EDMA 3100-01
Tara Garrioch
Assignment #3 - Rich Task Design
Grade 1 & 2 Mathematics - Patterns
Big Ideas:
● Repeating elements in patterns can be identified.
○ Sam’s pattern path show’s different pattern
types.
○ Having students work and create patterns:
auditory, manipulative, draw.
● The regular change in increasing patterns can be
identified and used to make generalizations.
○ Sam’s pattern path has one increasing
pattern at the end. This is to launch a
conversation about increasing patterns.
○ Talk about increasing patterns.
Curricular Competencies:
● Use reasoning to explore and make connections.
● Develop, demonstrate, and apply mathematical
understanding through play, inquiry, and problem
solving.
● Reflect on mathematical thinking.
Materials:
● Sam’s Pattern Path book
● Jack Hartmann Pattern Video
● Pattern cards
● Pattern bins (patterning pieces)
● Marker bins
● Hand in bin
● Exit Evaluation Slips
● Exit Evaluatoin Poster queued up for Smart Board
● Sam’s Friends Rich task questions
● White boards and multi-colour dry erase markers
Before:
Ask students to gather at the carpet quietly, taking their assigned spots. Ask students
what we know about patterns, if necessary reminding them they have a repeating core
from previous lessons.
Hook:
Activate prior knowledge from previous lessons with a movement pattern Jack Hartmann
Pattern Video
● Building off of Jack Hartman’s video review clap an increasing pattern rhythm and
ask the students to clap along. Ex. One clap, one leg slap, one stomp of your feet,
2 claps, one leg slap, one stomp of the feet….. Then after three rounds, ask them if
they think this is a pattern? What is changing in the pattern? What might this be
called?
During:
● Pre-read book with class, looking at the pictures. Ask them to take note what types
of patterns they may see in the book we are about to read, so they can share it
later with their group/partner.
● Read the Sam’s Pattern Path book at the carpet.
● Have students think-pair-share about the story with their elbow partner at the
carpet on a walkabout around the room about the pattern (one or two slow loop(s)).
● Teacher will layout card sets for Sam’s Pattern Path cards with white boards.
● Have students rejoin the carpet and share their thoughts/work.
○ White board share of patterns students saw.
○ Introduce first Pattern Rich Task on the smart board. Read the instructions
slowly a few times out loud to the students.
○ Have students work with the cards and whiteboards to work on the first rich
task.
○ For students that quickly determine the task, add additional questions, if the
increasing pattern doubled every time how many sockeye would there be
after 2, 3, 4, 5 pattern core repeats.
○ Teacher circulates asking:
■ What strategy did you use to figure this out?
■ Can you think of another strategy?
■ Which way was quicker?
○ Ask students to tidy up cards and place back into bags, teacher collects
items.
● Ask class to pause, and talk to students about the patterns students saw in the
book and ask them to use their bins to show some linear patterns of their choosing.
(abbabbabb, abcdabcd, abbccaabbccaaabbccaaaabbcc etc.).
● Pass the student pairs patterning bins and have them take them back to the tables.
Continued…During:
● Teacher circulating observing
○ Asking student pairs what will happen if you change a particular pattern
piece?
○ Can they make their existing pattern into an increasing pattern?
○ What other ways could they add complexity in different ways appropriate to
that tables patterns?
● Re-gain students attention.
○ Challenge students to make their patterns 3 dimensional with their patterning
bin materials.
■ Use white board to demonstrate three-dimensional vs. linear if needed.
● Give students five more minutes to build their patterns.
● After the five minutes passed, have students walk around and look at other groups
patterns.
○ Teacher circulating, asking students the same questions as above, but in
relation to other groups patterns.
● Ask students to put away bins and hand out some plain paper and use marker tubs
on tables to complete second rich task individually. Read the instructions slowly a
few times out loud to the students. Remind students to put their name on paper!!
○ Walk around the classroom, observing for understanding of task.
● Circulate during task.
○ Ask students questions about their increasing pattern
■ ie. what is changing and what is staying the same.
● Tell students 2 minutes to finish up after engagement seems to begin to wane.
After:
● Pass out slips of paper with R/Y/G on them and ask student to circle the color and
use the exit evaluation image on the smart board. Remind students to put their
name on it. Ask students to put them in the exit slip box.
● Then have students join you at the carpet. Ask them to hand their work into the bin
at the carpet. Ask each student if you can share their work, randomly pick a few
pattern papers from the task to share with the class and reflect.
● Ask students what they enjoyed most, what they found challenging and what they
learned from seeing each others work- allow conversation to move where it
naturally goes, as long as it stays on topic.
● Summarizing knowledge with a quick Q&A using thumbs up, thumbs down for
understanding.
● Wrap lesson up with telling students to look for patterns in nature and at home and
share the following day at carpet time.
Assessment
Teacher will carry around a clipboard using these assessments throughout the
tasks making notes using the guiding rubric and formative assessment questions
for the Curricular Competencies.
Big Idea Assessment:
● Repeating elements in patterns can be identified.
○ Sam’s pattern path show’s different pattern types.
○ Having students work and create patterns: auditory,
manipulative, draw.
○ Guiding Rubric used for todays lessons.
● The regular change in increasing patterns can be identified and
used to make generalizations.
○ Sam’s pattern path has one increasing pattern at the end.
This is to launch a conversation about increasing
patterns.
○ Talk about increasing patterns.
○ Handed in pattern paper, for looking at students process.
○ Guiding Rubric used for todays lessons
○ Exit ticket for self-assessment.
Curricular Competency Observation Assessment
Questions:
● Use reasoning to explore and make connections.
○ Did the students engage and participate in the process
of inquiry? Yes/No
● Develop, demonstrate, and apply mathematical understanding
through play, inquiry, and problem solving.
○ Playing with pattern pieces, developing their own
patterns. Could students their own patterns? Yes/No
○ Increasing patterns? Yes/No
● Reflect on mathematical thinking.
○ Did students reflect on their own thinking? Yes/No
○ Were they able to identify about how they got to an
answer? Yes/No
Diversity:
This lesson is designed for a split class. It is designed for scaffolding knowledge
with peers with multiple means of engagement and many points of interest.
Universal Design:
● Scaffolding with peers
● Open ended questions with no fixed answer
○ Prioritize process over answer.
● Patterning examples are offered written, auditorily and visually.
● Has multiple entry points and tasks to the lessons.
● Each task is related but does not preclude students from
moving on to the next task if they aren’t successful at the first
task.
● Use of thumbs up, thumbs down for understanding, for ELL
Differentiation:
● All written problems are read out slowly multiple times and
are also left un on the smart board during tasks (for students
with reading difficulties).
○ Having google read and write set-up if needed for
students or a CEA available to help with reading.
● Exit tickets assess students own feelings toward their
learning (to catch students that don’t feel they are getting it).
● Providing multiple means of engagement (video, story, cards,
bins of manipulatives for pattern making, drawing out
patterns).
● Providing extensions for students that complete the task
ahead of the majority of their peers.