Working with patterns

Students use their knowledge of patterns to discover the remaining members of an established pattern as set forth in the Shodor activity called "Pattern Generator." Permission has been granted for the use of the Shodor materials as part of the workshop- "Interactivate Your Bored Math Students" by Shodor Education Foundation, Inc.

A lesson plan for grade 2 Mathematics

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Related pages

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• Walk the line: This lesson demonstrates the effects of changing the slope and y-intercept on the graph and equation of a line.

Related topics

• Learn more about algebra, mathematics, and patterns.

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Learning outcomes

Students will:

• work in pairs and complete 3 out of 5 of the patterns presented on the Shodor activity “Pattern Generator.”
• use pattern repetition strategies and linear pattern strategies to complete the patterns for 25 steps.

Teacher planning

Time required for lesson

2 days

Technology resources

Color monitor with access to the internet for each pair of students.

Pre-activities

Students should have an extensive knowledge of repeating patterns and an extensive knowledge of linear patterns. I recommend having students practice and create patterns using colors, materials (unifix), or symbols (numbers, letters) before introducing this lesson.

Activities

1. The teacher needs to guide the students to the Pattern Generator from Shodor.org for
2. Use verbal directions or demonstrate with an LCD projector how the site works. Review the directions with students clicking on the “How” button. Remind students that they are to drag the next shape or number, etc. to the correct position of the pattern. If the dragged item does not stay it the place you drag it, it is the wrong piece and the student needs to rethink what piece goes next.
3. Students work alone or in pairs with the applet for 5-15 minutes. Once they finish, they should print out a copy of their work. The teacher may want to share one copy with the class.
4. Student should work on completing 3 different patterns presented and print completed patterns. All patterns should be completed out to the 25th member of the pattern.
5. As an extension, introduce letters and numbers as pattern parts. For example:
   • abababababab
   • 1212121212112
   • acaccacccacccc

   Ask a series of questions to get students thinking about each pattern (Questions drawn from Shodor.org):

   • Does anyone see a pattern?
   • What pattern do you see?
   • What do you think will come next?
   • Is there more than one possible pattern?

Assessment

• Students will build a pattern that is either repetitive or linear or both using a material like unifix cubes. Then they will record on a unifix recording sheet the pattern by coloring the pattern onto the sheet. Next students will write to describe their pattern using a letter or number notation (ex. ababab), and several sentences to describe their pattern. The patterns will be at least 25 members long. Children may work in pairs or alone.
• The following rubric will be used to score the assessment:
  • 0-1 pts. Does the unifix train have 25 cubes that show a pattern?
  • 0-1 pts. Have the student(s) correctly recorded with coloring the pattern of the unifix train?
  • 0-1 pts. Have students described their pattern using symbols?
  • 0-1 pts. Have student(s) described their pattern in several sentences?

Supplemental information

Comments

This applet is part of a collection of applets developed by Shodor Educational Foundation. You may want to search their site for further applets that are of interest. There is a special section just for elementary applets.