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Duty:

11:00-11:30 Casey Prep C Eating

Breaks:

09:45-9:55 Fiona Tea Break 1

11:00-12:00 Fiona Lunch

14:45-15:00 Fiona Tea Break 2

11:30-11:55 Casey Break 1

13:30-14:00 Casey Break 2

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Duty:

11:00-11:30 Fiona Prep C Eating

11:30-12:00 Casey Roaming

Breaks:

09:45-9:55 Fiona Tea Break 1

11:30-12:00 Fiona Lunch

14:45-15:00 Fiona Tea Break 2

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Duty:

11:00-11:30 Fiona Prep C Eating

Breaks:

09:45-9:55 Fiona Tea Break 1

11:30-12:00 Fiona Lunch

14:45-15:00 Fiona Tea Break 2

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Duty:

11:00-11:30 Casey Prep C Eating

11:30-12:00 Fiona Adventure Playground

Breaks:

09:45-9:55 Fiona Tea Break 1

11:00-11:30 Fiona Lunch

14:45-15:00 Fiona Tea Break 2

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Duty:

11:00-11:30 Fiona Prep C Eating

11:30-12:00 Casey Adventure Playground

Breaks:

09:45-9:55 Fiona Tea Break 1

11:30-12:00 Fiona Lunch

14:45-15:00 Fiona Tea Break 2

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HOME READING TO GO HOME TODAY

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Group time

Students sit on the mat. Morning song, roll. Model calendar and morning jobs (counting the days of school, changing calendar, weather, looking at daily schedule).

Finger Gym

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Music

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Gross Motor

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Group time

Students sit on the mat. Morning song, roll. Model calendar and morning jobs (counting the days of school, changing calendar, weather, looking at daily schedule).

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Group time

Students sit on the mat. Morning song, roll. Model calendar and morning jobs (counting the days of school, changing calendar, weather, looking at daily schedule).

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Sounds-Write

Review

Lesson 4 (p91)

Word Building

New Learning

Lesson 3 (p89)

Sound Swap

Practice: reading and writing in connected text

Decodable reader - Tim's Cat

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Art

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Sounds-Write

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PE

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Brain food & toilet break

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Health

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Brain food

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Brain food, toilet break

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Brain food

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Maths

Number hunt in upper playground (iPads)

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STEM

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Library

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Maths

Assessment Tasks

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Sounds-Write

Review

Lesson 1 (p85)

Word Building

New Learning

Lesson 4 (p91)

Reading and spelling words

Practice: reading and writing in connected text

Dictation - Sit, Sam!

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Lunch

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Lunch

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Italian

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Lunch

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Lunch

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Mindfulness

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Mindfulness

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Mindfulness

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Lunch

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Mindfulness

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Sounds-Write

Review

Lesson 4 (p91)

Word Reading

Lesson 1 (p86)
Word Building puzzles

New Learning

Lesson 2 (p87)

Symbol search

Practice: reading and writing in connected text

Dictation - Tim is a top man.

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Rotations

1. Activity (Casey) - Colour and write

2. Activity (Fiona) - Sound swap

3. Activity (Tiffany) - Game

Group to work with Gina - Chloe, Audrey, Becky & Petra

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Sounds-Write

Review

Lesson 4 (p92)

Follow up lesson Word Reading from word cards

New Learning

Lesson 1 (p86)
Word Building puzzles

Practice: reading and writing in connected text

Decodable reader - Tim's Cat

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Maths

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Lesson Overview

This lesson focuses on the students recognising, describing and copying simple repeating patterns. Through exploring familiar patterns in our everyday lives, students come to learn that patterns are everywhere and relate their learning to life beyond the classroom. Seeing the relevance of mathematics outside heightens students' engagement (Attard, 2012).

Read More

Lesson Materials

For the class to share: Question 5

red and yellow counters

red, green and blue blocks

play money (including $1 and 10 cent coins)

paper clips

paddle pop sticks

Outcomes Covered

Click on your curriculum to view the full list of outcomes covered by this Lesson.

Focus Question

What is a repeating pattern?

Lesson Vocabulary

Quality instruction encourages students to move beyond the use of everyday language to more precise, formal mathematical vocabulary. It is vital that students connect new vocabulary to their conceptual understanding This is a preview. More content can be revealed. Read More

repeated pattern

Big Ideas

Patterns have something that repeats over and over and over

Teaching and Learning Sequence

Learning Intention

We are learning to recognise, describe and copy repeating patterns.

Assessment for Learning Tool

Assessment Tool Criteria
Identifies and copies repeating patterns
Steps to Success:

identifies a repeating pattern in a familiar everyday context NPA1

copies a simple repeating pattern NPA1

Assessment Tool Criteria
Describes repeating patterns
Steps to Success:

uses everyday vocabulary (e.g. blue, red, blue, red to describe a pattern.

identifies the pattern unit as the part that repeats NPA2

labels the pattern type. (e.g. That is an ABC pattern)

Counting Routine

Use the counting routine, 'HALT!' Aim to have students fluently count one after another; forwards and backwards, in steps of one from a given number to at least 30 (although the teacher should determine the endpoint based on student ability).

Students stand in a circle. The first student counts, one. The next student counts two and so on. At any time, a student can say the next number then raise both hands and say, HALT. This causes the counting to go back in the other direction. For example, if the counting is 8, 9, 10, and HALT is called, the counting reverses: 9, 8, 7...

Introduction

To focus students' attention and encourage metacognition, the teacher reads them the focus question on the opening page of the lesson. They draw the students' attention to the image on the opening page and ask how they think this might be connected to today's learning.

Suggested Teacher Talk

Let's read the focus question together. It says 'What is a repeating pattern?' Today we are learning to recognise, describe and copy repeated patterns. How does this image connect to what we are learning today?
(Establish Mathematics Goals to Focus Learning)

The environment is full of patterns that students are exposed to in their everyday life (Ginsburg, 2022). This lesson begins with an eBook containing a range of patterns, many of which students will be familiar with.

Suggested Teacher Talk

Let's look at the eBook. It's called 'Patterns are Everywhere!'
After reading the eBook, discuss the following questions with the students:

Where did you see patterns?

(e.g. on the playmat in playroom, on the fish etc)

How do you know it is a pattern?

Most students at this stage won't be able to define what makes a pattern a pattern, but they might be able to describe the pattern sequence. E.g. 'because it goes red, orange, green, red, orange green.'

Where else might you see patterns?

This question serves as an opportunity to identify any patterns that might be in their classroom or school.

(E.g. on tiles, children sitting boy, girl, boy girl etc)

Students that are struggling to identify patterns in their everyday lives may benefit from using the 'Is it a pattern?' interactive found in the Printables section.

(Elicit and Use Evidence of Student Thinking)

Join or sign in to unlock the rest of this lesson's differentiated activities

4 Core Activities

These are central to the focus question or learning intention and include surface, deeper and transfer of learning.

3 Deeper Learning Activities

These take thinking to the next level and require more time, effort and sometimes research.

3 Challenging Activities

These require extended critical and creative thinking.

4 Stimulus

Quality videos, interactives, eBooks and more are built into our lessons to support learning.

Downloadable Program

Every unit and lesson comes with a downloadable fully editable Program.

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Describing and Copying Patterns Lesson | Maths | AU

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This lesson focuses on the students recognising, describing and copying simple repeating patterns. Through exploring familiar patterns in our everyday lives, students come to learn that patterns are

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Rotations

1. Pattern-pillars

2. Making patterns

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Mindfulness

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Maths

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Acknowledgement of Country

Pevan & Sarah work and live on Wurundjeri land. We acknowledge the traditional custodians of this land and pay our respects to the Elders both past & present, for they hold the memories, traditions, culture and music of their people.

Australia's favourite kids duo

© 2024

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Find all your favourite Pevan & Sarah videos here.

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English

Make connections

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Maths

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Lesson Overview

This lesson builds on the students' knowledge of what a repeating pattern is and how each one follows a specific rule. They use this knowledge to create their own patterns using objects and shapes, first with concrete materials and then using pictorial representations.

Lesson Materials

Paired Activity: Question 3
For the class to share:

objects to make patterns with, such as dice, dominoes, counting bears, Lego, attribute blocks, magnetic letters and counters
Paired Activity: Question 5
Each child will need:
Individual Activity: Question 6
Each child will need:

some string knotted at the end

objects to thread on the string such as pasta pieces or beads

Read More

Outcomes Covered

Click on your curriculum to view the full list of outcomes covered by this Lesson.

Focus Question

Are you a pattern maker?

Big Ideas

Patterns have something that repeats over and over and over

Teaching and Learning Sequence

Learning Intention

We are learning to describe and create repeating patterns using objects and shapes.

Assessment for Learning Tool

Creates a repeating pattern.
Steps to Success:

uses concrete materials to create a repeating pattern that follows a specific rule

creates a repeating pattern and labels the rule it follows NPA2

Counting Routine

Use the counting routine 'HALT!' Aim to have students fluently count one after another; forwards and backwards, in steps of one from a given number to at least 30 (although the teacher should determine the endpoint based on student ability).

Students stand in a circle. The first student counts, one. The next student counts two and so on. At any time, a student can say the next number then raise both hands and say, HALT. This causes the counting to go back in the other direction. For example, if the counting is 8, 9, 10, and HALT is called, the counting reverses 9, 8, 7...

Introduction

Use the opening page to share the image and focus question, 'Are you a pattern maker?' Connect the question to the images by asking the students who they think made the patterns in the images.

Explain to the students that today they will be learning to create their own repeating patterns using objects and shapes.

(Establish Mathematics Goals to Focus Learning)

Draw on students' prior understanding of patterns to ascertain what they think they might need to remember when they are being a pattern maker.

Suggested Teacher Talk

Let's read the question together, 'Are you a pattern maker?' Who do you think made the patterns in these images?
(A bird, people, bees. )
Today you are going to be pattern makers as we are learning to create our own repeating patterns using objects and shapes. Think about what you have learnt about patterns so far. What do you think will be useful to remember when you are creating your own repeating patterns? I'm going to write down our thoughts and we will come back to them at the end of the lesson.
(E.g. a repeating pattern does the same thing over and over again, patterns follow rules.)

Building on what students have learnt in the previous lesson about pattern rules, this question draws out the children's thinking that patterns can look different but follow the same rule. Having this understanding allows them to generalise patterns. Generalising patterns helps students form the basis for algebraic thinking. (Clements & Samara, 2007)

Suggested Teacher Talk

Look at Frankie's three patterns. He says that all his patterns are different. Do you agree with Frankie? Why or why not?
(I do not agree with Frankie because although his patterns look different, they all follow the AB rule. I do agree with Frankie because they look use different objects.)

(Facilitate Meaningful Mathematical Discourse)

Join or sign in to unlock the rest of this lesson's differentiated activities

4 Core Activities

These are central to the focus question or learning intention and include surface, deeper and transfer of learning.

3 Deeper Learning Activities

These take thinking to the next level and require more time, effort and sometimes research.

3 Challenging Activities

These require extended critical and creative thinking.

1 Stimulus

Quality videos, interactives, eBooks and more are built into our lessons to support learning.

Downloadable Program

Every unit and lesson comes with a downloadable fully editable Program.

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This lesson builds on the students' knowledge of what a repeating pattern is and how each one follows a specific rule. They use this knowledge to create their own patterns using objects and shapes,

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Lunch [Eating]

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Lunch [Eating]

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Lunch [Eating]

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Lunch

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Transition lunch boxes into school bags

OSHC bags onto veranda

Seated on mat for story with TA

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Transition lunch boxes into school bags

OSHC bags onto veranda

Seated on mat for story with TA

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Transition lunch boxes into school bags

OSHC bags onto veranda

Seated on mat for story with TA

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Choice activities

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Lunch

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HaSS

https://www.inquisitive.com/au/135813/lesson/271-Artefacts-and-the-Past

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Maths

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The skill of noticing the rule a pattern follows, supports students' understanding of number patterns and algebra later on in their schooling (Reed and Young, 2018). Beginning with familiar rules that

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PE

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End of Day Routine

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End of day Routine

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End of Day Routine

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End of Day Routine

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End of day Routine