Unit Assessment Plan

Subject: Math Topic: Patterns

Grade: 1/2 Length: 13 classes (2 flex days)

Stage 1 – Desired Results
Established Goals (GOs):
Student will be able to:
Patterns: Awareness of patterns supports problem solving in various situations.
● Students examine patterns in cycles.
● Students explain and analyze patterns in a variety of contexts.
Inquiry Question:
"In what ways can we explore and recognize patterns in our everyday surroundings, and how
can we create our own patterns using various materials and shapes?"
Kid Friendly Terms:
How can we have fun finding patterns in things we see everyday? What cool patterns can we
make with toys and shapes to create our own designs?
Rational:
Recognizing patterns is a fundamental skill that can help lay the groundwork for later
complex math concepts. These units will help students with patterns in the natural
environment and within a constructive setting. This unit helps to expand beyond the
classroom into the real world, as we see patterns in our daily lives. This unit really helps
give meaning to learning patterns with the use of real life examples. Students within this unit
will be working on and continue to gain critical thinking and problem thinking skills. As
students participate in activities that involve identifying, creating, and extending patterns,
also developing cognitive skills. This unit helps students foster mathematical understanding
with an emphasizing of real world connections, critical thinking, and hands-on exploration.
Special Considerations:
In thinking about this unit special considerations are key to the success of the unit,
addressing the diverse needs within the classroom. Differentiated instruction is a key
approach, ensuring that each student can engage with materials at a pace that suits their
individual needs. Selecting different materials like visual aids, movable elements to help
accommodate different students. Patterns involve a visual and symbolic language, using
things like visulas and real world examples can really help students understand patterns.
Giving students the ability to express patterns in a way that makes sense to them, either its
drawing or explanation… Giving students the freedom to best express themselves in a way
that gives them a way to make this unit very personalized to themselves.Even making sure
parents are involved in their child learning, to help support students in the best way. Some of
these special considerations collectively contribute to creation of a supportive and
responsive learning environment.
Constructs: Essential Questions:
● Develop the ability to recognize and identify ● What is a pattern, and where can we find
patterns in various contexts, including examples of patterns in our everyday
nature, everyday objects, and cultural surroundings?
symbols. ● How can we use logical reasoning and
● Enhance their logical reasoning and problem-solving skills to solve pattern
problem-solving skills through activities like puzzles and challenges?
solving pattern puzzles and participating in ● How might our understanding of patterns
pattern sorting challenges. help us predict what comes next, and in what
scenarios can predicting patterns be
valuable?
● What strategies can we use to sort and
classify objects based on their patterns, and
why is this an important skill?
Knowledge:

Students will be able to:

Grade 1:

A cycle can express repetition of events or experiences.

Cycles include

● seasons
● day/night
● life cycles
● calendars

The same pattern can be represented with different elements.

A pattern core is a sequence of one or more elements that repeats as a unit.

Grade 2:

Change can be an increase or a decrease in the number and size of elements.

A hundreds chart is an arrangement of natural numbers that illustrates multiple patterns.

Patterns can be found and created in cultural designs.

Understanding:

Students will be able to:

Grade 1:

A pattern that appears to repeat may not repeat in the same way forever.

A cycle is a repeating pattern that repeats in the same way forever.

Grade 2:

A pattern can show increasing or decreasing change.

A pattern is more evident when the elements are represented, organized, aligned, or oriented in
familiar ways.

Skills and Processes:

Students will be able to:

Grade 1:
Recognize cycles encountered in daily routines and nature.

Investigate cycles found in nature that inform First Nations, Métis, or Inuit practices.

Identify the pattern core, up to four elements, in a cycle.

Identify a missing element in a repeating pattern or cycle.

Describe change and constancy in repeating patterns and cycles.

Create different representations of the same repeating pattern or cycle, limited to a pattern core
of up to four elements.

Extend a sequence of elements in various ways to create repeating patterns.

Grade 2:
Describe non-repeating patterns encountered in surroundings, including in art, architecture,
cultural designs, and nature.

Investigate patterns in a hundreds chart.

Create and express growing patterns using sounds, objects, pictures, or actions.

Prior understanding… Where does this lead? (Future outcomes in

● Students in kindergarten learn that the same course, following grade-level
patterns are all around them (sounds, classes, etc.)
objects…). They are learning just the ● Students analyze patterns in numerical
basics of patterns like pattern cores sequences. (Grade 3 outcome)
and the different types (AB, ABB, ● In grade 3 this gets built on with adding,
ABC…). They begin to understand subtracting, multiplication, and division
that a pattern is made up by the within numerical sequences that can be
changes and similarities. Students at organized in a pattern. Students begin to
this age group should also be able to understand the different types of
continue repeating patterns, and also sequencing (infinite, finite…) that all can
be able to create their own repeating be shaped into patterns.
patterns. ● Students interpret and explain arithmetic
and geometric sequences. (grade 4
outcome)
● Students in grade 4 continue to add to their
knowledge of sequencing such as
increasing and decreasing patterns. Even
talking and learning of the Fibonacci
sequences is a pattern that occurs in nature.
Continue to grow and understand
geometric, skip-counting, and even
arithmetic sequencing.
Stage 2 – Assessment Evidence
Pre-Assessment:
Pattern Sorting Activity:
● Prepare a set of images with difference types of patterns, Asking students to sort and
classify them based on the type of patterns
Formative Assessments
● Interactive Pattern Games: Incorporating pattern-based games during lesson, and watching
students' engagement and success in identifying patterns within the game.
 ● Observations: In all of the lesson being able to observe students work and participation is a
basic way to see where their understanding is
● Feedback: In any of the assignments or work I will give no grade feedback to help students
understand where they can improve on or where I may need to teach more on.
Summative Assessment(s)
● Spaces: The system where you post videos or pictures for parents to view the
understanding of their child. Giving them different levels of where their
understanding is.
Other Evidence (observations, work samples, dialogues)

# Lesson Overview Outcomes

Title

1 Introducti Class 1: Knowledge:

on ● Doing a quick discussion of patterns , and what they ● A pattern core is a sequence of one or more
remember elements that repeats as a unit.
● Talking about what a pattern core, terms, attribute, ● Attributes of elements, such as size and
and repetition patterns are. color, can contribute to a pattern.

Activity: ● The same pattern can be represented

● Pattern Hunt: Students will go around the classroom with different elements.

trying to find the patterns that are all around them. Understanding:

Having a worksheet with the kind of pattern and ● A pattern core can vary in complexity.

place where they can find them to guide them along. Skills and Procedures:

● Discussion: Bring students back to talk about all ● Describe change and constancy in

their discoveries they found, and how diverse repeating patterns.

patterns truly are.

● Booklet: Students will have a basic booklet that
goes through a different pattern, like core, term,
repeating…
How do we get there (outcomes)?
● The "Pattern Hunt" activity has students actively

identifying patterns in the classroom, emphasizing

the core sequence and diverse attributes. Through

discussion, they explore pattern complexities and

 changes in repeating patterns. The accompanying

booklet reinforces these concepts, creating a

comprehensive and engaging learning experience.

Assignments:

● Pattern Hunt Worksheet

● Booklet

2 ● Quickly reviewing what was learned last class Outcomes being used:
● They will begin to understand a changing and Knowledge:
constant pattern and what they both mean. ● A pattern core is a sequence of one or more
Activity: elements that repeats as a unit.
● Pattern Exploration: Students will get the chance to ● Attributes of elements, such as size and
get hands- on experience with understanding and color, can contribute to a pattern.

seeing patterns and what make up their pattern core ● The same pattern can be represented

to the change and constancy they may have within with different elements.

them. Having different pattern cards students in Skills and Procedures:

groups will identify and discuss what makes it a ● Describe change and constancy in

pattern. Challenging them even more to extend the repeating patterns.

pattern. ● Extend a sequence of elements in

● Missing Element: Students as a whole group will be various ways to create repeating

challenged with missing elements for a pattern and patterns.

must try to continue the pattern placed before them. ● Identify a missing element in a repeating

● Create your own pattern: Takinging the review of pattern.

patterns from last class, and getting more hands on ● Create and express a repeating pattern

experience for earlier in the class. Students will with a pattern core of up to four

have this moment to be creative and expressive elements that change by more than one

creating their own repeating pattern with things like attribute.

different colors or shapes. Writing this in their math

journals.
How do we get there (outcomes)
● In "Pattern Exploration," students engage in hands-
on activities to identify pattern cores, explore the
change and constancy within patterns, and express
creativity in pattern creation. Through analyzing
 pattern cards in groups, tackling missing element
challenges, and creating their own repeating
patterns, students reinforce key concepts such as the
sequence of elements, attributes like size and color,
and the variability of pattern representation. These
activities foster critical thinking, creativity, and a
deeper understanding of patterns.
Assignments:
● Pattern exploration
● Missing elements worksheet
● Math Journal (create your own pattern)

3-4 Cycles Class 1:

● Students will be introduced to cycles and their Knowledge:
connection to patterns focusing mainly in seasons, A cycle can express repetition of events or
calendars, and Indigenous peoples connection to experiences.
them. Cycles include
Activity: ● seasons
● Reading Thirteen moons on Turtle's Back by Joseph ● day/night
Bruchac . Describing some of the way the moon ● life cycles
cycles and months connect to the cycle of life and ● calendars
monthly patterns we see across the year. Discussing Understanding:
this book and the thoughts behind it. Going in ● A cycle is a repeating pattern that
deeper with thought on how Indigenous people are repeats in the same way forever.
connected to the season and rely on it. ● A pattern core can vary in complexity.
● The discussing the season changes as a pattern, Skills and Procedures:
creating a cycle diagram. Having the students create ● Recognize cycles encountered in daily
a four part diagram for the different season, or the routines and nature.
medicine wheel, To show the pattern of the sean ● Investigate cycles found in nature that
cycles. inform First Nations, Métis, or Inuit
How do we get there (outcomes)? practices.
● "Thirteen Moons on Turtle's Back" by Joseph ● Identify the pattern core, up to four
elements, in a cycle.
Bruchac offers students a deep dive into Indigenous
● Create different representations of the
perspectives on life cycles and seasonal patterns.
same repeating pattern or cycle, limited
Discussions and activities focus on the connections
 between moon cycles, months, and the broader to a pattern core of up to four elements.

cycle of life. The emphasis on the significance of

seasons in Indigenous practices is reinforced

through the creation of visual representations,

cultivating a holistic understanding of repeating

patterns. This integrated approach effectively

supports learning outcomes and enriches students'

cultural awareness.

Assignments:

● Cycle Diagram (medicine wheel, seasons)

Class 2:
● Introducing a different topic of cycles being a life
cycle, the different elements a part of it.
Activity:
● Reading Butterfly Life Cycle by Laura Appleton-
smith, helping students get any idea of just one of
them many cycles of life.
● Discussion: Then giving a discussion of different
things they can think of for life cycles . Also talking
about the different core elements within the
butterfly life.
● Art Project: For students to represent and
understand the life cycles. They will create their
own life cycle of the butterfly.
How do we get there (outcomes)?
● Reading "Butterfly Life Cycle" by Laura Appleton-
Smith introduces students to life cycles, focusing on
the butterfly's transformation. Discussions broaden
to various life cycles, prompting students to identify
core elements. An art project follows, visually
representing the butterfly life cycle. This hands-on
approach reinforces the concept of cycles as
 repeating patterns, linking it to core elements. This
integrated approach supports learning outcomes,
fostering a comprehensive understanding of cycles
and patterns.
Assignments:
● Butterfly cycle project

5-6 Repeatin Class 1: Knowledge:

g ● Introducing the topic of a repeating pattern and what The same pattern can be represented with
Patterns
they know of it. different elements.
● Showing a picture of a repeating pattern has A pattern core is a sequence of one or more
students talk in pairs about what they notice before elements that repeats as a unit.
they share with the group. Attributes of elements, such as size and color,
Activity: can contribute to a pattern.
● Creativity:Providing stickers has students create Understanding:
their own repeating pattern within their math A cycle is a repeating pattern that repeats in the
journals. same way forever.
● Pattern Buddies:Providing students with a repeating Skills and Procedures:
pattern, then having them in their math journals Identify a missing element in a repeating pattern
create another pattern with different shapes, the or cycle.
pattern should be similar to the one on the board.
● What is missing: On the smart board post a pattern Describe change and constancy in repeating
with missing pieces and have students on their white patterns and cycles.
board complete the pattern so it repeats. Extend a sequence of elements in various ways
How do we get there (outcome)? to create repeating patterns.
● These activities reinforce pattern recognition and
manipulation skills. In Sticker Creativity, students
use stickers to create unique repeating patterns,
emphasizing the versatility of representing the same
pattern with different elements. Pattern Buddies
builds on this by challenging students to create a
similar pattern with different shapes, fostering
critical thinking. The "What is Missing" activity on
the smart board prompts students to identify missing
elements in a pattern, enhancing problem-solving
skills. Together, these hands-on exercises actively
 engage students in understanding the nuances of
repeating patterns.
Assignments:
● Math Journal ( creating pattern, Pattern Buddies)
● What's missing worksheet
Class 2:
● Introducing how we have been working on shapes in
repeating patterns but they will be introduced to
number repeating patterns.
● Begin by putting up different pattern and have the
student write which one doesn't belong
Activity:
● Repeating pattern: Putting up a basic number pattern
(AB) and having students in their math journal
answer some critical thinking questions.
● Fill it in: Giving each student worksheet where a
number mattern is incomplete and they have to fill
them in
● Challenge: Putting up a pattern with only one
number and giving around three choices of what it
could be and have them critically think of what
would be the right answer.
How do we get there (outcomes)?
● These activities reinforce pattern recognition skills.
In "Repeating Pattern," students answer critical
thinking questions based on a displayed number
pattern. The "Fill it In" worksheet challenges them
to identify missing elements, and the "Challenge"
activity prompts critical thinking in choosing the
correct continuation for a given pattern. Together,
these exercises actively engage students, deepening
their understanding of pattern recognition.
Assignments:
● Repeating Pattern worksheet
● Fill it in worksheet
● Booklet
7-8 Increasin Class 1:
g and ● Being by introducing the topic of a growing pattern, Knowledge:
Decreasi
by showing a picture of a growing pattern and ● Change can be an increase or a decrease
ng
having question find what making it a pattern in the number and size of elements.
Patterns
Activity: Understanding:
● Exploring: Starting with more hand on explanation ● A pattern can show increasing or
of the growing pattern by doing a growing clapping decreasing change.
pattern. Then representing it in numbers, and even ● A pattern core can vary in complexity.
in shapes to have students fully visualize the Skills and Procedures:
different way of having a growing pattern ● Create and express growing patterns
● Number Card Matching (10 minutes): Introduce using sounds, objects, pictures, or
number cards (1 to 20) to the students. In pairs or actions.
small groups, ask students to match the number
cards with the corresponding quantity of objects in
an increasing pattern. Discuss their findings as a
class.
● Creation: With math journals they will find a
different way to express the growing pattern on the
board (picture, numbers, actions,tally marks…)
How do we get there (outcomes)?
● These activities enhance students' understanding of
growing patterns. Starting with a hands-on clapping
pattern, students visualize growth through numbers
and shapes. The Number Card Matching activity
solidifies this understanding as students match
numbers to corresponding quantities in increasing
patterns. Creative expression in math journals
reinforces the concept that growing patterns can be
represented in various ways. Together, these
activities provide tactile and visual engagement,
fostering a comprehensive understanding of
expressing change in growing patterns.
Assignments:
● Number Card Matching
Class 2:
● Introducing the concept of a decreasing pattern and
 what they think that will mean, in hope they would
know it's the opposite of what was learned the other
day.
● Giving them another image and asking what would
come next and why it would be that way
Activity:
● Creation: In their math journals you're going to have
students in their own way create their own
decreasing pattern. By giving them a starting
number and what it decreases by.
● Rolling Down: Rolling 3 dice, having the first 2
numbers as the bigger number and the third by what
it is shrinking by, showing their pattern in their
journals.
● Book: Reading “There was an old lady who
swallowed a fly by Lucille Colandro, Has students
think about a growing pattern as she eats the fly and
can challenge them to think about a degreasing
pattern of the animal leaving her stomach.
● Booklet: Students will have a basic booklet that
goes through a different pattern, like core, term,
repeating…
How do we get there (outcomes)?
● The activities support students in understanding

decreasing patterns. In "Creation in Math Journals,"

students craft personalized decreasing patterns with

a guided starting number and rate of decrease.

"Rolling Down" adds a creative touch by having

students roll dice to determine their decreasing

pattern. Reading "There Was an Old Lady Who

Swallowed a Fly" engages students in literary

analysis, prompting consideration of both growing

and decreasing patterns. Together, these activities

offer varied approaches for students to express and

 comprehend decreasing patterns, aligning with

learning outcomes.

Assignments:

● Math journal (creation)

● Rolling down activity/worksheet

● Booklet

9 Hundred Class 1:
chart and ● Beginning to discuss a hundred charts and its Knowledge:
Multiples
purpose, talking on the arrangement of its number. ● A hundreds chart is an arrangement of
Patterns
● Exploring together the hundred charts and its natural numbers that illustrates
patterns. Guiding students in identifying simple multiple patterns.
patterns on the hundreds chart (counting by 2, 5, Understanding:
10s). Using a whiteboard to demonstrate ● A pattern is more evident when the
Activity: elements are represented, organized,
aligned, or oriented in familiar ways.
● Number Card Matching : Introduce number cards (1 ● A pattern core can vary in complexity.
to 100) to the students. In pairs or small groups, ask Skills and Procedures:
students to match the number cards with the ● Investigate patterns in a hundreds chart.
corresponding positions on the hundreds chart.
Discuss their findings and patterns observed.
● Multiples BINGO: Create BINGO cards with
numbers randomly placed in the cells. Call out
multiples of a specific number, and students mark
the corresponding numbers on their BINGO cards.
Play multiple rounds with different multiples.
Discuss the patterns and connections between the
called multiples and the numbers on the chart.
Celebrate BINGO victories and reinforce the

learning outcomes.

How do we get there (outcomes)?

● The activities support students in grasping key
learning outcomes related to understanding a
 hundreds chart and recognizing patterns. "Number
Card Matching" involves hands-on matching of
number cards (1 to 100) to corresponding positions,
fostering concrete visualization and group
discussions. "Multiples BINGO" engages students
dynamically, calling out multiples for marking on
BINGO cards and reinforcing pattern understanding.
Both activities offer tactile and collaborative
learning experiences, enhancing comprehension of a
hundreds chart and patterns within it.
Assignments:
● Number Card Matching
● Multiples Bingo

10 Cultural Class 1: Knowledge:

Patterns ● Discussing the concepts of patterns in various ● Patterns can be found and created in
in Design
contexts, including cultural designs, showing cultural designs.
examples of cultural design and discussing their Understanding:
uniqueness. (Art, architecture, and nature) ● A pattern is more evident when the
Activity: elements are represented, organized,
● Cultural Pattern Exploration: Display images/ aligned, or oriented in familiar ways.
examples of cultural designs. Guiding students ● A pattern core can vary in complexity.
through in observing and describing non-repeating Skills and Procedures:
patterns. ● Describe non-repeating patterns
● Art Activity: Giving students their own art supplies encountered in surroundings, including
to create their own cultural inspired patterns, in art, architecture, cultural designs, and
encouraging creativity. nature.
● Discussion: Having a discussion of the pattern
observed in both cultural designs and student
creations.
How do we get there (outcomes)?
● The activities aim to deepen students' understanding
of cultural patterns. In "Cultural Pattern
Exploration," students observe and describe non-
repeating patterns in displayed cultural designs,
 fostering an understanding of how elements are
organized. The "Art Activity" encourages creative
expression through the creation of cultural-inspired
patterns, while the subsequent discussion session
solidifies their comprehension. This multisensory
approach provides a comprehensive understanding
of patterns in cultural designs.
Assignments:
● Art Activity
● Cultural pattern exploration

11- Collabora Class 1:

12 tive ● Introduce that students are going to be using what Knowledge:
Cultural
they learned about patterns to create a mural. ● Patterns can be found and created in
Pattern
Activity: cultural designs.
Mural
● Pattern Exploration Stations: Set up pattern ● A pattern core is a sequence of one or
exploration stations with images of different cultural more elements that repeats as a unit.
patterns. Rotate groups through the stations, ● The same pattern can be represented
allowing them to observe and discuss the patterns. with different elements.
Discuss the complexity and variations in each ● Attributes of elements, such as size and
pattern. color, can contribute to a pattern.
● Group Exploration: Divide students into small Understanding:
groups. Provide each group with a large blank mural ● A pattern core can vary in complexity.
paper or poster board. Instruct each group to ● A pattern is more evident when the
collaboratively create a cultural pattern mural using elements are represented, organized,
markers, colored pencils, or crayons. (Each group aligned, or oriented in familiar ways.
will be doing a specific pattern) Encourage students Skills and Procedure:
to apply their knowledge of pattern attributes, such ● Describe non-repeating patterns
as size and color variations. encountered in surroundings, including
Class 2: in art, architecture, cultural designs, and
● This class will be used in case the mural wasn't nature
finished the other day to give more student time ● Extend a sequence of elements in
● If students have finished they will continue to work various ways to create repeating
on their pattern booklet to finish it all up patterns.
How do we get there(outcomes)? ● Create and express a repeating pattern
● The activities involve Pattern Exploration Stations, with a pattern core of up to four
where students analyze images of diverse cultural elements that change by more than one
 patterns, promoting discussion on complexity and attribute.
variations. In Group Exploration, students
collaboratively create cultural pattern murals,
applying their knowledge of pattern attributes.
These hands-on activities bring together the unit's
learning outcomes, emphasizing pattern recognition
in cultural designs and allowing students to actively
create and discuss patterns with a focus on
attributes, size, and color variations.
Assignment:
● Cultural Pattern Mural

Transition/Brain Break Ideas:

Nature Soundscape:
 ● Play calming nature sounds, such as birdsong, flowing water, or rustling leaves.
Ask students to close their eyes and focus on the sounds, taking a moment to relax
and reset.
Gentle Stretching Routine:
● Lead the class through a series of gentle stretches. Encourage students to reach for
the sky, stretch their arms and legs, and do simple neck and shoulder rolls.
Quick Guided Meditation:
● Guide a short guided meditation where students can close their eyes, focus on
their breath, and imagine a peaceful place. Keep it simple and age-appropriate.
Doodle Break:
● Give students a few minutes to doodle or draw freely. This can be a creative way
for them to express themselves and take a mental break.

Freeze Dance:
● Play music and have a short "freeze dance" session. When the music stops, students
freeze in place. This not only provides a break but also adds an element of fun.
Sensory Break:
● Incorporate sensory elements like scented oils, stress balls, or textured objects. Allow
students to engage in a sensory break to help them relax and refocus.

January

Week 1 10. Intro/ Review 11. Intro

 Week 2 17. Cycles 18. Cycles

Week 3 24.Repeating 25. Repeating

Patterns Patterns

Week 4 31. Increasing 1. Decreasing

Pattern Patterns

February

Week 5 7. Hundred 8. Cultural

Chart Patterns

Week 6 14. Mural 15. Mural

Week 7 (Break)

Week 8 28. Flex Day 29. Flex Day