Identifying Patterns

Unit: Shapes in My World

Lesson 5 of 10

Grade: Kindergarten

Duration: 45 minutes

Class Size: 25 students

Big Idea

Patterns can be made with shapes.

Essential Question

How can we create patterns using shapes?

Common Core Standard Alignment

CCSS.Math.Content.K.MD.B.4 / Georgia Standards MGSEK.MD.3
Classify objects and count the number of objects in each category.

Additional Alignment:
CCSS.Math.Content.K.MD.B.5
Identify and describe patterns in shapes and objects.

Learning Objectives (I Can Statements)

I can recognize patterns made with shapes.
I can create my own patterns using shapes.
I can extend a repeating pattern using shapes.

Success Criteria

I can point out the repeating shapes in a pattern out loud.
I can make a pattern by placing shapes in a sequence.
I can continue a pattern when given the first few shapes.

Content Vocabulary

Term	Student-Friendly Definition	Visual Aid
Pattern	Something that repeats again and again	Card showing triangle-square-triangle
Shape	A figure like a circle, square, or triangle	Cutout shapes
Repeat	To do something again and again	Arrows circling on a pattern
Extend	To keep going with a pattern	Pattern block sequence

Language Function

Describe
Compare
Predict
Sequence

Syntax and Discourse Frames

“The pattern is ______, ______, ______.”
“The next shape is a ______ because the pattern repeats.”
“I made a pattern using ______ and ______ shapes.”

Materials and Resources

Pattern block sets (large enough for kinesthetic manipulation)
Visual pattern cards (triangle, square, circle sequences)
‘Pattern Song’ video (engages auditory and musical learners)
Whiteboard and markers
Dyslexia-friendly pattern cards with large, clear fonts and simple shapes
Individual dry erase boards and markers for students

Differentiation Strategies

Learner Type	Strategy
English Language Learners	Use visuals and gestures; sentence frames to scaffold language; pair with a peer buddy
Kinesthetic Learners	Use hands-on pattern blocks; movement-based song participation
Visual Learners	Large colorful pattern cards; projection of pattern images; dyslexia-friendly font
Auditory Learners	Pattern Song video; call-and-response pattern naming
Students with Dyslexia	Provide dyslexia-friendly text; allow verbal responses; use multi-sensory materials like blocks
Advanced Learners	Challenge to create patterns using more than two shapes or create “ABBA” and “ABC” patterns
Students Needing Extra Support	One-on-one with teacher or aide to manipulate blocks, repeat pattern identification slowly

Lesson Layout and Instructional Time

Segment	Instructions and Activities	Timing
Opening (Engagement)	- Greet students and introduce the Big Idea and Essential Question. - Play the ‘Pattern Song’ video to energize students. - Ask, “What do you notice about the shapes in the song?”	5 minutes
Introduction	- Show visual pattern cards and model identifying the pattern. - Use sentence frames: “The pattern is circle, square, circle.” - Teacher models extending the pattern by drawing or using blocks.	7 minutes
Guided Practice	- Students work in pairs with pattern block sets. - Each pair receives pattern cards to recreate and then extend. - Teacher and aides circulate providing scaffolding and feedback. - Use dry erase boards to draw patterns and verbalize.	15 minutes
Independent Practice	- Each student creates their own pattern using different shapes. - Students describe their pattern aloud or to a partner using sentence frames. - Use dyslexia-friendly cards for those needing support. - Advanced learners create complex patterns.	12 minutes
Closure	- Volunteer pairs or individuals share their patterns with the class. - Ask reflective questions: “How did you know what shape came next?” - Summarize by revisiting the Essential Question. - Provide positive reinforcement and remind students of “I can” statements.	6 minutes

Assessment — Informal

Observation checklist during guided and independent practice:
- Can student identify pattern elements correctly?
- Can student extend a pattern without prompting?
- Use anecdotal records to note language use and participation.

Extension Activities for Advanced Learners

Create multi-shape patterns such as “ABBA” or “ABC” (3+ shapes).
Use pattern blocks to make patterns that tell a story or represent something (e.g., house, flower with pattern colors).
Create and explain a pattern using written or verbal description beyond the classroom examples.

Additional Notes

Incorporate frequent checks for understanding, especially with ELLs, using thumbs up/down or partner whisper check-ins.
Use multisensory instruction: visuals, movement, audio to engage diverse learner profiles.
Repeat pattern vocabulary throughout the lesson for language acquisition reinforcement.

This lesson invites all students to explore patterns with shapes through music, hands-on activity, and conversation — reinforcing math skills and language development simultaneously, especially for English Language Learners and students with dyslexia.

Teaching Instructions