Math - Pattern - 3.2
On this page, you can see the lesson plan, a reflection, and photos.
Grade Level:
KG2E
Learning Outcome (ADEC code and words):
(K2PA1)
Recognizing patterns, comparing patterns, extending patterns, creating patterns, remembering patterns.
Theme: My Natural Environment
Subject:
Math
Professional Development Plan
(What do YOU need to work on in order to grow professionally?)
Resources (what materials/equipment will you and the students use? Be specific)
Power point, math resources, clay, board, marker
Card, plants, dice, gloves, paper, trowel, water, pot, soil, seeds.
Preparation (what do you need to make or check before class?)
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Key vocabulary
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Seed, root, stem, leaf, flower
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grow, water, air, soil, sun
This is a math lesson "Pattern" which I taught at AL Taqwa Kindergarten for KG 2 students. The important thing that I learned from my mistake is how to manage misbehave students
 Students engaged in activities and p |  students learned to creat a pattern |  blocks center |
|---|---|---|
 students make a robot with pattern |  Art center |  As a teacher we should keep students |
1- Choose and describe an aspect from a teaching competency that you need to work on (Goal)
- Planning for learning – focus in differentiation centres, lesson introduction, active engagement.
- Language delivery.
2- Describe what you will do to help achieve your goal (Strategies Used)
- Discuss with my MST to choose the right activities that linked with the outcome for the lesson, share ideas for activities.
- Language delivery, Practice before hands on. The vocabulary, pronunciation.
3- Describe how you can tell if you’re achieving your goal (Evidence)
- Planning for learning _ notes from planning meeting with MST/MCT.
- Get feedback from MCT / MST language delivery and pronouns.
Lesson Plan
Whole focus Introduction (warmer activity + teacher active engagement)
Students will write their name in Arabic and English in their book.
Explain behavior chart.
Review the rules (eyes are watching – ears are listening - brain on - sitting propels)
What are we learning in the numeracy?
Why do we learn about numbers?
Today we will learn about the pattern that's mean repeating some things.
The teacher will show students a power point of different pictures that created an AB
pattern of natural environment (animals) camel - sheep, camel - sheep, ABC and ABB example.
Complete the pattern on the smart board. What come next?
1- The teacher will create a pattern an AB example by clap, snap or any then students will copy what the teacher did.
2- The teacher will choose one student to create a pattern and other students will copy.
(group working with the teacher)
- KWWP2: Share their writing with teacher and peer.
As a teacher we should prepare materials and resources, Students learn better through hands-on activities.
Each Students level (E, M, D) have a different focus.
# The Emerging: Explore pattern in familiar environment. That's mean student's try to copy an AB example.
Assessment: copy/ extend/ create a pattern AB example.
Steps:
1- Teacher will explain and repeat the example tree times, for example red, blue - red, blue - red, blue.
2- Students will copy the teacher example.
3- Then students will repeat the example and geese what come next.
4- Students will draw and copy an example.
* for Emerging student's teacher will give them simple activities.
# The Developing Explore pattern in familiar environment. student's able to copy, draw with a marker an AB example. Also, write a type of pattern. (AB example)
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Assessment: Complete a simple pattern, create a pattern ABC example.
Students will:
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Draw a pattern an ABC or ABB shapes.
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Write a type of pattern.
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Color the pattern.
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Use stamps to create an ABC or ABB pattern.
# The Master: Explore pattern in a range of familiar environment. that'a mean students abele to answer the teacher Question, make and create patterns without copying.
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Assessment: Complete a simple pattern, create a simple pattern, create a pattern in different materials draw and write sentence ( This is a ABB Pattern.)
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Assessment: Self/peer checking. Formative (comments and checklist) the teacher will write done the students answer, this help here to documenting and assess students.
The teacher will ask students: What is this called? / what come next? / what this pattern called?
Students will:
- Answer the teacher questions.
- The teacher will review with students start with AB pattern > ABC > ABB > ABBA.
-Students will create their own pattern with cubes.
4. Next step: The teacher will ask them to create a pattern during the project, for example, to make a wall for the garden.
Independent Experience(small group activity
Learning objectives (Students will be able to/WALT):
Know what a pattern is and find patterns around them.
“Today, while you’re at your learning centers, you need to remember…”
Prompt: You can find patterns around you in your life for example clothes, carpet, picture, home and everywhere.
Assumptions about prior learning
Understand about repetition, but they do not know is called “pattern” before we start the lesson.
That is because they do not have enough language.
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As a teacher, I will show them different real life and examples of patterns on the board. “ab ab - abb abb – abc abc”
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And I will explain for them patterns come as: Shapes – picture - colors – ( lines >> Up- down- zigzag - over- under )
Possible problems and solutions
Some student will find it hard to recognize the pattern.
Corners
Independent Experience (small group activity) Emerging students
Construction Corner - fountain for flower garden
Materials: Blocks
Students will make a fountain that is linked with this month theme
I will give them a suggestion to build it as a pattern fountain. By using blocks and
example of pictures fountain.
Extension activity:
Students will draw what they did in this activity.
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Assessment: product, copying, and drawing.
Independent Experience (small group activity) Emerging students
Art center - flower for flower garden
Materials: Color paper, glue, scissors, A3 paper
Students will create their own pattern by using materials, They will learn
better through hands-on activities.
Extension activity:
Draw a fish for ocean and color is a pattern.
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Assessment: product, copying, and drawing.
Closing
Reflection time after clean up time.
Students will share their work on the project and other students will ask them
What do they learn today?
For example:
Students will try to ask Salem different type of bloom’s question. (Three Questions)
What did you learn today?
Which center do you work in?
Students assess each other, thumps up if they did right and thumps down if not.
Students thanks Yousef and praise hem by saying “Up, up very good”
Pattern Observation Reflection, Anisa - 9th, March 2017 (Year, 3.2)
Select
My event is how to assess students by using differents strategies.
When my MCT was observed me for the second time in (KG 2 – E) at “AL Taqwa Kindergarten.”
Outcome:
(K2PA1)
Recognizing patterns, comparing patterns, extending patterns, creating patterns, remembering pattern
Describe
I chose this event because I want to learn how to assess students by using differents strategies. I assess just students who I work with them in the focus group and 1 type checklist with any comments. During these six semesters, I did not know assessment is important for both students and teachers. So I need to improve this skills and use it for the whole lesson and different areas in the class. About the lesson, it was a great lesson. The activities were fully engaged, and students followed my instructors.
Analyze
I think this problem happen because I did not have enough knowledge about how to assess students. And we should learn this skills on semester one to have enough knowledge about and improved year by year.
Appraise
I learned from my event for next time, not things is difficult. If we want to learn we need to ask the teachers ar friends. As a KG teacher, we should use different strategies to teach young children.
How: For example, see videos in youtyob.
Why: To deliver the lesson in a short time.
Transform
In my next teaching, make sure to practice and prepare for any lesson before delivering the lesson. Also, ask a question before I have any observation because I learned from my mistake.