
• extending
• comparing
• creating
patterns using manipulatives, diagrams, sounds and actions (numbers to 100)

National Council of Teachers of Mathematics

● Recognize, describe, and extend patterns such as sequences of sounds and shapes or
simple numeric patterns and translate from one representation to another
● Analyze how both repeating and growing patterns are generated

Learning Objectives:
● I can recognize and extend a pattern.
● I can create my own pattern using 3-5 elements.
● I can describe a pattern using words and symbols.
● I can recognize how many elements a pattern has.
● I can recognize a double attribute pattern.

Materials Location

Rainbow counters Blue Math Manipulatives Basket on shelf

Smartboard attachable webcam Behind teachers desk on the shelf

Pattern Blocks Blue Math Manipulatives Basket on shelf

Different sized and colored pom poms In art cabinet in the red basket

Human linking figures Blue Math Manipulatives Basket on shelf

Rainbow linking cubes Blue Math Manipulatives Basket on shelf

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Animal figures In the clear container on toy shelf

Colored Tiles Blue Math Manipulatives Basket on shelf

Pattern Cards Attached to the lesson plan in a baggie

Station Worksheet Attached to the lesson plan

My Pattern description sheet Attached to the lesson plan

Pencils On each tables supply bin

What the teacher does: What the students do:

Engagement:​ (10 minutes)

● The teacher reviews repeating patterns ● Students look at the pattern on the
with 2-4 elements by showing students smartboard and think about what the
a pattern with counters by using the pattern sequence is.
smartboard attachable webcam. ● Students raise their hand to give an
● The teacher asks students to identify answer to what the pattern sequence
the pattern sequence. (blue, blue, is.
green, blue, blue, green) (AAB, AAB
pattern)
● The teacher asks students to identify
how many elements make up the
pattern. (3 elements) (blue, blue,
green) ● Students raise their hands to share
● Clear that pattern and start a new what would be the next color counter
pattern with 3-5 elements (red, purple, in the pattern sequence.
purple, orange, red) ● Students raise their hand to answer
● Ask students what would be the next more questions.
color counter in the sequence.
● Get students to keep sharing what
would go next in the pattern.
● Ask students to describe the pattern.
(red, purple, purple, orange) (ABBC)
● Ask students what the third element in
the pattern is. (purple)
● Clear that pattern and create a new one
but leave a spot in the middle for
students to figure out what the missing
spot is. (green, yellow, yellow, blank,
blue, green, yellow, yellow, red, blue)
● Ask students what color is the missing ● Students raise hands to share their
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counter? (red) answers for the missing counter color.

● Ask students how they knew it was the
red counter that was missing.
Exploration​: (15 minutes)
● Exploring repeating patterns
● The teacher explains that on each table ● Students listen to directions and work
there are pattern cards and different quietly at their tables.
manipulatives. ● Students use the manipulatives on the
● Some pattern cards you repeat the table to repeat or complete the pattern.
pattern and some you find the missing
part in the pattern.
● Students use the manipulatives on the
table to repeat or complete the pattern.
● The teacher circulates helping and
observing students.
● The teacher may ask students to
explain the pattern sequence of the
pattern they completed or what
elements make up the pattern.
● The teacher makes andetal notes of
students understanding with patterns.
● Once students are done with the ● Students create their own pattern with
pattern cards get students to create 3-5 elements.
their own pattern with 3-5 elements.

Explanation:​ (20 minutes)

● Get students to put away their
manipulatives and pattern cards on ● Students clean up and go to the floor
their tables and to come back to the area quietly.
floor area. ● Students observe the pattern the
● Show students a pattern that can be teacher is showing.
interpreted in two ways (double ● Students raise their hand to share their
attribute pattern) (blue, blue, purple, answers about the pattern sequence.
blue, blue, purple) (square, circle,
square, circle)
● Ask students what pattern they see.
● After hearing the ideas about the
pattern sequence. Explain to students
that there are two different pattern ● Students actively listen to the teacher.
sequences.
● Explain that the elements in the
pattern are called attributes. A pattern
that has two attributes are called
double attribute patterns.
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● Ask students to share the attributes of ● Students raise their hand to share their
the pattern shown. (color: purple, ideas.
blue) (shape: circle, square)
● As a class create a chart that has ● Students share their ideas of different
different attributes of patterns. Ask attributes.
students to come up with ideas for the
chart (color, size, shape, number,
position)
● Teacher explains that students will
circulate through the 4 stations where ● Students listen to the directions.
there will be a pattern on the pattern
with manipulatives. Students will look
at the pattern and figure out what the
two pattern sequences are from the
pattern shown on the table. (double
attribute pattern)
● Students will be given a clipboard,
sheet and pencil to record their ● Students are given a clipboard, pencil
findings. and sheet to fill out while circulating.
● The teacher divides students into ● Students go into their designated
groups to move through the centers groups and circulate through the
with. stations.
● The teacher sets a timer for 3 minutes ● Students fill out their sheet and use the
per station. chart to determine the two different
Station 1: Boy&Girl and Colors ways you can interrupt the pattern.
Station 2: Pom Poms Sizes and colors
Station 3: Animals and colors
Station 4: Shapes and colors
● After the students have passed through
each station the teacher gets students ● Students quietly go back to the floor
to come back to the floor area to share area.
their findings about each pattern. ● Students raise their hand to share.
● The teacher asks students to share the ● Students hand in their sheets and put
attributes of the pattern from each away their pencil and clipboard.
station.
● The teacher collects the sheets to look
over.

Expansion:​ (10 minutes)

Sound and action pattern
● The teacher explains that the students
will be creating a pattern through ● Students listen to directions.
sound and actions. ● Students share ideas about actions and
● The teacher asks students what are sounds.
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some possible sounds or actions they

could use in their pattern. (clap, snap,
jump, stomp)
● The teacher asks what will be the first
action in the pattern. ● Students raise hands to answer.
● The student that the teacher picks first
will be the first in the pattern.
● The teacher keeps asking students
until they have a pattern of 3-5 actions
or sounds (possible pattern: clap, clap,
jump, stomp)
● The teacher lines up the four students
and gets them to demonstrate the ● Students line up and perform their
pattern. action in the pattern sequence.
● The teacher asks the students what ● Students continue to line up and repeat
would come next in the pattern to the pattern until every student is lined
repeat it. up and has an action in the pattern.
● Once everyone is lined up the teacher ● Students one at a time do their action
gets students to then perform the in the patter. Starting with the first
pattern by having each student do their student in the line.
designated action in the pattern.
Starting with the first student until the
end.
Evaluation: ​(15 minutes)
● The teacher sets up different stations
with different manipulatives.
● The teacher explains that students are
to create their own pattern with 3-5 ● Students listen to directions.
elements by choosing which ● Student chose which manipulatives
manipulatives they would like to use. they want to use for their pattern.
● Once they complete their pattern they ● Students create a pattern with 3-5
are to fill out a sheet describing their elements.
pattern. ● Students fill out their sheet describing
● The teacher then takes a photo of their their pattern they created.
pattern to print off and display on a ● Students raise their hand for the
bulletin with their sheet that describes teacher to take a photo of their pattern.
their pattern.
● Once all of the patterns are done the
teacher will print the photos off and ● During the gallery walk students will
the next day​ the students will have a observe and compare the patterns.
gallery walk to look at all the patterns.
● During the gallery walk the teacher
will ask students to compare two
patterns. What is similar and what is
PEER TEACHING MODULE CHAPTER 14 ​ 8

different between the two patterns.

Evaluation: ​The teacher will evaluation each students pattern by checking that there is 3-5
elements and that the pattern is repeating. The teacher will also check that students are able to
answer questions about their pattern and are able to describe it with words. The teacher will
record anecdotal notes while observing the students and when looking at their final assignment.

Differentiation:​ This lesson incorporates many different means of representation such as visual,
auditory and kinesthetic. Students are able to visually see the patterns displayed and can share
the pattern sequence by saying it out loud or writing it down. Kinesthetic patterns are also
incorporated by doing the sound and action human pattern. Many manipulatives are used
throughout the lesson and students are able to choose which manipulatives they want to work
with for their final activity.

Reflection:
Comments: Suggestions:
PEER TEACHING MODULE CHAPTER 14 ​ 9

References

National Council of Teachers of Mathematics. (2000). ​Principles and standards for school
mathematics. ​Reston, VA: National Council of Teachers of Mathematics.

New Brunswick. (2008) ​Mathmatics Grade 2 Curriculum. ​Retrieved from

https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/Math-Grade2.pdf

Van de Walle, K. Folk, S., Karp, K., Bay-Williams, J., & McGarvey, L.M. (2015). (4th Canadian
Ed.). ​Elementary and middle school mathematics: Teaching developmentally. ​Toronto,
ON: Pearson.
PEER TEACHING MODULE CHAPTER 14 ​ 10

Anecdotal Notes:
Name: Name:

Name: Name:

Name: Name:

Name: Name:

Name: Name:
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Name: Name:

Name: Name:

Name: Name:

Name: Name:

Name: Name:
PEER TEACHING MODULE CHAPTER 14 ​ 12

Name:____________________________  
 
Double Attribute Patterns Observation Sheet 
 
Station 1:   Station 2:  
   
First pattern:   First pattern:  
   
   
   
   
   
   
   
Second pattern:   Second pattern:  
   
   
   
   
   
 

Station 3:  Station 4: 

   
First pattern:   First pattern:  
   
   
   
   
   
   
   
   
Second pattern:   Second pattern:  
   
   
   
   
   
 
 
 
 
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**Answer Key** 
 
Double Attribute Patterns Observation Sheet 
 
Station 1:   Station 2:  
   
First pattern:   First pattern:  
   
Boy, Girl, Boy, Girl  Small, small, big, big, small, small, big, 
  big 
   
   
   
   
Second pattern:    
  Second pattern:  
Red, red, green, red, red, green   
  Yellow, white, white, yellow, white, 
  white 
   
 
 
 
 

Station 3:  Station 4: 

   
First pattern:   First pattern:  
   
Tiger, girafe, elephant, tiger, girafe,  Square, circle, square, circle 
elephant, tiger, girafe   
   
   
   
   
   
   
Second pattern:   Second pattern:  
   
Spots, spots, no spots, spots, spots, no  Red, yellow, blue, red, yellow, blue 
spots, spots, spots   
   
 
 
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