Abridged Kindergarten Lesson Plan Template
Subject: Mathematics TC Name: Teacher Candidate
Topic: Patterning Date: October 1, 2025
Group Size: 29 students Time: 11:55-12:10 pm (students will transition from centers into this
lesson; students will transition into lunchtime after the lesson)
AT Name: Associate Teacher Room # / Location: Rm#
1.1. Instructional Expectations
a) Frame(s):
Demonstrating Literacy and Mathematics Behaviours
b) Overall Expectation:
18. recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what
comes next
c) Conceptual Understandings:
● Patterns are predictable.
● Patterns always have an element of repetition.
● The core of a pattern helps us to think about and name what comes next in the pattern.
● I am learning to communicate why something is a pattern and what comes next.
d) Specific Expectation(s):
18.2 Explore and extend patterns
18.3 Identify the smallest unit (the core) of a pattern
18.4 Create and translate patterns
2. Learning goals 3. Success Criteria
We can recognize patterns, extend patterns, and create our own patterns We will know we are successful when we can …
with pattern bracelets. ● Recognize what patterns are and what patterns aren’t.
● Name a pattern and extend it as a class.
● Recognize the core of a pattern and extend the pattern using it when
playing Fuzz Bugs Patterns and making a pattern bracelet.
● Create our own patterns and extend it on a pattern bracelet.
4. Pre-assessment and Addressing Student Needs
Pre-Assessment
Some students are familiar with patterns from previous learning in JK, whereas others are encountering the concept of patterns for the first time. I will
differentiate by ensuring there are opportunities for learning and participation that meet the needs of all learners.
Addressing Student Needs
Overall Needs
● Students' Age and Adjustment:
Many Kindergarten students are easily distracted and have a short attention span. Some students are only 3 years old and started school three
months ago, making full-day school a new adjustment for them.
○ I will minimize distractions as much as possible during lessons.
○ If students seem overly tired, I will remind them that they can take time in the quiet corner as needed.
○ I will encourage movement in lessons and learning when possible.
○ To create a calm and welcoming classroom, I will ensure:
■ Dimmed lamps are on each morning to avoid overstimulating bright lights.
■ Calming music is playing during soft entry and center time.
Individual Student Supports
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1. Student J – Sensitive to Loud Noises
○ I will provide a warning if we are outdoors and the whistle needs to be blown.
○ When using the Fuzz Bugs Pattern game, I will ensure the volume is set to a comfortable level.
2. Student A – Communication Delay
○ I will prompt Student A to respond to questions during whole-group and small-group lessons to encourage participation and speech
development.
○ I will actively engage Student A through targeted questions during one-on-one or small-group activities to help develop communication
skills.
3. Student M – Behavioural
○ I will engage Student M by asking questions throughout lessons and providing opportunities to work in small groups or one-on-one.
○ To minimize distractions:
■ Toys from centers will be kept out of her reach during lessons.
■ Seating arrangements will ensure she is not near peers who might distract her.
○ I will give Student M a choice of seating during whole-group lessons (e.g., sitting on a chair or the small carpet).
○ Gradually, as she demonstrates self-regulation, she will work with closer friends during group activities.
4. Student O and Student S – Behavioural
○ I will engage Student O and S with questions and provide opportunities for small-group and one-on-one work.
○ To minimize distractions:
■ Ensure they do not sit near distracting peers during whole-group lessons.
■ Gradually allow them to work together during small groups as they demonstrate increased self-regulation.
○ For Student O:
■ I will ask deeper thinking questions during small groups to provide an extra challenge.
5. Student W – ADHD, Behavioural
○ I will ensure Student W’s seating is free from distractions, such as nearby toys or distracting peers.
○ I will encourage him to share his answers and learning, as he enjoys participating.
6. Student C – AFOs for Cerebral Palsy
○ I will ensure Student C wears his AFOs indoors and removes them during outdoor learning.
○ The classroom environment will be safe and accessible, with clear pathways for navigation.
○ I will remind students to play safely around Student C (e.g., no pushing).
○ If Student C is running or playing unsafely, I will address it immediately to maintain safety.
5. Content
Definitions: (for educator use)
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Pattern: Something that repeats over and over again; you can always predict what will come next.
Core of Pattern: The part of the pattern that repeats over and over again.
Repeat: When something happens again and again in the same way. For example, in the pattern red, blue, red, blue, the colours repeat.
Extend a Pattern: To figure out what comes next in the pattern and continue it.
6. Learning Environment and Required Resources
● Patterning Google Slides
● Fuzz Bugs: Patterns Online Game: [Link]
● Pattern bracelet sheets (enough for 29 students to make a pattern bracelet each and have a few extras for students that may wish to start over)
[Link]
utm_content=DAGWmJLtnUU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
● Crayons (classroom already has lots)
● Stapler
● Smartboard
Class Learning Environment:
● The learning environment is designed to minimize risks for Student C by ensuring it is free from unsafe obstacles and allows all students to move
freely and safely throughout the classroom.
● The classroom is organized to promote engagement and flexibility, with learning centers spread across various tables and areas. This setup
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ensures students are not crowded and can comfortably participate in activities.
● Students are provided with a choice of seating based on the center they choose. Options include sitting in a chair at a table, playing on either of
the carpets or relaxing/reading on the couch in the quiet corner.
7. Scaffolding via Gradual Release of Responsibility and Planning the Feedback
a) Hook/Minds-On (11:55-12:00 pm or so) Ways in Which Children Might Demonstrate Their
Before the lesson: Have calming music playing on the SmartBoard off YouTube. Have the Learning pgs. 118-119
Google Slides presentation open on a tab prepared. Have the Fuzz Bugs Patterns website
opened on another tab with advertisements already skipped. Have this lesson printed for ▢ saying: *refer to Anticipated Responses in each phase
referral during the lesson. Give students a 5-minute reminder before it is time to clean up of the lesson.
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all the centers. When students are done cleaning up, they will all come gather on the carpet
for the lesson. ▢ doing: Children examine various patterns to decide
what the next item in each pattern would be. This will be
Beginning the lesson: Once students are gathered on the carpet, guide them through 3 done through a whole-group interactive activity, playing
snake breaths to get them back in the green zone. If students need reminding, remind them Fuzz Bugs Patterns, and making and extending their own
about whole-body listening and that we come to school to learn! patterns by creating pattern bracelets.
● Begin the lesson by telling students that this week we are going to be learning
about patterns! Ask them if anyone wants to share what a pattern is? (2 shares) ▢ representing: Students might represent their learning
○ Anticipated Response: “A pattern is something that repeats” of patterns by making connections towards real-world
● Share with students that a pattern is something that repeats over and over, we patterns seen in clothes or nature. This will be a future
always know what is going to come next. Then ask the students if anyone wants to lesson as well. Students might choose to create a pattern
share an example of a pattern? bracelet that represents a pattern on their favourite shirt,
○ Anticipated Response: “Blue, Green, Blue, Green” or “Square, Triangle, etc.
Square, Triangle”
● On the first slide on the Google Slide presentation, review with students what is a The Educators Intentional Interactions pgs. 119-120
pattern and what isn’t.
○ 1st example: “Give me a thumbs up if this is a pattern” … then ask, “How do ▢ Responding: Talk to the students about what patterns
you know this is a pattern?” are and help them recognize the core of the pattern to
■ Anticipated Response: “I know it is a pattern because it repeats predict what will come next.
pink, blue, pink, blue”
○ 2nd example: “Give me a thumbs up if this is a pattern” … then ask, “How ▢ challenging: During the Consolidation, students will
do you know this is NOT a pattern?” work in small groups to create their own pattern bracelets.
■ AR: “This is not a pattern because it doesn’t repeat” Students will be challenged to share what their patterns
*Review with students why this is NOT a pattern. are individually and share how they are going to be able to
○ 3rd example: “Give me a thumbs up if this is a pattern” … then ask, “How extend it.
do you know this is a pattern?” “Do we see more than one pattern?”
▢ extending: *This is an introductory lesson, thus this
■ AR: “It is a pattern because it repeats blue, green, blue, green.” or
Extending will be focused on later
“It is a pattern because it repeats circle, square, circle, square”
● Guide students through slides 2-4 to practice extending the pattern. Students will
be able to use the smart board to slide the missing shape into the pattern. Ask the
students to tell you what the pattern is and then choose one student to come fill in
the blanks..
○ Example AR: “The pattern is pink, green, pink, green” *Then pick a student
to drag the missing circles into the pattern to extend the pattern.
b) Action (12:00 pm - 12:10 pm)
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During the lesson: Students will then play Fuzz Bugs Patterns as a whole class to practice
extending patterns. For each level, ask for a student to quietly raise their hand to share
what their answer would be to extend the pattern. Students will be able to come up to the
smart board to pick their selection that would extend the pattern or fill in the blank.
● Before having students come up, review the pattern as a whole class.
○ Ex. for the first one: “Let’s solve the missing Fuzz Bugs in this pattern! We
have Red, Green … Quietly raise your hand if you would like to come select
which Fuzz Bug would come next”
● Note: The patterns get more difficult as the game goes on, so focus on having JKs
and those more capable of completing the easier patterns in the beginning to
contribute, and then select the SKs or students looking for a challenge near the
end. Student O may enjoy a more challenging pattern to extend. If Students S, M,
or W seem disengaged, ask them if they would like to try to extend a pattern to
bring them into the green zone.
● The Consolidation will be done later in the day in small groups, thus this will be the
end of the lesson for now. The students will be heading to lunch from here. Usually,
the ECE will take this over, but if not, students will be directed to wash their hands,
and bring their lunch bags and water bottles to a table. Gradually release students
to do this to minimize traffic and provide a safe environment for Student C. For
example, release Year 1 boys, then Year 2 girls, etc.
c) Consolidation (During Center Time later in the day)
*This Consolidation activity will be done in small groups during the students’ second center
time after lunch. If not all students get the chance to participate, the Consolidation activity
will be set up the next day as a center led by the TC the next day.
*Update: This activity will be done after gym around 10 am the following day during center
time.
Before the Consolidation: Have pattern bracelet sheets printed and cut for student use.
Have the cut-out bracelets on one of the circle tables. Have the center set up with crayons
for student use. Have a stapler on the table for TC use. Ensure the table is cleaned and that
there are 5 chairs around the table with a pulled-up chair for TC use.
During the Consolidation:
● Before students are released to centers, share with them that you will be leading a
center for making pattern bracelets that they get to wear too. Invite the first 4-5
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students interested to join at the table. Encourage students to choose 2-3 colours
max for this activity. After the first 4-5 students are done, invite students who have
not participated yet to join unless other students are coming on their own.
● As students are working on their pattern bracelets, ask them how they are going to
extend their pattern.
○ Anticipated Response: “I am going to extend it by adding blue and pink
again because that is what I did at the beginning of the pattern”
● When students are done with their pattern bracelets, ask them to share what their
pattern was, focusing on the core of the pattern.
○ Anticipated Response: “My pattern was Blue, Green, Blue, Green”
● After students have shared their pattern bracelet, staple it so it can fit onto their
wrists, and take a picture if possible. Otherwise, make note of students who might
have had some difficulty with creating patterns during this task to ensure more
time is spent with them to review this learning in the following days.
8. Reflections (consider following reflective prompts):
1. How do I know the students learned? What specific areas of the lesson could I have improved? Why? How might I improve my future lessons?
2. How does my teaching reflect the wide range of learners in the class? Do I respond in ways that avoid the marginalization of some of my students in
my classroom? How might I improve?
3. How might I improve my questioning strategies? Why? What next steps will support this?
4. In what ways did I help my students enhance their creativity? (e.g., How did I help them come up with new ideas and solutions?) What is one specific
step I might take to learn more about facilitating student creativity?
5. How did I help my students enhance their critical thinking skills? (e.g., How did I help them question and evaluate ideas and solutions? How did I help
them consider other perspectives regarding a particular topic? How did I help them think about their thinking?) What is one specific step I might take to
learn more about facilitating students’ critical thinking skills?
6. How do I think the lesson went in general? Why? What evidence supports this?
7. What questions do you have now that you have implemented this lesson? How will you address your questions?
8. What was most challenging for you in planning and implementing this lesson? Why? How did you or will you address this challenge?
9. What did you learn about yourself as a “teacher” after planning and implementing this lesson? Why? What are your next steps?
Reflection via Selected Prompt: 8
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The hardest part of planning this lesson was figuring out how much to include for a Kindergarten introductory lesson—what’s “just right” for this age
group. Since we didn’t cover Kindergarten lesson planning before my placement, I wasn’t sure how much content to include or what the Minds On,
Action, and Consolidation phases should look like for younger learners. I also found it tricky to fill out sections like Saying, Doing, and Representing and
Responding, Challenging, and Extending because I wasn’t familiar with how to apply them to my specific lesson.
To work through this, I talked with my Associate Teacher (AT) about my ideas and got her advice on how much to break down the lesson. I kept things
simple by focusing only on patterns with one attribute (colour) and avoided introducing more complex ideas like labelling patterns or exploring natural
patterns.
The lesson went well overall, but I noticed some parts could have been slowed down to give students more time to absorb and respond. Next time, I’ll
give them more wait time before asking for answers or let them share their thoughts with a partner before responding to the whole group. I’ll also
slow down the pace by reviewing each pattern more carefully and going over it multiple times. To help them remember, I’ll build in a routine where
we say the pattern together or clap it out.
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