SOL to be taught: Math Vocabulary: Suggested Strategy Using Manipulative: Manipulative: Strand: Patterns, Functions, pattern, core, repeating, Make pattern task cards by tracing small objects in various repeating and Algebra Strips of drawing predict, describe, patterns on half-sheets of paper different, compare, same construction paper. Underline the Small objects (e.g., K.16 Patterns core pattern, and include two pattern blocks, keys, The student will use problem complete repetitions of the pattern bread tags) for solving, mathematical on each card, as shown below. These tracing communication, mathematical Sample repeating cards may be laminated for repeated Pattern blocks use. reasoning, connections, and patterns (repeating the Pencils representations to core) are Observe and identify the Demonstrate with one of the pattern basic repeating pattern -AAA task cards and the pattern blocks. (core) found in repeating Discuss how the pattern repeats (e.g., –ABABABAB; patterns of common red hexagon, green triangle, blue objects, sounds, and –ABCABC; square). Ask the students what would movements that occur in come next in the pattern, and place –AABBAABBAABB; practical situations. the correct pattern block on the task Identify the core in a –AABAAB; card. Demonstrate how to copy the repeating pattern. Extend pattern onto a strip of drawing paper, –AABCAABC; and a repeating pattern by using the pattern blocks. Put students into small groups, and adding at least two –ABACABAC. distribute a strip of drawing paper repetitions to the pattern. and a collection of pattern blocks to Create a repeating each group. Have each group arrange pattern. Compare 10 pattern blocks from their similarities and collection to make a pattern of their differences between own choice. Once they have arranged patterns. their pattern and you have checked it, direct students to underline the core pattern and then trace each object carefully before moving it off the strip. Each final pattern drawing should have a total of 10 objects drawn on the strip.
SOL to be taught: Math Vocabulary: Suggested Manipulative: Strategy Using Manipulative: Strand: Patterns, Functions, and Algebra K.16 Patterns The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Observe and identify the basic repeating pattern (core) found in repeating patterns of common objects, sounds, and movements that occur in practical situations. Identify the core in a repeating pattern. Extend a repeating pattern by adding at least two repetitions to the pattern. Create a repeating pattern. Compare similarities and differences between patterns. pattern, core, repeating, predict, describe, different, compare, same Sample repeating patterns (repeating the core) are -AAA –ABABABAB; –ABCABC; –AABBAABBAABB; –AABAAB; –AABCAABC; and –ABACABAC. Strips of drawing paper Small objects (e.g., pattern blocks, keys, bread tags) for tracing Pattern blocks Pencils Make pattern task cards by tracing small objects in various repeating patterns on half-sheets of construction paper. Underline the core pattern, and include two complete repetitions of the pattern on each card, as shown below. These cards may be laminated for repeated use. Demonstrate with one of the pattern task cards and the pattern blocks. Discuss how the pattern repeats (e.g., red hexagon, green triangle, blue square). Ask the students what would come next in the pattern, and place the correct pattern block on the task card. Demonstrate how to copy the pattern onto a strip of drawing paper, using the pattern blocks. Put students into small groups, and distribute a strip of drawing paper and a collection of pattern blocks to each group. Have each group arrange 10 pattern blocks from their collection to make a pattern of their own choice. Once they have arranged their pattern and you have checked it, direct students to underline the core pattern and then trace each object carefully before moving it off the strip. Each final pattern drawing should have a total of 10 objects drawn on the strip.