Kindergarten Kindergarten

Math Warm-Ups: Patterns

Here are a few warm-ups/mini-lessons I do during my patterns unit...

After I have introduced patterns, and we have discussed what makes a "pattern" a pattern...we work on creating an anchor chart describing patterns. Hopefully, the kids will determine things like Patterns repeat themselves; It's easy to tell what comes next in a pattern, etc. This is an excellent opportunity to discuss and debunk any misconceptions the kids may have about patterns.

 

We talk about different places in the room, school and world that we find patterns. We go on a pattern hunt and see what we can find. They might be visual, like the stripes on a shirt or the tiles on the floor. They might be auditory, like the ticking of a clock or sound of a fan oscillating. They might even be events, like day/night or our specials rotation (music, art, PE).

 
Warm-ups are an excellent time to do some "traditional" pattern activities...

 

 

 

 

This is always a fun activity...we "translate" visual patterns into sound patterns by assigning each symbol or color a different sound action. For example, the first pattern might be clap...snap...clap...snap...or pat...stomp...pat...stomp...
Have Fun!

Math Problem-Solving Week 5: Patterns

Day 1

I introduce my patterns unit by doing sound patterns with my kids...you know...clap, pat, clap, pat. I don't say a whole lot, I just do the patterns and let the kids join in. Then I let them make up their own sound patterns. I say, "Wow--you guys are really good at this! How do you know what comes next?" and we discuss. I want them to come to the conclusion that the patterns repeat--over and over again. Like everything else math-related, I do not directly tell them. I let them figure it out on their own--with a little pushing in the right direction from me. Then I ask, "Does anybody know what that's called--when something repeats over and over again?" They might say pattern--they might not. If they don't, I tell them.

When they hear the word pattern--they will be dying to tell you that they know how to make patterns (most will have previous experience with patterns). So I ask them to tell me everything they know about patterns and I record it on a chart paper.

 
Then I give them 2 colors of a math manipulative and ask them to create a pattern using 2 colors. I really like Unifix cubes for this, because then the patterns are portable, and they can be brought to the rug for mathematician's chair. But you could use anything you have. This is the only direction I give them--

 I do not show them how to make a pattern; I do not tell them what kind of pattern to make (most will make a simple AB pattern, but do not be surprised to see something more complex).

You can have the kids record their patterns in their notebooks, either free-hand or with a pre-made strip they can color in.

 

During mathematician's chair, discuss again how they know something is a pattern and how they knew what color to use next. If anyone did make make an ABB or AAB pattern (or anything else)--use that opportunity to discuss whether or not that is actually a pattern, and how the AB pattern and AAB (etc.) could both be patterns.

Day 2

 

I find that when making patterns, most kids love to make AB patterns, but have a difficulty challenging themselves beyond that. In the past, I would have just shown them how to make ABB, AAB, or AABB patterns. But, now, I let them figure it out themselves. (I know, I know--I sound like a broken record!) I simply give them the challenge and push them through questioning, i.e. Can you only have 1 blue? What would happen if you used more?

 

I have the kids record their patterns in their notebooks and bring them to the rug to share during mathematician's chair.

Day 3

 
 

Today is the same as yesterday--but with 3 colors, not just 2--which opens up a whole new realm of possibilities.

 

Day 4

I feel like children exhibit a true understanding that patterns repeat over and over again if they are able to break apart a pattern into the parts that repeat--or its core units. I have them start by creating a pattern out of core units...(Investigations relates these core units to cars on a train...I think that is a helpful analogy). I have the kids create a core unit with 2 or 3 colors. Then I ask what they need to do to turn that one unit into a pattern (repeat it over and over again). I have them build a pattern using that core unit, then I have them break it apart again.

 

 

You can have the kids record their core units and patterns in their notebooks. For Mathematician's Chair, you can have them show their core units, build a pattern and break it apart in front of the group.

Day 5

 

This activity is inspired by the Investigations activity Break the Train. For this activity, I have the kids make any pattern of their choice out of Unifix Cubes (I encourage them to make a "challenging" pattern--something beyond a simple AB pattern).  Then I have them trade patterns with a partner. I instruct them to find the part of the pattern that repeats and then break the pattern into those parts. 

 

 

 

 

You can have the kids record their partners' patterns and the core units they broke it into in their notebooks. For Mathematician's Chair, you can have them show the pattern and break it apart in front of the group. Discuss with the children: How do you know that's the core unit? (Hopefully, they will see that all of the core units will match!)

 

I will post Week 6: More Patterns! later this week--Stay Tuned!

My Kindergarten Classroom

I'm finally back!

I had to take a little blog vacation. I wish I could say that I've been relaxing on some tropical beach, drinking margaritas and reading trashy romance novels. But I know you know what I've been doing, because you've been doing exactly the same thing!I've been teaching 5 year-olds how to walk in line...how to get their lunch tray to the table without dropping it...how to find the next black page in their journal...how to sit on the rug without being a "wiggle-bottom." And I'm exhausted!

But, as promised, I'm back with pictures of my classroom. As I was taking pictures today (with my horrible, grainy school camera), I realized that 12 days of school really takes its toll on a classroom! Things aren't nearly as crisp and clean...there are already so many smudges and stains and messes. Oh well..all in the name of learning, right?

So...Welcome to my room!

 

 

I'm very lucky to have lots of windows!

 

Here are the cubbies as you enter the room.

 
Here is my calendar wall. I've really simplified it this year. I'll go over my calendar wall and routine in detail in the coming weeks.

 
Here is Baxter--our class mascot!

We keep our Legos and other building toys in the green bins. 

Here are my shelves with many of my books and other supplies. The tubs on top are full of thematic theme stuff. The kids hang their backpacks underneath.

 

I've been collecting stuffed animal characters for a few years now...

 

 

Here's our sink. Sadly, there's no water fountain.

 

Here's my teaching table.

Here are the tubs I keep my materials for each day in. I bought them with my PTA money last year. Thank-you PTA!

 

I keep my guided reading materials in these drawers, sorted by reading group. (Although this year, I hope to do more individual reading conferences with books the kids choose themselves).

 

This is my "Ready to Read and Write" center. At the beginning of the year, it's a lot of fine motor activities and puzzles. As the year progresses, I add rhyming and other phonemic awareness activities. Then, I add lots and lots of onset/rhyme word work. It's kind of a hodge-podge, hence the name!

You may notice that my centers are color-coded. This helps the kids figure out what center they're at and which activities they can do. This is our green center!

 

Our ABC center is red! It has lots of letter/sound activities and ABC puzzles. I will go over each center and the activities in them in the coming weeks.

 
This is our classroom library. The tree is my favorite thing in the room! It's a cat scratch thingy I bought at IKEA two summers ago. (I haven't seen them there, lately. Maybe they've been discontinued?) I added the green circles made from scrapbook paper. They're attached with magnets, so I can change them with the seasons.

 

My books are sorted by theme and authors. I'm going to add more author boxes as the year progresses.

 

I also have leveled books and a shelf with seasonal or theme books.

 

Here is the stand I keep my poem charts on.

 

Here are our book boxes. So cute!

 

Here is my writing center and word wall. We will add our names and start adding words this week. I like for my kids to be as independent as possible, so I put out almost all my supplies for them to use (slowly, as we learn the expectations for using them!)

 

Everything is clearly labeled. (I'll make my labels available to download. Give me a few days!)

 

Ahhh...the most popular center in the room: The Art Center! Again--I eventually put out all the supplies for the kids to use independently (although I introduce them slowly. It will be a few weeks before we get the watercolors or glitter out!)

 
Here is my math center and my soon-to-be-filled Math Word Wall.

 

Here are tubs of manipulatives--easy access for the kids.

 
Here are the tubs we use for our problem-solving tools.

 

Little birdies hold student work.

 

My teacher desk...which I got rid of last year only to have it forced back on me this year! 

So, now that I'm settled in, look for regular blog posts again! I will post more problem-solving this weekend. And if you haven't posted a link to pictures of your classroom yet, be sure to do so. We would all love to peek!

I hope you all have a wonderful, peaceful, first few weeks of school!

Happy Teaching!