Somie Shape Patterns

Lesson Plan: Shape Patterns
Kindergarten
Megan Kennedy
Standard:
o K.2.1.1 Recognize, create,
complete, and extend patterns.
Content Objective:
Language Objective:
Students will identify and create simple

repeating and growing patterns with
pattern block shapes.
Students will learn new

mathematical terminology.
Examples: Grow, Repeat, Pattern,
Extend, Complete, Recognize
Students will be able to verbally
describe, compare, and analyze
new patterns.
Materials:
Patterned Blocks
Anchor Chart
Markers
Create a Pattern Worksheet
Crayons
Patterns Learning Center Box
Number Writing Booklets
Instructional Plan:
o Direct children to watch as you
lay out triangle pattern blocks in
a repeating pattern. Ask children
what will come next and why.
o Introduce the tern pattern and
ask, What do you know about
patterns? Build from childrens
responses to explain that a
pattern repeats or grows.
Explain that if they can tell how a
pattern repeats or grows, then
they tell what comes next.
o Next begin another growing
pattern with square pattern
blocks as children observe. Ask
children what will come next and
why. Explain that the class just
saw two different kinds of
patterns a repeating pattern
and a growing pattern. Ask
Getting Ready:
Teacher: Hocus Pocus
Students: Everybody Focus!
Teacher: Remember when we
used these pattern blocks before?
Lets review the names of these
shapes for practice. Lets say them
all together out loud.
Students: Triangle, square,
rhombus, trapezoid, hexagon.
Teacher: Great Job!
Task:
(I Do)
Teacher: Kindergartners I am
laying out the triangle blocks in a
repeating pattern. Does anyone
know which shape will come next
and why?
Student: A pointy-side up
triangle because it goes pointy
side up, pointy side down, pointy
side up, pointy side down.
children to tell which is a

repeating pattern and why. Also
ask which pattern they think is a
growing pattern and why.
o Summarize that repeating
patterns repeat in a predictable
way and that growing patterns
grow in a steady, predictable way.
Evaluation:
Observe if students can identify

shapes and identify growing and
repeating patterns. If students
can complete their pattern
worksheet by showing either a
growing or repeating pattern at
90% accuracy they
comprehended the lesson.
Observe students working
independently at their stations
and observe if they are actively
participating at each station.
Teacher: Thats right! This is

called a repeating pattern. What
do you know about patterns?
Student: A pattern is the same
shape over and over again.
Teacher: Thats true. What that
means is that patterns can repeat
or grow. If you can tell how a
pattern repeats or grows (what
changes with each new part of the
pattern), then you can tell what
comes next.
(Model a growing pattern with
square blocks as children
watch.)
Teacher: What comes next?
Why?
Student: Four squares, because
each time there is one more
square.
Teacher: Class you just saw two
different kinds of patterns: a
repeating pattern and a
growing pattern. Which pattern
is a repeating pattern?
Student: The green triangles.
Teacher: What pattern is a
growing pattern?
Student: The orange square
pattern.
Teacher: Why?
Student: Because it gets bigger
every time!
Teacher: Thats right, it gets
bigger so its a growing pattern.
The repeating pattern repeats in a
predictable way and the growing
pattern grows in a steady,
predictable way.
Discourse:
Conclude by having a student
show a new pattern with pattern
blocks. Ask what will come next

and why. Encourage the use of
shape words in student responses.
Have students turn to a partner
and say, I know this is a pattern
because ( ) ? Encourage students
to continue to use pattern blocks
to create repeating and growing
patterns in the future.
(We Do)
Teacher: Kindergartners lets
stand up and stretch really quick.
Kiss your brain, put your listening
ears on and put your thinking caps
on. Im going to model for you the
stations we are doing today.
The first station you will be
making patterns on a
worksheet with me.
(Demonstrate how you color in
the circles to create a pattern
on the worksheet. Remind
students to write their names
on top with a pencil.)
At the second station you

will be creating repeating or
growing patterns with the
pattern blocks. You can
make patterns out of the
shapes like I did with you at
the carpet.
At the third station you will
be using a learning center
box focused on creating
patterns with shapes.
(Model how to use the pattern

learning shape center.)
At the fourth station you

will be writing your numbers
in your number booklets.

Remember these are going
to be at conferences to show
your parents so please do
your very best work.
(You Do)
Teacher: Im going to assign the
hairy bear group to station 1. The
sleepy sheep to station 2. The fox
in socks group to station 3 and
quick chicks you will be with me at
station 4. Any questions?
Students: No!
Teacher: Think we can do it?
Students: Yes we can!
Teacher: You may move to your
first station!
(This time allow students to
independently find their
station and observe them
starting to work. Support if
needed.)

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Lesson Plan: Shape Patterns

Students will identify and create simple

Students will learn new

children to tell which is a

Observe if students can identify

Teacher: Thats right! This is

blocks. Ask what will come next

At the second station you

(Model how to use the pattern

At the fourth station you

in your number booklets.

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