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Mathematics TEKS Toolkit www.mathtekstoolkit.org Kindergarten Clarifying Lessons: Patterns All Around (Centers) OLD Resources. These resources have NOT yet been updated to align with the revised elementary mathematics TEKS. These revised TEKS were adopted by the Texas State Board of Education in 2005, with full implementation scheduled for 2006–07. These resources align with the original TEKS that were adopted in 1998 and should be used as a starting point only. What is a Clarifying Lesson? A model lesson teachers can implement in their classroom. Clarifying Lessons combine multiple TEKS statements and may use several Clarifying Activities in one lesson. Clarifying Lessons help to answer the question "What does a complete lesson look like that addresses a set of related TEKS statements, and how can these TEKS statements be connected to other parts of the TEKS?" TEKS Addressed in This Lesson Patterns, relationships, and algebraic thinking: K.5, K.6A Underlying processes and mathematical tools: K.13A, B, C, D; K.14A; K.15A Materials Related Resources This lesson makes use of several learning centers. See the Learning Centers List for Patterns All Around. TEXTEAMS Module 27, Prekindergarten– Kindergarten Mathematics Kindergarten Book: Addenda Series, NCTM (1991) Lesson Overview Students identify, extend, and create patterns of sounds, physical movements, and concrete objects. Mathematics Overview Students use constant and changing attributes to identify, extend, and create patterns by predicting what comes next in the sequence. Kindergarten Clarifying Lessons: Patterns All Around (Centers) page 1 Mathematics TEKS Toolkit www.mathtekstoolkit.org Set-up (to set the stage and motivate the students to participate) 1. During group time, have students brainstorm patterns visible in the classroom. 2. Lead a discussion of the patterns found by the students, asking questions such as: Can you describe the pattern you saw? (K.5, K.14A) Do you see another pattern like it in our classroom? (K.5) Where else can you find patterns? (K.5, K.13A) Can we find patterns in the cafeteria or library? Describe one. (K.5, K.13A, K.14A, K.15) Are there any patterns in your bedroom at home or in your kitchen? Describe one. (K.5, K.13A, K.14A, K.15) Are there any patterns outside? Describe one. (K.5, K.13A, K.14A, K.15) 3. Record student responses on the chalkboard or on a chart. (K.5, K.14A, K.15) 4. Select some of the center activities described on the following pages to set up in the classroom. Introduce each center to the students, then provide students access to the centers throughout the week (or following weeks) so that they can practice finding, extending, and creating patterns. 5. As students are working at the centers, use the guiding questions to encourage them in their explorations. 6. Meet with the students each day after they have worked at the centers. Use the summary questions to identify misconceptions, evaluate their progress, and plan for appropriate follow-up activities. Teacher Notes (to personalize the lesson for your classroom) Guiding Questions (to engage students in mathematical thinking during the lesson) • Why do you think this is a pattern? (K.5, K.14A, K.15) • What do you think comes next in this pattern? Why? (K.5, K.6A, K.15) • What kind of pattern could you make with these objects? (K.5; K.6A; K.13B, C, D) • How are these two patterns alike? (K.5, K.14A) Kindergarten Clarifying Lessons: Patterns All Around (Centers) page 2 Mathematics TEKS Toolkit www.mathtekstoolkit.org Teacher Notes (to personalize the lesson for your classroom) Summary Questions (to direct students' attention to the key mathematics in the lesson) To determine to what extent students were engaged in the activity at each center, ask questions such as: • What makes something a pattern? (K.5, K.14A, K.15) • Where do you find patterns? Describe some of them. (K.5, K.13A, K.14A) • Is this (example) a pattern? Why or why not? (K.5, K.6A, K.14A, K.15) • In this pattern, what would come next? How do you know? (K.5, K.6A, K.15) • Make a pattern with these objects. Is this the object that would come next in your pattern? Why or why not? (K.5; K.6A; K.13B, C, D; K.15) Teacher Notes (to personalize the lesson for your classroom) Assessment Task(s) (to identify the mathematics students have learned in the lesson) Look for the following behaviors as students work in centers: • Can students use attributes to identify patterns? • Can students extend a pattern by predicting what comes next? • Can students create their own patterns? Have students extend a pattern that is given to them. Have students create a pattern from pattern blocks or other objects. Teacher Notes (to personalize the lesson for your classroom) Kindergarten Clarifying Lessons: Patterns All Around (Centers) page 3