Math Station # 5: Extending Shape Patterns

Skill/ Content and Objective:

Materials:

Description:

"In order to identify and extend a shape pattern, children must be able to differentiate between shapes. Once the pattern is identified, children need to use the pattern to make a prediction about what comes next. Implicit in making a prediction is the understanding that patterns involve repetition. Both recognition of patterns and making predictions are skills that children will use in algebraic thinking when working with functions and in data analysis when predicting a trend in data." (ETA/ Cuisenaire, 100).

1. Put blocks in following order: triangle, square, triangle, square. Ask: what shape do you think comes next?

2. Try out your guess by placing that block at the end of the pattern. Ask: Is the shape I just added correct? If so, add the next block and check the pattern again. Record this pattern on your recording sheet.

3. After finishing the first shape pattern, show at least three other patterns and record them on your recording sheet.

CHALLENGE:

1. Translate patterns from one form to another; i.e., make a second pattern that follows the same rule as the first pattern. For example: circle, square, circle, square could become triangle, hexagon, triangle, hexagon (AB patterns) OR circle, square, square, circle could become triangle, circle, circle, triangle (ABBA patterns). Helpful hint: Put the second copy of the pattern directly below the first one.

2. Assign letters to each part of the pattern (to get children thinking about the creation of AB, AAB, ABB, ABC patterns. (Provide a laminated example for this math station).

2. Record these translated patterns on your recording sheet.

Differentiation Suggestions:

Assessment: Formative and Summative:

Reference:

ETA/ Cuisenaire. (2006). Hands-On Standards, Deluxe Edition: The First Source for Introducing Math Manipulatives (PreK - K). Vernon Hills, Illinois: ETA Cuisenaire. Pages 100 - 101, 104 - 105.

Skill/ Content and Objective:

- Identify and extend a shape pattern
- Recognize patterns
- Extend patterns
- Make predictions

Materials:

- Attribute blocks (you can also substitute with foam shapes or building blocks)
- Recording sheets
- Markers and/or crayons and/or colored pencils

Description:

"In order to identify and extend a shape pattern, children must be able to differentiate between shapes. Once the pattern is identified, children need to use the pattern to make a prediction about what comes next. Implicit in making a prediction is the understanding that patterns involve repetition. Both recognition of patterns and making predictions are skills that children will use in algebraic thinking when working with functions and in data analysis when predicting a trend in data." (ETA/ Cuisenaire, 100).

1. Put blocks in following order: triangle, square, triangle, square. Ask: what shape do you think comes next?

2. Try out your guess by placing that block at the end of the pattern. Ask: Is the shape I just added correct? If so, add the next block and check the pattern again. Record this pattern on your recording sheet.

3. After finishing the first shape pattern, show at least three other patterns and record them on your recording sheet.

CHALLENGE:

1. Translate patterns from one form to another; i.e., make a second pattern that follows the same rule as the first pattern. For example: circle, square, circle, square could become triangle, hexagon, triangle, hexagon (AB patterns) OR circle, square, square, circle could become triangle, circle, circle, triangle (ABBA patterns). Helpful hint: Put the second copy of the pattern directly below the first one.

2. Assign letters to each part of the pattern (to get children thinking about the creation of AB, AAB, ABB, ABC patterns. (Provide a laminated example for this math station).

2. Record these translated patterns on your recording sheet.

Differentiation Suggestions:

- If children have trouble identifying and extending the shape pattern, give them an identical set of attribute blocks and have them repeat the pattern below the one that was already made, and then describe the shape and the place of the shape aloud (orally); for example, "A triangle is first, a square is second, etc."

Assessment: Formative and Summative:

- Recording sheet
- Grid paper (students can use the grids to draw in the shape patterns if they wish): see Assessment link
- Complete the pattern (students can use the grid to draw in the shape patterns if they wish): see Assessment link

Reference:

ETA/ Cuisenaire. (2006). Hands-On Standards, Deluxe Edition: The First Source for Introducing Math Manipulatives (PreK - K). Vernon Hills, Illinois: ETA Cuisenaire. Pages 100 - 101, 104 - 105.

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