Class Teacher: Class: Number on Roll: Date:

KG2 Lesson Plan – Math – Term 1: Week 5

Subject: MATH Skills: Counting, Sorting, Comparing, Focus: Patterns extended Year: 2023-24
Evaluating, Recording, (ABC, AAB, ABB,AABB)(2 days) 01.05.2023 - 05.05.2023
Girls: Boys: G&T: SD: To ensure learning is
inclusive and effective.
Wave1: Child will use
colour clay and make balls
to create simple patterns
with prompts to respond.
Motivation can be given to
build confidence and share
ideas with friends.
Wave2: Child will do
visual cards pattern AB,
ABC using building blocks
to create and match;
repeated instructions can
be given with one-to-one
support to complete the
activity.
Wave 3: A shadow support
will be provided for
assistance to complete
each task.
Big Ideas: Learning objectives: Resources: Differentiation based on
Young children develop a NP 15: Able to explore and extend  PPT and story video learning style:
conceptual simple patterns using a variety of  Colour clay Linguistic- language and
understanding of materials. (OC)  Tangrams vocabulary (all)
mathematics by thinking NP 16: Able to create and translate  Unifix cubes Bodily Kinesthetic – Hands on
and reasoning. patterns and identify the smallest core  Bears activities (2,4,6,5)
pattern. (OC)  Colourful Popsicle stick Logical reasoning – (1,2,4)
Success criteria:  Blocks Intrapersonal – Individual
 Children can identify simple  Math workbook activities. (1,2,3,5,6)

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Class Teacher: Class: Number on Roll: Date:
KG2 Lesson Plan – Math – Term 1: Week 5

patterns and talk about it.  Colour pencils Interpersonal – Group

 Children can recognize and create  White board /marker activities. (Opening/plenary)
core patterns (ABC, AAB, ABB, and
AABB). Topic Vocabulary:
 Patterns
 Core patterns
 2D shapes
Assessment based on: Suggested Questions (Cross curricular links):
Emerging E1: Able to explore, create, and translate patterns Literacy: Identify and say the beginning and last sound of the
and identify the smallest core pattern with explicit support. word “Pattern”?
Expected E2: Able to explore, create, and translate patterns KUW: What pattern does a Zebra has?
and identify the smallest core pattern with prompts. Metacognition: What colour pattern can you find on the
Exceeding E3: Able to explore, create, and translate patterns chessboard? (AB pattern)
and identify the smallest core pattern independently. PSED: What pattern have you seen on the road? (Zebra crossing)
Teaching Learner’s Actions (Individual) Learning Outcomes - (Differentiation
based on cognitive abilities)
(Bloom’s Taxonomy)
Pre-Test Analysis: Activity 1: Pattern flash cards: (15 mins)
 Almost all the students are able to Children will be provided with the patterns Children will be able to identify the
recognize and make simple patterns flash card. They will identify and write the patterns from the flash cards.
using visual aids. core patterns on the flash card using a (Remembering and understanding)
 Most of the students are able to identify marker.
and extend the core patterns.
(Template soft copy will be provided)
 Few are able to identify, label and create
core patterns. Strategy used: Visualization.
Differentiated Learning:
Opening Activity- Story- (8 mins) E1 will be able to identify the patterns
https://youtu.be/7_mqVCewsYA with explicit support.
Children will watch the story of “Fish E2 will be able to identify, name core
patterns” followed by active discussion. pattern and extend the patterns.
E3 will be able to identify, name core
Teacher reinforces: Pattern is a sequence pattern and create their own pattern.
of repeating objects, shapes, numbers or
any design. Activity 2: Ice lolly repeating pattern
sticks (15 mins) Children are able identify, extend and

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Class Teacher: Class: Number on Roll: Date:
KG2 Lesson Plan – Math – Term 1: Week 5

The teacher shows few patterns using the Children use colour popsicles and create create, identify core patterns using lolly
calendar (days of the week), make children different core patterns using the flash sticks.
stand in a line: boy /boy/ girl, using Unifix cards. (Understand, apply and create)
cubes and introduces core patterns.
Children use white boards to connect with
prior knowledge and draw patterns using
colour marker to share.

Then teacher will show how to label it as

core patterns ABC, AAB, ABB, and AABB.
Strategy used: Metacognition, Real Life Strategy used: Hands-on and Cue Math
Application Differentiated Learning:
Plenary (10 mins) Pattern Games: E1 will be able to see and identify the
Children and teachers will play action core pattern with explicit support.
games. E2 will be able to identify, count the
Teacher starts and children take turns to number of sticks used, name the core
do actions and others identify the patterns. pattern and extend the patterns.
Example: jump/jump/sit (AAB). E3 will be able to identify, name the core
Stomp/clap/clap (ABB) pattern and create own pattern. They
Jump/jump/clap/clap (AABB) will say the total number of sticks used
Strategies: Gamification and sort them by colours.

SDG 14: Life under water:Taking care of Brain Breaker activity: (10 mins)
sea animals. (7mins) Children will engage in using the using the Children will interact with friends and
Teacher will ask the following questions: water bottles and bags to arrange in a socialize.
1. What was the story about today? ABC/ABB patterns Children will take water (Well-being, PSED)
2. What can you do save the animals breaks for few minutes and talk with
under the ocean? friends about the shapes around us.
Strategies used: Metacognition. Strategy: Wellness activity
Activity 3: Creative paper plate pattern
Curriculum enrichment: snakes (15 mins) Children will recognise the pattern and
Group activity (7 mins) Children will pick a chit which has a core create snake with coloured dots.
Can you design a dress using colorful pattern written on it, they create a paper (Applying and creating)
patterns? plate pattern snakes using colour dots
Strategies used: STEAM using the sketch pens or decorative things.

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Class Teacher: Class: Number on Roll: Date:
KG2 Lesson Plan – Math – Term 1: Week 5

Mini plenary :5 mins

Action song:
Children will enact and sing the song to
create the core patterns.
https://youtu.be/nvLNhTnDO4I
Strategy used: ICT

Strategy used: Hands on

Differentiated Learning:
E1 will be able to identify patterns and
make a snake with support.
E2 will be able to identify, draw and
create dots to make the snake using core
patterns.
E3 will be able to create pattern snake
using their colours and say its core
pattern independently.

Activity 4: Complete the core patterns

bookwork:
Children recognize the 2D shapes and Children are able to identify shapes and
complete the book work Pg 10. Children complete the core patterns.
will draw and extend the patterns using (Remembering and applying)
shapes.
Strategy used: Hands on
E1 will be able to identify the 2D shapes
and extend patterns with explicit
support.
E2 will be able to identify 2D shapes,
name core patterns and extend the
patterns with minimal support.
E3 will be able to identify, name core

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Class Teacher: Class: Number on Roll: Date:
KG2 Lesson Plan – Math – Term 1: Week 5

pattern and create own pattern to

record.

Activity 5: Fall pattern block Tangrams

challenge! (15 mins)
Children will be using Tangrams to recall Children are able to use tangrams and
the shapes, create their favourite design count, recognize, create core patterns.
using core patterns and record the core (Remember, apply and create)
pattern.

Strategy used: Critical thinking/Loose

part play.
Differentiated Learning:
E1 will be able to see and create pattern
structures using tangrams with explicit
support.
E2 will be able to create core patterns
and count the number of tangrams used.
E3 will be able to create and count and
use its own design and record.

Activity 6: Build it up: Dubai city (Unifix

cubes) (15mins)
Children will create different pattern
towers using blocks/Unifix cube (AB, ABC,
Children are able to identify surroundings
AAB, ABB, AABB,). Compare the towers
structures and build pattern towers.

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Class Teacher: Class: Number on Roll: Date:
KG2 Lesson Plan – Math – Term 1: Week 5

tall/short and have a big talk about sky (Apply, evaluating, create)
scrapers in UAE to their creations.
Strategy used: UAE connectivity/Loose
part play
Differentiated Learning:
E1 will be able to identify, build pattern
towers using and say which is tall with
explicit support.
E2 will be able to identify, build the
pattern towers using Unifix cubes, count
and compare which tower is tall/short,
draw it in the paper.
E3 will be able to identify, label the core
tower pattern and compare it to UAE
tallest building and smallest houses,
record.

Brain breaker:
Scavenger Hunt Game! (10 mins)
Children will go around the class /corridor
in groups and hunt for patterns. They Children are able to talk and share ideas
recognize and record it using paper and and relax with water break.
share their findings in number time as (Wellness. PSED)
Math around us.
Strategy used: Critical thinking,
Think, pair, share

Activity7: AFL (ICT) Red/yellow/green

card (10 mins) workbook Pg. 11
Children will use the ICT slides and flash
the red/green/yellow card to recognize the Children will be able to think and share the
right patterns. right answers using the ICT game.
Extension: Children to draw and complete (Analyse and Problem Solving)
the core patterns in Math workbook- Pg
11.

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Class Teacher: Class: Number on Roll: Date:
KG2 Lesson Plan – Math – Term 1: Week 5

Strategy used: ICT

Differentiated Learning:
E1 will be able to think and show up the
answers using the flash cards using the
ICT with support.
E2 will be able to identify and flash the
right colour card using the ICT using
prompts.
E3 will be able to think critically and
flash the right answer and complete
workbook independently.

Activity 8: Create your own patterns: (10

mins)
Children will write their name on an A4
sheet. They will use cut out of colour
papers to make core patterns then glue it Children are able to create names using
or the children can make a crown using patterns.
core patterns . (Apply and create)

Strategy used: Creative Art using Math

Differentiated Learning:
E1 will be able to identify and create
patterns using explicit support.
E2 will be able to identify and create
core patterns with minimal support.
E3 will be able to identify, create and
talk about the core patterns

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Class Teacher: Class: Number on Roll: Date:
KG2 Lesson Plan – Math – Term 1: Week 5

independently.
Teacher’s Reflection What went wrong: Next steps:
What went well?