K-2 Connections Sampler

16 I N S T R U C T I O N 1–2–3 Stages of Learning Instructional Model Moving with Math ® Connections promotes explicit and systematic instruction using hands-on activities, lightly scripted lessons, truemanipulatives, and the explorationof each math concept through the three stages of learning: first concrete models; then vivid, visual representations; then games and meaningful practice to develop fluency. Games are often used to encourage practice and develop math fluency. Sample Lesson Plan of the colors you see?Can you copy your cubes? Can youuse 2 different colors to kind of pattern? Have childrenmake up anotherAB the next train. Color your cubes to Demonstrate anABC patternwith Have the childrenmake their ownA it on the next train. Have childrenmake up and build describe the pattern. Musical Patterns Playmusic such as a beat. First have childre have children snap thei Finally, have them follow you doi e.g. clap, snap, clap, snap, and so askwhat should come next.Ask pattern. Repeat with a pattern of clap, Have childrenmake up differe class follow. S KILL B UILDERS 2-1 Objective: Tomake and extend anAB,ABB orABC patternwith colors. Materials: Interlocking cubes, crayons, music tapes, tape player Vocabulary: first, next, last The Little Engine That Could , Piper,Watty Freight Train , Crews, Donald Trains of Cubes There aremany train storieswhich can be read as part of a unit on transportation.After reading the story The Little Engine That Could , talk about the story and ask if anyone has ever felt unsure like the little engine but thenwas able to do something. Todaywe are going to use our cubes tomake trains that follow a special pattern. Sort your cubes by color. Use the red and yellow cubes.Make a red-yellow-red- yellow trainwith your cubes.What color cube comes first?Next?Next?Next? (red, yellow, red, yellow) Where dowe always beginbuilding patterns—on the left or right? (left) Repeat with otherAB patterns. Display anABB,ABB pattern (red, yellow, yellow, red, yellow, yellow,…,) for the children to build. Identify the pattern as anABB,ABB pattern and explainwhy. Display anABC,ABC pattern (red, yellow, green, red, yellow, green,…,) Identify the pattern as anABC,ABC pattern and explainwhy. Give children interlocking cubes of different colors and crayons. Sort your cubes by color. Select all the red cubes and all the yellow cubes. I am going to show you a pattern that you canmake with these cubes. Show anABAB pattern or train using 2 colors, e.g., red, yellow, red, yellow, and so on. Can you copymy pattern anddescribe the pattern? (red, yellow, red, yellow) Can youdescribe the pattern anotherway? (apple, banana, apple, banana, and so on) Repeat using cubes of 2 different colors. Have children color one of their patterns on the first train. Now I am going to show you another pattern that canbemadewith 2 colors. (Show anABB,ABB,ABB pattern, e.g., red, yellow, yellow, red, yellow, yellow, and so on.) Raise your handwhen you think youknowwhat color should come next. Can youdescribe the pattern Read to Me 12 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly pr Name ______________________________________________________ Patterns Make a different pattern.Color the pattern. cray Use cubes of three colors. Make a pattern.Color the pattern. crayon Use cubes of two colors. Make this pattern.Color the pattern. crayon Make this pattern.Color the pattern. crayon Answerswill vary. Answerswill vary. Chapter 1Grade 1 12 Introduce & Explore Studentsare introduced to theconcept of “pattern” andexploresimple repeat- ingpatterns. 1 1 “There is a strong effect of socio-economic status on earlymath knowledge. When comparing answers on AB patterns of low-income children tomiddle-income children, researchers found amean score of 56% on Pre-Test of middle-income and 24% for low-income. 0% of the low-income children could extend an ABAB patternwith 2 colors .” —Fostering Preschool Children’s Mathematical Knowledge: Findings from the Berkeley Math Readiness Project, Klein and Starkey MeanPercent Correct Middle-IncomeandLow-IncomeGroups PatternDuplication ABABProblem PatternExtension ABABProblem Middle-Income Intervention Pre-Test 56% 24% Low-Income Intervention Pre-Test 24% 0% step 5