Summary
Through center activities students learn to create patterns.
Materials
Invitation to Learn
- CD player
- Best of Wee Sing CD
- Dr. Jean & Friends CD
Center #1--Rooster's Off to See the World
Center #2--This Is the House That Jack Built
Center #3--Jack the Builder
Center #4--The Napping House
Center #5--The Deep Blue Sea
- The Deep Blue Sea
- Investigations: Pattern
Trains and Hopscotch
Paths
- Pattern blocks
- Cut-outs of patterns
blocks
- Glue or glue sticks
- Student journals8
Center #6--Mr. Noisy's Book of Patterns
Additional Resources
Books
Jack the Builder, by Stuart Murphy; ISBN: 0060557745
Mr. Noisy's Book of Patterns, by Rozanne Williams; ISBN: 0916119963
The Deep Blue Sea: A Book of Colors, by Audrey Wood; ISBN: 0439753821
This Is the House That Jack Built, by Simms Taback; ISBN: 0399234888
The Napping House, by Audrey Wood and Don Wood; ISBN: 0590975463
Investigations: Pattern Trains and Hopscotch Paths by Rebeka Eston; ISBN: 1572329270
Navigating through Algebra in Pre-Kindergarten-Grade 2, by Carole Greenes, Mary Cavanagh,
Linda Dacey, Carol Findell and Marian Small; ISBN: 8973534999
About Teaching Mathematics: A K-8 Resource by Marilyn Burns; ISBN: 0941355055
Media
Best of Wee Sing, by Pamela Conn Beall and Susan Hagen N., from Scholastic.
Dr. Jean & Friends, by Jean R. Feldmen; Tampa, FL: Progressive Music 1998; ASIN
B000F8VD3K
Organizations
National Counsel of Teachers of Mathematics, 1906 Association Drive, Reston, VA 20191-
1502, (703) 620-9840, www.nctm.org
Background for Teachers
This activity includes five center ideas that incorporate growing
patterns. Each center is based around a book, so it would be best
to read the book with the class at least one time before having them
participate in the center.
Each center will have the students re-creating the pattern from the
book in different ways, including arranging pre-drawn manipulatives,
creating their own growing pattern, making the pages in a book to
match the story, building a structure step-by-step and recording it in a
journal, and acting out the story using puppets.
Intended Learning Outcomes
1. Demonstrate a positive learning attitude.
2. Understand and use basic concepts and skills.
3. Communicate clearly in oral, artistic, written and nonverbal forms.
Instructional Procedures
Invitation to Learn
Have the students stand with you to sing and dance to some
of the songs that are based on a growing pattern. Ask for three
volunteers for each song.
Sing My Aunt Came Back from Best of Wee Sing by Pamela Conn
Beall and Susan Hagen Nipp, and Mother Goonie Bird, by Dr. Jean
on Dr. Jean & Friends. After you sing, I will need three additional
volunteers for each song to come up and do the whole sequence in
order to review each element of the repeating pattern.
Instructional Procedures
Center #1--Rooster's Off to See the World
- Using the Rooster's Animals, make a center set (either copy on
white, color, and mount on different colors of paper or copy
on different colors of paper). Cutout and laminate all the
animals that correspond to the story.
- Students will use the cards to re-create the story by putting
them in the correct order and with the correct number of
each animal.
- In addition, you can make an outline of the final product
that the students just have to fill in with the manipulative
pictures.
Center #2--This Is the House That Jack Built
- Using Jack's Character Puppets, make a puppet of each of the
characters, mounted on tongue depressors.
- One student will be the narrator to tell the story while the other
students act it out.
- The "actors" will choose one or two character puppets
depending on how many students are in each group, to use to
act out the story.
- The narrator will then "read" the story by looking at the
pictures and telling the story in his/her own words as the other
students use the puppets to act it out.
Center #3--Jack the Builder
This story is not necessarily a repeating pattern, but as the students
re-create it in their own way, it becomes one. It would also be most
beneficial to have an adult supervise the center (you, an aide, or a parent
volunteer).
- Put a container of building blocks, the Building Box, and
crayons, at the center.
- The students will pick three blocks and make something. Then
they will color the first box to match what they have created
with their blocks.
- Then they will add one or two more blocks to what they made
before.
- They will then draw the new creation in the next box, including
what they had before and the new blocks they added.
- They will continue in like manner until all boxes are full.
Center #4--The Napping House
This one may take more than one day to finish! You will also want
an adult to supervise this center, as writing and complex repetition
required.
- Using the House Booklet, make a 6-8 page booklet that the
students can use to make-up their own story of what they
would find in a napping/waking/party/sad/etc. house.
- Then have them create their own version of the story, drawing/
coloring the pictures to match in the outline of the house,
making sure that they include each element of their pattern
each time.
Center #5--The Deep Blue Sea
- Give the students a bucket of pattern blocks, paper cutouts
of the pattern blocks (available in the back of Investigations:
Pattern Trains and Hopscotch Paths book or die-cuts), and their
journals.
- Have them create a "blue sea" with the diamonds.
- Then they need to create an "island" on the sea with the tan
rhombuses.
- Next, they need to use one shape/color at a time to create a
scene on that island.
- Finally, they will use the cutouts to copy/glue their final
scene into their journal.
Center #6--Mr. Noisy's Book of Patterns
- Use Patterns and Shapes for 1-2 days/weeks
- Have the students color the patterns correctly following the
growing pattern sequence.
- The students will then copy one of the growing patterns from
the paper into their journal.
- Use Fill in Patterns and Shapes for 1-2 days/weeks.
- Check for students' comprehension as they are now extending
their thinking!
Extensions
Curriculum Extensions/Adaptations/
Integration
- Make a class book of the pages that the students made in the
Jack the Builder center. You can also have the students 1) take a
picture of what they build with a digital camera, 2) print out the
picture, 3) glue it on the top of a page and 4) have them draw
it again on the bottom. You could also make a book of the
pictures of their creations and put it in a center that students
can then try to re-create.
- Have the students act-out This is the House That Jack Built in
a performance for another class or parents, including full-
dress costumes or masks that the children have drawn for each
character.
- Do a whole-class shared writing activity to come up with a new
version of The Napping House and then make a class book with
the students illustrating each page.
- Laminate the blackline from Mr. Noisy's Book of Patterns, and
put in a center and have the students copy the patterns using
pattern blocks, beads, buttons, etc.
Family Connections
- Encourage your students to go through their books at home and
see if they have any stories that contain growing patterns. Have
them bring in the books and explain the growing pattern. If
possible, have a parent come in and read the book to the class.
- Include making a growing pattern at a Parent Math Night as an
activity/skill for the students to teach the parents.
- Send home blank sheets from Mr. Noisy's Book of Patterns and
see if the students can "teach" their parents about growing
patterns. Have the students correct the parents' "homework"
and return to school to give their parents a "grade."
Assessment Plan
- Have the students do a self-check on Rooster's Off to See the
World to see if they have the correct number of each animal
and in the correct order. It is self-checking, especially as you
explain the "stair-casing" of the final product. If you have the
book, you can photocopy the page with all the animals on it as
a way for the students to check their own work.
- Students must turn in their paper from Mr. Noisy's Book of
Patterns for you to check. Return to the students with marks
next to the ones that are incorrect, but do not tell them what is
wrong--see if they can figure out their mistakes on their own.
- Ask developmental/scaffolding questions as students are
creating their patterns.
Bibliography
Research Basis
Burns, M. (1992). About teaching mathematics: a K-8 resource. Math Solutions Publications,
Sausalito, CA, 28.
"The more experience that a child has with physical objects in
the environment, the more likely that related understanding will be
developed. A child can obtain physical knowledge...directly from
perceiving the objects themselves. The child derives logical knowledge
not from the objects themselves but from manipulating them and
internally processing these experiences.... First-hand experimentation
is needed. Children need experience with objects before abstractions
in mathematics are introduced.
The more opportunities children have to interact with peers,
parents, teachers, the more viewpoints they will hear. Social
interaction stimulates children to think through their viewpoints and
to approach objectivity. They achieve perspective on their own ideas
when confronted with others' thoughts."
Sutton, J., and Krueger, A. (2002). What instructional strategies make mathematics teaching
more learner-centered? EdThoughts: What we know about mathematics teaching and
learning. 21.
Centers are essential to learning in kindergarten. As stated here, it
is imperative that mathematical knowledge be based on prior-learning
and what better way than to teach/introduce a concept and then re-
enforce it through having the students participate in learning, based
on books they have already been exposed to and explored as a whole
group.
"Students learn by connecting new ideas to prior knowledge.
Effective, student-centered instruction combines guided questioning
with a set of experiences and lessons chosen to build upon the
experiences and level of understanding that students already
have.... Students will use a variety of tools, including manipulatives,
calculators, and computers, to explore mathematics concepts and make
sense of them individually and as a group of learners."