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Subject: Mathematics

 Grade: 1 st

Sunshine State Standards:
-MA.1.A.4.1 -Extend repeating and growing patterns, fills in missing terms, and justifies reasoning
-MA.1.A.4.In.a -Match a two-element repeating visual pattern
-MA.1.A.4.Su.a -Match objects by single attributes, such as color, shape, or size
 The 1 st grade students will be able to match 4-8 object patterns when given whole patterns 8 out of 10 times correctly.
 The 1st grade students will be able to continue 4-8 object patterns when given the beginning of a pattern 8 out of 10 times correctly.
Key Concept:
Algebra; repeating patterns, extending patterns, and justifying how you arrived at that decision.
Understanding that there are patterns in our everyday life and being able to rationalize why it is significant.
 -This lesson focuses on the students understanding that there are patterns in life. This is a visual lesson that will allow the students to visually see patterns as well as conceptually understand what a pattern is and how to finish a pattern. This is the beginning step of understanding patterns and
how they may affect and individual throughout their life.
-Previously to this lesson the students have mastered different shapes, colors, and are able to understand differences between different objects.
They also have appropriate vocabulary needed for this lesson.
-Paper with colors on them for hook activity
     – Colored bears (Big and Small)
     – Different block shapes
     – Matching papers with color, shape, and color-shape patterns
     – Matching Pattern
     – Continuing Pattern
-Line all students up boy/girl. Ask first child to come up and look at the line of children. Have the student start at one end and label students in
order. Discuss with the children about the pattern that occurs.
– Ask questions like
     “What do you think the pattern is?”
     “What do you think would be next in the pattern?”
     “Why do you think ________ comes next?”
-Line students up again. Give each student a color, making a 3 -color pattern. Have the student from the other end of the line come up and
look at the line of children. Have the student start at one end and label students by color. Discuss with the children about the new pattern that
– Asks questions like
     “What do you think the pattern is here?”
     “What do you think the next color would be if there was another student?”
     “Why do you think ________ comes next?”
     “How is this pattern different than the other pattern?”
-Draw color pattern on the board. Explain to the students the pattern that
occurs and what a pattern means.
– Definition of Pattern
     -having a consistent arrangement (something that happens again and again the same way)
– Definition of Consistent
     -steady/the same
– Definition of Arrangement
     -set-up in a specific way
-Give multiple examples using different 2,3, and 4 objects for color patterns, size patterns and shape patterns. (Ex. triangle, square; red, blue,
green, etc.)
– Asks questions like
     “Who knows what comes next?”
     “Is this a color, shape or size pattern?”
     “Who thinks they can create their own pattern?”
-Informally assess to see if you should introduce different color-shape patterns.
– In groups of 3, have students work together with manipulatives to
     -Match patterns on paper to patterns on paper
     -Copy the pattern that I set-up
     -Continue the pattern that I set-up
– Tiers if applicable
-Below grade level- Matches patterns only
-At grade level -Matches patterns and continues 2 or 3 object patterns
-Above grade level -Matches and continues 4 or 5 object patterns as well as
object/color patterns.
-Handout Matching Pattern worksheet
-Handout Continuing Pattern worksheet
-Create your own color, shape, or size pattern with at least 6 objects
Extra timeleft over,  you may:
      -Read silently in the classroom library
      -Work on the computer-one of our interactive math or reading games
      -Can practice weekly vocabulary words at the “Vocabden” area
          – Fingerspells the word
          – Signs the word
          – Uses it in a sentence
          – Writes the sentence down, circling the vocabulary word
-Josh is colorblind; therefore he will work with the shape manipulatives only.
-Cassie is diagnosed with Aspergers; therefore in the group setting she will be paired with Josh so they can work together. She can translate the
colors to Josh; this will help promote her social skills.
-Kara has physical impairments and coloring/writing is not an option for her; therefore she will use stickers to answer the worksheet questions and to create her patterns (myself, an IA, or a paraprofessional will assist with the stickers). As for answering worksheet questions using words,
she will orally answer them and myself, the IA, or the paraprofessional will write for her.
– In this lesson the students will be able to match and continue 4-8 object patterns with 8 out of 10 correctly. They will show mastery of this skill through the two worksheets I have for them, as well as by creating their own color, shape, or size pattern.
 – Assessment data used in the future:
      I will use the data collected from my informal assessments as well as my worksheets to help me decide if the students understand the concept of a pattern. If the students do well on the worksheets and are picking up the patterns quickly we will move
on to harder patterns, if they do not do so well, we will have more simple pattern activities for the children to strengthen their pattern skills.