western canadian teacher guide - sd67 (okanagan skaha)€¦ · addison wesley math makes sense...

Western

Unit 1: Sorting and Patterning

Unit 2: Number Relationships

Unit 3: Time, Temperature, and Money

Unit 4: Exploring Addition and Subtraction

Unit 5: Data Management and Probability

Unit 6: 3-D Geometry

Unit 7: Addition and Subtraction to 100

Unit 8: Linear Measurement, Area, and Perimeter

Unit 9: 2-D Geometry and Patterning

Unit 10: Multiplication, Division, and Fractions

Unit 11: Mass and Capacity

Teacher GuideWestern Canadian

Unit 1

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Anthony Azzopardi

Bob Belcher

Judy Blake

Steve Cairns

Daryl Chichak

Lynda Colgan

Marg Craig

Jennifer Gardner

Florence Glanfield

Pamela Hagen

Dennis Hamaguchi

Angie Harding

Peggy Hill

Auriana Kowalchuk

Gordon Li

Werner Liedtke

Jodi Mackie

Kristi Manuel

Lois Marchand

Cathy Molinski

Bill Nimigon

Eileen Phillips

Evelyn Sawicki

Shannon Sharp

Lynn Strangway

Mignonne Wood

Publishing TeamEnid HaleyLesley HaynesTricia CarmichaelLynn PereiraRosalyn SteinerEllen DavidsonSarah MawsonEileen Pyne-RudzikStephanie CoxKaari Turk Judy WilsonNicole Argyropoulos

Elementary Math Team LeaderAnne-Marie Scullion

PublisherClaire Burnett

Product ManagerNishaant Sanghavi

Photo ResearchKaren Hunter

DesignWord & Image Design Studio Inc.

Program Advisers

Pearson Education thanks its Program Advisers, who helped shape the vision forAddison Wesley Mathematics Makes Sense through discussions and reviews ofprototype materials and manuscript.

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Field Testers

Pearson Education would like to thank the teachers and students who field-tested Addison Wesley Math Makes Sense 2 prior to publication. Their feedback and constructive recommendations have been most valuable in helping us to develop a quality mathematics program.

Aboriginal Content Reviewers

Early Childhood and School Services Division,Department of Education, Culture, and EmploymentGovernment of Northwest Territories:

Steven Daniel, Coordinator, Mathematics, Science, and Secondary EducationLiz Fowler, Coordinator, Culture-Based EducationMargaret Erasmus, Coordinator, Aboriginal Languages

Grade 2 Reviewers

Anne BoydSchool District 72 (Campbell River), BC

Bob BelcherSooke School District, BC

Judy BlakeSchool District 44 (North Vancouver), BC

Trevor BrownCourse Director,Mathematics Education OISE/UT, ON

Ralph ConnellyProfessor Emeritus Brock University, ON

Marg CraigIndependent MathematicsConsultant, ON

Ruth DawsonCoordinator, Halton District SchoolBoard, ON

Lorelei GibeauEdmonton Catholic SeparateSchool District, AB

Werner LiedtkeUniversity of Victoria, BC

Lois MarchandIndependent Consultant, AB

Livia ParadisEdmonton Catholic School Board,AB

Gillian ParsonsElementary Program Co-ordinator,Brant Haldimand-Norfolk CatholicSchool Board, ON

Lynn StrangwayToronto District School Board, ON

Roz ThomsonHalton District School Board, ON

Program Reviewers

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UNIT Sorting and Patterning

In order to sort andclassify a group of objectsa child must recognizewhat is called anattribute. This is anintangible idea describinga particular propertywhich some objects havein common. To sort someof the objects childrenfocus on one property theobject possesses to theexclusion of the others.

—Mary Baratta-Lorton,Mathematics Their Way, page 58

FOCUS STRANDS

Statistics and Probability Patterns and Relations

SUPPORTING STRAND

Shape and Space (3-D Objects and 2-D Shapes)

“ Mathematics Background

What Are the Big Ideas?Sorting� Classifying is crucial to a child’s understanding of mathematics. By

classifying and sorting concrete objects in a variety of ways,children come to recognize that objects have many attributes.Sorting objects provides the necessary background for later workwith numbers, interpreting data, and graphing.

Patterning� The concept of sorting is further investigated as children recognize

how the elements of a pattern are similar and different. Patternscan be represented in a variety of ways—a repeated sequence ofmaterials, sounds, movements, or visuals. As children participatein activities that require them to create, extend, and definepatterns, they will come to appreciate the predictability of apattern. Understanding that the same pattern can be found inmany different forms helps children as they apply pattern rules tonumbers.

Across the StrandsAs children practise sorting, they learn to recognize similarities anddifferences, to make generalizations, and to organize informationlogically. Later, children will apply these skills as they studygeometric properties, skip counting, repeated addition andsubtraction, multiplication, and division.

”

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Curriculum across the Grades

Unit 1: Sorting and Patterning v

Grade 1

Children sort accordingto one attribute andcreate, compare, andextend patterns.

Children begin todevelop anunderstanding ofpatterns in theenvironment.

Grade 2

Children sort accordingto one or two attributes.Children use theseattributes (colour, size,shape, number) as theycreate, extend, andrepresent patterns.

Grade 3

Children identify andcreate patterns in whichtwo or more attributeschange.

Preparing Materials

If your classroom does not have Attribute Blocks, make photocopies of LM 3 to LM 6: Attribute Block Figures on coloured construction paper. Cutout the figures and laminate them (if possible) to use throughout the unit.

LM – Line Master

Curriculum across the Grades

LEGEND

Literacy

Real World

Audio CD

Calculator

Computer

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vi Unit 1: Sorting and Patterning

Curriculum Overview

Cluster 1: Sorting

General Outcome• Identify, create, describe,

and translate ... non-numerical patterns arisingfrom daily experiences inthe school and on theplayground.

Lesson 1:Sorting by Two Attributes

Launch

Specific Outcomes• Sort objects and shapes,

using one or two attributes.• Identify attributes and rules

in presorted sets.

Cluster 2: Patterning

General Outcomes• Identify, create, describe

and translate ... non-numerical patterns arisingfrom daily experiences inthe school and on theplayground.

• Name, describe ... a varietyof ... 2-D shapes.

Lesson 2:Make a Pattern

Lesson 3:Representing Patterns inDifferent Ways

Lesson 4:Strategies Tool Kit

Specific Outcomes• Identify and describe

patterns, including ... non-numerical patterns.

• Create, extend, anddescribe patterns including... non-numerical patterns.

• Translate patterns from onemode to another:manipulatives, diagrams,charts, calculators, words,symbols.

• Build and rearrange apattern, using a set of 2-Dshapes. Lesson 5:

Show What You Know

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Unit 1: Sorting and Patterning vii

Activity Bank• Pasta Special • Amazing Attributes• Attribute Dash! • Sorting Attribute Blocks

Activity Bank• Dance Patterns • Missing Pieces• Friendship Bracelets • Pattern Search

Activity Bank• Around the Circle • Trading Patterns• People Patterns • Cash In

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Planning for Instruction Suggested Unit Time: 3 Weeks

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Planning for Assessment

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Sorting Pictures (appropriate for use after Lesson 1)Materials: draw-and-stamp software � Children use the line tool of a draw-and-

stamp computer program to divide theirpages into two (or three or four) sections,and use the stamps to illustrate sorting.Examples of sorting rules include differentsizes, shapes, and colours of animals, fruit,and vegetables.

� Children use the text tool to label eachgroup.

� Children print their pages and display themat the Centre to share with the class.

Visual; Intrapersonal

Unit 1: Sorting and Patterning xi

Mathematics Centres

Making Patterns in Different Ways (appropriate for use after Lesson 3)Resources and Materials: LM 7; containersof small items in assorted colours (buttons, shells,counters, beads), paper, crayons or markers� Children study the pattern arrangements on

LM 7.� Have them use objects, pictures, or words to

represent the patterns in as many differentways as they can.

� Children record two of their patterns onpaper.

Logical; Visual

Action Patterns(appropriate for use after Lesson 3)Materials: paper, pencils � Children work in pairs. One child creates an

action pattern (clap, jump, jump; clap, jump,jump) and teaches it to his or her partner.

� The children record the pattern on paper,using pictures, numbers, or words.

� Have children switch roles.

Kinesthetic; Social

Modelling Clay Patterns (appropriate for use after Lesson 2)Materials: modelling clay, cookie cutters ofdifferent sizes and shapes, modelling tools (plastic forks or ice-cream sticks), crayons ormarkers, paper � Using modelling clay, cookie cutters, and

modelling tools, children make figures ofdifferent colours, shapes, and textures. Theyarrange the figures to create patterns withtwo (or more) changing attributes (bumpystar, smooth circle; bumpy star, smoothcircle).

� Children draw pictures of their patterns. � The pictures are placed at the Centre so that

other children can re-create the patterns.

Kinesthetic; Visual

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Show children several objects from your desk drawer. Ask for help insorting the objects. List children’s suggestions and continue to ask forways the objects could be sorted (same kind of items together, same sizestogether, items with similar functions together).

Begin sorting the items according to a secret rule, such as “things youcan write with.” Ask children if they can identify the rule. Oncechildren have succeeded, let volunteers take turns sorting the objectswhile the class tries to identify the various sorting rules.

Display Big Math Book, page 2, or Student page 13. Ask:� What do you see in the workshop?

(wagon being repaired, tools, places tostore tools)

� Where would you put the hammer?(in the tool box, on the pegboard) Why?(It fits there; similar tools are there.)

� Find a pattern in the picture anddescribe it. (The scallops on the wagonform a pattern. The pattern is largescallop, small scallop; large scallop, smallscallop.)

Have children complete Student page 15, identifying a way of sortingthe items and then indicating where each item belongs. After childrenhave completed the page, discuss different ways the items couldhave been sorted (boxes, tools, cans; hammer/nails, screwdrivers/screws,paintbrushes/paint).

5

DIAGNOSTICASSESSMENTObserve children as they workwith concrete materials, andask them to explain whyspecific objects do or do notbelong in a group. Childrenwho are having difficulty willbenefit from continuing to workwith concrete objects ratherthan pictures. To guide yourobservations use AssessmentMaster 1: Diagnostic Checklist.

HOME CONNECTIONSend home Student pages 13 and 14 to introduce the LearningGoals for this unit to family members. Alternatively, use LM 1 and LM 2 to create a letter home.

FOCUS

Demonstrate prior knowledgeof sorting

MATERIALS

desk-drawer objects (elasticsin different sizes, pencils,erasers, paperclips indifferent sizes, markers,coins, notepads, pencilcrayons), crayons

PROGRAM RESOURCES

Big Math Book, page 2: Making Repairs

Student page 13: Sorting and Patterning

Student page 14: Dear Family

Student page 15: Clean-Up Time

LM 1: Sorting and PatterningLM 2: Dear Family

UNIT Launch

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Unit 1: Sorting and Patterning 1

TEACHING TIPBegin a co-operativejournal on chart paper.Work together to recordwhat children learnthroughout the unit. Thejournal can be posted onthe class bulletin board.

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1LESSON

BEFORE Get Started

With string or yarn, make two circles on the floor. Have childrenwearing running shoes (but not T-shirts) sit in one circle. Havechildren wearing T-shirts (but not running shoes) sit in the othercircle. Ask:� What attribute is the same in the first sorting circle? (running shoes)

In the second circle? (T-shirts)� What is the sorting rule for each group? (running shoes, T-shirts) � What other sorting rules could we have used? (long-sleeve shirts,

hair colour, eye colour, hair length)

Place index cards labelled “Running shoes” and “T-shirts” in theappropriate circles. Invite a child who is wearing both running shoesand a T-shirt to stand. Ask:� Where does she belong? (in both circles)� How can we show that? (overlap the circles and place her there, make

and label a third group)

Overlap the circles. Have the children with both attributes stand inthe intersecting area. Label the area “Running shoes and T-shirts.”

Note: If children do not belong in either circle, make sure theyunderstand that this is part of the nature of sorting.

DURING Explore

Invite small groups of children to work on the floor. Provide lengthsof string and oversize paper to create sorting mats. Have children cutapart the gingerbread children on LM 8.

Problem Prompt How can you sort the gingerbread children using two attributes?

Children can record the attributes on their sorting mats.

Sorting by Two Attributes

CURRICULUM FOCUS

Sort objects in more than oneway according to twoattributesPR1, PR2

MATH WORD WALL

attribute sorting circlesorting rule

MATERIALS

string or yarn, index cards,scissors

PROGRAM RESOURCES

Big Math Book, page 3: Sorting Attributes

Student page 16: Find the Rule

LM 8: Gingerbread Children



Show and ShareBring groups together to talk about how they sorted the gingerbreadchildren. Ask: � How did you sort the gingerbread children? (buttons or stripes)� What other ways could you sort the gingerbread children?

AFTER Connect and Reflect

Confirm that children understand that they have been sorting usingattributes. Ask:� How were the various sorting methods the same? Different? � How did your group decide which two attributes to use?� How do sorting circles help? (help us sort easily, help us see how

things are the same and different)

In the co-operative journal, add the children’s findings in a chartentitled “About Sorting.”

Practice

Reinforcement Student page 16 provides practice in identifying attributes inpresorted sets. Bring the children together to talk about theirsolutions and the strategies they used. On Big Math Book, page 3,children can record the results of class sorting activities, then wipethe page clean.

Extra Support: ConceptsLimit the number of items to be sorted and attributes to beconsidered by having children work with only the gingerbreadchildren with stripes.

Children can practise and apply their sorting skills at theMathematics Centres (see Sorting Pictures, page xi).



ExtensionHave children play “Aunt Alice.” One child secretly records asorting rule (made of cloth) and gives the class a clue, such as: “AuntAlice loves socks and flags, but she dislikes pencils and plates.”Players ask yes or no questions (“Does she like shirts?”) until someoneidentifies the sorting rule.

What to Look For What to Do

Evidence that children� identify sorting rules based on two attributes� sort by two attributes� recognize that objects can have many attributes

and can be sorted in many different ways

Support children who are having difficulty sorting bytwo attributes by� working with small groups of objects (5–7) that

can be sorted by physical attributes (size, colour,shape, material)

� having children examine one object at a time,naming its attributes before sorting

� making labels (word cards) for each sorted groupto reinforce the language of sorting

� having children identify the object that “doesn’tbelong” in a set of 4 (where 3 share 2 attributes)

When you present children with presorted groups,consider labelling each object in the group by theattributes you are sorting on.

Assessment for Learning

To guide observations and facilitate reporting, useAssessment Master 3: Ongoing ObservationsChecklist.



LITERACY LINKSResources and Materials: Peter Spier, Crash! Bang! Boom! (Doubleday,1990)

Read Crash! Bang! Boom! aloud. Then revisit each double-page spreadand have children identify the different places the sounds are beingheard (kitchen, traffic, bathroom). Ask the children to illustrate theirfavourite sound and write a sentence about where it can be heard.Have children share their pictures and then sort them into differentgroups.

NUMBERS EVERY DAYMaterials: paper, pencils

Ask children to print their first names and then count and write thenumber of letters their names contain. Have children move quietlyaround the class, sorting themselves into groups according to thenumber of letters. Once children believe their group is complete, theyshould sit down. Ask each group, in turn, to count and share thenumber of children in the group.

CROSS-CURRICULAR CONNECTIONScience Materials: magazines and newspapers, scissors, glue, paper

Review with children some of the ways that animals are the sameand different. Display a picture of an animal and ask children to listits characteristics (has four legs, has teeth, is a mammal, is a “grown-up,“eats grass, lives on farms). Have children cut out pictures of animalsand glue them to show two groups, sorted by a particular attribute.Children can exchange their papers and try to identify theirclassmates’ sorting rules.

FROM THE LIBRARY

Nancy Carlson, Harriet’sHalloween Candy (LernerPublishing Group, 2003)

Mary Elting and MichaelFolsom, Q is for Duck: AnAlphabet Guessing Game(Sagebrush EducationResources, 1985)

Johanna Hurwitz, NewShoes For Silvia(HarperCollins, 1993)

Stuart J. Murphy, The BestBug Parade (Harper TrophyCanada, 1996)

Stuart J. Murphy, Dave’sDown-to-Earth Rock Shop(Harper Trophy, 2000)

Stuart J. Murphy, 3 LittleFirefighters (Harper Trophy,2003)

George Shannon,Tomorrow’s Alphabet (Harper Trophy, 1999)

Peter Spier, People (RandomHouse, 1988)

Leslie Tryon, Albert’sHalloween (SagebrushEducation Resources, 2001)



Activity Bank

Attribute Dash! � In the gym or on the playground, select one child

to act as the leader of a game of tag. � The leader stands on one side of the playing area

and calls out two attributes. (“Red shirts and shoeswith laces!”)

� Children with red shirts and shoes with lacesshould run to a designated spot and then back tothe starting point.

� A new leader is elected and calls a new set ofattributes for the next “dashers.”

� Challenge children to come up with a set of attributeswhere many children are running. Challenge themto find a grouping where very few children arerunning. Ask: “What do they notice about thegroups?” “Who seemed to run most often?”

Kinesthetic; Logical

Whole Class

Amazing Attributes Materials: draw-and-stamp software� Have children use the circle tool of a

draw-and-stamp program to draw twointersecting circles.

� Then have children use stamps to sort. Forexample, a child might stamp large birdsin one circle, red birds in the other circle,and large red birds in the intersection.

� Children can use the text tool to label thegroups.

Logical; Spatial

Independent

Pasta Special Materials: coloured pasta, paper plates (2 to 3 pergroup), paper � Tell children they have been given the job of

making a menu for a new Pasta Restaurant. Theymust create new pasta dishes for the restaurant,and then name them. Children should sort theirpasta onto the paper plates to show their “dish.”

� Each of the dishes must contain pasta that sharestwo attributes. The name should describe thegroup—but it can be fun, too!

� Once children have sorted their pasta and namedone group for the menu, they should look at theirremaining pasta and make another menuaddition.

� Create a class menu for the Pasta Restaurant andpost all the different “dishes” the children created.

Logical; Social

Partners Sorting Attribute Blocks Resources and Materials: LM 3 to LM 6;Attribute Blocks, string, paper � Have small groups of children use string

to make intersecting sorting circles. Thenhave them sort Attribute Blocks (or use LM 3 to LM 6) according to two attributes,such as triangle and small.

� Visit each group. Ask children to explaintheir sorting rules.

� On a piece of paper, have children drawan example of a shape that would fit intotheir group, then draw one shape thatwould NOT fit into the group.

� Students should share their ideas andhave their peers tell which attributesmatch and which do not.

� “I drew a tiny red pointy triangle. It fitsthe group because it is small and atriangle.” “I drew a tiny green rectangle.It doesn’t fit because it’s small but it hasfour sides. It’s not a triangle.”

Logical; Visual; Social

Small Group



2LESSON

BEFORE Get Started

Show Big Math Book, page 4. Have children point out the patterns inthe picture. For each pattern, have children point out the core orrepeating part of the pattern. Demonstrate to children that a patternmust repeat 3 times in order for us to be sure the pattern is there.

Begin a pattern with Attribute Blocks of the same size and thickness,such as red square, yellow square, red square. Ask:� What attribute changes each time? (colour)� What colour do you think comes next? Why do you think that?

(yellow, because that will make a pattern with the core red square, yellowsquare)

� What other colour could be next? Why? (red, because we could makea pattern with the core red square, yellow square, red square; any othercolour, because we could make a pattern in which red squares alternatewith different-coloured squares)

Volunteers can extend each of the suggested patterns, pointing outthe core in each one.

DURING Explore

Have a volunteer build a pattern with this core: large red square,small yellow square. Ask: � What attributes change each time? (colour, size)� What other attributes might have changed if you used different

blocks? (shape, position, thickness)

Provide children with Attribute Blocks for making their own patterns.

Problem PromptHow can you use Attribute Blocks to make a pattern with twochanging attributes?

Children work in pairs and record their patterns on Student page 17.

Make a Pattern

CURRICULUM FOCUS

Combine two attributes increating a patternPR3, PR4, SS21

MATH WORD WALL

patternrepeat

MATERIALS

Attribute Blocks

PROGRAM RESOURCES

Big Math Book, page 4: Beaded Patterns

Student page 17: Make Your Own Patterns

Student page 18: What Is Changing?

Student page 19: Making Patterns

LM 3 to LM 6: Attribute BlockFigures



Show and ShareBring children together and have pairs share their patterns. Ask:� What is your pattern core?� What two changing attributes did you use in your pattern?� How did you know which block to place next in your pattern?


Choose one of the pair’s patterns.Ask:� What is a pattern core? (the

repeating part of a pattern)� Can this pattern be continued

differently? (not without changing thepattern core)

� Is this the end of the pattern? Howdo you know? (No, you can repeat thepattern core again)

In the co-operative journal, helpchildren write what they know aboutpatterns.

If possible, use buildingsupplies to

provide sometactile experiences withpatterns. For example, letchildren examine wallpaperborders and identify thepatterns. Or, furnish smallceramic tiles or wallpapersamples cut into geometricfigures. Let children arrangethe items into patterns.

TRYTHIS




Evidence that children� identify a pattern core and use it to predict the

next element� can create patterns with two changing attributes� use language such as pattern core, repeat, again

and again to talk about patterns

� Provide a selection of Attribute Blocks and havechildren choose any two different blocks.

� Children should describe one way they are thesame (both squares) and two ways they aredifferent (different sizes, different colours).

� Explain that size, shape, and colour are attributesof the blocks, and that in a pattern these thingscan change. Have students create a pattern withthese two blocks (or multiples of them) as thepattern core. Children should describe the patternusing its attributes (big square, small square; bigsquare, small square; or big red, small green; bigred, small green).


To guide observations and facilitate reporting, useAssessment Master 3: Ongoing ObservationsChecklist.

Practice

Reinforcement On Student page 18, children identify the two changing attributes in apattern and create their own patterns. Student page 19 provideschildren with the opportunity to create and compare patterns thathave two changing attributes.

Extra Support: ConceptsTo help children recognize different attributes, display severalAttribute Blocks. Have children describe them. Point out their differentattributes, such as colour, size, thickness, and shape. Choose twoblocks that have one common attribute and two different attributes.Ask children how they are the same and how they are different.

Have children work in the Mathematics Centres to practise makingpatterns with two changing attributes (see Modelling Clay Patterns,page xi).

ExtensionChallenge children to create patterns with two changing attributes,using dominoes, crayons, or other everyday items of choice. Letchildren circulate around the room to view the various patterns andidentify the pattern cores.



LITERACY LINKSResources: Lisa Campbell Ernst, Sam Johnson and the Blue Ribbon Quilt(HarperCollins, 1992)

Discuss the cover and title page of the book. Ask children what theythink the book is about. Flip through the pages. Use the art toconfirm the definition of quilt. As you read the book, discuss theproblem, the solution, and the book’s conclusion. Have children notehow quilts are made, one square at a time. Discuss patterns found inquilts.

NUMBERS EVERY DAYOn the board, record a partial pattern using numbers (1, 3, 3, 1; 1, 3, 3, 1; 1, 3, 3, 1). Have children identify the pattern core and extendthe pattern.

CROSS-CURRICULAR CONNECTIONScience Materials: paper, pencil crayons, index cards, pictures or samples oftraditional Inuit footgear (mukluk, moccasin, snowshoe)

Talk about why people wear shoes, and some of the different types offootgear people wear to suit where they live and what they do(sandals, rubber boots, work boots). Display pictures of various typesof Inuit footgear.

Discuss different types of Inuit footgear, the purpose of the differentstyles, and the materials used in the construction. Children canexamine and describe any patterns found in the decorative materialor beading. Then have children draw the items on index cards, oneitem per card. Collect the cards, and let the children use them forpatterning activities by arranging them in different ways (moccasin,moccasin, mukluk; moccasin, moccasin, mukluk).

FROM THE LIBRARY

Janet Ahlberg, Each PeachPear Plum (Penguin, 2004)

Mitsumasa Anno, Annos’sMagic Seeds (Putnam, 1999)

Mitsumasa Anno, Socratesand the Three Little Pigs(Putnam, 1986)

Barbara Emberley, DrummerHoff (Simon & Schuster,1990)

Mem Fox, Wilfrid GordonMcDonald Partridge(Kane/Miller, 1991)

Mirra Ginsburg, Across theStream (William Morrow,1991)

Marc Harshman, Only One(Dutton, 1993)

Robert Kalan, Jump, Frog,Jump (HarperCollins, 2003)

Carol Losi, The 512 Ants ofSullivan Street (Scholastic,1997)

Robert Munsch, Mortimer(Annick Press, 1990)

Henry Pluckrose, Pattern(Math Counts) (Children’sPress, 1995)

Esphyr Slobodkina, Caps ForSale (HarperCollins, 1984)


Activity Bank

Friendship Bracelets Materials: assorted beads, elastic cord for stringingbeads, transparent tape� Let children make friendship bracelets to keep or

trade.� Each child strings about 10 beads in a pattern

(e.g., red round, yellow square; red round, yellowsquare). Note: Wrap tape around the end of thecord to make stringing easier.

� Children tie the ends of the cord together to make a bracelet.

� Children should describe their pattern to the personwho will wear the bracelet. Ask: – Why did you choose the beads you did? – What does the pattern represent? (fun and

laughter, fun and laughter) – How many beads are in the pattern core?– How many beads were needed to complete the

pattern?– What happened when the ends were tied together?

Spatial; Intrapersonal

Individual

Missing Pieces Resources and Materials: LM 3 to LM 6; coins, Attribute Blocks, Pattern Blocks � Player A secretly uses 12 items to create

a pattern (coins, Pattern Blocks, AttributeBlocks, or other patterning materials),and then removes some of the items.Player B specifies the number to beremoved (1 to 3 pieces).

� Player B now views the pattern and triesto replace the missing items, scoringone point for each correct replacement.

� Players take turns, until someone’srunning score reaches 15.

Social; Logical

Partners

Dance Patterns Materials: tapes or CDs for playing music � Gather children into a circle. � Play music and perform a dance pattern with two

changing attributes (e.g., step forward and clap; stepback and jump). Repeat at least 3 times. Childrencan join in when they recognize the pattern.

� Have children describe the pattern.

Musical; Kinesthetic

Whole Class

Pattern Search Materials: books, patterned wallpaperscraps, paper, pencils� Small groups search for patterns. A

group recorder lists the patterns thegroup finds.

� After a period of time, children candiscuss and tally the patterns. Ask: – How many patterns did you find in

which one attribute changed? (colouror size)

– Did you find any patterns that hadtwo attributes changing? (colour andsize)

– Where did you find this kind ofpattern?

Visual; Logical

Small Group




3LESSON

BEFORE Get Started

Begin a sound pattern with this core: clap, snap. Have children joinin. Explain that the pattern can be recorded in words. Write thewords clap, snap; clap, snap; clap, snap on the board.

Draw a large dot under each appearance of the word clap. Similarly,draw an arrow under the word snap. Ask: � How is the pattern represented now? (with symbols—dots and arrows)� How is the symbol pattern like the sound pattern? (dot represents

“clap,” arrow represents “snap”)� How are the patterns different? (One

uses sound and one uses symbols.)� In what other ways could we

represent the pattern? (shapes, objects,letters, numbers, spoken words,movements, pictures, colours)

Enlist the help of volunteers to representthe pattern in a couple of other ways.

DURING Explore

Let children work in groups of three. Each group will make a SnapCube pattern and then represent the pattern in different ways. Thepattern core should repeat at least three times.

Problem PromptCreate a pattern using three colours of Snap Cubes. Find as manydifferent ways as you can to represent your pattern.

Have children use Student page 20 to draw or write about ways theycan represent a given Snap Cube pattern.

Show and ShareBring groups together. Let groups display their Snap Cube patterns.Ask:� How did you decide how to show the pattern in different ways?

(colours, numbers, letters)


Ask:� What was challenging about recording your patterns in different

ways?

Representing Patterns in Different Ways

TEACHING TIPIt is important forchildren to say thepattern aloud. Oralrepetition enhances theability of children totransfer the pattern toother representations.

CURRICULUM FOCUS

Transfer patterns from onemedium to anotherPR5

MATERIALS

Snap Cubes

PROGRAM RESOURCES

Student page 20: Make the Same Pattern

Student page 21: Picture Patterns

Student page 22: Name ThatPattern




Evidence that children� recognize that the same pattern can appear in

different media (sound, objects, pictures, actions)� transfer patterns from one medium to another

(record in various ways)� identify patterns that are the same and different

(compare patterns)

� Create a poster about patterning. At the top, drawa pattern with this core: black triangle, yellowtriangle, yellow triangle. Enlist suggestions fromthe children as you complete the poster with otherrepresentations of the pattern (words, symbols,other shapes, letters, numbers, pictures of objects).Place each representation directly below the topone so that children can see a direct correlation ofelements from one representation to another.

� Say each pattern aloud with the children (“black,yellow, yellow; black, yellow, yellow” and “A, B,B; A, B, B”) so that children can hear thecorrelating oral rhythms.

� Children can make their own “posters” usingpocket charts so that they can fix any problemsthat develop as they create the patterns.


To guide observations and facilitate reporting, useAssessment Master 3: Ongoing ObservationsChecklist. To gather information about childrenwho are having difficulty, use Assessment Master2: Diagnostic Conference for Selected Children.

� How could you check that an action pattern matches a cubepattern? (Perform the action pattern slowly. Match cube colours withelements in the action pattern.)

Practice

Reinforcement Have children complete Student pages 21 and 22. When children havefinished, discuss how they represented each pattern.

Extra Support: ProceduresUse Snap Cubes to make a pattern with the core: yellow cube, yellowcube, blue cube. Have children make a list of the different elements inthe pattern. Help children assign a corresponding element to eachelement on the list (yellow cube = jump; blue cube = clap). Point outthat every time they see a yellow cube they will jump and every timethey see a blue cube they will clap. Have children use the newelements to represent the Snap Cube pattern.

Children can practise and apply their skills at making andinterpreting patterns at the Mathematics Centres (see Making Patternsin Different Ways and Action Patterns, page xi).

ExtensionLet children use classroom instruments to create musical patterns.Have the children represent their musical patterns with symbols orpictures. Challenge children to work in groups to create patternsinvolving several instruments.

If a xylophonewith colouredbars is available,

play “LondonBridge.” Have childrenlisten for the three repeatingnotes. Using the colours ofthe bars, help children makea coloured dot pattern torepresent the notes.

TRYTHIS



LITERACY LINKSResources: Bill Grossman, My Little Sister Ate One Hare (Dragonfly Books,1998)

Read the first few pages. Ask:� What is happening so far? (The girl is changing and eating.)� Have you noticed any patterns? (She eats one more thing each page.)� How many things do you think the girl will eat on the next page?

Finish the book. Ask: “How is the pattern in the book like or unlikepatterns you have been making?” (Numbers or things are not repeated,but one more is added each page)

NUMBERS EVERY DAYHave children arrange themselves according to sleeve length: long sleeves, short sleeves; long sleeves, short sleeves. Have children chant the pattern aloud, using the words long and short,letters A and B, and numbers 1 and 2.

CROSS-CURRICULAR CONNECTIONPhysical Education

In the gym or on the playground, have a child model an A, B, B; A, B,B pattern in movements (jump forward, step right, step right). Therest of the children join in on this pattern until everyone is together.The original child chooses another child to make a new A, B, B; A, B,B pattern to follow.

Children can then work in groups of three to create other movementpatterns.

FROM THE LIBRARY

Jane Bayer, My Name IsAlice (Puffin, 1987)

Laura Geringer, Three HatDay (HarperCollins, 1985)

Diane Johnston Hamm, HowMany Feet In The Bed (Simon& Schuster, 1994)

Pat Hutchins, Don’t ForgetThe Bacon (Harper Trophy,1989)

Bruce McMillan, GrowingColors (Harper Trophy,1994)

Ann Morris, Bread, Bread,Bread (Harper Trophy, 1993)

Stuart J. Murphy, Beep,Beep, Vroom, Vroom!(Sagebrush EducationResources, 2000)

Elizabeth Winthrop &William Joyce, Shoes(HarperCollins, 1988)


Activity Bank

People Patterns � Write this pattern core on the

board: A, B, C, C. Have 4volunteers represent the patterncore using body positions (the firstchild sits cross-legged, the secondchild lies down, the third childstands, the fourth child stands).

� Have other children continue thepattern across the room.

� Repeat the activity with otherpatterns.

Logical; Kinesthetic

Whole Class

Trading Patterns Materials: Snap Cubes, coloured blocks, beads, buttons,counters� Have each child make a pattern, using a material of

choice.� Encourage children to make patterns with more than

2 elements in the core (A, B, C; A, B, C or A, A, B, B, C, C; A, A, B, B, C, C), or try circularpatterns, or growing patterns.

� Ask children to exchange patterns, and represent theirpartners’ patterns in a different way.

� Have partners describe both patterns orally.

Visual; Linguistic

Partners

Around the Circle � Have a child name a pattern

core (cat, duck, duck). Circlingclockwise, have each child callout a word until everyone hashad a turn.

� Examine what happens when thepattern has rounded the circleone full rotation. Does the patternwork out? (Does it end with…duck, duck?). Ask children topropose solutions for making thepattern “come out even.”

� For subsequent rounds, representthe same pattern as actions(stand, sit, sit), facial expressions(smile, frown, frown) or rhythms(clap, stamp, stamp).

Social; Musical

Whole Class Cash In Materials: assorted coins (pennies, dimes, nickels) for eachpair of children, paper, pencils� Have pairs of children work together. � Children should make a set of coins worth 25 cents and

arrange their coins any way they wish (in arrays, ingroups, in domino patterns). Have them repeat thispattern at least 4 times. Ask: – How much money do you have now? How do you know?

� Children should record their 25-cent pattern in pictures,numbers, or words.

� Challenge children to create asmany 25-cent patterns as theycan, using dimes, nickels, andpennies. Ask: “What is thesame about all of your patterns?What is different?”

Logical; Visual

Partners




4LESSON

BEFORE Understand the Problem

Have children look at Student page 23. Ask: “What does the pictureshow?” (coloured beads, children stringing beads) Have children countthe beads they see. Then pose the following problem.

Problem Prompt There are 9 red beads, 3 green beads, and 6 blue beads. Make apattern using all the beads.

DURING Make a Plan

Ask:� What is the problem you have to solve? (Make a pattern using all the

beads.)� What do you already know? (There are 9 red, 3 green, and 6 blue

beads.)� What plan could you use to solve the problem? (Draw a picture to

show a pattern. Use real beads or counters. Divide into 3 like piles anduse one pile to make the pattern core.)

Have children work in small groups. Circulate to discuss children’splans. Remind children that the pattern core must repeat at leastthree times. Group members should agree on a plan and listmaterials they need (counters, beads, buttons, Snap Cubes, AttributeBlocks, crayons).

Carry Out the PlanHelp children locate necessary materials. Allow time for each groupto find a solution to the problem. Have each child record the solutionon Student page 23.

AFTER Look Back

Invite a volunteer from each group toshare the group’s solution. Refer to theproblem to see if the solution isreasonable. Possible solutions include � 1 green, 2 blue, 3 red (3 repeats)� 2 blue, 1 red, 1 green, 2 red (3 repeats)� 1 blue, 1 red, 1 green, 1 red, 1 blue, 1 red (3 repeats)

Ask: “What strategy did you use to solve this problem?” (make apattern)

Strategies Tool Kit

CURRICULUM FOCUS

Use “look for a pattern” tosolve a problem

MATERIALS

assorted beads, assortedbuttons, counters, SnapCubes, Attribute Blocks,crayons

PROGRAM RESOURCES

Student page 23: Use All the Beads

Student page 24: Bead Pattern

LM 3 to LM 6: Attribute BlockFigures

LM 9: Bracelet Patterns

STRATEGIES TOOL KIT

Look for a patternMake a modelAct it outUse objectsGuess and checkMake a chartDraw a picture Choose a strategy

TEACHING TIPIn the classroom, post thedifferent problem-solvingstrategies children acquirethroughout the year.




Evidence that children� rephrase the problem in their own words� make predictions and ask questions to help make

a plan� use appropriate language to communicate ideas

for problem solving� check, self-monitor, and respond to redirection

� Listen for language that indicates a plan has beencreated and is being carried out:– I think we can find the answer this way.– I know how we can check our answer.– Let’s try both ways.

� As children are working co-operatively, ensure thatall are involved. Each child should be able to tellyou the group’s plan and explain how the planwill help the group find the answer/solution.

� If children appear to be having difficulty with aplan that will not work, ask questions toencourage them to re-examine their plan ( “Whatif … ? Do you think it might …? Have you thoughtabout …? I wonder…”).


To guide observations and facilitate reporting, useGAM 2: Inquiry Process Rubric or GAM 3: InquiryProcess Checklist.

PracticeReinforcement Have children complete Student page 24. Discuss and compare thevarious strategies and solutions. Possible solutions include � 1 blue, 2 green, 2 red (3 repeats)� 2 green, 1 red, 1 blue, 1 red (3 repeats)� 1 green, 1 red, 1 blue, 1 green, 1 red (3 repeats)

Extra Support: Problem SolvingGive children who are having difficulty the same number ofmaterials (3 red beads, 3 blue beads, 3 green beads). Once they haveused the initial beads, encourage them to get more beads and extendtheir pattern. Children who are not confident often benefit frommaking a long pattern where the core repeats over and over.Encourage them to see how far they can extend their pattern beforethey run out of materials.

ExtensionGive children 6 red beads, 7 blue beads, and 2 green beads. Ask:“What would you need to change to make a pattern using all thebeads and to have the core repeat 3 times?” (I would need to exchangeone of the blue beads for a green bead.) Encourage children to work withthe beads to help them find the answer.



5LESSON

BEFORE Get Started

Invite the children: “We need to decorate the bulletin board in thehallway to feature all our wonderful pattern work, but we need apattern border to go around the outside edge. Can you help?Everyone can make just one pattern strip and we’ll paste all thestrips together.”

DURING Explore

Have children offer ideas about different elements they might like touse in their patterns. Explain that their patterns should show twochanging attributes. Children draw and describe their patterns onStudent page 25.

If a child is having difficulty beginning the task, help the child selectsubject matter that lends itself to a pattern (flowers, vegetables,seashells, stars, fish). Ask: “What two attributes of the item will youchange to show a pattern?” (colour, size, number, orientation, shape)

Circulate around the room, posing questions to help childrenverbalize their understanding of patterns. Ask:� What is your pattern core?� How did you use your pattern core to make a pattern? (I repeated

the core.)

After children have finished designing their patterns, direct eachchild to copy the pattern along the top and bottom edges of a sheetof construction paper.

Show and ShareBring children together to share and discuss their patterns. Ask:� How are these two patterns the same? How are they different?� What are the two changing attributes?� If you wanted to make another border, how could you make it

different from this one?


Invite children to talk about what they did and what theydiscovered. Ask: � How would you help someone who wants to make a pattern using

two changing attributes?� What would you do differently if you were to do this project again?

Show What You Know

CURRICULUM FOCUS

Demonstrate what has beenlearned about sorting andpatterning

MATERIALS

markers, crayons,construction paper

PROGRAM RESOURCES

Student page 25: My Pattern Border

Student page 26: My Journal



Review with children what they have learned about sorting andpatterning in this unit. Have them record their responses on Studentpage 26.

Take It FurtherSome children may enjoy creating pattern border puzzles with twochanging attributes for others to solve and complete. After childrenhave repeated their patterns three times, they can cover some figuresand invite classmates to identify the missing figures and the missingattribute.

Assessment Check

Look for evidence that children:

❏ Design a pattern with two attributes.

❏ Describe their pattern.

❏ Identify the pattern core.

❏ Copy and extend the pattern to make a border.

❏ Describe someone else’s pattern.

❏ Use appropriate patterning language.

�

Refer to Assessment Master 4: Performance Task Rubric and AssessmentMaster 6: Unit Summary



Evaluating Student Learning:Preparing to Report

This unit provides an opportunity to report on the Patterns andRelations (Patterns) strand. Assessment Master 6: Unit Summaryprovides a comprehensive format for recording and summarizingevidence teachers may have already collected. In completing the UnitSummary, teachers may choose to record a grade/numeric ratingand/or a comment, according to local reporting requirements.

Here is one example of a completed summary chart for this unit:

Strand: PATTERNS ANDRELATIONS (PATTERNS)

Ongoing observations

Portfolio or work samples; conferences

Performance task (Lesson 5)

Strong understanding of attributesand patterns. May need additionalchallenges.

Able to apply concepts and problemsolving to complete patterningactivities independently.

Confident and enthusiastic; offered tohelp others. Likely to benefit fromopportunities for extensions.

Achievement Level for reporting on this strand

MostConsistentLevel ofAchievement*

*Use locally or provincially approved levels, symbols, or numeric ratings as appropriate.

Notes

Excellent

Proficient

Excellent

Exceedsexpectations



Ongoingobservations

Performance onproblem-solvingtasks

Portfolio or work samples;conferences

Performance task

Children’s self-assessment

Teachers who have used AM 3: OngoingObservations Checklist can analyze patterns acrossthe lessons, and determine the most consistent level ofperformance.

Teachers who have used GAM 2: Inquiry ProcessRubric or GAM 3: Inquiry Process Checklist withStrategies Tool Kit (Lesson 4) can transfer the resultsto the summary form.

Use AM 5: Sorting and Patterning Rubric to makedecisions about achievement. Because this short unitis the first of the year, teachers may choose to focusmore attention on observing and conferencing thanon analyzing work samples, when preparing toreport on children’s progress. As well, conferences orbrief interviews where children explain or show theirthinking are often necessary in order to understandtheir work samples.

Because this occurs at the end of the unit (Lesson 5),it can offer a useful snapshot of children’sachievement. Use AM 4: Performance Task Rubric.

Opportunities to quote a child’s oral or written wordsabout his or her own progress may come fromconferences, in-class discussions, journals, or otherwritten reflections. For example: “I am good atfinding at patterns. Even when they are tricky, I canfigure them out. I like to make patterns too.”

Recording How to Report

Learning Skills

Ongoing throughout a reportingperiod, rather than being brokendown by units or strands. Use GAM 6: Attitudes and Dispositions:Observations Record andGAM 7: Attitudes and DispositionsChecklist.

Ongoing Records

Record evaluations of children’sachievement over several clusters, areporting period, or a school year.Use GAM 14: Summary ClassRecord: Strands; GAM 15: SummaryClass Record: AchievementCategories; and GAM 16: SummaryRecord: Individual.



Copyright © 2005 Pearson Education Canada Inc. The right to reproduce this page is restricted to the purchasing school. 22

Date:

Diagnostic Checklist During Launch activities, use this form to note observations about children who appear to have difficulty.

Name Recognizes similarities and differences

Sorts objects according to one attribute (colour, size)

Identifies and describes a pattern (one attribute)

Uses appropriate language to describe attributes and patterns

Assessment Master 1



Name: Date:

Diagnostic Conference for Selected Children

This outline is intended for use with children whose progress is a concern at the midway point of the unit (e.g., Lesson 3). It can be used with an individual child or a small group of children who appear to be having difficulty with basic concepts and procedures.

CATEGORIES OBSERVATIONS AND COMMENTS

Have available a collection of 16 to 20 objects that vary on two attributes (large and small triangles, coloured red and blue) Reasoning and applying concepts Hold up one of the objects and ask: • What can you tell me about this object? What do you notice?

(It is a triangle, it is red, it is not very big.) Invite the child to choose an object from the collection and ask: • How is yours the same as mine? How is it different? • Look at all of these objects. How could we sort them into 2 groups?

(by colour, by size) Show me. • How could we sort them into 4 groups? Show me. How are the groups

alike? (These two are both blue/red; these two are both little/big) How are they different? (These two are different colours/sizes)

Notice child’s confidence and ability to • Recognize that an object can have more than one attribute • Sort objects by 1- and 2-variables

Problem-solving strategies Keep the objects in 4 groups. Say: • I wonder what kind of pattern we could make with these? Show me the start

of a pattern and I’ll try to guess what comes next. Watch as the child begins a pattern, prompting as needed. Articulate what you see (Your pattern goes big red, small red, small blue, big red, small red, small blue; What comes next?) Provide whatever assistance is needed to create a pattern. Ask: • How could we write down this pattern so we could make it again?

(use pictures, use words) • What if we named each of the objects by a letter? We could write a large B

for the big blue ones, a small b for the small blue ones. Let’s try that. Now we know three ways to write down our pattern.

• Now if we mixed up the pieces, we could make our pattern again. Let’s try. [Mix up pieces and work with child to reconstitute the same pattern.]

If the child is comfortable, continue by saying: • What other pattern could we make with these objects? What other way

could we arrange them to make a different pattern? Show me. Notice child’s confidence and ability to • create a pattern using 2 attributes • describe and record a pattern • use the same materials to create a different pattern

Accuracy of procedures As children work with the objects, notice how accurately they • identify attributes • continue their pattern • record the pattern • repeat the same pattern using their written record

Communication Say: Thank you for your hard work and thinking! Let’s make a list together of everything we did and what we found out. (Allow child to retell the activities freely; prompt if stuck.) Notice child’s confidence and ability to • use appropriate sorting and patterning language

Assessment Master 2



Date:

Ongoing Observations Checklist

Lesson 1 Lesson 2 Lesson 3

Name Identifies sorting rules

Sorts by two attributes

Knows that objects can be sorted in many ways

Identifies pattern core; predicts elements

Creates patterns (2 changing attributes)

Uses patterning language (pattern core, repeat)

Sees same pattern in various media

Records the same pattern in various ways

Compares patterns

Assessment Master 3



Name: Date:

Performance Task Rubric

Knowledge/Skills Not Yet Adequate (needs assistance)

Adequate (limited assistance

Proficient Excellent

Reasoning and applying concepts • shows understanding

of patterning concepts by – creating a

repeating pattern with two attributes

– describing how the attributes in his or her own and other patterns change

shows very limited understanding of patterning concepts; may be able to – create a simple

pattern with one-to-one assistance (may be unable to manage two changing attributes)

– with extensive support and prompting, describe how one attribute in a pattern changes

shows partial understanding of patterning concepts; able to – create a repeating

pattern with two attributes with some support

– with prompting and support, describe how two attributes in a pattern change

shows understanding of patterning concepts; able to – create a repeating

pattern with two attributes

– describe how two attributes in a pattern change, and how the same elements might be used to create another pattern

shows in-depth understanding of patterning concepts; independently able to – create a repeating

pattern with two attributes, and introduce some complexity or innovation

– describe how the attributes in a pattern change, and speculate about ways the same elements could be used to create different patterns; able to interpret/create relatively complex patterns

Accuracy of procedures • identifies pattern

cores accurately • copies pattern

accurately to create a border

needs one-to-one help to identify pattern cores; makes frequent errors in copying and extending pattern to create a border

makes some errors in identifying pattern core; makes some errors in copying and extending pattern to create a border

generally accurate in identifying pattern cores; may make occasional minor errors; accurately copies and extends pattern to create a border; may make a few minor errors

accurate; very few or no errors in – identifying pattern cores – copying and extending

pattern to create a border

Problem-solving strategies • uses appropriate

strategies to design a pattern with two changing attributes

needs one-to-one assistance to design a simple repeating pattern

with limited assistance, uses appropriate strategies to design a simple repeating pattern with two changing attributes (may need help to get started)

chooses appropriate strategies to design a pattern with two changing attributes

uses effective strategies to design a pattern with two changing attributes; shows some complexity or innovation

Communication • uses appropriate

language to clearly describe patterns and patterning strategies (e.g., repeat, pattern core) language (repeat, pattern core)

does not describe patterns and patterning strategies clearly

offers simple, often vague, descriptions of patterns and patterning strategies; little appropriate language

clearly describes patterns and patterning strategies using appropriate language

clearly and confidently describes patterns and patterning strategies using appropriate language; descriptions are specific

Assessment Master 4



Name: Date:

Sorting and Patterning Rubric

This rubric can be used to assess and summarize children’s achievement of unit expectations.

Knowledge/Skills Not Yet Adequate (needs assistance)

Adequate (limited assistance

Proficient Excellent

Reasoning and applying concepts • offers

demonstrations, explanations, and representations that show understanding that – objects have many

attributes that can be used in sorting and creating patterns

– patterning results from making a change to an attribute (e.g., position, colour)

– the same pattern can occur and be translated from one mode to another (e.g., sound, action, visual, words, symbols)

with assistance, shows very limited understanding that – objects have many




shows partial understanding that – objects have many




shows understanding that – objects have many




shows in-depth understanding, in a variety of contexts, that – objects have many




Accuracy of procedures • sorts and classifies

objects by one or two variables

• identifies attributes and sorting rules in presorted sets

needs ongoing assistance; little accuracy; major errors/ omissions in – sorting and

classifying by two variables

– identifying attributes and sorting rules

somewhat accurate; minor errors/ omissions in – sorting and



generally accurate; few errors/ omissions in – sorting and



accurate; very few or no errors/omissions in – sorting and



Problem-solving strategies • chooses and carries

out a range of patterning strategies (e.g., concrete objects, pictures, simple tables) to solve and create problems

needs assistance to use patterns to create and solve problems

with limited assistance, uses patterns to create and solve simple problems

uses patterns to create and solve problems in familiar contexts that involve one and two attributes

uses patterns to create and solve increasing complex problems involving more than one attribute in a variety of contexts

Communication • explains his or her

reasoning and procedures clearly, including appropriate terminology

unable to explain his or her reasoning and procedures

partially explains his or her reasoning and procedure

explains his or her reasoning and procedures clearly

explains his or her reasoning and procedures clearly, confidently, and with some precision

Assessment Master 5



Name: Date:

Unit Summary Review assessment records to determine the most consistent achievement level achieved for each of the following during this unit. Notes can be included as needed.

Strand: PATTERNS AND RELATIONS (PATTERNS)

Notes Most Consistent Level of Achievement*

Ongoing observations

Portfolio or work samples; conferences

Performance task (Lesson 5)

Achievement Level for reporting on this strand

*Use locally or provincially approved levels, symbols, or numeric ratings as appropriate.

Self-assessment:

Strengths:

Needs:

Next steps:

Assessment Master 6

28 Copyright © 2005 Pearson Education Canada Inc. The right to reproduce this page is restricted to the purchasing school.

Name: __________________________ Date: _________________________

Line Master 1 Sorting and Patterning


Unit 1: Sorting

and Patterning

Unit 2: Number

Relationships

Unit 3: Time, Temperature,

and Money

Unit 4: Exploring Addition

and Subtraction

Unit 5: Data Management

and Probability

Unit 6: 3-D Geometry

Unit 7: Addition and

Subtraction to 100

Unit 8: Linear Measurement,

Area, and Perimeter

Unit 9: 2-D Geometry and

Patterning

Unit 10: Multiplication, Division,

and Fractions

Unit 11: Mass and Capacity

We are

learning to make

patterns using

two attributes.

We can

represent the

same pattern in

different ways.

We can

sort using two

attributes.

Gr2 Unit 1 LM WCP.qxd 02/02/2005 3:01 PM Page 28


Name: __________________________ Date: _________________________


Line Master 2 Dear FamilyYour child is learning about sorting and patterning. You can

practise these concepts at home with your child by doing the

following activities.

Ask your child to usered and green circlesto make a pattern intwo different ways.Talk about how thepatterns are thesame and different.

Ask your child to help

you organize the

kitchen utensils. As

your child sorts the

utensils into groups,

encourage discussion

about the groupings.

Look for patterns athome with your child(sweaters, rugs, tiles,wallpaper).



Name: __________________________ Date: _________________________

Line Master 3 Attribute Block Figures




Name: __________________________ Date: _________________________





Name: __________________________ Date: _________________________

Line Master 7 Pattern Cards


A B A B A B

A A B A A B A A B A A B

A B B A B B A B B A B B

A A B B A A B B A A B B A A B B

A B B B A B B B A B B B A B B B



Name: __________________________ Date: _________________________

Line Master 8 Gingerbread Children


✃



Name: __________________________ Date: _________________________

Line Master 9 Bracelet Patterns


Find the pattern in each bracelet. Complete each pattern.

Draw a bracelet, using your own pattern.


Carole Saundry

Sharon Jeroski

Heather Spencer

Michelle Jackson

Maureen Dockendorf

Sandra Ball

Maggie Martin Connell

Jill Norman

Linden Gray

Susan Green

Craig FeatherstoneMaggie Martin ConnellTrevor Brown

Assessment ConsultantSharon Jeroski

Primary Mathematics and Literacy ConsultantPat Dickinson

Elementary Mathematics Adviser John A. Van de Walle

British Columbia Early Numeracy Adviser Carole Saundry

Ontario Early Math Strategy Adviser Ruth Dawson

Copyright © 2005 Pearson Education Canada Inc.

All Rights Reserved. This publication is protected bycopyright, and permission should be obtained fromthe publisher prior to any prohibited reproduction,storage in a retrieval system, or transmission in anyform or by any means, electronic, mechanical,photocopying, recording, or likewise. Forinformation regarding permission, write to thePermissions Department.

The information and activities presented in thisbook have been carefully edited and reviewed.However, the publisher shall not be liable for anydamages resulting, in whole or in part, from thereader’s use of this material.

Brand names that appear in photographs ofproducts in this textbook are intended to providestudents with a sense of the real-world applicationsof mathematics and are in no way intended toendorse specific products.

Complete Teacher Guide ISBN 0-321-12094-9

Printed and bound in Canada

1 2 3 4 5 WC 09 08 07 06 05

Program Consultants

Program Authors

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