Lesson 49: Complex Patterns
Lesson Objectives
- Identify patterns with 2-D shapes, using visual features
- Identify next parts of a pattern based on their sequence
- Fill in bubbles to represent answers
Materials
- Extend Workbook (Page 49)
- Various 2-D shapes to help make patterns
- Highlighters, markers, or crayons
- Whiteboards and dry erase markers
- Shape visual showing shapes up to 8 sides (optional)
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). Review that patterns can continue and grow beyond the current pattern (e.g. 13, 133, 1333, next one would be 13333). Explain that now patterns will look at shapes with different features (lines, colored in shapes, stripes), so they will need to look beyond a circle, square, pentagon, and so forth to determine the next part of a pattern.
Step 3: Model (5 min)
Explain patterns can get more challenging especially as the pattern now is more within shapes or visuals. Take out shape manipulatives or draw representations on the white board. Make a pattern with with shapes (increasing by the number of sides: e.g. triangle, square, pentagon, and fill in every other). Ask students to count the number of sides: 3, 4, 5. Say what number comes next? 6. What shape has 6 sides? That’s right a Hexagon, so that would be next. Provide another example this time, every other shape has an outline around it: triangle, sqaure, pentagon, hexagon. What’s next? Heptagon with a circle around it.
Step 4: Guided Practice (5 min)
Ask students to sort shapes with the least amount of sides to the most amount of sides. Then ask students to sort it the other way. Ask students to take a square out, then a then skip count by 2 and place that shape next (hexagon – 6; octagon – 8). Ask students what shape they could put in between those to make a pattern (answers will vary, any shape as long as it is the same shape and does not have “even” sides). Continue working through complex patterns with shapes, using number of sides, skip counting, and so forth.
Step 5: Student Practice (5 min)
Go to Student Workbook Page (49). Read the directions at the top of the page. Tell students that this time, they need to use their shape visuals, manipulatives, and each other, as needed to work through complex patterns. For each pattern, find the next sequence within the pattern, and circle the bubble with their answer choice. Support students struggling with this concept, have students pair up for this, or do a few together, before completing the rest independently.
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.
