Unit Design
For
Math Patterns
(Kindergarten)
Developed by
Renee Scott
Pontiac Academy for Excellence
UBD Unit Design Worksheet / Saginaw Valley State University
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Unit Design Worksheet
Unit Title: Math Patterns
Subject/Course: Mathematics
Topic: Patterns
Grade(s): Kindergarten
Staff Name: R. Scott
Stage 1 - Desired Results
Established Goals (GLCE’s, etc.):
1. G.GS.00.03 Create, describe, and extend simple geometric patterns
2. N.MR.00.10 Create, describe, and extend simple number patterns
3. N.ME.00.05 Count to 30 by 2’s, 5’s and 10’s using grouped objects as needed.
Understandings:
Essential Questions:
Students will understand that...
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a pattern is a repetition of shapes, numbers, or
any item selected. (#1)
a pattern is a repetition of shapes, numbers, or
any item selected. (#2)
a pattern (grouped object) is a repetition of
shapes, numbers, or any item selected. (#3)
Students will know...



how to create a geometric pattern. (#1)
how to extend a simple number pattern. (#2)
how to group objects to count. (#3)
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How can geometric shapes be used in the real
world? (#1)
What are patterns? (#2)
How can you group numbers of objects to show
a pattern? (#3)
Students will be able to...
use higher order thinking skills to predict what comes
next and to find a missing element.
recognize, copy, and predict how growing and
repeating patterns will be extended.
Unit Enduring Understanding:
Unit Question:
The student will understand that patterns are
repetitive.
What is a Pattern?
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Stage 2 - Assessment Evidence
Performance Tasks: (Summary in GRASPS form, end of the unit)(Summative)(After)
GRASPS:
Goal: To create an AB Pattern. The challenge will be to stick with the AB pattern.
Role: The student will act as a T-Shirt Designer with the task of creating an AB pattern design on the Shirt.
Audience: The teacher will act as the audience for the student creating the T-Shirt.
Situation: The student will be provided a collection of geometric shapes as provided by the teacher. The
student will then create an AB pattern in front of them. The student will use the geometric shape AB
pattern to place on a T-shirt.
Performance: Playing the role as a T-shirt designer, the student will create a hands on example by displaying
an AB Pattern on a T-shirt as provided by the teacher.
Standard: The student will be judged on the creation of their pattern. (or lack of AB pattern creation). If the
student was not successful at first try, they will be given opportunities/prompts by the teacher to reach
their goal.
Key Criteria: (Rubrics, etc.)
Patterns:
6 pts- shows clear understanding of math concepts; demonstrates use of basic skills independently with rare
errors; uses multiple strategies to solve problems.
5 pts- communicates understanding of math concepts; demonstrates use of basic skills with few errors; may
use more than one appropriate strategy to solve problems.
4 pts- shows proficient understanding of math concepts; demonstrates use of basic skills independently
with occasional errors; uses an appropriate strategy to solve problems.
3 pts- shows some understanding of math concepts; demonstrates use of basic skills with some assistance;
inconsistently uses an appropriate strategy to solve problems.
2 pts- shows minimal understanding of math concepts; demonstrates use of basic skills with frequent
assistance; makes partial attempts to solve problems but little progress is made towards a solution.
1 pt- shows no understanding of math concepts; cannot demonstrate use of basic skills without assistance;
is unable to apply strategies to solve problems
Proficiency Levels:
6 Exceptional Proficiency
5 Advanced Proficiency
4 Proficient (demonstrates the student is consistently meeting the standard).
3 Developing Proficiency
2 Limited Proficiency
1 Minimal Proficiency
Other Evidence: (Quizzes, Tests, Prompts, Observations, Dialogs, Work samples, etc.)(Before, During)(For
learning)
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Before
Daily discussion questions (#1)
Daily discussion questions (#2)
Brainstorm/KWL (#1)
Daily discussion questions (#3)
Daily examples of showing groups of 2, 5, 10 (use students as props/models) (#3)
During
Extend geometric shape patterns by using pattern blocks/shape cards (#1)
Use manipulatives to create AB Patterns (#1)
Use a number chart to count to 100 by 2, 5’s, 10’s. (#2)
Count by 2, 5, 10 using grouped objects/environmental items (people, items in classroom) (#3)
Put manipulatives into groups (of 2, 5, 10) using counting bears, blocks or unifix cubes. (#3)
After
Create an AB pattern using manipulatives, pattern blocks (#1)
Cut/paste to complete a geometric pattern (#1)
Cut/paste to complete the missing numerical pattern. (#3)
Quiz of counting by 2, 5, 10 (#2)
Describe the assessment/s and state the prompt
if applicable.
XF XS
What type of scoring tools will be used for
evaluation?
□ Analytic rubric
□ Holistic rubric
□ Criterion rubric
X Checklist
□ Answer Key
□ Other
Student Self-Assessment and Reflection:
Draw a picture of what you know about patterns.
Use crayons to make a pattern from their prior knowledge.
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Unit Design Worksheet
Stage 3 - Learning Plan
Differentiated Instruction (Layers, Tiered, etc.):
Basic:
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What basic new knowledge do I need them to know/learn?
What patterns do you see at school, outside, in your house, or anywhere else in your environment?
How can you extend a variety of patterns by just looking at it? How do you know?
If an element is missing in a repeating or growing pattern, how will you extend it?
Applying:
 How can they apply this new information to previous information?
 Apply, compare, manipulate, demonstrate
 Compare patterns vs. non patterns
 Find patterns of objects in the room (students, shoes, crayons, markers).
 Manipulate objects to create patterns
 Demonstrate a repeated pattern by clapping, snapping, stomping
Learning:
 What debatable issue in the real world deals with this topic?
 Current events, debates, leadership, decision?
 Students act as a T-Shirt designer
 Students act as book author, creating a counting book
Learning Activities:
Basic:
 Discuss patterns with examples
 Each student completes individual activities creating patterns
 Make a pattern using objects in the room (ex. crayon/marker/crayon/marker)
 Make a pattern using geometric shape patterns (ex. circle/triangle/circle/triangle)
Apply:
 Students are actively engaged in creating numerical patterns
 Students manipulative hands on examples to create numerical pattern examples
 Students use workmats to create, practice, and share numerical patterns
Learning:
 Practical example of a geometric pattern
 Classroom project to portray numerical pattern
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Unit Design Worksheet
Essential Vocabulary
(Identify and define)
Create: to cause to come into being, as something unique that would not naturally evolve or that is not made
by ordinary processes.
Describe: to tell or depict in written or spoken words; give an account of.
Extend: to increase the length or direction of.
Pattern: A plan, diagram, or model to be followed
Color: That aspect of the appearance of objects and light sources that may be specified in terms of hue,
lightness, and saturation.
Number: a word or symbol, or a combination of words or symbols, used in counting or in noting a total.
Manipulative: Any of various objects designed to be moved or arranged by hand as a means of developing
motor skills or understanding abstractions, especially in mathematics.
Sequencing the Learning
Monday
Basic (C)
Tuesday
Wednesday
Thursday
Friday
Present lesson on
sequences of shapes,
colors, movements,
letters, and objects. Educate students how
patterns can be
represented in a
variety of ways.
Activities of using
patterns in the room:
(teacher led)
Show and discuss a
story about patterns
“Patterns Patterns
Everywhere”.
Discuss the story and
how it’s linked to
what we are doing in
class.
Introduce repeating
and growing patterns
and show examples
of each.
Activities of
manipulating objects
in the room to create
patterns:
Students work
individually at their
desks by:
Students use colored
chips to create an AB
pattern at their seat.
Use cut out shapes to
create a pattern.
Example: (circle/
triangle/circle
triangle etc…)
Students cut/glue
their pattern on a
piece of construction
paper.
Use counting bears
of various colors to
lay out an AB Pattern
on a workmat.
Students then color
in the corresponding
worksheet to show
colored bears
according to the
pattern they created.
Have students
practice identifying
the core of a pattern,
or a part, of the
pattern that repeats.
(Teacher led-whole
group practice using
shapes)
Have them practice
extending a pattern.
By using shape cards.
(individual practice
at desk)
Boy/girl pattern
Shoes pattern (black/
brown/black/
brown)
Glue stick/
crayon/glue
stick/crayon
Book/pencil/book
Counting Bears
(large/small/large/
small)
Clap a pattern
Stomp a pattern
Use color cards to
create a pattern
(individual work at
desk)
UBD Unit Design Worksheet / Saginaw Valley State University
Students take turns
calling out the color
patterns they created
in front of them.
Display work in the
room.
Use unifix cubes of
various colors to lay
out an AB pattern on
the workmat.
Students then color
in the corresponding
worksheet which
shows unifix cubes
according to the
pattern they created.
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Sequencing the Learning
Monday
Apply (B)
Tuesday
Wednesday
Thursday
Friday
Introduce repeating
patterns using
numerical values.
Discuss how
counting by 10’s
shows a numerical
pattern.
Introduce repeating
patterns using
numerical values.
Discuss how
counting by 5’s can
be an example of a
numerical pattern.
Introduce repeating
patterns using
numerical values.
Discuss how
counting by 5’s can
be an example of a
numerical pattern.
Introduce repeating
patterns using
numerical values.
Discuss how
counting by 2’s can
be an example of a
numerical pattern.
Introduce repeating
patterns using
numerical values.
Discuss how
counting by 2’s can
be an example of a
numerical pattern.
Students clap out
counting by 10’s to
100.
Students snap
together as a whole
class as they count
together by 5’s to
100.
Students trace foot
including 5 toes.
(depicting 5 toes)
Use students as
examples to count by
two’s to 30 by using
the students’ eyes as
a numerical pattern.
(call students to the
front of the room to
demonstrate counting
by 2’s )
Discuss how a
bicycle has two
wheels and how the
wheels could be used
as a numerical
pattern to count by
2’s.
Use 100 chart to
highlight the tens to
100 (10, 20, 30).
Students are given
handprints (depicting
5 fingers) to put up
on the board. As each
handprint is placed
on the board, the
teacher writes each
five number.
(5,10,15…100)
The class then
reviews the number
pattern as the teacher
points to each
handprint and counts
to 100 by 5’s.
Monday
Learning (A)
Students stand
behind the foot they
traced.
Students then step on
and call out the
number pattern by
5’s until they reach
number 100.
Give students a quiz
on counting by 5’s to
100.
Discuss how
different body parts
can be used to show
a numerical pattern.
Have students give
examples of body
parts that have “2”
and use examples to
count by 2’s.
Provide student with
a worksheet filled
with pictures of
bicycles.
Students number the
wheels by 2’s, cut
them out, and glue
them in a sequential
order depicting a
numerical pattern of
2’s to 30.
Display student
work.
Tuesday
Students use hands
on manipulative to
create a geometric
pattern.
Students use hands
on manipulative to
create a numerical
pattern.
The student acts as a
T-Shirt Designer.
Students act as an
author of a children’s
counting book.
The student will be
provided a collection
of geometric shapes
as provided by the
Students then place
their foot in a circle
in the front of the
room.
Students use cutouts
to create a classroom
book depicting a
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teacher.
The student will then
create an AB pattern
by displaying the
pattern in front of
them as a model.
Playing the role as a
T-shirt designer, the
student will create a
hands-on example by
displaying an AB
Pattern on a T-shirt
as provided by the
teacher.
The student will be
judged on the
creation of their
pattern. (or lack of
AB pattern creation).
If the student was not
successful at first try,
they will be given
opportunities/prompt
s by the teacher to
reach their goal.
numerical pattern of
counting by 2’s.
Each student will be
given a peace sign of
2 fingers to decorate,
cut out, and glue onto
a page.
Students will then
stand in front of the
class to line up their
peace sign (2 fingers)
to show how
numerical values can
represent a pattern.
The class will count
out by 2’s as the
peace signs are held
up and counted to 30.
The students will
then create a
classroom book by
joining each peace
sign page together.
The correct number
of counting by 2’s
will be added under
the peace sign to
indicate how many
2’s (fingers) have
been counted in the
book.
The end result will
produce a numerical
pattern book of
counting by 2’s.
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