Lesson 5: Body percussion teams
Objectives
Students will:
• Describe and extend growing patterns and translate from one representation to another
• Express a pattern as words, symbols and movements.
Overview of task
Students will make a growing or repeating pattern using body movements and or percussion and present to the class.
Students’ prior knowledge and experience.
Developing fluency and flexibility in using patterns is essential. Because knowledge of patterns is fundamental to mathematics, it is important for the students to experience additional activities that teach the same concepts before moving on. This week’s activities will be consolidating students’ knowledge of patterns before introducing number patterns in lesson 5.
Resources and preparation
Space for students to spread out
Repeating and growing pattern eg for WB,
Words to describe percussion for WB
Whiteboard and markers
Workbooks and pencils
Learning experience
Load Pattern PowerPoint onto IWB and revise as necessary.
Review the four different group activities on IWB.
Make sure all students are aware off what group they are in.
Display coloured eg of the 2 types of patterns: repeating and growing on IWB. Have students describe what is happening in each of the patterns. Ask for yesterday’s definition of what a pattern is: A pattern is a sequence or order of objects that repeat or grow. Remind the students that patterns follow a rule; it can be a repeating or growing rule: A rule is finding the relationship between numbers or objects in a pattern
Demonstrate how we can copy the pattern from symbols into a movement
Eg clap click, clap click click...... for 1st pattern.
Eg clap clap clap stomp, clap clap clap stomp for 2nd.
Record pattern on WB under image using words to describe the body percussion/movements
Work as a group to complete remaining examples, recording all in words on WB.
Break students in to groups of 3 and ask them to create a pattern (growing or repeating) using their body and record it in words in their maths books. Explain that they will be performing their pattern to other students who will have to guess the rule.
Have students demonstrate their patterns to class and have them guess the rule during transition time.
Teacher will move from group to group helping and observing progress.
Assessment
Grade students understanding and representation of patterns, mark is worth 20% of unit assessment.
Extension
Selection of fun worksheets on patterns and maths educational games.
Transition
Stop work and pack up all equipment. Bring all groups together; have body percussion group present their patterns to class. Discuss any triumphs and challenges encountered during group work. Remind students what their next group’s activity will be.
Objectives
Students will:
• Describe and extend growing patterns and translate from one representation to another
• Express a pattern as words, symbols and movements.
Overview of task
Students will make a growing or repeating pattern using body movements and or percussion and present to the class.
Students’ prior knowledge and experience.
Developing fluency and flexibility in using patterns is essential. Because knowledge of patterns is fundamental to mathematics, it is important for the students to experience additional activities that teach the same concepts before moving on. This week’s activities will be consolidating students’ knowledge of patterns before introducing number patterns in lesson 5.
Resources and preparation
Space for students to spread out
Repeating and growing pattern eg for WB,
Words to describe percussion for WB
Whiteboard and markers
Workbooks and pencils
Learning experience
Load Pattern PowerPoint onto IWB and revise as necessary.
Review the four different group activities on IWB.
Make sure all students are aware off what group they are in.
Display coloured eg of the 2 types of patterns: repeating and growing on IWB. Have students describe what is happening in each of the patterns. Ask for yesterday’s definition of what a pattern is: A pattern is a sequence or order of objects that repeat or grow. Remind the students that patterns follow a rule; it can be a repeating or growing rule: A rule is finding the relationship between numbers or objects in a pattern
Demonstrate how we can copy the pattern from symbols into a movement
Eg clap click, clap click click...... for 1st pattern.
Eg clap clap clap stomp, clap clap clap stomp for 2nd.
Record pattern on WB under image using words to describe the body percussion/movements
Work as a group to complete remaining examples, recording all in words on WB.
Break students in to groups of 3 and ask them to create a pattern (growing or repeating) using their body and record it in words in their maths books. Explain that they will be performing their pattern to other students who will have to guess the rule.
Have students demonstrate their patterns to class and have them guess the rule during transition time.
Teacher will move from group to group helping and observing progress.
Assessment
Grade students understanding and representation of patterns, mark is worth 20% of unit assessment.
Extension
Selection of fun worksheets on patterns and maths educational games.
Transition
Stop work and pack up all equipment. Bring all groups together; have body percussion group present their patterns to class. Discuss any triumphs and challenges encountered during group work. Remind students what their next group’s activity will be.