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Sample Lesson Plan #1: Kindergarten

British Columbia Math Curriculum


Grade Level:​ Kindergarten Date:​ April 2019

Big Idea(s):
● Repeating elements in patterns can be identified.

Curricular Competencies:
● Model mathematics in contextualized experiences.
● Develop, demonstrate, and apply mathematical understanding through play, inquiry,
and problem solving.
● Communicate mathematical thinking in many ways.
● Represent mathematical ideas in concrete, pictorial, and symbolic forms.

Content:
● Repeating patterns with two or three elements:
○ Representing repeating patterns in various ways.
○ Repeating patterns with 2 - 3 ellements
○ Identifying the core.

Constructivist Elements
Accessing Student Prior Knowledge and Experiences: Build upon the prior knowledge of
students.
Teacher poses questions to the class: What did you notice happening when you were using
the materials? Teacher facilitates a discussion about patterns and charts what we know and
what we “wonder”.

Provocation​: ​Used to help students develop their own meanings of concepts.


Four tables are set up with four different mathematical materials: connecting cubes, buttons,
pom-poms with patterning trays and pattern blocks. Students are invited to rotate through all
four tables and play freely with the supplies at each one. As students play, the teacher notices
and comments aloud each time a student creates a pattern. Students might even be invited to
visit other tables to view patterns in the making (gallery visit).

Metacognition: How will students reflect question and think about their own thinking?
Students will be prompted throughout the lesson to be reflective in their thinking.
The following questions will be posed by the teacher (the teacher will also be modeling how to
answer these questions):
● What do you notice?
● How do you know?
● Can you show your thinking in another way?
● What will you do next?

Concepts: Plan for students to explore concepts in a variety of ways.


● Materials set out at tables - Free exploration
● Whole class dialogue and wonder chart
● Creating patterns with our actions
● Structured pattern building
● Patterning game with group: “Find the Core”

Goals: How will you ensure that students understand what they are learning and why they are
learning it?
At the kindergarten level, the teacher will state the learning goals and provide reasons as to
why the concepts are important. Students will contribute ideas to the discussion, but it is
teacher led.

Collaboration, Cooperation and Dialogue: Build in social aspects.


Students will converse and are welcome to work cooperatively during the provocation.
Students will work in pairs or small groups to play the game, “What’s the Core”.
Students will engage in “turn and talks” at the carpet.

Materials: Can the lesson include a hands-on element?


Pattern blocks, pom-poms, connecting cubes, buttons, our bodies.
Each will be used for creating patterns.

Synthesis: Provide opportunity for reflection, closure, sharing and discourse around where
learners will be going next.
Students will revisit their Wonder Chart and determine which wonders (questions) have been
answered, which need deeper examination and if any additional wonders need to be added
having come out of the play.
Throughout this process a dialogue led by the teacher will be taking place in order to reinforce
the learning goals of the lesson.

Lesson Outline: Be as detailed or open-ended/flexible as you like.


Opening: Provocation
● Students invited to tables for rotating centres. Teacher circulates and notices/draws
attention to patterns emerging.

Group Discussion at Carpet: Build on prior knowledge


● Teacher facilitates a discussion around what we noticed happening at the tables with
an emphasis on patterns.
● Together, students create a Wonder Chart to record prior knowledge of
patterns/patterning and list wonders.

Student Activities/Explorations: Presenting concept in a variety of ways


● Teacher leads a game where patterns are created using actions and students are
prompted to follow along once pattern is recognized. Eventually, students take turns
leading the action patterns.
● Students are invited to return to tables to create patterns with the manipulatives set
out. Patterns may be as simple or complex as the students like. Teacher circulates to
point out and name various patterns (ABAB, ABCABC, ABCB, etc.) Once each
student has completed a pattern, everyone partakes in a gallery walk where students
can explain their thinking. The teacher identifies the core at the first table, students
identify the core at the following 3 tables.
● Teacher introduces “What’s the Core” game where students take turns creating a
pattern and the other table members are asked to state the core. Teacher circulates
and provides support where needed.

Close: Synthesis
● Students are invited back to the carpet the share what they noticed during their pattern
exploration and activities. Students add to the Wonder Chart, answering questions and
supplying more wonders to investigate in future lessons/play.
● Teacher reiterates the goals and learning outcomes of the lessons. Students
contribute ideas as to where the learning needs to go next.

Assessment Notes:
● As this in an introductory lesson, informal formative feedback will take place
throughout the lesson. The teacher will also make anecdotal notes regarding individual
student understanding of patterning/patterns.

Additional Notes:

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