Pattern Play Begins

Overview

In this engaging 55-minute lesson, first graders will be introduced to the foundational mathematical concept of patterns. Using everyday classroom objects, students will actively explore, identify, and describe simple repeating patterns focusing on colours, shapes, and sounds. This hands-on approach is designed to spark curiosity and deepen understanding in alignment with Alberta’s Mathematics curriculum for Grade 1.

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Alberta Curriculum Alignment

Grade 1 Mathematics - Patterns and Relations

• Graduates will:
  • Develop an understanding of patterning through recognition and creation of repeating patterns.
  • Use objects, pictures, sounds, and actions to represent and describe patterns.

Specific Learning Outcomes:

• 1.2 Recognize and describe repeating patterns (AB 1-40).
• 1.3 Create simple repeating patterns using objects, shapes, sounds, and actions (AB 1-41).

Competencies Developed:

• Reasoning and Analyzing
• Communicating Mathematical Thinking
• Representing and Connecting

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Objectives

By the end of the lesson, students will:

• Identify repeating patterns in a variety of contexts (visual, auditory, tactile).
• Describe patterns using mathematical language (e.g., AB, AABB).
• Create their own simple repeating patterns using classroom objects.
• Explain the characteristics of a pattern to a peer or the class.

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Materials Needed

• Assorted coloured counters (red, blue, yellow)
• Shape cut-outs (circles, squares, triangles)
• Small musical instruments or sound-makers (clapping, tapping)
• Whiteboard or chart paper with markers
• Pattern cards with simple sequences (optional)
• Recording chart for observations
• Sticky notes for student responses

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Lesson Breakdown

1. Introduction & Engagement (10 minutes)

• Warm-up: Begin with a short rhythm clapping game: teacher claps a simple pattern (e.g., clap-clap-pause) and students repeat.
• Ask: “What did you notice about the sounds? Did they repeat?” Highlight the term pattern.
• Show a coloured pattern sequence on the board (e.g., red-blue-red-blue).
• Invite students to describe what they see and predict what comes next.

2. Direct Instruction (10 minutes)

• Define a pattern simply: “A pattern is something that repeats again and again.”
• Explain the AB pattern using counters (red, blue, red, blue).
• Demonstrate other simple patterns (AABB, ABC) with coloured shapes and sounds.
• Write the pattern types and examples on the board to create visual anchors.

3. Hands-on Exploration (20 minutes)

• Activity Stations (4 students per station):

  1. Colour Station: Use coloured counters to create and extend patterns.
  2. Shape Station: Arrange shapes in a pattern sequence.
  3. Sound Station: Create patterns using claps and taps.
  4. Mix Station: Combine colours, shapes, and sounds in a pattern.

• Provide each station with guiding questions:

  • What comes next?
  • Can you explain your pattern?
  • How do you know it is a pattern?

• Teacher circulates, prompting students to use mathematical language and encouraging precise descriptions.

4. Group Sharing and Discussion (10 minutes)

• Invite a representative from each station to share one pattern their group created.
• Encourage other students to listen carefully and describe the pattern type.
• Reinforce use of correct terms: repeat, sequence, AB, AABB, etc.

5. Assessment and Reflection (5 minutes)

• Give each student a sticky note to draw or write a simple pattern they learned today.
• Collect sticky notes to quickly assess individual understanding.
• Ask reflective questions:
  • “What makes a pattern a pattern?”
  • “Where might we see patterns in the classroom or outside?”

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Differentiation

• Supports: Provide pattern cards with pictures for visual learners; use physical movement (e.g., “jump, clap, jump, clap”) for kinesthetic learners.
• Extensions: Challenge advanced students to create more complex patterns (ABC, AABBCC) or identify patterns in stories or nature.

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Teacher Notes

• Use positive reinforcement to encourage all attempts at pattern creation.
• Model precise mathematical vocabulary consistently.
• Capture student-made patterns visually (photograph or display) for use in future lessons.
• Scaffold language by repeating key phrases and encouraging peer support.

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Cross-Curricular Links

• Language Arts: Describe patterns orally and in writing.
• Music: Explore rhythmic patterns and sound sequences.
• Art: Use colour and shape patterns in creative art projects.

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Resources for Next Lessons (Preview)

• Building on this introduction, subsequent lessons will include identifying more complex patterns, using patterns to solve problems, and connecting patterns to numbers and operations—all aligned with Alberta’s expectations.

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This lesson plan equips educators to inspire curiosity about patterns while building foundational math skills, perfectly aligned to Alberta’s Grade 1 Mathematics programme.