Mathematics

Planning Guide

Grade 1 Repeating Patterns

Patterns and Relations (Patterns)

Specific Outcomes 1, 2

This Planning Guide can be accessed online at:

http://www.learnalberta.ca/content/mepg1/html/pg1_repeatingpatterns/index.html
Table of Contents
Curriculum Focus ......................................................................................................... 2

What Is a Planning Guide? .......................................................................................... 2

Planning Steps .............................................................................................................. 2

Step 1: Identify Outcomes to Address ........................................................................ 3

Big Ideas ............................................................................................................... 3
Sequence of Outcomes from the Program of Studies ........................................... 4

Step 2: Determine Evidence of Student Learning ....................................................... 5

Using Achievement Indicators ............................................................................. 5

Step 3: Plan for Instruction ......................................................................................... 6

A. Assessing Prior Knowledge and Skills ........................................................... 6
Sample Structured Interview: Assessing Prior Knowledge and Skills ........... 7
B. Choosing Instructional Strategies ................................................................... 8
C. Choosing Learning Activities ......................................................................... 8
Sample Activity 1: Teaching Patterns and Relations ...................................... 9

Step 4: Assess Student Learning ................................................................................. 11

A. Whole Class/Group Assessment .................................................................... 11
B. One-on-one Assessment ................................................................................. 12
C. Applied Learning ............................................................................................ 12

Step 5: Follow-up on Assessment ............................................................................... 14

A. Addressing Gaps in Learning ......................................................................... 14
B. Reinforcing and Extending Learning ............................................................. 14

Bibliography ................................................................................................................ 15

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Planning Guide: Grade 1 Repeating Patterns
Strand: Patterns and Relations (Patterns)
Specific Outcomes: 1, 2

This Planning Guide addresses the following outcomes from the Program of Studies:

Strand: Patterns and Relations (Patterns)

Specific Outcomes: 1. Demonstrate an understanding of repeating patterns
(two to four elements) by:
• describing
• reproducing
• extending
• creating
patterns using manipulatives, diagrams, sounds and
actions.
2. Translate repeating patterns from one representation to
another.

Curriculum Focus

This sample focuses on:

• representing and describing repeating patterns.

What Is a Planning Guide?

Planning Guides are a tool for teachers to use in designing instruction and assessment that
focuses on developing and deepening students' understanding of mathematical concepts. This
tool is based on the process outlined in Understanding by Design by Grant Wiggins and Jay
McTighe.

Planning Steps

The following steps will help you through the Planning Guide:

• Step 1: Identify Outcomes to Address (p. 3)

• Step 2: Determine Evidence of Student Learning (p. 5)
• Step 3: Plan for Instruction (p. 6)
• Step 4: Assess Student Learning (p. 11)
• Step 5: Follow-up on Assessment (p. 14)

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Step 1: Identify Outcomes to Address

Guiding Questions

• What do I want my students to learn?

• What can my students currently understand and do?
• What do I want my students to understand and be able to do based on the Big Ideas and
specific outcomes in the program of studies?

Big Ideas

The foundation of algebraic thinking is investigating patterns and their representations. We are
always looking for ways to generalize and formalize regularity in mathematics. This lesson
focuses on patterns and regularity and ways of representing these patterns. Not only do students
need to recognize the pattern, but they must also be able to extend and generalize in both words
and symbols. They should be able to recognize many different forms of the same pattern. They
will identify similarities and differences between and among patterns.

Patterns occur regularly in students' everyday life and they will be able to identify patterns in
their daily living, including physical and geometric situations as well as numbers. The patterns
being explored in Grade 1 are all repeating patterns. Teachers should be aware that some
students may create growing patterns. Students will focus on the core of a repeating pattern;
patterns should be written having the core repeat at least three times so it is clear to students what
the pattern is.

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Sequence of Outcomes from the Program of Studies

See http://education.alberta.ca/teachers/core/math/programs.aspx for the complete program of

studies.

Kindergarten Grade 1 Grade 2

Specific Outcomes Specific Outcomes Specific Outcomes
1. Demonstrate an 1. Demonstrate an 1. Demonstrate an
understanding of understanding of repeating understanding
repeating patterns patterns (two to four of repeating
(two or three elements) by: patterns (three
elements) by: • describing to five
• identifying • reproducing elements) by:
• reproducing • extending • describing
• extending • creating • extending
• creating patterns using • comparing
patterns using manipulatives, diagrams, • creating
manipulatives, sounds and actions. patterns using
sounds and actions. 2. Translate repeating manipulatives,
2. Sort a set of objects patterns from one diagrams,
based on a single representation to another. sounds and
attribute, and explain actions.
the sorting rule. 2. Demonstrate an
understanding
of increasing
patterns by:
• describing
• reproducing
• extending
• creating
numerical
(numbers to
100) and non-
numerical
patterns using
manipulatives,
diagrams,
sounds and
actions.

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Step 2: Determine Evidence of Student Learning

Guiding Questions

• What evidence will I look for to know that learning has occurred?
• What should students demonstrate to show their understanding of the mathematical concepts,
skills and Big Ideas?

Using Achievement Indicators

As you begin planning lessons and learning activities, keep in mind ongoing ways to monitor and
assess student learning. One starting point for this planning is to consider the achievement
indicators listed in the Mathematics Kindergarten to Grade 9 Program of Studies with
Achievement Indicators. You may also generate your own indicators and use them to guide your
observation of the students.

The following achievement indicators may be used to determine whether students have met this
specific outcome.

• Describe a given repeating pattern containing two to four elements in its core.
• Identify and describe errors in a given repeating pattern.
• Identify and describe the missing element(s) in a given repeating pattern.
• Create and describe a repeating pattern, using a variety of manipulatives, diagrams, sounds
and actions.
• Reproduce and extend a given repeating pattern, using manipulatives, diagrams, sounds and
actions.
• Identify and describe a repeating pattern in the environment, e.g., classroom, outdoors, using
everyday language.
• Identify repeating events; e.g., days of the week, birthdays, seasons.
• Represent a given repeating pattern, using another mode; e.g., actions to sound, colour to
shape, ABCABC to bear eagle fish bear eagle fish.
• Describe a given repeating pattern, using a letter code; e.g., ABCABC.

Some sample behaviours to look for in relation to these indicators are suggested for many of the
instructional activities in Step 3, Section C, Choosing Learning Activities (p. 8).

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Step 3: Plan for Instruction

Guiding Questions

• What learning opportunities and experiences should I provide to promote learning of the
outcomes and permit students to demonstrate their learning?
• What teaching strategies and resources should I use?
• How will I meet the diverse learning needs of my students?

A. Assessing Prior Knowledge and Skills

Before introducing new material, consider ways to assess and build on students' knowledge and
skills related to patterns and relations. For example:

• Demonstrate simple ABAB patterns for students and ask them to repeat the patterns. Use a
variety of ways to represent the patterns; e.g., clap, stomp, clap, stomp or show the ABAB
pattern using pattern blocks on the overhead projector.
• Give students some ABAB pattern strips showing, for example, happy face, sad face, happy
face, sad face. For some of the patterns, ask them to continue the pattern, repeating it at least
three times. For other patterns, remove some of the elements and ask them to fill in the
missing elements.
• Give students a set of five patterns, some of which are ABAB and some are ABCABC. Use a
variety of objects for the patterns, including colours, shapes, animals, letters. Ask students
which ones are ABAB patterns and which ones are ABCABC. You may also ask students
why the patterns are alike or different.

As you do these kinds of activities, it is important to have students verbalize their thinking
whenever possible.

If a student appears to have difficulty with these tasks, consider further individual assessment,
such as a structured interview, to determine the student's level of skill and understanding. See
Sample Structured Interview: Assessing Prior Knowledge Skills (p. 7).

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Sample Structured Interview: Assessing Prior Knowledge and Skills

Date:
Directions Not Quite There Ready to Apply
Demonstrate simple ABAB patterns for • Offers a variety • Mimics,
students and ask them to repeat the of incorrect correctly, the
patterns. Use a variety of ways to patterns, mixing pattern with a
represent the patterns; e.g., clap, stomp, up the patterns or variety of sounds
clap, stomp, or show the ABAB pattern leaving out or noises.
using pattern blocks on the overhead elements.
projector.

Give students some ABAB pattern • Completes only a • Completes

strips showing, for example, happy portion of the examples of a
face, sad face, happy face, sad face. For pattern or given pattern.
some of the patterns, ask them to incorrectly
continue the pattern, repeating it at follows any of the
least three times. For other patterns, pattern.
remove some of the elements and ask
them to fill in the missing elements.

Give students a set of five patterns, • Identifies, • Identifies

some of which are ABAB and some are incorrectly, some (labels),
ABCABC. Use a variety of objects for or all of the given correctly,
the patterns, including colours, shapes, patterns. patterns as
animals, letters. Ask students which • Is not able to say ABAB or
ones are ABAB patterns and which why patterns are ABCABC.
ones are ABCABC. You may also ask alike or different. • Tells why
students why the patterns are alike or patterns are alike
different. or different.

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B. Choosing Instructional Strategies

Consider the following strategies when planning lessons.

• Provide students with many opportunities to represent patterns concretely.

• Allow students to identify patterns in their daily lives. This can include repetitive songs and
rhythmic chants that are based on repeating and growing patterns.
• Patterning activities form the basis for algebraic reasoning. Using concrete materials,
students can examine how patterns can be created with things such as cubes or pattern
blocks.
• Students need opportunities to create patterns and to identify the core of a pattern visually.
• Expect students to explain, verbally, their answers about patterns.

C. Choosing Learning Activities

The following learning activities are examples of activities that could be used to develop student
understanding of the concepts identified in Step 1.

Sample Activities:

1. Teaching Patterns and Relations (p. 9)

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Sample Activity 1: Teaching Patterns and Relations
1. Creating Patterns

Have students work in pairs to create patterns, Look For …

using simple materials including stickers, Do students:
stamps, pieces of wallpaper or other cut-outs. identify the core of their pattern
Give them pattern strips (use bristle board or cut when asked?
pieces from adding machine rolls. Printing complete an appropriate number
companies will often provide end cuts, which of repetitions?
are long strips of multi-coloured paper, free of
charge). Have students make at least three
complete repetitions of the pattern on the strips.
Students place the pattern strips on a bulletin
board and the entire class discusses what the
core of the pattern is and how the pattern could
be extended.

2. Find the Error

Show students about 10 pattern strips you have prepared. Tell them that some contain errors
while others have something missing. Ask the whole class to look carefully at each strip
(hold them up one at a time) and identify any patterns that may contain an error or have any
missing elements. Ask each student to turn to a partner and tell the partner what he or she has
discovered. Then call on a pair to explain. Repeat for all the strips.

3. Pattern Blocks

Hand out approximately 35 pattern blocks to Look For …

pairs of students. Have them create three Do students:
different patterns individually and place these create only ABAB patterns?
patterns on a desktop. Some trading of pattern recognize when their pattern is the
blocks may need to occur between groups. same as another person’s pattern?
Encourage them to make patterns that are
different and remind them about ABCABC
patterns and ABBABB patterns. Once the pairs
have created their patterns, ask them to think
about whether or not their patterns are like the
one you will identify. Create a pattern using
clapping and stomping, e.g., clap, stomp, stomp,
and ask students if anyone has the same pattern.
Repeat this with other patterns. Have students
justify their answers with explanations.

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4. Everyday Patterns

Identify patterns that we practice in our daily living. These patterns may be a sequence of
events or activities we follow as part of a routine. For example, when we brush our teeth, the
pattern usually goes something like this: pick up toothbrush, put on toothpaste, wet the brush,
brush our teeth, rinse our mouths. In the classroom, there are patterns we follow: morning
bell rings, students line up, take off coats, enter classroom, take attendance. School days
follow a pattern: class, recess, class, lunch, class, dismissal. Cooking follows a pattern:
measure the rice, add water to pot, put rice in water, boil until cooked, serve the rice, eat the
rice. Ask students to identify patterns and then go home and ask their parents about patterns.
You may send a note home to the family to explain the kinds of patterns you are looking for.

5. Translating Patterns

Give students a series of patterns. These may be on a page or on an overhead; e.g.,

YY YY YY

Ask students to translate these patterns and others into letter representations.

6. Pattern Sounds

Give students pattern blocks and ask them to create an ABBABB pattern. Then ask students,
"What would this pattern sound like?" Continue asking for other patterns, such as ABCABC,
AABAAB or ABBCABBC.

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Step 4: Assess Student Learning

Guiding Questions

• Look back at what you determined as acceptable evidence in Step 2.

• What are the most appropriate methods and activities for assessing student learning?
• How will I align my assessment strategies with my teaching strategies?

Sample Assessment Tasks

In addition to ongoing assessment throughout the lessons, consider the following sample
activities to evaluate students' learning at key milestones. Suggestions are given for assessing all
students as a class or in groups, individual students in need of further evaluation, and individual
or groups of students in a variety of contexts.

A. Whole Class/Group Assessment

Note: Performance-based assessment tasks are under development.

1. Show a pattern of cubes, e.g., RGGRGGRGG, and ask students to tell you what the pattern
is. Then show a different pattern of cubes; e.g., YYBYYBYYB. Have students identify the
new pattern. Then ask students to tell you how the patterns are different and how they are the
same.

2. Tell students, "Mary has six green triangles and three orange squares." Show students the
pieces on the overhead. Ask, "Can she make two different patterns?" Ask students to draw
two possible patterns that Mary could make and explain the patterns. Ask, "What comes next
in the pattern?"

3. For each pattern below, ask students to do an action representation, using claps, stomps and
hops. Have students identify what the core pattern is and record it, using letter notation.
• Circle, Square, Rectangle, Circle, Square, Rectangle, Circle, Square, Rectangle
• Red, Red, Blue, Red, Red, Blue, Red, Red, Blue
• Horizontal, Vertical, Horizontal, Vertical, Horizontal, Vertical
• Green, Yellow, Yellow, Green, Yellow, Yellow, Green, Yellow, Yellow

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B. One-on-one Assessment

Assessment activities can be used with individual students, especially students who may be
having difficulty with the outcome.

1. Show the student three patterns that have an element missing; e.g.,

Have the student draw the missing element.

2. Using a set of pattern blocks, set a pattern in front of the student and ask him or her to add
three more pieces; e.g., hexagon, rectangle, trapezoid, hexagon, rectangle, trapezoid,
hexagon, rectangle, trapezoid (repeating the pattern at least three times shows students that it
is a pattern). Then ask the student how she or he knows what comes next. The important part
of the response is for the student to identify the core of the pattern.

3. Provide the student with interlocking cubes and ask him or her to make towers for the
following patterns:
• ABABAB
• AABAABAAB
• ABCCABCCABCC
• ABBCABBCABBC.

C. Applied Learning

Provide opportunities for students to use their pattern strategies in a practical situation and notice
whether or not the strategies transfer.

1. Using wallpaper samples (stores will often provide old sample books free of charge), have
students look for patterns in the wallpaper. They can make artwork out of the wallpaper
patterns they choose.

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2. Using stickers and stamps/stamp pads, have students create pattern artwork to use as a
wallpaper border around the classroom. They could also use finger paints and make
handprints of different colours in pairs or triads.
3. Read pattern books, such as the ones listed below, and have students identify the patterns.

Carle, Eric. The Grouchy Ladybug. New York: HarperCollins, 1996.

Carle, Eric. The Very Hungry Caterpillar. New York: Philomel Books, 2002.
Hutchins, Pat. The Doorbell Rang. New York: Greenwillow Books, 1986.

With these books, you can do artwork, cooking, reading and creating your own pattern book
activities.

4. Use musical patterns to demonstrate patterns. Using singing patterns (e.g., do, mi, mi) or
rhythms on a drum or clapping to represent a pattern are practical and easy ways to show
patterns.

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Step 5: Follow-up on Assessment

Guiding Questions

• What conclusions can be made from assessment information?

• How effective have instructional approaches been?
• What are the next steps in instruction?

A. Addressing Gaps in Learning

If a student is having difficulty learning, is confused with identification of patterns or is unable to

translate them into the core letters, he or she may need more work using manipulatives to create
and identify simple ABAB patterns. To use simple patterns, try to ensure that only one attribute
is different as students begin to identify patterns. Ensure you are using language students
understand and have them mimic your patterns at first. Work up from ABAB to ABCABC to
ABBABB or AABAAB to help students build on what they already know.

B. Reinforcing and Extending Learning

Students who have achieved or exceeded the outcomes will benefit from ongoing opportunities
to apply and extend their learning.

Consider strategies, such as the following.

• Provide tips for parents on practising patterns. Ask students to look for patterns at home and
around the classroom and schoolyard.
• Very capable students can be encouraged to go beyond repetitive patterns to look at growing
patterns; e.g., AB, ABC, ABCD or AB, ABB, ABBB, ABBBB.

• Have students explore patterns that are written in a grid formation; e.g., have students use a
four by four grid and their name to see if a pattern is created. Here we use the name DAVID:

D A V I
D D A V
I D D A
V I D D

• Ask students what would happen if we had used a three by three grid or a five by five grid.

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Bibliography

Step 2 References

Alberta Education. The Alberta K–9 Mathematics Program of Studies with Achievement
Indicators. Edmonton, AB: Alberta Education, 2007.

Other References

Wiggins, Grant and Jay McTighe. Understanding by Design. Alexandria, VA: Association for
Supervision and Curriculum Development, 1998.

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