A -Patterning We Will Go- This center idea provides a great activity that reinforces patterning skills. Stock the center with a supply of multiples of classroom items such as pencils, erasers, rulers, and paper clips. To use this center, a child arranges some of the items to make a pattern of his choice. Vary this activity by having one child begin a pattern and having a second child finish it. (Rochie Kogan-NY) Secret Sorting- Each student will need several manipulatives, a pencil, and a blank slip of paper. Ask each child to look at his manipulatives and identify a sorting attribute. For example, if a child has a hand full of buttons, his attribute might be the number of holes per button. Next have each child sort his collection, write his sorting attribute on the slip of paper, and flip the paper over so the writing is hidden. When everyone has completed this part of the activity, have each child examine the collections his classmates have sorted and try to guess the attribute they used. To do this, have students move from collection to collection (this may need teacher assistance). Students can check their guesses by flipping the slip of paper over to read the attribute used. (Kimberly Spring) What Comes Next?- Each student will need several manipulatives. Pair students and have each pair create a repeating pattern using their combined math manipulatives. When the patterns are established, instruct one student in each group to stay with the pattern, and have the other student examine the patterns created by others. At each stop the visiting student predicts what comes next in the pattern on display. The students manning the pattern confirm predictions and redirect incorrect ones. When the rotation is completed, the students' partners switch roles and the rotation begins again. The activity is over when every student has examined each pattern. (Kimberly Spring) Extending Patterns- Each student needs two matching sets of manipulatives. First ask each child to create a pattern using one set of his manipulatives. When each student has completed this, pair the children. Then, in turn, each student attempts to continue the pattern his partner has created using his partner's second set of manipulatives. As an added challenge, ask students to add to the beginnings and endings of the patterns. (Kimberly Spring) Copycats- Each student needs several manipulatives. This partner activity reveals how well children can identify pattern elements. First, one partner uses his manipulatives to build a pattern; then the other partner studies the resulting pattern and duplicates the pattern using different manipulatives. For example, if the original pattern is created using bread tags and buttons, its copied version may be created from shells and paper clips. Then partners switch roles and repeat the activity. This activity can be continued for as long as interest holds. (Kimberly Spring) Taking a Walk on the Predictable Side- Patterns are everywhere-but many times the patterns in our environment go unnoticed. Ask students to look around the classroom in search of patterns. Direct students' attention to patterns that can be found in desk arrangements, ceiling and floor tiles, fabrics, calendar activities, and pockets on a pocket chart. Once the children's' observation skills are polished, take them for a walk around the school. Encourage students to describe the patterns they spy. (For example, "I spy four chairs at each table in the library," "I spy four panes in each window," or "I spy three leaves on each cloverleaf.") After the walk have each student illustrate and label one pattern that he observed. To do this, give each child a 4" by 18" strip[ of white construction paper. First have each child fold his paper strip in half (or may be already prepared), then in half again, before unfolding it to reveal four equal size boxes. In the first box, ask each child to illustrate and label the pattern he observed. Then challenge each child to extend his pattern into the second box by illustrating and labeling its predicted outcome (i.e. 1st box shows a cloverleaf, label reads "1 clover, 3 leaves, 2nd box would predictably read "2 clovers, 6 leaves" etc..) Have students continue in this manner until all four boxes are filled. (Kimberly Spring) How Many Patterns in 100? Exploring a hundreds chart can reveal countless patterns. Give each child a copy of a hundreds chart and a small supply of manipulatives such as dried beans, buttons, or cubes. After several minutes of discovery time, give students the following oral directions and have them find the resulting patterns:
(Kimberly Spring)
Making the Connection- Before long the children will be able to transfer their pattern knowledge to charts and tables. Begin by posing the question, "How many children's eyes are there in the classroom?" On the chalkboard draw a chart like the one shown.
Then with the assistance of the children, complete the chart for 3 children. (If desired, ask three students to stand facing their classmates so their eyes can be visually tabulated.) Next ask students to predict the information for the next two or three chart entries. Use student models to verify this information if desired. Finally have students identify the pattern created on the chart and use the pattern to solve additional questions such as " How many eyes would 20 two-eyed students have?" and "How many eyes would 26 two-eyed students have?" To extend the lesson, divide students into small groups. Have each group establish a pattern and a corresponding table for one of the following: sides on a triangle, fingers on one hand, corners on a square, seasons in a year, days in a week, and digits in a phone number. (Kimberly Spring) Strike A Pose - Use these clown cards to get your students into the act. To prepare, make four tagboard copies of the clown cards, color the clowns and cut the cards apart. Working with a small group, have a student volunteer pick 2 of the cards. Then help several children arrange themselves into an ABAB pattern that mimics the clown poses on the cards. Challenge the rest of the students to join in and pose accordingly to extend the pattern. Continue in this manner using different clown cards and different patterns, such as AABAAB,ABBABB, and AABBAABB. And for the final act? Use three clown cards! (Carrie Richardson and Betty Horton-Waldorf, Md.)
A Shoe Show - Creating Shoe Patterns- Looking for another way to create more patterns? Look no further than your feet! Have your students create these shoes to clown around in and then use the shoes for some patterning fun. Gather the materials listed below. 2 thin paper plates (per child) 4-12" pieces of yarn (per child) paint (2-3 colors in tubs) paintbrushes scissors hole punch Then have each child paint the backs of 2 paper plates. (Make sure the child uses only one color.) When the paint is dry, cut a wedge from each plate and punch a hole at each corner. Help the child knot a length of yarn through each hole. Then tie the plates around the child's ankles to create clown shoes. Once all of the children are wearing their silly shoes, encourage them to arrange themselves into patterns according to the shoe colors. Let's see, blue,blue,red,red... What a shoe show! (Sheila Crawford-In)
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