Math Station #4:Extending Color Patterns

Skill/ Content and Objective:

Materials:

Description:

"Identifying and extending a color pattern involves recognizing how the colors in the pattern are organized. Children must understand that patterns involve repetition in order to understand how a pattern should be extended. Recognition of patterns is one of the most important skills in the development of algebraic reasoning." (ETA/ Cuisenaire, 96).

USING BAG #1:

1. Make a pattern train of cubes in the following order: red, blue, red, blue, red. Stop when you get to five cubes.

2. Color in this pattern on your recording sheet.

3. Next, guess what cube will come next and add it to the train.

4. Add a red cube to your train. Ask: "Was my guess correct? Does the red cube belong at the end of the train?" Remove red cube from train.

5. Which cube should go next to create a pattern?

USING BAG #2:

1. Make other pattern trains of cubes (any two colors).

2. Color in these patterns on your recording sheet.

3. CHALLENGE: Switch trains with your partner and extend your partner's train by one cube.

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 98 and 99.

Skill/ Content and Objective:

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

Materials:

- Bag #1: (10 red and 10 blue cubes) in a bag
- Bag #2: snap cubes of assorted colors
- Recording sheets
- Markers and/or crayons and/or colored pencils

Description:

"Identifying and extending a color pattern involves recognizing how the colors in the pattern are organized. Children must understand that patterns involve repetition in order to understand how a pattern should be extended. Recognition of patterns is one of the most important skills in the development of algebraic reasoning." (ETA/ Cuisenaire, 96).

USING BAG #1:

1. Make a pattern train of cubes in the following order: red, blue, red, blue, red. Stop when you get to five cubes.

2. Color in this pattern on your recording sheet.

3. Next, guess what cube will come next and add it to the train.

4. Add a red cube to your train. Ask: "Was my guess correct? Does the red cube belong at the end of the train?" Remove red cube from train.

5. Which cube should go next to create a pattern?

USING BAG #2:

1. Make other pattern trains of cubes (any two colors).

2. Color in these patterns on your recording sheet.

3. CHALLENGE: Switch trains with your partner and extend your partner's train by one cube.

Differentiation Suggestions:

- If some children are having difficulty determining the pattern and understanding how to extend it, have them start at the beginning of the train (red, blue, red, blue, red, blue) and break the train apart by color as they explain the number and color of the cubes they are removing. Have them say the colors out loud (orally) to use the cadence of their voice to help establish the rhythm of the pattern.
- You may substitute colorful counting bears if those are easier for children to work with.
- For children who want to extend their thinking, ask them to try patterns of 3 or 4 colors, and then record them on their recording sheets.

Assessment: Formative and Summative:

- I Can list/ recording sheets
- Grid Paper (see Assessment link)
- Recognizing Patterns recording sheets (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 98 and 99.

math_station_-_i_can_4.docx | |

File Size: | 27 kb |

File Type: | docx |