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LEARNING PROGRESSION
PREREQUISITE SKILL
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EXTENSION SKILL
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DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Shape blocks (circles, triangles, squares, etc.) of different sizes
- Whiteboard and markers
VOCABULARY
- Shape
- Pattern
- Same
- Size
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
WORKSHEET PACKS
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
No Games Available
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Hold up two different shapes of the same size and ask students to name them. Write their answers on the board.
- Hold up two different shapes of different sizes and ask students to name them. Write their answers on the board.
- Ask students to notice any differences between the two sets of shapes.
INSTRUCTION
- Explain to students that sometimes we use the same shapes over and over again in a pattern, but they might be different sizes. Show them an example of a pattern made up of small circles, big circles, small circles, and ask them what they notice. Write their answers on the board.
- Explain to students that even though the circles are different sizes, they are still the same shape. Show them an example of a pattern made up of different shapes, and explain that this is not the same as using the same shape over and over again.
GUIDED PRACTICE
- Divide the students into small groups and provide each group with a set of shapes.
- Instruct the students to work together to create a pattern using the same shape in different sizes.
- Circulate around the room to provide support and guidance as needed.
INDEPENDENT PRACTICE
- Instruct students to work independently to create their own pattern using the same shape in different sizes.
- Monitor students' progress and provide support as needed.
HOMEWORK
- Instruct students to find and circle patterns they see in their environment at home, such as on their clothes or in their bedroom.
- Instruct students to create a pattern using the same shape in different sizes and draw it on a piece of paper.
- Remind students to bring their pattern to class for the next lesson.
EXIT TICKET
- Provide each student with a whiteboard and marker.
- Instruct students to draw a pattern using the same shape in different sizes, and then circle the same shape in the pattern.
- Collect the exit cards for assessment.
ASSESSMENT
- Formative assessments will be conducted during the lesson to monitor students' understanding of shapes, patterns, and size.
- The exit card assessment will be used to determine students' mastery of identifying the same shape in a pattern regardless of size.
CLOSURE
- Review the importance of identifying the same shape in a pattern, regardless of size.
- Ask students to share one pattern they created today, and write their responses on the board.
- Encourage students to continue practicing creating patterns with shapes of different sizes.
EXTENSION
- Students can create more complex patterns using multiple shapes.
- Students can create patterns using shapes of the same size.
INTERVENTION
- For students who struggle with identifying shapes, provide a visual aid or manipulatives to help them.
- For students who struggle with creating patterns, provide a sample pattern or work with them in a small group.
VIDEOS
No Video Available
TEACHING TIPS
- Use manipulatives such as blocks or pattern blocks to reinforce the concept of same shape, different sizes.
- Encourage students to use descriptive language when identifying shapes and patterns, such as "small circles" and "big triangles."
- Provide opportunities for students to create their own patterns with shapes of different sizes.
STUDENT MISCONCEPTIONS
- Students may struggle to differentiate between same shape, different sizes and different shapes altogether.
- Students may have difficulty identifying the same shape in a pattern if it is rotated or flipped.
- Students may struggle with visual discrimination when identifying shapes, particularly if they are not familiar with the shape.
STANDARD
Common Core Standard:
K.CC.C.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1
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