Math Patterning Unit

Grade 1
Sarah Olsen
2014

Table of Contents
Focus Questions3
Unit Calendar....3
Unit Grid Overview...4
Unit Summary.5
Unit Rationale.5
Learner Expectations6
Assessment Plan..7
Materials8

Math - Pattern Unit

September
Monday

2014

Tuesday
1

Wednesday

Thursday
3 Read pattern books
4

Friday
5

People Patterns
(boy, girl, boy, girl)
Go over material
expectations
Pattern Passports
(Exploring
materials.)

Math Jam
6

Sorting using a
given rule
7

Sorting using your

own rules 8

Read pattern book

11

Introduce Students
to

Activity 1.2

[C, R, C] for SS2

Identifying and
describing
repeating patterns

[C, CN, R, V] for SS2

Pattern Count
board.

12

SB pg. 4 & 11

Introduce Pattern
Party

Activity 1.4
[C, CN, PS, V] for
PRI

Pattern books

Pattern Party
preparation time/
interviews

Identifying and
15

Activity 1.3
16

Extending Patterns
17

Identifying and
18

reproducing
patterns

Recognizing
patterns in the
environment

[C, PS, V,] for PRI

Describing mistakes
in patterns

Math tool 1.2

[C, CN, R, V] for PRI

[C, CN, PS, R, V] for

PRI

[C, PS, R, V] for PRI

19

Repeating events
22

Translating action
patterns 23

Creating Patterns
24

Translating action
patterns

Translating action
patterns in different
ways

Activity 1.5

Math tool 1.2

[C, PS, R, V] for PR2

Math tool 1.3

What comes before

and after?
[C, CN, PS, R, V] for
PRI
Pattern Party
preparation

[C, PS, R, V] for PR2

29

[C, PS, V] for PRI

Pattern Books

Pattern Party for the

class 30

Pattern Party
preparation

Focusing Questions

What do patterns represent?

How many ways can a pattern be represented?
Can patterns be found in the real world? If so, where?

Unit Summary:
This unit is designed as a very hands-on, task oriented unit. There is a
strong focus on material exploration in the beginning to get the students used to
their classroom, materials, and their surroundings. I have built in several tasks to
increase student motivation throughout this unit. For example, there will be a
pattern count bulletin board set up in the classroom where students are
encouraged to find patterns throughout their daily lives, exploring outside of just
math class. We will keep a running tab of how many patterns we find, and
display our findings at the pattern party at the end of the unit. The pattern party
is the final performance task of the unit. Students are informed of it at the
beginning of the unit so they are able to prepare for it. They will be creating a
prop or decoration for the pattern party, and will be graded on it with a rubric.
The pattern party is meant for the students to show off all their hard work from

26

the unit to the parents and community. They will also be displaying their pattern
artwork during it as well.
Unit Rationale:
Patterns are a big part of our daily lives. This unit is designed to let students
create a pattern party for their peers, parents, and community. By doing this
the party they are working towards is for an authentic audience and has
meaning to their real life. This is important for several reasons. Students will realize
and understand that patterns are everywhere in their daily lives, and they are an
important part of mathematical concepts. This will lay the building blocks for the
more complex mathematical concepts they will encounter in the future. They
will be motivated to explore and create patterns for an audience more
authentic than their teacher, which will create a more special and meaningful
learning experience for the students.

Learner Expectations:

General Outcome 1: Use patterns to describe the world and to solve

problems

Specific Outcome 1: Demonstrate an understanding of repeating patterns

(two to four elements) by describing, reproducing, extending, and
creating patterns using manipulatives, diagrams, sounds, and actions.
Specific Outcome 2: Translate repeating patterns from one representation
to another
Specific Outcome 3: Sort objects, using one attribute, and explain the
sorting rule.

General Outcome 2: Represent algebraic expressions in multiple ways

 Specific Outcome 4: Describe equality as a balance and inequality as an

imbalance, concretely and pictorially.
Specific Outcome 5: Record equalities, using the equal symbol.

Materials:
-Pencil Crayons
-Crayons
-6 types of stickers
-Various manipulatives, in several different colours
-Construction paper
-Beads
-Uncooked Pasta
-String
-Craft Sticks
-Straws
-Toothpicks
-Pipe cleaners
-Snap cubes
-Bins
-Re-sealable bags