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Lesson
Translating Patterns Pt. 2 – 60 min Course Grade 1: Numeracy
Title/Focus

PROGRAM OF STUDY OUTCOMES

 Organizing Idea: Patterns: Awareness of patterns supports problem solving in various situations.
 Guiding Question: What can patterns communicate?
 Learning Outcome: Students examine patterns in cycles.
 Relevant KUSPs: Create different representations of the same repeating pattern or cycle, limited
to a pattern core of up to four elements.
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Translate a pattern into different forms based on a given pattern sequence.
MATERIALS AND EQUIPMENT
 Photocopies of the student worksheet.
 Crayons, pencils and ereasers for students to use.
 Beads.
 Wooden shape blocks.
 Coloured bears.
 Fruits.
 Linking blocks.
 Diamond counters.
 Whiteboards/markers/ereasers.
 Class set of whitebaords, ereasers and markers for the conclusion of the lesson.
PREPARATION AND LOGISTICAL CONSIDERATIONS
 Photocopying of the student worksheet prior to the lesson.
 Access to the class set of whitebaords, markers and ereasers for students to use.

PROCEDURE
Introduction Time
 Begin with the students on the floor at the front of the room facing the easel.
 The teacher will review some of the lesson from the previous day.
 This will be a class led portion of the lesson, where the teacher will put an
5 min
example of a pattern on the board, and with student input translate the pattern
into shapes, letters and numbers.
 Repeat this process twice before introducing the assignment to the students.
Body Time
Topic: Activity 1) The teacher will introduce all of the 7 manipulatives to 6 min
Explanation students. There will be beads, whiteboards, tessellation
blocks, linking blocks, wooden blocks, foam blocks, and
coloured paper squares.
2) Each table group, including the horseshoe table, will
have a different set of manipulatives. The amount of
manipulatives can be made smaller if a lot of students
are away and there are not 7 tables of students.
3) The teacher will use each manipulative once to show
students what they are expected to do at their tables.
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4) All students are to go back to their original spots and
the teacher will call one person from the quietest table
to get the manipulates they will be using.
Topic: Translating 1) The teacher will hand out different manipulatives to
Patterns Using each group.
Manipulatives 2) Once all of the students have received their supplies,
the teacher will write a pattern on the board.
3) The students will then have 4 minutes to translate the
pattern using what they have at their table.
4) At this point the teacher will circulate the room to see
what students are doing and help if needed.
5) Students are to put all of the manipulatives back in the
middle of the table and wait to be told where they are
moving.
30 min
6) The teacher will tell students where to move, and have
them point to where they are going before having the
entire class move.
7) When I say go…each student is to move quickly and
quietly to the table which they are pointing to.
8) Once each student is at a new table with different
manipulatives, the process repeats with a different
pattern on the board.
9) The patterns to use include: AB (do this one twice if
needed), ABB, AAB, AABB (skip this if needed), ABC,
and ABCD.
Topic: Clean Up 1) The teacher will call the attention of the entire class
and Regroup and wait until everyone is paying attention.
2) When I say go…
3) Put all the manipulates back into the container where
5 min
they came from and leave it in the middle of your table.
4) Push in all chairs and come back to the floor at the
front of the room. We are going to make rows facing
the smart board.
Topic: Supply 1) Once students are in their rows, pass down the
Distribution whiteboards and the ereasers.
2) The teacher will wait to hand out the markers until
everyone else has all of the supplies. 4 min
3) Double check to make sure that all of the students have
all three matierals before beginning the next portion of
the lesson.
Conclusion Time
 Using the easel, the teacher will write/draw a pattern on the board. 10 min
 Students are to represent the pattern in a different way on their
whitebaords.
 As mentioned previously this can be done in a variety of ways.
 When you think you have an answer, raise your board and the teacher will
give you a thumbs up if it is correct.
 There will be a couple of examples given to students where they must
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translate the pattern onto their boards in some way. Either using shapes,
letters, numbers or some other method.
 When there is 5 minutes remaining call the attention of the whole class.
 When I say go…
 Everyone is going to calmly line up at the horseshoe table with their
supplies and put them back into the bucket.
 We are then going to line up at the door quietly so we can head to the gym.
Assessment
 Formative – the teacher is able to assess the knowledge of students based on their
completion of the worksheet provided.
 Formative – the teacher is able to assess the knowledge of students based on their
whiteboard answers given at the end of the lesson.

Reflection:

Today I chose to revamp my entire math lesson to be completely hands on for students for their
second lesson on translating patterns. I was very intimidated with doing a center type rotation during my
lesson, especially with how off the entire class had been all week, but I decided that even if it failed
miserably, I would still be able to say I pushed myself completely out of my comfort zone. After the very
first time I brought paint into the classroom went a little crazy, I have been very nervous to have so many
moving parts where things are out of my control beyond the power of my voice. I also took this lesson as
an opportunity to practice waiting for all, or most, students’ attention before giving any instructions. Even
if this meant I was waiting for what felt like forever.

During the lesson I was very careful about making random groups for students to work in, as well
as how I chose to hand out the manipulatives each group would be using. Most often, the biggest issue I
had with students was them trying to ‘play’ with the manipulative before I put the pattern on the board
that they were required to translate. Of course, everyone was excited to use something new at each table,
so I spent a lot of time waiting for students to put everything back and have them be distraction free prior
to giving instructions and the pattern. Perhaps my biggest win that I am taking from this lesson is that I
only had to show students where they were moving to twice, for the other 4 rotations I had them point to
where they were going and move there on their own, and it was successful.

Because of this lesson, and the successful nature of it, I am more willing to challenge myself with
multiple moving parts while I am teaching. I also started to break the idea that everything in the lesson
plan needs to be covered. We did not get to the conclusion of the lesson because I had to wait so long for
student attention, but the learning they did was still highly relevant and meaningful. The students seemed
to enjoy it, and it was not completely as chaotic as I was anticipating. While I know not every time I try to
do something similar to this it will be successful, it was nice to see students learning independently away
from a piece of paper and a pencil.