TCNJ Lesson Plan

Patterns
Student Name: Kayla Taylor Grade Level: Prep (5s) Date of Lesson: Sept. 17-21, 2018

Guiding and/or Essential Questions:

What is a pattern? How do patterns help us determine what comes next?

Pre-lesson Assignments and/or Student Prior Knowledge

Students have shown interest in exploring patterns during playtime, such as making a pattern
with the math cubes, writing their name in a pattern, and making patterns with the shape
manipulatives. Additionally, students were introduced to patterns in a whole group setting during
morning meeting. Our “How many days in school?” board has led to an AB pattern and students
pointed it out and identified what color should be selected the next day.

Standards (NJ Preschool Teaching and Learning Standards 2014):

4.3.1 Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of
material) and measurable attributes (e.g., length, capacity, height).

Learning Objectives Assessment

Students will create cube trains of Teacher will assess each student’s cube train, looking for
exactly 8 cubes arranged in a it to be exactly 8 cubes long and arranged in a pattern.
pattern. Teacher will record observations.

Students will compare repeating Teacher will assess for understanding that patterns are
arrangements (patterns) and non- repeating in a specific order and record student responses
repeating arrangements. during the sorting activity.
Materials/Resources:
Math cubes, sorting hoops
Resource for lesson idea: Investigations in Number, Data, and Space: Kindergarten a Pearson
Curriculum Guide

Plan for set-up/distribution/cleanup of materials:

Teacher will prepare materials before pulling students to the activity. Students will take apart
their cube trains and return them to the bucket before leaving the small group activity.

Step by Step plan:

1. Lesson Beginning (Discussion/Observations):
1. First, I will tell the students that we are going to start investigating different ways
to sort and arrange items.
2. I will show them a cube train that has no repeating arrangement and ask them to
share their observations about it.
3. Then, I will show them a cube train with a repeating arrangement and ask them to
share their observations.
4. Lastly, I will put the cube trains next to each other and ask the students to share
what they notice is the same or different about them.
 2. Cube Trains:
1. I will tell the students that they now have the chance to make two cube trains, just
like I did. I will tell them that they have to make trains of 8 cubes, but they can
use any colors they want.
2. While they are making their trains, I will comment on the order that they are
putting the colors in and ensure that each student is following the direction of
having 8 cubes in each train. I will ask students to describe their trains to me and
compare them to my trains from the opening discussion.
3. As students are starting to finish their cube trains, I will ask them to choose one to
share with the group. They will keep the other trains out, in case we need more for
the sorting activity.
3. Closing (Sorting):
1. I will start by asking them to look at the cube trains that other students made and
ask them to share any observations.
2. Next, I will lay the sorting hoops out and tell them that we are going to sort our
trains into two groups. I will ask the students if they have any idea for how we can
sort the trains. If they need a push to get to patterns vs. nonpatterns, I will put my
trains into the hoops and ask them if they know how I sorted my cube trains.
3. Next, I will ask the students to put their cube trains into the sorting hoop
accordingly.
4. Once all cube trains are in the sorting hoops, I will ask the students to share any
observations.
5. I will pick up an AB pattern train and ask the students what cube would come
next in the train. I will ask them to explain how they know what comes next.
6. Lastly, I will remind the students what we did in this small group activity. I will
remind them that we created cube trains and learned about patterns, or repeating
arrangements. To end the session, I will ask the students what else in our
classroom we can use to make patterns and suggest they try that this week.

Key Questions (that you will ask):

What do you notice about this cube train? How are the cube trains the same?
How are the cube trains different? How can we sort our cube trains?

Logistics:
Students will be pulled into groups of 5. I will ask the students to come into the garden (or
another quiet working space) and sit in a circle. All materials will already be outside before the
students are called.

Timing (approximate):
Lesson Beginning: 5 minutes
Cube Trains: 10 minutes
Closing: 5-10 minutes

Transitions:
Students will be called over based on interest. I will take 5 students at a time and ask them to
clean up their materials before coming to the small group activity.

Differentiation:
Some children (Piervalerio, Letizia) may struggle with identifying and creating patterns. For
these students, I will provide extra attention while they are creating their cube trains. I will also
point out any patterns within the group to prompt them to make a pattern without specifically
telling them. (I may say, “Can you make a repeating train like ____?”, if I feel I need to assess
their understanding more directly.)

Some children (Sebastian, Madeleine, Enzo, Niles, Filippo) will be familiar with patterns, for
these students I will challenge them to create more challenging patterns, such as AAB or ABC.

For EAL students who are still at the very beginning of learning English (ChunQuan, Seven,
Piervalerio, Nanao) I will speak very slowly and provide extra attention to while they are
creating their cube trains to ensure they understand the directions.