Lesson 48: Generalized Patterns
Lesson Objectives
- Identify patterns with letters, numbers, items, and shapes
- Finish patterns based on their sequence
- Compose a pattern using relevant items
Materials
- Extend Workbook (Page 48)
- Different counters to help make patterns (shapes, colors, numbers, letters)
- Highlighters, markers, or crayons
- Whiteboards and dry erase markers
Step 1: Warm Up (5 min)
Start off with simple pattern games, simliar to the last lesson patterns, changing to fit within your class dynamics: Ask students to line up girl, boy, girl boy. Ask them what pattern you just had them do (line up by girl, then boy). Then have them line up by lighter shirt, darker shirt color. Next, ask all students to stand up and ask every other student to sit down. Review different patterns done during warm-up.
Step 2: Vocab Review (5 min)
Review prior vocabulary: patterns. Review AB, AABB, AAABBB, and ABC patterns (or infuse definitions in warm-up and modeling). Explain that patterns can continue and grow beyond the current pattern (e.g. 13, 133, 1333, next one would be 13333).
Step 3: Model (5 min)
Explain patterns can get more challenging and we see them with letters, items, and numbers. Write a pattern on the board and see if they can determine the pattern (LMLMLML..?; Use shapes next: little star, black circle, little star, little star, black circle, black circle, little star, little star, little star, black circle, black circle, black circle …?). As you go through these patterns, explain that patterns follow rules and we can label the rules. If the students can identify the main pattern, they can determine the next that follows.
Step 4: Guided Practice (5 min)
Give students various shapes, colors, numbers, letters, or other items to make patterns. Do one with students using the items given (e.g. aba, abba, abbba…?). Ask students to use items given, or draw on their piece of paper or white board and ask what is changing or increasing (the a’s stay on the outsides, 2 total, but the b’s are increasing each time). Do this several times, changing the item in the pattern (numbers, letters, shapes, and so forth).
Step 5: Student Practice (5 min)
Go to Student Workbook Page (48). Read the directions at the top of the page. Tell students that this time, they need to determine what is changing within the pattern (e.g. for the first pattern, the 1 remains the same, but 2 is increasing; for the second one, both the black circle is increasing by 1 and the white circle is increasing by 1, etc.). Once the pattern is figured out, have students write the next pattern in the sequence in the box provided. Complete each next part of the 5 growing patterns, and then have students complete the pattern at the bottom of the page, using two letters from their names (e.g. if a student’s name was Steven: St, Sstt, ssttt, ssstttt; or, Stststst, etc).
Step 6: Wrap Up (5 min)
To wrap up the lesson, review the learning objectives and core vocabulary words again and ask your students about their experience.
