western canadian teacher guide - sd67 (okanagan skaha)€¦ · lm 6: two-part mat big math book,...

Unit 1: Sorting and Patterning

Unit 2: Number Relationships

Unit 3: Time, Temperature, and Money

Unit 4: Addition and Subtraction to 12

Unit 5: Data Management and Probability

Unit 6: 3-D and 2-D Geometry

Unit 7: Number Patterns

Unit 8: Linear Measurement and Area

Unit 9: 2-D Geometry and Applications

Unit 10: Place Value and Number Applications

Unit 11: Mass and Capacity

Teacher GuideUnit 1

Western Canadian

Western

Cover Gr1_TG_U1westf 1/22/04 1:15 PM Page OFCI

Anthony Azzopardi

Sandra Ball

Bob Belcher

Judy Blake

Steve Cairns

Daryl Chichak

Lynda Colgan

Marg Craig

Ruth Dawson

Jennifer Gardner

Florence Glanfield

Linden Gray

Pamela Hagen

Dennis Hamaguchi

Angie Harding

Peggy Hill

Auriana Kowalchuk

Gordon Li

Werner Liedtke

Jodi Mackie

Kristi Manuel

Lois Marchand

Cathy Molinski

Bill Nimigon

Eileen Phillips

Evelyn Sawicki

Shannon Sharp

Martha Stewart

Lynn Strangway

Mignonne Wood

Publishing TeamClaire BurnettLynn PereiraRosalyn SteinerEllen DavidsonKeltie ThomasSusan GinsbergLynne GulliverElynor KaganStephanie CoxDenise Wake Judy Wilson

PublisherSusan Green

Product ManagerAnne-Marie Scullion

Photo ResearchKaren Hunter

DesignWord & Image Design Studio Inc.

Program Advisers

Pearson Education thanks its Program Advisers, who helped shape the visionfor Addison Wesley Mathematics Makes Sense through discussions and reviewsof prototype materials and manuscript.

Cover Gr1_TG_U1westf 1/22/04 1:15 PM Page ii

Field Testers

Pearson Education would like to thank the teachers and students who field-tested Addison Wesley Math Makes Sense 1 prior to publication. Their feedback and constructive recommendations have been most valuable in helping us to develop a quality mathematics program.

Aboriginal Content Reviewers

Early Childhood and School Services Division,Department of Education, Culture, and EmploymentGovernment of Northwest Territories:

Steven Daniel, Coordinator, Mathematics, Science, and Secondary EducationLiz Fowler, Coordinator, Culture-Based EducationMargaret Erasmus, Coordinator, Aboriginal Languages

Grade 1 Reviewers

Shari AndersonSchool District 53 (Okanagan), BC

Jan BahryEdmonton Catholic District SchoolBoard, AB

Sandra BallSchool District 36 (Surrey), BC

Keri BissKawartha Pine Ridge DistrictSchool Board, ON

Samantha BoardmanToronto District School Board, ON

Wendy BraithwaiteSchool District 63 (Saanich), BC

Miriam BullenOttawa-Carleton Catholic SchoolBoard, ON

Evelyn BurtonKawartha Pine Ridge DistrictSchool Board, ON

Penny ChampYork Region District School Board,ON

Eleanor FishbaneBoard of Jewish Education, ON

Mary GervaisDurham Catholic District SchoolBoard, ON

Toni GrossiCalgary R.C.S.S.D 1, AB

Lynn KorolukYorkton R.C.S.S.D. 86, SK

Thom KorolukYorkton Public and YorkdaleSchool Divisions, SK

Carrie LorenzSaskatoon Catholic District SchoolBoard, SK

Kristi ManuelPeel District School Board, ON

Krista McCrackenYork Catholic District SchoolBoard, ON

Dawna MiluchEdmonton Catholic School Board,AB

Jessica NavesToronto District School Board, ON

Gillian ParsonsBrant Haldimand-Norfolk CatholicDistrict School Board, ON

Susan PerryDurham Catholic District SchoolBoard, ON

Leta Potterformerly of Toronto District SchoolBoard, ON

Kris RichardsGreater Essex County DistrictSchool Board, ON

Reet SehrPeel District School Board, ON

Janice SpryBurnaby School District, BC

David TraffordSimcoe County District SchoolBoard, ON

Cathy VachonOttawa-Carleton Catholic SchoolBoard, ON

Program Reviewers

Cover Gr1_TG_U1westf 1/22/04 1:15 PM Page iii

1UNIT Sorting and Patterning

Logical patterns exist and are a regular occurrencein mathematics. They can be recognized, extended,or generalized. The samepattern can be found inmany different forms.Patterns are found inphysical and geometricsituations as well as innumbers.

—John A. Van de Walle,Elementary and Middle SchoolMathematics, page 384

FOCUS STRAND

Patterns and Relations(Patterns)

SUPPORTING STRAND

Shape and Space (3-D Objects and 2-D Shapes)

Statistics and Probability

“ Mathematics Background

What Are the Big Ideas?Sorting■ Classification is an essential step in number development. As

children classify materials, they determine common attributes,then sort based on that classification. Sorting may be based onattributes such as colour, size, shape, thickness, texture, andfunction. Numerous and varied sorting activities are requiredbefore children are able to collect, organize, and describe data, allnecessary steps when interpreting and constructing graphs.

Patterning■ Patterns are an integral part of mathematics. A pattern may be

physical, visual, or auditory. Discovering a pattern requires detectingdifferences and similarities between the elements of the pattern.

■ Young children participate in activities where they identifydifferent patterns including colour (blue, white, blue, white, blue,white); size (large, small, large, small, large, small); shape (circle,square, circle, square, circle, square); texture (rough, smooth,rough, smooth, rough, smooth); or function (stand, sit, stand, sit,stand, sit). It’s important to always show a complete cycle of eachpattern.

Across the StrandsChildren will apply their sorting and patterning skills as theyrecognize attributes in a variety of objects that are similar anddifferent. Sorting skills are a necessary prerequisite for collecting and interpreting data.

”

MATH GR1 TG U1_pii-29wcp/f 1/22/04 1:33 PM Page ii

Unit 1: Sorting and Patterning 1

Preparing Materials

The two-part mat found on LM 6 can be copied onto heavy paper andlaminated for use in this unit and subsequent number units.

Kindergarten

Children focus onsorting and begin torecognize simple patterns.

Grade 1

Unit 1: Childrenreview and practisesorting skills, andcompare and extendpatterns.

Unit 7: Children begin to develop anunderstanding ofnumber patterns.

Grade 2

Children extend theirexperience withnumber patterns andbegin to relatepatterns to geometryand measurement.

Curriculum across the Grades

LEGEND

Literacy

Real World

Audio CD

Calculator

Computer

MATH GR1 TG U1_pii-29wcp/f 1/22/04 1:33 PM Page 1

Lesson 3:Recognize and Copy a Pattern

Lesson 4:Make and Extend aPattern

Lesson 5:Strategies Tool Kit

Lesson 6:Show What You Know

2 Unit 1: Sorting and Patterning

Curriculum Overview

Cluster 1: Sorting

Cluster 2: What Is a Pattern?

General Outcome• Identify, create and compare

patterns arising from dailyexperiences in theclassroom.

Specific Outcomes• Sort objects, using a single

given attribute determined bythe students.

• Compare, sort and classify 2-D shapes.

Lesson 1:Same and Different

Lesson 2:Identify Attributes

General Outcome• Identify, create and compare

patterns arising from dailyexperiences in theclassroom.

Specific Outcomes• Identify, name and reproduce

patterns, using actions,manipulatives, diagrams andspoken terms.

• Compare patterns usingactions, manipulatives,diagrams and spoken words.

• Begin to recognize patterns inthe environment.

Launch


Activity Bank• Act Out Patterns • Thread a Pattern• Talk about Patterns • Hear My Pattern

Activity Bank• Copy Patterns • Stickers and Stamps• Pattern Trains • Friendship Chains


Activity Bank• How Are We the Same? • What Is the Sorting Rule?• Buttons, Buttons, Buttons • Sorting by Textures



Lesson Time Lesson Materials Activity Bank

Launch, page 9 Demonstrate prior knowledge of sorting

20–30 min scissors, glue, boxes, variety of class materials

Curriculum Cluster 1: Sorting Suggested Time: 3 to 4 days Lesson 1: Same and Different, page 10 Demonstrate an understanding that objects can be sorted in more than one way according to one attribute

60–90 min boxes or containers, small items (keys, buttons, shells, beads, small toys)

How Are We the Same?

Buttons, Buttons, Buttons

What Is the Sorting Rule?

Sorting by Textures

Lesson 2: Identify Attributes, page 14 Identify similar and different attributes

45–60 min 2-D figures, 3-D objects (teacher-created or commercial set)

Curriculum Cluster 2: What Is a Pattern? Suggested Time: 4 to 5 days Lesson 3: Recognize and Copy a Pattern, page 16 Identify and copy a pattern

60–90 min coloured cubes or Snap Cubes, Pattern Blocks, markers

Copy Patterns

Pattern Trains

Stickers and Stamps

Friendship Chains

Lesson 4: Make and Extend a Pattern, page 20 Make and extend different kinds of patterns

60–90 min Snap Cubes (similar sizes of different-coloured beads or buttons)

Act Out Patterns

Talk about Patterns

Thread a Pattern

Hear My Pattern

Lesson 5: Strategies Tool Kit, page 24 Use “look for a pattern” to solve a problem

45–60 min coloured cubes, beads, counters, buttons, Link-Its, Pattern Blocks, 2-D figures

Unit Assessment Suggested Time: 1 to 2 days Lesson 6: Show What You Know, page 26 Demonstrate what has been learned

45–90 min adding-machine tape, stickers, markers

Planning for Instruction Suggested Unit Time: 2 weeks


Time Activity Bank Materials Program Resources

Big Math Book, page 1: In the Classroom Student page 1: Sorting and Patterning Student page 2: Dear Family Student page 3: Sorting Every Day LM 3: Sorting at School

20–100 min —

variety of buttons or cut-outs

beads, shells, coloured pasta

different types of paper (wax, foil, wrapping, construction), fabric scraps

Big Math Book, page 2: Same and Different Student page 4: Same and Different Student page 5: Heads Up! LM 4: Same and Different LM 5: Buttons, Buttons, Buttons LM 6: Two-Part Mat

Big Math Book, page 3: Toy Store Student page 6: Which One Does Not Belong? LM 6: Two-Part Mat LM 7: Sorting Keys

20–100 min coloured beads (buttons, counters)

Snap Cubes or coloured blocks

stickers, stamps, index cards

different-coloured paper strips, glue

Big Math Book, page 4: Patterns in Our World Student page 7: My Pattern Student page 8: Copy a Pattern Student page 9: Colour Patterns

20–100 min —

two-dimensional figures (stickers, cut-outs)

different lengths of straws, thread, string, or plastic lace

—

Student page 10: Make a Pattern Student page 11: What Comes Next? Student page 12: Pattern Practice LM 8: Make a Pattern

Big Math Book, page 5: Find the Pattern Student page 13: Find the Pattern Student page 14: On Parade LM 9: On Parade LM 10: What Is Missing?

Student page 15: My Pattern Border Student page 16: My Journal

LM – Line Master


Purpose Assessment Process Recording and Reporting

Watch and listen during Launch AM 1: Diagnostic Checklist Diagnostic Launch Diagnostic Assessment Conference and scaffold for selected children

(mid-unit) AM 2: Diagnostic Conference for Selected Children

Watch and listen during lessons; scaffold as needed

AM 3.1: Ongoing Observations Checklist: Sorting and AM 3.2: Ongoing Observations Checklist: Patterning

Question; conduct informal conferences and interviews; provide feedback; scaffold as needed (see GAM 11: Conference Prompts)

GAM 2: Inquiry Process Rubric or GAM 3: Inquiry Process Checklist GAM 9 and GAM 10: Observation Records 1 and 2

Review Student pages and other practice work; provide feedback; scaffold as needed; select key pieces

GAM 12: Work Sample Record or GAM 13: Collaborative Work Sample Record

Formative End of Lesson Assessment for Learning • What to Look For • What to Do

Prompt self-assessment GAM 1: I Am a Problem Solver

Conduct performance assessment (Lesson 6) AM 4: Performance Task Rubric

Prompt children’s self-assessment GAM 4: What I Learned or GAM 5: Looking Ahead

Review assessment records AM 5.1 Sorting Rubric; AM 5.2: Patterning Rubric AM 6: Unit Summary

Summative Show What You Know Evaluating Student Learning: Preparing to Report, p. 28

Add unit results to ongoing records GAM 14: Summary Class Record: Strands, GAM 15: Summary Class Record: Achievement Categories, or GAM 16: Summary Record: Individual

Learning Skills Observe and record throughout unit GAM 6: Attitudes and Dispositions: Observation Record or GAM 7: Attitudes and Dispositions Checklist GAM 8: Working Together

AM – Assessment Master GAM – Generic Assessment Master

Planning for Assessment


Mathematics Centres

Treasure Boxes(appropriate for use after Lesson 1)Materials: small boxes, small items (keys,buttons, shells, beads)■ Place a selection of boxes (shoe-box size or

smaller) at the Centre, each with a variety ofobjects inside that can be sorted.

■ Ask children to show how many differentways they can sort the objects.

■ Have children record two ways they sortedtheir treasure.

Kinesthetic; Visual

Pattern Cards(appropriate for use after Lesson 4)Materials: index cards, stickers, markers,coloured paper squares■ Have children make patterns on index cards

using stickers, markers, or other materials likecoloured paper squares.

■ Use these cards for practice activities.■ Other children can copy the pattern using

manipulatives, or they can orally describe thepatterns on the cards.

■ Children can play a game, using five patterncards each, and ask a partner to guess thepattern on the card.

Visual; Social

Stamp Sort(appropriate for use after Lesson 1)■ Have children use a computer draw-and-

stamp program to paint a picture. Childrendivide their pages into two (or three or fourparts) using the line tool, and then use thestamps (any set) to illustrate a sorting rule.Examples of sorting rules include fruit andvegetables or flying bugs and creeping bugs.

■ Encourage children to use the text tool tolabel their sets.

■ Ask children to print out their pages and postthem at the Centre to share with the class.

Visual; Intrapersonal

Paper-Plate Garden(appropriate for use after Lesson 3)Materials: paper plates, stickers, markers,stamps

■ Use paper plates to make a class garden ofpattern flowers.

■ Children can use stickers, markers, or stampsto make their patterns.

■ Have children describe their patterns to apartner and then write their names in thecentre of the plate.

■ Display flowers on the class bulletin board oraround the classroom.

Visual; Verbal


1UNIT Launch


FOCUS

Demonstrate prior knowledgeof sorting

MATERIALS

scissors, glue, boxes,variety of class materials

PROGRAM RESOURCES

Big Math Book, page 1: In the Classroom

Student page 1: Sorting and Patterning

Student page 2: Dear FamilyStudent page 3: Sorting Every Day

LM 3: Sorting at School

DIAGNOSTICASSESSMENTTo diagnose children’ssorting experience andidentify the support requiredin upcoming lessons, askthem to provide reasons forplacing objects in the sortedgroups. To guide yourobservations, useAssessment Master 1:Diagnostic Checklist.

Tell children they are going to learn about sorting. Brainstorm howsorting is helpful (e.g., finding things is easier, counting things iseasier).

Display Big Math Book, page 1 or Student page 1. Ask:■ What things are sorted in this classroom? (e.g., books, crayons)■ How are they sorted? (e.g., on shelves, in containers)■ How is this classroom like our own? How is it different?

Give each pair or group of children a box of mixed school materials.

Have children think about how the materials are the same and howthey are different. Ask: “How can you sort the materials in a waythat makes sense for our classroom?”

Discuss with children the strategies they used to sort the materials (e.g., same things grouped together; families of things, like artsupplies). Ask them if they had any difficulty deciding which thingsto put together and to explain why. Ask:■ How did you sort the materials? What other way could you sort

the materials?■ What other objects could be put into your sorted groups?

Have children look around the classroomfor objects that have been placed together.

Remind children of any class managementrules that have been established and askthem to explain how these rules are helpful(objects are easier to find and in their placewhen needed).

Have children record sorted objects bycutting out pictures from LM 3, sortingthem into groups, and pasting the groupsonto Student page 3.

HOME CONNECTIONSend home Student pages 1 and 2 to introduce the Learning Goalsfor the unit to family members.

TEACHING TIPBegin a co-operativejournal on chart paper to record, withchildren, what they arelearning throughout the unit. This can beposted on the classbulletin board.


1LESSON


BEFORE Get Started

Show children Big Math Book, page 2.Ask:■ How are the animals sorted? (into

groups, same types of animals aretogether)

■ What is the sorting rule for eachgroup? (dogs, cats, birds, chickens,horses, cows)

Ask children to think of another way to sort the animals (e.g., colouror type of markings, number of feet, those with wings, barn animalsor pets).

Have children suggest other animals that could belong to the groups.

DURING Explore

Provide each group or pair of children with a box or container of objects to sort. Allow children time to explore the items inside the boxes.

Problem Prompt How many different ways can you sort the objects in your boxes?

Show and ShareInvite children to show how they sorted their collections. Ask:■ What is your sorting rule? ■ What other ways can you sort the objects?

Have children sort the objects again using a new sorting rule. Allow enough time for children to sort and re-sort the objects indifferent ways.

AFTER Connect and Reflect

Bring the class together to discuss the various ways objects can besorted. Use children’s examples to indicate that items can be sortedby colour, shape, size, function, or any other justifiable attributesuggested by the children. Ask:■ What did you look for when you sorted the same objects in a

different way?■ What is your new sorting rule?

CURRICULUM FOCUS

Demonstrate anunderstanding that objectscan be sorted in more thanone way according to oneattributePR1, SS20

MATH WORD WALL

sortsorting rule

MATERIALS

boxes or containers, smallitems (keys, buttons, shells,beads, small toys)

PROGRAM RESOURCES

Big Math Book, page 2: Same and Different

Student page 4: Same and Different

Student page 5: Heads Up!Line Master 4: Same and Different

Same and Different

See the LiteracyLinks on page12. You may

want to introducethe concept by sharing the book Which BelongTogether? with children.

TRYTHIS


Practice

ReinforcementHave children cut out pictures from LM 4, sort them into groups, andpaste the groups onto Student page 4.

Read the directions on Student page 5 with the children. After theyhave completed the page, discuss the different ways the picturescould have been sorted (summer/winter; brims/no brims; chinstrap/no chin strap).

Extra Support: ESLChildren can practise and apply their sorting skills at theMathematics Centres (Treasure Boxes and Stamp Sort, page 7). Havechildren describe the objects in detail to enable them to sort by moreapparent attributes such as colour and size.

ESL learners will benefit from working with and describing oneattribute at a time. Consider providing word cards to help reinforcesome of the vocabulary they are learning.

Extension Have early finishers work in pairs or on their own to create a secretsorting rule game using one attribute. Invite children to explain andshare their games with the class or another pair of children.

What to Look For What to Do

Evidence that children■ sort accurately using one attribute■ find more than one way to sort■ use mathematical language appropriately

Conduct brief conferences to determine why somechildren are having difficulty. Support them by■ posing questions that help children to see that an

object can be described by a variety of attributesand sorted accordingly;

■ asking children to describe objects in detail tohelp them think of additional attributes for sorting;

■ modelling mathematical language: “You havesorted these buttons by putting the same colourstogether. I think your sorting rule is darkcolours/light colours.”

Assessment for Learning

To guide observations and facilitate reporting, useAssessment Master 3.1: Ongoing ObservationsChecklist: Sorting.


TEACHING TIPBegin a math word wallof mathematical words. The children can refer to these words when they are writing. As sortand sorting rule aremodelled, place themon the math word wall.


LITERACY LINKSResources: Jack Beers, Which Belong Together? Addison Wesley Little Books, Emergent level (Addison Wesley, 2002)

■ Discuss the cover and title page of the book. Ask children whatthey think the book will be about.

■ Read pages 2–5 of the book. Point out the repeating pattern, “Whatother groups do you see?”

■ Point to the group on the left side of each left-hand page and askchildren to explain which animals are grouped together. Repeat forpages 6–7.

■ Many children in stories are faced with the problem of making amess and then having to clean it up. The stories Jillian Jiggs andJunk-Pile Jennifer are examples of how messy a room can get.

■ After the children have enjoyed hearing one of these stories, havethem suggest ways to keep bedrooms in order. Make a list of placeswhere things can be kept and sorted (e.g., drawers, shelves, boxes,baskets, and closets).

NUMBERS EVERY DAYPrint “6 years old” and “not 6 years old” on the board. Have children sort themselves by today’s rule: children who are 6 stand onone side of the classroom, and children who are not 6 stand on theother side of the classroom. Ask each group, in turn, to count aloud tofind the number of children in the groups.

CROSS-CURRICULAR CONNECTIONArtMaterials: catalogues, scissors, glue, paper

Have children cut and paste pictures of objects in catalogues to makebooks showing things that are the same in some way (same colour, allhave big wheels, all animals with spots). Children create pages for aclass book, What Is the Same? Each page has the question “What Is theSame?” printed at the bottom of each page. Children can practisereading the book and figuring out what is the same on each page.


FROM THE LIBRARY

Phoebe Gilman, Jillian Jiggs(Scholastic, 1988)

John F. Green and MaryanneKovalski, Junk-Pile Jennifer(North Winds Press—ADivision of Scholastic-TABPublications, 1991)

Itah Sadu, Christopher,Please Clean Up Your Room(Firefly Books, 1996)


How Are We the Same?■ Call up six children and sort them into groups

(long sleeves/short sleeves, dark hair/lighthair). After the children have been sorted,ask another child to stand.

■ Have children predict where this childbelongs. Ask them to explain the sorting rule.

■ Tell the remaining children to sort themselvesand join the appropriate group.

■ Repeat the activity using a different attribute.

Logical; Visual

Small Group

What Is the Sorting Rule?Materials: beads, shells, coloured pasta

■ Have each child choose a small cupful ofbeads and then sort them. Ask: “How didyou sort the beads? What is your sortingrule?”

■ Have each child label his or her sortedgroups.

■ Ask children to sort the same beads indifferent ways. With a partner, have childrentake turns guessing the mystery label.

Logical

Individual/Partners

Sorting by TexturesMaterials: different types of paper (wax, foil,wrapping, construction), fabric scraps

■ Invite children to describe the textures of thematerials.

■ Have children work in groups, sorting thedifferent types of paper or fabric.

■ Have each group share how they sorted. ■ Invite the groups to think of another way to

sort.

Kinesthetic; Social

Small Group

Buttons, Buttons, ButtonsResources and Materials: LM 5 and LM 6;a variety of buttons or cut-outs

■ Have children work in pairs. One child takesa handful of buttons (or cut-outs) and sortsthem into 2 groups.

Ask: “What is your sorting rule? What otherway could you sort the buttons?”■ Arrange for the other child in the pair to sort

the same buttons into two new groups anddescribe the new sorting rule.

Social; Verbal

Partners

Activity Bank




BEFORE Get Started

Show children Big Math Book, page 3. Direct children’s attention to thetoys on the top shelf. Ask:■ How are the toys the same? (all black and white, all toys)■ How are they different? Are there toys that do not belong? Why do

you think so? (The train is not a stuffed toy.)

Have children describe the toys on the othershelves, using the same questions.

When asking children to identify which toydoes not belong, encourage them to look formore than one possible response (on themiddle shelf, kite does not belong withanimals, pig does not belong with things thatfly; on bottom shelf, game board does notbelong with toys, and space doll does notbelong with toys that have a checker pattern).

DURING Explore

Gather a small group of children. Hold up a 2-dimensional figure suchas a circle and have the children describe it. Provide each child withassorted 2-D figures and 3-D objects.

Choose a figure from the collection. Have the children describe itusing as many attributes as possible. Record their responses on achart (e.g., round, pointed, three sides, blue). These words will helpchildren describe the attributes of figures.

Problem Prompt Make up a sorting problem for the others to solve. Sort the figuresor objects one way, then put in one figure or object that does notbelong in one of the groups. Have the children record their groupson LM 6.

Show and ShareDiscuss how different children made up their sorting problems. Somechildren may have created only two groups, others may have createdmore than two.

CURRICULUM FOCUS

Identify different and similarattributesPR1, SS20

MATERIALS

2-D figures, 3-D objects(teacher-created or commercial set)

PROGRAM RESOURCES

Big Math Book, page 3: Toy Store

Student page 6: Which One Does Not Belong?

LM 6: Two-Part MatLM 7: Sorting Keys

2LESSON Identify Attributes

For an alternativesorting activity,ask children to

bring in stuffedanimals from home. Be sureto have some extra animalsfor those children who maynot have a toy to bring.

TRYTHIS

TEACHING TIPWatch for childrenwho go beyondphysical attributes forclassifying. Some willtalk about moreabstract ways ofgrouping (e.g., “Theycan both fly.” “Theycan all roll.”).




Choose one or more of the children’s problems. Ask:■ What is the sorting rule?■ How did you choose the object that does not belong?

Practice

Reinforcement Before children complete Student page 6, discuss possible responses.Encourage children to justify their choice for the object that does notbelong (giraffe does not belong with cat family, pet cat does notbelong with wild animals, lion does not belong with animals withpatterned coats).

Elicit from the children that identifying the sorting rule helps themfind the object that does not belong.

Extra Support: ConceptsHave children cut out the different keys on LM 7. Tell them to sort thekeys one way and explain their reasoning. Ask them to sort the keysanother way.

Extension Have children look in their environment and draw a picture showingobjects that have been sorted (blocks in a tub, empty juice boxes inrecycling bin).


Evidence that children■ identify many attributes of figures or objects ■ use clear and precise language to describe the

attributes of figures or objects ■ create a sorting problem for others to solve ■ explain why a figure or object does not belong in

a group

■ Provide guided experiences with materials, suchas coloured blocks, to create a group that has adistinctive common attribute. While childrenwatch, add one item that doesn’t belong. Askchildren to decide if the item belongs, and toexplain why or why not.

■ If children are able to identify the item that doesnot belong, create a group that shares a commonattribute, and ask children to add an item thatdoesn’t belong.

■ Encourage children to talk about what they aredoing, and provide scaffolding by verbalizingwhat they notice.


To guide observations and facilitate reporting,use Assessment Master 3.1: OngoingObservations Checklist: Sorting.


3LESSON

CURRICULUM FOCUS

Identify and copy a pattern PR2, PR5

MATH WORD WALLpatternrepeat

MATERIALS

coloured cubes or SnapCubes, Pattern Blocks,markers

PROGRAM RESOURCES

Big Math Book, page 4:Patterns in Our World

Student page 7: My PatternStudent page 8: Copy a Pattern

Student page 9: Colour Patterns


BEFORE Get Started

Tell children they will be learning about patterns. Talk with childrenabout patterns in the environment. Look for patterns in theclassroom on bulletin board displays or room design. Some childrenmay be wearing patterns on clothing (e.g., striped T-shirt).

Display Big Math Book, page 4, and have children identify anypatterns they recognize in the illustration (window position pattern,length of boards on the fence). Challenge children to find and describe patterns they see in their own classroom.

DURING Explore

Use cubes to model a simple AB colour pattern, such as yellow,green, yellow, green, yellow, green. Provide a variety of colouredcubes and have the children use them to copy the colour pattern.

Model other simple patterns for the children to copy, such as AAB(red, red, blue; red, red, blue). Choose other relatively simplepatterns the children may be able to reproduce.

Show and ShareHave children draw a picture of one of their patterns on Student page 7.Children can draw simple shapes to represent the materials they are using. Ask them to describe the patterns they copied.


Ask:■ What were you making each time I

asked you to copy what I did? (apattern)

■ Why could you call these patterns?(cubes repeated each time)

After identifying, discussing, anddescribing patterns, add to the co-operative journal to record what thechildren know about patterns. Then addthe words pattern and repeat to the MathWord Wall. Encourage the children touse them as they think about what theycan tell their families about patterns.

Recognize and Copy a Pattern

TEACHING TIPBecause of the focus onconcrete and pictorialrepresentations, ESLlearners can participateeasily in most sorting andpatterning activities. Theseactivities provide a richopportunity for developingand reinforcing keyvocabulary (e.g, shape,size, colour).



Practice

Reinforcement Have children use Snap Cubes to make a pattern. Children copy thepatterns onto Student page 8. Direct children to complete the patternson Student page 9. If you are using black and white Student pages,make an overhead transparency of page 9. Colour two repeats foreach pattern (beads—blue, red, blue, red; crescent moons—yellow,green, green, yellow, green, green; hats—purple, purple, red, purple,purple, red; stars—orange, pink, blue, orange, pink, blue) and leavethe third repeat blank. Have children copy the colours from thetransparency onto their Student page, and then ask them to completethe patterns.

Extra Support: ESLChildren can practise and apply their sorting skills at theMathematics Centres (Paper-Plate Garden, page 7). Have childrenuse concrete materials to identify and describe their patterns.

ESL learners will benefit from choral chanting to name patterns.Have children chant together, repeating the attribute words (e.g., red,blue; red, blue; red, blue).

ExtensionGive children an assortment of materials and encourage them to findmany ways to make a pattern. Ask them to record their patterns on asheet of paper.


Evidence that children■ identify and describe a pattern ■ copy patterns accurately ■ use key words such as pattern and repeat correctly

Consider conducting one-to-one conferences withchildren who are unable to describe patterns todetermine whether the problem is understanding orcommunication. Some children may need additionalreview and practice in identifying attributes. Provideguided experiences, working with simple concretematerials to identify the repeating part of a patternand to copy the pattern using one-to-onecorrespondence. Model using a think-aloud strategy.


To guide observations and facilitate reporting,use Assessment Master 3.2: OngoingObservations Checklist: Sorting. To gatherinformation about children who are havingdifficulty, use Assessment Master 2: DiagnosticConference for Selected Children.


LITERACY LINKS■ Predictable books contain word or sentence patterns that are

repeated. Children are able to predict when they will occur.■ Many stories of this nature are an adaptation of a traditional song.

Examples are “The Little Old Lady Who Swallowed a Fly,” “TheWheels on the Bus,” and “This Old Man.”

■ After reading a pattern story to the class, have children identifythe word or sentence pattern. On a long strip of cardboard, recordthe word or sentence pattern. Provide a strip for each time thepattern occurs. Hand them out to children and have them practisereading the pattern in groups or independently.

NUMBERS EVERY DAYHave children arrange themselves in “girl-boy-girl-boy-girl-boy”order when lining up for recess or going to the gym. Ask children ifthey recognize the pattern. Have girls and boys add to the pattern asthey join the line.

You might also want to act out a pattern by having the children squaredance in groups of four. For example, have four children stand in asquare. Demonstrate how to "bow to your partner," and "wave to yourneighbour." Have the children act out these moves and any others theymight invent in combinations. Those children who are having difficultyfollowing patterns will get some assistance from other group members.

CROSS-CURRICULAR CONNECTIONSPhysical EducationCall out movement patterns in the gym for children to follow (e.g.,step, step, hop; step, step, hop; step, step, hop). Children can then workwith a partner to create other patterns to teach to the rest of the class.

Social StudiesMaterials: large sheets of paper or construction paper, paint, toothbrush or sponge, pattern cards

Tell children that quilt patterns have been part of family traditionsfor a very long time. Bring in a quilt or pictures of quilts to show tothe class. Ask children to talk about the patterns they see.

Have children paint large pieces of paper in a single colour, using anunusual object, such as a toothbrush, to give the surface texture.Have the children use a template (e.g., half an index card) to markoff each sheet of paper into coloured squares, which they can thencut out. Collect all the squares and have the children practisecreating their own quilt pieces. Provide them with quilt pattern cardsor models that they can copy.


FROM THE LIBRARY

Bill Martin, Jr., Brown Bear,Brown Bear, What Do YouSee? (Henry Holt andCompany, 1996)

Stuart J. Murphy, A Pair ofSocks (Scott Foresman,1996)


Activity Bank

Stickers and StampsMaterials: stickers, stamps, index cards

■ Have each child make a pattern on an indexcard using stickers and stamps.

■ Ask children to exchange patterns and copytheir partner’s pattern.

■ Arrange for several pairs of children to copyeach other’s patterns. Put the cards togetherto make a set. Use the cards in a matchinggame where children pick out one card andhave to find its match by looking for the samepattern.

Visual; Social

Partners

Friendship ChainsMaterials: different-coloured paper strips, glue

■ Provide children with two different colours ofpaper strips.

■ Discuss different possibilities before decidingon a colour pattern for the friendship chain.

■ Build one section of the chain following thechildren’s suggested pattern.

■ Have children identify the pattern and thencopy the pattern.

■ When sections are completed, connect thesections and display the friendship chain inthe classroom.

Social; Visual

Small Group

Pattern TrainsMaterials: Snap Cubes or coloured blocks

■ Model a simple AB pattern and create apattern train using cubes or blocks.

■ Have children copy the pattern.■ Ask children to describe the pattern and

explain the pattern rule.■ Arrange for a volunteer to create a pattern

train and for the rest of the class to copy itspattern.

Kinesthetic; Visual

Small Group


Copy PatternsMaterials: coloured beads (buttons, counters)

■ Tell children to create a pattern using amaterial of their choice.

■ Ask children in each pair to exchangepatterns and to copy each other’s pattern.

■ Have them describe their partner’s pattern.

Visual; Verbal

Partners


4LESSON


BEFORE Get Started

Arrange six children in a simple pattern. For example, a simple ABpattern could be to have them stand with “hands on hips, hands inthe air.” Make sure that only one attributechanges and that at least three completepattern repetitions can be seen. Givechildren time to recognize the pattern.

Ask children to join in two at a time toextend the pattern. Ask:■ What is changing? (hand placement)■ What do you notice about the row of

children? (the hand placement repeats)

DURING Explore

Provide two different colours of Snap Cubes for each child.

Problem Prompt How are you going to make your own colour pattern using thesecubes?

Allow 5 to 10 minutes for the children to create their patterns.Circulate as they work and encourage the children to describe thepatterns they are making.

Show and ShareAfter children have completed their colour patterns, ask them todescribe their pattern to a partner. Then have the partners tradepatterns and use Snap Cubes to extend their partner’s pattern. Havechildren make and extend two or three patterns.


Bring the class together to talk about the patterns they made. Chooseone of the children’s patterns and display it for the class.

Ask:■ How do you know it is a pattern? (colours repeat)■ How are the patterns the same? (coloured Snap Cubes) How are

they different? (different colours, different pattern core)■ What is the pattern?

Talk about other children’s patterns.

CURRICULUM FOCUS

Make and extend differentkinds of patternsPR3, PR4

MATERIALS

Snap Cubes (similar sizes ofdifferent-coloured beads orbuttons)

PROGRAM RESOURCES

Student page 10: Make a Pattern

Student page 11: What Comes Next?

Student page 12: Pattern Practice

LM 8: Make a Pattern

Make and Extend a Pattern

See theLiteracy Linkson page 22.

You may wantto introduce the conceptby sharing the bookWhich One Is Next?with children.

TRYTHIS




Evidence that children■ create simple patterns independently ■ accurately identify a pattern core■ represent their patterns clearly

■ If children have difficulty beginning their patterns,suggest they sort the materials into groups.Children may find it easier to begin a patternonce they have isolated the attribute they will usewhen creating the pattern.

■ Emphasize that patterns can be represented in avariety of ways. Confirm that the pattern you seematches what the child planned to create.


Practice

Reinforcement Have children cut out pictures from LM 8, use them to create apattern, and paste the pictures in a pattern onto Student page 10.

Review directions on Student page 11 with the children. Have childrencomplete the patterns using materials to replicate the patterns shown.They can then create their own colour patterns on Student page 12.

Extra Support: ConceptsChildren can practise and apply their patterning skills while creatingPattern Cards (see Mathematics Centres, page 7). Conduct one-to-oneconferences as children create their pattern cards and help them toidentify the attributes they are using to make their pattern.

Extension Direct the children to act as “pattern detectives” as they go on apattern hunt in the school. Challenge them to find as many patternsas they can (patterns on bulletin boards, on their clothing).

To guide observations and facilitate reporting, useAssessment Master 3.2: Ongoing ObservationsChecklist: Patterning.


LITERACY LINKSResources: Adria Klein, Which One Is Next? Addison Wesley Mathematics Little Books, Emergent level (Addison Wesley, 2004) (lap bookand little book copies)

Show the lap book and read the title aloud. Discuss the illustrationson the cover and title page and have children predict what the bookwill be about. Take a quick picture walk through pages 2 to 11. Ask:■ What colours do you see?■ What is the order of the colours?■ How many tiles of each colour touch one another?

Go back and read each page aloud. Point to the named colour tileand talk about tile pattern. Ask volunteers to point to the tile thatcomes next. Note the repetitive text pattern and the variation insentence and tile pattern on pages 10 to11. For page 12, have childrencount the colours and the shapes and describe patterns they canpicture in their minds.

Materials: Pattern Blocks, legal-sized paper cut in half lengthwise, pencils, crayons

Provide children with three Pattern Blocks of three different shapes(e.g., hexagons, rhombi, and triangles as pictured on page 12 ofWhich One Is Next?). Children create different patterns using allPattern Blocks each time. They each choose one pattern to trace andcolour to make an elongated booklet page. Compile several booklets,each with pages of different patterns.

NUMBERS EVERY DAYAsk children to count aloud, starting at the first day of the month. Point out the repeating pattern in the teens, twenties, and beyond. Have children count aloud from another number they suggest.

CROSS-CURRICULAR CONNECTIONArtMaterials: potato halves (shapes cut out of halves by an adult), paint,paper

Have children make potato print patterns using the cut-out potatohalves. Working in groups, have children create a pattern and stampit out on paper using paint.


FROM THE LIBRARY

Katherine Burton, One GrayMouse (Kids Can Press,2002)

David Carter, How ManyBugs in a Box? (Little Simon,1988)

Bill Grossman, My Little SisterAte One Hare (RandomHouse, 1998)

Claire Masurel, Ten Dogs inthe Window: A CountdownBook (North South Books,2000)

Sue Williams, (1998). Let’sGo Visiting (Voyager Books,2000)

Sue William, I Went Walking(Voyager Books, 1992)


Activity Bank

Thread a PatternMaterials: different lengths of straws, string,or plastic lace

■ Have children create pattern necklaces usingdifferent lengths of straws. Ask: “How can youuse the straws to make a pattern?”

Discuss the patterns. Ask: ■ How are the patterns the same? (all size

patterns)■ What straws will come next in your pattern?

How do you know?

Visual

Individual

Hear My Pattern■ Ask children to think of a pattern they can

make using sound. ■ Have a volunteer begin a sound pattern.

Invite others to join in when they recognizethe pattern.

■ Ask children to describe the pattern, andidentify the sound that will come next. Havechildren explain how they know.

■ Repeat with different sounds, such asstamping feet or tapping thighs.

Musical; Logical

Small Group

Talk about PatternsMaterials: two-dimensional figures (stickers, cut-outs)

■ Have the children use two-dimensional figuresto create a pattern.

■ Ask children in each pair to exchange theirpatterns and determine the next repeat in thepattern.

■ Have children describe the extended patternsto one another.

Social; Verbal

Partners

Act Out Patterns■ Invite children to sit in a circle.■ Ask children to think of a pattern they could

make by raising and lowering their arms.■ Have a volunteer begin an action pattern.

Invite others to join in when they recognizethe pattern.

■ Ask children to describe the pattern andidentify the action that will come next. Askthem to explain how they know.

■ Repeat with different actions, such as thosewhere children open and close their hands orstand and sit.

Kinesthetic; Social

Small Group



5LESSON

CURRICULUM FOCUS

Use “look for a pattern” to solve a problem

MATERIALS

coloured cubes, beads,counters, buttons, Link-Its,Pattern Blocks, 2-D figures

PROGRAM RESOURCES

Big Math Book, page 5: Findthe Pattern

Student page 13: Find the Pattern

Student page 14: On ParadeLM 9: On ParadeLM 10: What Is Missing?

STRATEGIES TOOL KIT

Look for a patternMake a modelAct it outUse objects Guess and checkMake a graph


BEFORE Understand the Problem

Tell the children they are going to work together to solve a problemabout a necklace. Show them Big Math Book, page 5. Read the problemaloud.Ask:■ What does the picture show us? (e.g., how the beads are placed on

the necklace, that there are missing beads)■ How were the beads placed on the necklace? (in a colour pattern)

DURING Make a Plan

Pose questions to determine whether children understand the problem.Ask:■ What is the problem you have to solve? (find the pattern of

uncoloured beads)■ What do we already know? (beads were placed in a pattern)■ What pattern do you see? (2 red, 2 blue, 1 yellow; 2 red, 2 blue,

1 yellow; 2 red, 2 blue, 1 yellow)■ How can you find the answer to this problem? (use the pattern)■ What do you look for in the pattern to help you? (repeating parts,

so I know which beads will come next)

Help children make a plan to solve the problem; possibilities includeusing counters or coloured beads to copy the pattern. Discuss thechildren’s plans with them.

Explain that they are to work together in small groups to solve theproblem. Have children agree on a plan they will use to solve theproblem and discuss the materials they will need (if any) to carry outtheir plans.

Carry Out the PlanMake a variety of materials available for building patterns, such ascoloured cubes, beads, buttons, Link-Its, Pattern Blocks, or two-dimensional figures. Have each child record how the group solvedthe problem on Student page 13. Allow time for each group to find asolution.

If you are using black and white Student pages, tell children to copythe colour of the beads from Big Math Book, page 5, onto their Studentpages. Then ask them to record the group solution.

Strategies Tool Kit



Evidence that children■ rephrase the problem in their own words ■ make predictions and ask questions to help them

make a plan (self-talk) ■ use appropriate language to communicate ideas

for problem solving■ check, self-monitor, and respond to redirection

Listen for the language of problem solving: “Here’swhat we can do.” “I know another way.” “I thinkthat would work.” “Let’s try.” Provide feedback to letthe children know that using appropriate languagehelps to show that they are good problem solversand that you value positive and constructivelanguage. Model using speculative language as youwork (e.g., I wonder..., What if..., It might..., I thinkI’ll try...).


To guide observations and facilitate reporting,use GAM 2: Inquiry Process Rubric or GAM 3:Inquiry Process Checklist.


AFTER Look Back

Ask volunteers from each group to share how they solved theproblem. Have the class look back at the problem to see if thesolution is reasonable.

On Big Math Book, page 5, colour the missing beads (red, red, blue).

Explain to the children that they have solved the problem by findinga pattern.

Practice

Reinforcement Have children complete Student page 13 to record their understandingof the problem in the Big Math Book. Student page 14 provides anotherproblem for children to solve, cutting and pasting from LM 9.

Extra Support: Problem SolvingChildren needing additional practice at finding patterns cancomplete LM 10. If children are unable to find and complete thepattern accurately, ask them to explain their responses and reviewwhat they need to look for to recognize a pattern.

Extension Challenge the children to create a pattern using coloured beads orcounters. Tell them to remove two beads from the pattern and toshare the pattern with a partner. Have the partner name the coloursof the missing beads.


BEFORE Get Started

Remind children that they have become “pattern experts.” Displaypatterns they have created for their review. As they identify eachactivity (“We made those pattern strips”), record their ideas in a list(in a co-operative journal or on a class chart). Prompt them to talkabout what they remember from each activity, and what theylearned.

Tell children that they will nowhave a chance to use the thingsthey’ve learned to do a project bythemselves. Explain that they willwork independently to createpattern borders.

Before beginning the activity, besure children understand what apattern border is. You may want toreview examples of wallpaperpatterns, bulletin-board borderpatterns, or patterns on paper plates.

DURING Explore

Brainstorm with the whole class about the kinds of patterns theymight want to include on their pattern borders (fall or school items).Have children draw their patterns on Student page 15.

After children have designed their patterns, give each child a one-metre strip of adding-machine tape. Ask children to copy and extendtheir patterns from their student pages to the tapes.

To prompt children who may be having difficulty beginning the task,

■ suggest they use just two elements (a, b; a, b; a, b);■ ask them to describe how the core will be repeated on the border

and chant the pattern together;■ provide a guided setting, and break the task into small steps; or■ have children work with a partner.

To extend, ask:■ How can you use size in your pattern?■ How can you use only one object to make a pattern? (positional)

Consider the degree of support children require when you evaluatethe level of achievement for each child.

6LESSON

FOCUS

Demonstrate what has beenlearned

MATERIALS

adding-machine tape,stickers, markers

PROGRAM RESOURCES

Student page 15: My Pattern Border

Student page 16: My Journal


Show What You Know

Each child couldcreate a patternbelt, using a length

of adding-machinetape and stickers. When thepattern is complete, punchholes at each end of the tapeand lace the belt togetherwith pieces of coloured wool.

TRYTHIS



Show and ShareBring children together to display and talk about their border patterns. Have children describe each other’s patterns, and talk about thepattern rules that were used.


Ask children to explain their reasoning when they describe theirpatterns:

I chose this pattern because _______________________.

I made my pattern by _______________________.

Review with children what they have learned about sorting andpatterning in this unit. Have them record their responses in pictures,numbers, or words or work with a scribe to complete Student page 16.

Take It FurtherSome children may enjoy creating pattern border puzzles for others to solve and complete. After they have shown three repetitions of their pattern core, children can omit some figures and invite others to fill inthe blanks to complete the pattern.

Assessment Check

Look for evidence that children

❏ Choose an appropriate way to create a pattern.

❏ Show understanding by creating a pattern.

❏ Identify repeating parts of the pattern and explain the pattern rule.

❏ Create a pattern with very few errors.

❏ Use language related to patterns to clearly explain the pattern.

❏ Represent someone else’s pattern.

✓

Refer to Assessment Master 4: Performance Task Rubric and AssessmentMaster 6: Unit Summary.



This unit provides an opportunity to report on a child’s progress relatedto the Patterns and Relations (Patterns) strand. AssessmentMaster 6: Unit Summary provides a comprehensive format forrecording and summarizing evidence teachers may have collected. Incompleting the Unit Summary, teachers may choose to record agrade/numeric rating and/or a comment, according to local reportingrequirements.

Here is one example of a completed summary chart for this unit:

Evaluating Student Learning:Preparing to Report

Strand: PATTERNS ANDRELATIONS (PATTERNS)

Ongoing observations

Strategies Tool Kit (Lesson 5)

Portfolio or work samples; conferences

Performance task (Lesson 6)

needed a lot of support

Achievement Level for reporting

Notes

Proficient

Adequate

Proficient

Proficient

Fully meets expectations

did better on patterning thansorting

usually able to explain thinkingand justify choices logically

very confident and enthusiasticabout this task

Most Consistent Level ofAchievement


Ongoingobservations foreach cluster

Performance onproblem-solvingtasks

Portfolio or work samples;conferences

Performance task

Children’s self-assessment

Teachers who have used AM 3.1: OngoingObservations Checklist: Sorting and AM 3.2: OngoingObservations Checklist: Patterning can note patternsand determine the most consistent level of performance.

Teachers who used GAM 2: Inquiry Process Rubric orGAM 3: Inquiry Process Checklist with Strategies ToolKit (Lesson 5) can transfer the results to the summarychart.

Because this short unit is the first of the year, teachersmay choose to focus more attention on observing andconferencing or interviewing than on work samples. Insummarizing results for reporting, it is important todistinguish between the evidence collected in Cluster 1:Sorting, which can be evaluated using AM 5.1: SortingRubric, and that from Cluster 2: What Is a Pattern?which can be assessed using AM 5.2: Patterning Rubric.

The performance task, which occurs at the end of thesecond cluster, focuses on Patterning and should beentered only in the second chart on AM 6: UnitSummary.

Opportunities to quote a child’s oral or written wordsabout their own progress may come from conferences,in-class discussions, journals, or other written reflections.For example: “I like looking at patterns and finding therule.” “I like making patterns that have lots of colours.”

Recording How to Report


Learning Skills

Ongoing throughout a reportingperiod, rather than being brokendown by units or strands. Use GAM 6: Attitudes and Dispositions:Observation Record and GAM 7:Attitudes and Dispositions Checklist.

Ongoing Records

Record evaluations of children’sachievement over several clusters, areporting period, or a school year.Use GAM 14: Summary ClassRecord: Strands; GAM 15: SummaryClass Record: AchievementCategories; and GAM 16: SummaryRecord: Individual.



Copyright © 2004 Pearson Education Canada Inc. The right to reproduce this page is restricted to the purchasing school.�30

� Date:

Diagnostic Checklist During Launch activities, use this form to note observations about children who appear to have difficulty.

Name Describes simple attributes (e.g, colour, size, shape)

Explains how objects are alike or different

Sorts objects using one attribute

Considers more than one way of sorting the same objects

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Copyright © 2004 Pearson Education Canada Inc. The right to reproduce this page is restricted to the purchasing school. 31

Name: � Date:

Diagnostic Conference for Selected Children

This outline is intended for use with children whose progress is a concern at the midway point of the unit (e.g., Lesson 3). It can be used with an individual child or a small group of children who appear to be having difficulty with basic concepts and procedures.

CATEGORIES OBSERVATIONS AND COMMENTS

Reasoning and applying concepts Create a simple pattern with manipulatives (e.g., coloured cubes, beads, buttons) similar to those used in whole-class activities. Ask: • Tell me what you notice about my pattern.

If necessary, use these prompts: • How are the objects in my pattern the same? • How are they different? • What parts of this pattern keep repeating? • I’m going to make another pattern. Tell me as soon as you

know the new pattern.

Notice the child’s confidence and ability to • identify and explain a simple pattern • describe similarities and differences in attributes

Problem-solving strategies Present another set of the same objects that do not form a pattern. Ask: • What do you notice when I put the objects in a row? • Is there a pattern? • What happens when I put them like this? • How can you decide when there is pattern and when there isn’t?

Notice the child’s confidence and ability to • distinguish between patterns and non-patterns

Accuracy of procedures Ask the child to copy one of the patterns you made. Offer prompts as needed: • Here are some of the same objects. Use them to copy my pattern. Which one will go

first? next? • Use these to add to the pattern. Show me which one comes next.

Notice the child’s confidence and ability to • copy a pattern with few errors • extend a pattern with few errors

Communication Offer the following prompt: • Tell me the most important things you know about patterns.

Notice the child’s confidence and ability to • use appropriate language (e.g., pattern, repeat) to describe

patterns and pattern rules (consider responses to earlier questions)

��



Date:

Ongoing Observations Checklist: Sorting

Cluster 1: Lesson 1 Cluster 1: Lesson 2

Name

finds more than one way to sort

accurately using one attribute

uses mathematical language

creates a sorting problem

identifies many attributes of an item

explains why an item does not belong

uses clear language to describe attributes

Assessment Master 3.1



� Date:

Ongoing Observations Checklist: Patterning

Cluster 2: Lesson 3 Cluster 2: Lesson 4

Name

identifies, describes a pattern

copies pattern accurately

uses key patterning words

creates simple patterns

identifies pattern core

represents pattern clearly

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Name: � Date:

Performance Task Rubric

Knowledge/Skills Not yet adequate (needs assistance)

Adequate (limited assistance)

Proficient Excellent

Problem-solving strategies • chooses an

appropriate way to cover a metre strip using a pattern�

needs one-to-one guidance to decide how to cover the strip with a pattern

with limited prompting, decides on a reasonable strategy for creating a pattern that covers most of the strip�

decides on a reasonable strategy for creating a pattern that covers most of the strip

decides on an effective strategy for creating a pattern that covers the strip

with one-to-one help, may be able to create a simple repeating pattern

creates a simple repeating pattern; may need help to get started

creates a simple repeating pattern

creates an appropriate and often innovative repeating pattern (may have some complexity)

Reasoning and applying concepts • shows understanding

by: - creating a repeating

pattern - identifying the

pattern core and explaining the pattern rule

with one-to-one asisstance, may be able to identify the core and explain the pattern rule

with limited prompting, identifies the core of his or her own pattern and gives a partial explanation of pattern rule

identifies the core of several patterns and explains own pattern rule

identifies the core of a variety of patterns and explains several pattern rules

Accuracy of procedures • creates a pattern

accurately

own pattern includes several errors

own pattern includes some errors

own pattern includes few errors

own pattern includes very few or no errors

• represents someone else’s pattern accurately

represents another’s pattern with several errors

represents another’s pattern with some errors

represents another’s pattern with few errors

represents another’s pattern with very few or no errors

Communication • uses appropriate

language to clearly explain pattern core and rule (e.g., repeat, pattern, same, different)

does not describe pattern core and rule clearly

with prompting, describes pattern core and rule; tends to be vague

clearly describes pattern core and rule using some appropriate language

clearly and confidently describes pattern core and rule using appropriate language

��



Name: � Date:

Sorting Rubric This rubric can be used to assess and summarize children’s achievement of the outcomes associated with Cluster 1: Sorting.




Problem-solving strategies • uses appropriate

strategies to create and solve simple problems that involve sorting figures and concrete objects

unable to: - create simple

sorting problems for others to solve

- solve sorting problems posed by other children

with limited assistance, uses an appropriate strategy to: - create simple


- solve sorting problems posed by other children

uses appropriate strategies to: - create simple


- solve simple sorting problems posed by other children

uses appropriate, often innovative, strategies to: - create simple

sorting problems - solve a variety of

sorting problems posed by other children�


of attributes and sorting by demonstrating with concrete objects, explaining orally, and/or recording in pictures, numbers, or words

with assistance, shows very limited understanding that figures and objects: - have many

attributes (e.g., shape colour)

- can share attributes (same and different)

- can be sorted using a sorting rule

shows partial understanding that figures and objects: - have many




shows understanding that figures and objects: - have many




shows in-depth understanding, in a variety of contexts, that figures and objects: - have many



- can be sorted using a sorting rule �

�� assistance

� ��

� ��

� ��

Accuracy of procedures • accurately identifies

attributes, compares and sorts figures and objects using one attribute (e.g., shape, colour) major

errors/omissions in: - identifying attributes - sorting according to

one attribute - identifying shared

attributes/ differences

minor errors/omissions in: - identifying attributes - sorting according to



few errors/omissions in: - identifying attributes - sorting according to



very few or no errors/omissions in: - identifying attributes - sorting according to



Communication • describe attributes and

sorting rules clearly, using appropriate language (e.g., repeat, pattern, same, belong, different)

unable to describe attributes and sorting rules clearly

with prompting describes rules; tends to be vague

clearly describes attributes and sorting rules using some appropriate language

clearly and confidently describes attributes and sorting rules using appropriate language

��



Name: Date:

Patterning Rubric This rubric can be used to assess and summarize children’s achievement of the outcomes associated with Cluster 2: What Is a Pattern?




Problem-solving strategies • uses appropriate

strategies to create a simple repeating pattern

needs assistance to attempt to create a repeating pattern

with limited assistance, uses an appropriate strategy to create a repeating pattern

uses appropriate strategies to create a repeating pattern

uses appropriate, often innovative, strategies to create a repeating pattern


of repeating patterns and pattern rules by demonstrating with concrete objects, explaining orally, and/or recording in pictures, number, or words

with assistance, shows very limited understanding when: – identifying and

explaining pattern rules

– explaining how two patterns are the same and how they are different

shows partial understanding of patterns when: – identifying and



shows understanding of patterns when: – identifying and



shows in-depth understanding, in a variety of contexts, when: – identifying and



��

needs limited assistance

independently (may need some guidance)

independently (may need limited guidance)

Accuracy of procedures • accurately describes,

continues, replicates, or creates a repeating pattern, using actions, objects, diagrams, or words

major errors/ omissions in: - describing a

pattern - continuing a

pattern - replicating a

pattern - creating a pattern

minor errors/ omissions in - describing a




few errors/omissions in - describing a




very few or no errors/omissions in - describing a




Communication • uses appropriate

language (e.g., repeat, pattern, same, different)

unable to describe patterns and pattern rules clearly

with prompting, describes patterns and pattern rules; tends to be vague

clearly describes patterns and pattern rules using some appropriate language

confidently uses clear, appropriate language to describe patterns and pattern rules

Assessment Master 5.2



Name: Date:

Unit Summary Review assessment records to determine the most consistent achievement level achieved for each of the following during this unit. Notes can be included as needed.

Strand: PATTERNS AND RELATIONS (PATTERNS)

Notes Most Consistent Level of Achievement*

Ongoing observations �

Strategies Tool Kit (Lesson 5)�

Portfolio or work samples; conferences �

Performance task (Lesson 6)�

Achievement level for reporting

*Use locally or provincially approved levels, symbols, or numeric ratings.

Self-assessment:

Strengths:

Needs:

Next steps:

Assessment Master 6

38 Copyright © 2004 Pearson Education Canada Inc. The right to reproduce this page is restricted to the purchasing school.

Name: __________________________ Date: _________________________

Line Master 1 Sorting and Patterning


Unit 1: Sorting

and Patterning

Unit 2: Number

Relationships

Unit 3: Time, Temperature,

and Money

Unit 4: Addition and

Subtraction to 12

Unit 5: Data Management

and Probability

Unit 6: 3-D and 2-D

Geometry

Unit 7: Number Patterns

Unit 8: Linear Measurement

and Area

Unit 9: 2-D Geometry

and Applications

Unit 10: Place Value and

Number Applications

Unit 11: Mass and Capacity

We are learning

to find patterns and

we are learning to

make them.

We can sort things.

We can talk about how

they are the same and how

they are different.

Math_Gr1 BLM U1 kids p38-51 1/22/04 1:29 PM Page 38


Name: __________________________ Date: _________________________

Line Master 2 Dear FamilyYour child is learning about sorting and patterning. Your child

can practise these concepts at home by doing the following

activities.

Sort laundry or grocery items intogroups with your child (all socks, allshirts). Talk about how the items ineach group are the same.

Collect various shoes at

home and put them into a

pile. Ask your child to sort

them (summer/winter;

laces/Velcro; adult/child).

Ask: “How did you decide

what to put in each pile?”

Ask your child to sort cutlery when

you set the table. Ask what is the

same and what is different about the

items (forks have tines, all pieces

have same handles).

Go on a pattern

hunt at home with

your child. See

how many things

you can find that

have patterns

(sweaters, socks,

rugs, dishes).

Ask your child

to describe the

patterns.

Make a colour pattern using

different-coloured crayons or

markers (green, green, yellow;

green, green, yellow; green,

green, yellow). Have your child

describe the pattern and tell

what comes next.




✃

Name: __________________________ Date: _________________________

Line Master 3 Sorting at School




Name: __________________________ Date: _________________________

Line Master 4 Same and Different

✃


✃


✃


Name: __________________________ Date: _________________________

Line Master 5 Buttons, Buttons, Buttons




Name: __________________________ Date: _________________________

✃

Line Master 6 Two-Part Mat


✃


✃44 Copyright © 2004 Pearson Education Canada Inc. The right to reproduce this page is restricted to the purchasing school.

Name: __________________________ Date: _________________________

Line Master 7 Sorting Keys




Name: __________________________ Date: _________________________

Line Master 8 Make a Pattern


✃



Name: __________________________ Date: _________________________

✃

Line Master 9 On Parade




Name: __________________________ Date: _________________________

Line Master 10 What Is Missing?

Draw the missing figures.



Michelle Jackson

Sharon Jeroski

Carole Saundry

Cathy Anderson

Maureen Dockendorf

Brenda Lightburn

Maggie Martin Connell

Michelle Skene

Heather Spencer

Donna Beaumont

Lynn Bryan

Jennifer Travis

Craig FeatherstoneMaggie Martin ConnellTrevor Brown

Assessment ConsultantSharon Jeroski

Primary Mathematics and Literacy ConsultantPat Dickinson

Elementary Mathematics Adviser John A. Van de Walle

British Columbia Early Numeracy Project Adviser Carole Saundry

Ontario Early Math Strategy Adviser Ruth Dawson

Copyright © 2004 Pearson Education Canada Inc.,Toronto, Ontario

All Rights Reserved. This publication is protected bycopyright, and permission should be obtained fromthe publisher prior to any prohibited reproduction,storage in a retrieval system, or transmission in anyform or by any means, electronic, mechanical,photocopying, recording, or likewise. Forinformation regarding permission, write to thePermissions Department.

The information and activities presented in thisbook have been carefully edited and reviewed.However, the publisher shall not be liable for anydamages resulting, in whole or in part, from thereader’s use of this material.

Complete Teacher Guide ISBN 0-321-12076-0

Printed and bound in Canada

1 2 3 4 5 WC 08 07 06 05 04

Program Consultants

Author Team

Cover Gr1_TG_U1westf 1/22/04 1:14 PM Page OBCII

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