ppp patterning - queen's university library · – explore and identify two-dimensional shapes...

Sort Me, Pattern with Me!The Patterning Party .... the Culminating Task

Seasonal PatternsStory PatternsPoetry PatternsFabric DesignsSound Patterns

Calculator PatternsNumber PatternsThe Pattern Party

Including:

September 2001

Written by:

Susan Dauncey, Eileen Painchaud, Tammy Clune (Project Leader)

PPP ....PatterningProperties of Patterning

Length of Unit: approximately: 15 hours

A Unit for Grade 1/2

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:36:42 AM

PPP ....PatterningProperties of Patterning A Unit for Grade 1/2



St. Luke Catholic School, Georges Vanier Catholic School(613) 258-7757 x224

Ottawa Carleton Catholic District School Board

St. Luke Catholic School, Georges Vanier Catholic School(613) 258-7757 x224

Ottawa Carleton Catholic District School Board

[email protected]

[email protected]

Based on a unit by:

A Unit for Grade 1/2Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

The developers are appreciative of the suggestions and comments from teacher colleagues involvedthrough the internal, external and theological review.

A sincere thank you to Gerry Bibby, Executive Director of the EOCCC, who facilitated the partnership of thelead board of the Catholic District School Board of Eastern Ontario, Algonquin Lakeshore Catholic DistrictSchool Board, Renfrew County Catholic District School Board and the Ottawa-Carleton Catholic DistrictSchool Board.

The following organizations have supported the elementary unit project through team building andleadership:

The Council of Directors of OntarioThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment BranchEastern Ontario Catholic Curriculum Cooperative (EOCCC)

A Special thank you to The Institute for Catholic Education who providedleadership, direction and support through the Advisory and CurriculumCommittees.


PPP ....Patterning Page 1

Properties of Patterning A Unit for Grade 1/2

Task ContextPatterns are a central mathematical concept that students require to make sense of their environment and aprecursor to the study of algebra. Patterns are all around us: in our clothing; in wallpaper; on an animal'sback; and in many other natural phenomena. Patterns can also appear in many forms. As well as seeingpatterns, we can hear patterns in music and language. Children need to be given ample opportunities tocreate, extend, vary, and predict patterns.The unit will culminate in a Pattern Party including student preparation for our celebration of learning.

Task SummaryStudents develop the skills and knowledge necessary to plan and prepare for a Pattern Party. Subtasksreflect both the expectations at the grade one and grade two levels.

In the subtasks students work with manipulatives to explore and represent patterns in a variety of ways.They are encouraged to see, hear, and create patterns. Students are invited to search for patterns in theirsurroundings. They experiment with continuing patterns, varying patterns, and predicting patterns. Studentsare able to distinguish between growing and shrinking patterns.

Students create "pattern" samples which they display and share at the Pattern Party. Invitations anddecorations prepared for the party require the knowledge and skills learned in this unit.

Culminating Task AssessmentStudents are introduced to the culminating task which is to participate in the preparations for a Pattern Party.Students are asked to work co-operatively, listening and participating actively, and contributing to the good ofthe group.

Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.

CGE 7j - contributes to the common good.

Links to Prior KnowledgeThe following is a list of expectations that students need to have acquired prior to beginning this unit.

Grade One Child (taken from Kindergarten expectations)

– identify and sort two-dimensional shapes (e.g., circle, square, rectangle, triangle)– identify and reproduce simple patterns (e.g., red blocks alternating with blue blocks; clap-clap-stamp)– create and extend simple patterns using a variety of materials or actions (e.g., popsicle sticks, pebbles,stickers, counters)– compare information on objects, using two categories (e.g., rough, smooth)

Grade Two Child (taken from Grade One expectations)

– describe, draw, and make models of patterns using actions, objects, diagrams, and words– use one attribute to create a pattern (e.g., thick or thin, open or closed)– talk about a pattern rule– explore and identify two-dimensional shapes using concrete materials and drawings (e.g., circle, rectangle,triangle)– compare and sort two-dimensional shapes according to attributes they choose

Unit Overview

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– compare, sort, and classify concrete objects according to a specific attribute (e.g., colour, size)

Considerations

Notes to TeacherTeachers can extend the activities to include discussions about counting, number operations, descriptivelanguage, and art. The unit has a major focus in the Patterning and Algebra math strand as well as a minorfocus on Number Sense and Numeration.

Subtasks are introduced to the whole group. Please note that follow-up activities reflect differingexpectations for each of the grades.

Students should be given plenty of opportunities to explore patterning with manipulatives to develop theirunderstanding of mathematical concepts in the area of patterning and algebra. Manipulatives should be usedto introduce new concepts and are extremely important in reinforcing and remediating acquired skills.

In order to meet the needs of all students, teachers may need to make changes to the learning experiencesand assessment and evaluation strategies. These changes should respond to considerations related togender, learning style, and accommodations and/or modifications required for students with special needs,including ESL/ELD. Individual accommodations and modifications must reflect program modifications andaccommodations as outlined in the Individual Education Plan (IEP).

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Subtask List Page 1List of Subtasks

Sort Me, Pattern with Me!Students use sorting bins for sorting objects such as buttons, pattern blocks, unifix cubes, keys, etc.according to different attributes. Students are then asked to create their own pattern using sortingobjects thinking creatively and reflectively. This initial assessment is used as a reference to gaugestudents' knowledge of sorting by attributes and creating a pattern.

Catholic Graduate ExpectationsCGE 5b - thinks critically about the meaning and purpose of work.

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.

1

The Patterning Party .... the Culminating TaskStudents are introduced to the culminating task which is to participate in the preparations for a PatternParty. Students are asked to work co-operatively, listening and participating actively, and contributingto the good of the group.



2

Seasonal PatternsUsing the story, "Four Seasons for Toby," students explore and discover that there are seasonalpatterns that occur yearly. Students construct their own yearly calendar indicating the events thatoccur each and every year. The calendars are personalized (e.g., the student's birthday, etc.) but stillindicate those seasonal and religious events that exist for all of us.


CGE 6a - relates to family members in a loving, compassionate, and respectful manner.

CGE 7i - respects the environment and uses resources wisely.

3

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Story PatternsPupils look at familiar picture books to recognize that a circular pattern is created when the plot returnsto the beginning point of the story. They are invited to create similar circular pattern stories as a groupand then individually. They develop an understanding that a pattern can be a story that repeats itselfand does not necessarily involve numbers, colours, or shapes. Students are expected to contributeresponsibly and effectively to the group.


CGE 2b - reads, understands and uses written materials effectively.

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.

CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,ethical, socio-economic and ecological) for the development of a just and compassionate society.

CGE 4c - takes initiative and demonstrates Christian leadership.

CGE 5a - works effectively as an interdependent team member.

CGE 5e - respects the rights, responsibilities and contributions of self and others.


4

Poetry PatternsNursery rhymes and familiar poems are used to provide opportunities for students to explore languagepatterns in poetry. Pupils are invited to create a poem with a language pattern (e.g., writing couplets).Students are expected to contribute responsibly and effectively to the group in a Christian manner.




CGE 3b - creates, adapts, evaluates new ideas in light of the common good.

CGE 4b - demonstrates flexibility and adaptability.

5




Fabric DesignsStudents operate as pattern detectives searching for patterns around them on various fabrics (e.g.,clothing, animals, wallpaper, etc.). They are given the opportunity to create a fabric pattern on a T-shirtor paper T-shirt using various printing techniques and media. This T-shirt may serve as a "uniform" towear at the Pattern Party later in the unit. Students build on their appreciation for patterns in nature thatGod has created and their immediate surroundings.



CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfareof others.

CGE 4f - applies effective communication, decision-making, problem- solving, time and resourcemanagement skills.

6

Sound PatternsStudents are exposed to experiences in transforming a sight pattern into a sound pattern (e.g., animalpicture patterns into animal sound patterns: dog - woof, cow - moo, pig - oink, etc.).They recognize that patterns can be made of sounds as well as pictures. We use the pictures to helpus say the sound pattern. Our bodies can also be used to create sound patterns. Rhythm instrumentscan be used to create sound patterns as well. Students develop a further understanding of God's giftof their bodies.





CGE 5b - thinks critically about the meaning and purpose of work.

CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualitiesin the work of others.


7




Calculator PatternsStudents are taught how to use the "constant function" in order to skip count. They exploreskip-counting patterns using the calculator. They learn to anticipate the next number and then check tosee if their guess was right.

Catholic Graduate ExpectationsCGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfareof others.



8

Number PatternsStudents are introduced to the patterns that can be found on a hundreds chart. In pairs, they areencouraged to locate and complete a hundreds chart. Students then use materials to create colourpatterns on their hundreds charts.





9




The Pattern PartyStudents are asked to produce a final patterning project that will serve as a "prop" in the Pattern Partyat the end of the unit. Students must demonstrate and apply the skills and knowledge they havedeveloped and learned throughout the patterning unit and present their final product to the class.Students create and present a patterning project prior to the actual party. These items can include: atablecloth, a placemat, a headband, or a welcome sign. Students then help to organize a Pattern Party.Students are encouraged to use their individuality and creativity when designing, and to encourage thework of others through positive, Christian comments.



CGE 2d - writes and speaks fluently one or both of Canada's official languages.


CGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.


CGE 6a - relates to family members in a loving, compassionate and respectful manner.


10


PPP ....Patterning Subtask 1Sort Me, Pattern with Me!

Properties of Patterning A Unit for Grade 1/2 mins45

Expectations1m97 A – compare, sort, and classify concrete objects

according to a specific attribute (e.g., colour, size);1m86 A – use one attribute to create a pattern (e.g., thick or

thin, open or closed);2m101 A – sort and classify concrete objects, pictures, and

symbols according to two specific attributes (e.g.,shape and texture);

2m88 A – combine two attributes in creating a pattern (e.g.,size and position);

DescriptionStudents use sorting bins for sorting objects such as buttons, pattern blocks, unifix cubes, keys, etc.according to different attributes. Students are then asked to create their own pattern using sortingobjects thinking creatively and reflectively. This initial assessment is used as a reference to gaugestudents' knowledge of sorting by attributes and creating a pattern.

Catholic Graduate ExpectationsCGE 5b - thinks critically about the meaning and purpose of work.


GroupingsStudents Working IndividuallyStudents Working In Pairs

Teaching / Learning StrategiesInquiry

Assessment

Assessment StrategiesPerformance Task

Assessment Recording DevicesAnecdotal RecordChecklist

Teaching / LearningStep One

Students gather in the large group to brainstorm what a pattern is in their terms. The teacher might demonstratesome "people patterns", e.g., have children line up boy, girl, boy, girl and have the class chant the pattern, guessthe pattern rule, and maybe even continue the pattern. The teacher might want to label the pattern on chart paperas 'abab' to bring the patterning activity to an abstract level. The teacher should also define the word, "attribute",while using the above activities to demonstrate patterns.

Step Two

The teacher introduces the sorting bins of materials to the large group. Students are instructed to share a bin witha partner, and sort their materials before creating some patterns of their own. Remind students to continuebuilding new patterns and to record their favourites in the abstract form (e.g., ababab, etc.) on their recordingsheet.

Step Three

The teacher circulates and observes the sorting and patterning using the rubric provided. It might be beneficial totake photographs of students' patterns for future evaluation and/or to construct a class book of patterns.

Adaptations

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PPP ....Patterning Subtask 1Sort Me, Pattern with Me!


Resources

It would be very beneficial to the special needs student to firstly, be chosen to participate in the "people patterns",etc. The teacher could also be sure to translate the pattern into the abstract level and use participation in sayingthe patterns aloud (e.g., clap, snap, pat, etc.).

Patterning Recording 1_patternrecord.cwk

Manipulative Sorting Bins 1

Notes to TeacherIt is suggested that the teacher in their anecdotals and/or checklists record students' ease in comparing, sorting,classifying, and creating a pattern using colour, size, one/two attributes, and combinations of attributes.

Teacher Reflections


PPP ....Patterning Subtask 2The Patterning Party .... the Culminating Task


Expectations1e41 • communicate messages, and follow basic

instructions and directions;1e42 • ask questions about their immediate environment

and offer personal opinions;1e45 • apply some of the basic rules of participating in a

conversation and working with others;1e55 – allow others to speak, and wait their turn in

conversations or class discussions;2e47 • communicate messages, and follow instructions

and directions;2e51 • apply the rules of participating in a conversation

and working with others;2e60 – participate in group discussions, demonstrating a

sense of when to speak, when to listen, and howmuch to say;

DescriptionStudents are introduced to the culminating task which is to participate in the preparations for a PatternParty. Students are asked to work co-operatively, listening and participating actively, and contributing tothe good of the group.



GroupingsStudents Working As A Whole ClassStudents Working In Pairs

Teaching / Learning StrategiesDiscussion

Assessment

Assessment StrategiesLearning Log

Assessment Recording DevicesAnecdotal Record


Students gather in the large group. The teacher discusses the finale to the new patterning study that students areembarking on together.

Step Two

The teacher asks students about the last party or gathering that they attended and the significant events at thatparty. Students are then invited to, in pairs, further their brainstorming for our upcoming Pattern Party and whatthey think would be necessary for a successful event. Remind students that there will be food at the party and askwhat special preparations are necessary when serving food. What will the tables be covered with? The teachermight want to also mention that students are to wear a handmade patterned piece of clothing to the party.

Step Three

After students have had sufficient time to prepare their lists, they can share them with the whole group. Theteacher then records the four activities that they are asked to choose from to complete and present to the class forthe Pattern Party. These activities include: making a tablecloth (paper); making a headband; making a placemat;and finally, making a welcome sign. Students are introduced to the criteria briefly and know that their item mustcontain multiple patterns. If time permits, students can record their choice of activity in a learning log or journal.

AdaptationsThe special needs child can be paired with an appropriate student who will take on the responsibility of being the


PPP ....Patterning Subtask 2The Patterning Party .... the Culminating Task


Resources

recorder for the pair.

Pattern Party Brainstorming 2_partybrainstorming.cwk

Notes to TeacherIn constructing anecdotals for this subtask, the teacher notes students' comfort in group work by looking atgroup interaction skills and the ability of each child to effectively and positively contribute to group brainstorming.

Teacher Reflections


PPP ....Patterning Subtask 3Seasonal Patterns


Expectations1m91 – compare patterns using objects, pictures, actions,

and spoken words.2m86 – describe and make models of patterns

encountered in any context (e.g., wallpaper borders,calendars), and read charts that display thepatterns;

DescriptionUsing the story, "Four Seasons for Toby," students explore and discover that there are seasonal patternsthat occur yearly. Students construct their own yearly calendar indicating the events that occur each andevery year. The calendars are personalized (e.g., the student's birthday, etc.) but still indicate thoseseasonal and religious events that exist for all of us.


CGE 6a - relates to family members in a loving, compassionate, and respectful manner.

CGE 7i - respects the environment and uses resources wisely.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesDiscussionBrainstormingIndependent StudyRead Aloud

Assessment

Assessment StrategiesSelf Assessment



Read the story, "Four Seasons for Toby," to the whole class. As a pre-reading strategy, you may want to askstudents to think of patterns in the story to help prepare them for the task ahead. After reading the story, askstudents to brainstorm things that were repeated in the story (e.g., animals visited, weather, etc.).

Step Two

Display commercially made and classroom calendars to note common features (e.g., dates, special events, moonphases, etc.). Discuss events that are repeated each year. Record these ideas on chart paper. It would helpyounger children if the chart paper is set up with monthly headings to record monthly events. Maybe recordcommon holidays and students' birthdays.

Step Three

Introduce students to their own individual calendars to complete. Note: each child takes home a recording sheetand, with a parent/guardian, records special family events to help them prepare for the follow-up activity. Teachersshould be sensitive to family situations within their classrooms.


PPP ....Patterning Subtask 3Seasonal Patterns


Resources

Step Four

Once students have established a considerable list of reoccurring events, show them their individual calendars.The paper should be folded or marked out with lines to separate each month of the year.

Step Five

Students are encouraged to record and briefly illustrate, on their personal calendars, important events in their ownlives. Some events will be the same as their classmates while others will be of a more personal nature.

AdaptationsThe special needs child could have significant reoccurring events already indicated on their calendar. There couldalso be increased use of visual cues to help the student connect the special event to their calendar.

Student Calendar 3_Calendar.cwk

Calendar survey 3_calendarsurvey.cwk

Four Seasons for Toby Dorothy Joan Harris

Notes to TeacherDue to the fact that the read-aloud being used in this subtask is seasonal in nature, the teacher might be ableto cover the following science expectations: 1s89, 1s90, 1s91, 1s94, 1s106, 2s5, 2s8, 2s11, 2s19.

In using anecdotal records, the teacher notes students' knowledge of cyclical calendars and their construction.

Teacher Reflections


PPP ....Patterning Subtask 4Story Patterns


Expectations1m84 – describe, draw, and make models of patterns

using actions, objects, diagrams, and words;1e4 • produce short pieces of writing using simple forms

(e.g., stories, descriptions, lists of information);1e44 • respond to familiar or predictable language

patterns by joining in or using choral response;1e45 • apply some of the basic rules of participating in a

conversation and working with others;2e4 • produce short pieces of writing using simple forms

(e.g., narratives and poems based on familiarmodels);

2e21 – use words from their oral vocabulary, personalword lists, and class lists compiled throughbrainstorming;

2e27 • read a variety of simple written materials (e.g.,pattern books on specific themes, stories, chartstories, poems, interactive software) for differentpurposes;

2m83 • explore patterns and pattern rules;2m84 • identify relationships between and among

patterns.2m93 – explain a pattern rule;2m95 – transfer patterns from one medium to another

(e.g., actions, words, symbols, pictures, objects,calculator).

1e55 – allow others to speak, and wait their turn inconversations or class discussions;

DescriptionPupils look at familiar picture books to recognize that a circular pattern is created when the plot returns tothe beginning point of the story. They are invited to create similar circular pattern stories as a group andthen individually. They develop an understanding that a pattern can be a story that repeats itself anddoes not necessarily involve numbers, colours, or shapes. Students are expected to contributeresponsibly and effectively to the group.









GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesBrainstormingChantingChoral ReadingCollaborative/co-operative LearningDiscussionGuided WritingStory Mapping

Assessment

Assessment StrategiesClassroom PresentationObservationSelf Assessment





Teaching / LearningStep OneEnsure that pupils understand the concept of a circle (draw circles, display cut-out circles). Discuss attributes of acircle (a circle goes around and around - no matter where you start tracing on a circle you will always come back tothe place you started).

Step TwoDiscuss with students that in the books you are about to read and study the story starts and ends in the sameway. The story goes around like a circle starting and stopping at the same place. Read various circular patternstories. (I found that the Laura Joffe Numeroff books were excellent for introducing this subtask). Be sure toidentify the ending and how it starts the story all over again. On large chart paper outline 10 circles in a circularpattern and have the pupils map out each of the stories after reading. Refer to Blackline Master. (At this point, theterm "plot" could be introduced.)

Step ThreeSuggest to students that as a class they could use the pattern of these stories to write a "class version" usingdifferent characters. Brainstorm other animals that could be used and vote on which to use. Another idea is touse the names of children in the class (e.g., If you give Christopher a piece of toast, he's going to ask for somejelly...). Help students use the language pattern from the original books. Brainstorm possible events. It would behelpful to place these events on separate sheets of paper cut in circular shapes which could then be rearrangedand displayed in a circle using arrows to reinforce the circular pattern.

When finished, ask students if the story ends in the same way that it started. Are the events listed in a suitableorder for plot development? If not make necessary changes. Several stories could be mapped out with theteachers assistance.

Step FourHave pupils practise chanting completed stories. Encourage them to reread to a friend during free time.Discuss again that a story that repeats itself creates a circular pattern.A class book might be made of the class-created stories. The stories could be copied for students to take home toshare with family members.

Step FiveStudents who can handle the challenge could be encouraged to write independently or with a friend. Makestories into a booklet form. Go to other classes to read.

Step SixEncourage students to look for other stories that fit the circular pattern. Don't forget to add any new books to yourresource list for another time.

Other suggestions for class books or individual stories:

If you give our class some markers, we're going to ......

If you give Jason some interlocking blocks ......

If you give a dog a bone .......

If you give our class some paper circles, we're going to write a story.

AdaptationsGrade One students need to be paired up with Grade Two students for small group writing.Parent volunteers could be used to help with story writing, editing, and publishing. Grade One students could be




Resources

expected to have a smaller number of events in their story.

How Did We Work Together? 4_TeamAssessment.cwk

Story Pattern Mapping Grade 2 4_StoryPatterns2.cwk

Story Pattern Mapping Grade 1 4_StoryPatterns1.cwk

Sadie and the Snowman Allen Morgan

Caps, Hats, Socks and Mittens Louise Borden

If You Give a Mouse a Cookie Laura Joffe Numeroff

If You Give a Moose a Muffin Laura Joffe Numeroff

If You Give a Pig a Pancake Laura Joffe Numeroff

If You Take a Mouse To The Movies Laura Joffe Numeroff

Cookie's Week Cindy Ward/Tomie de Paola

Chicka Chicka Boom Boom Bill Martin Jr.

The Seasons of Arnolds Apple Tree Gail Gibbons

The Very Hungry Caterpillar Eric Carle

Parent Volunteers

Notes to TeacherUse regular motivational strategies when reading books to students (e.g., use props, make story patterns to helpin retelling the story, compare and contrast stories, sequence events by doing story maps for each).

If teachers use seasonal books as well as life cycle books in this subtask, they are able to cover the followingscience expectations: 2s8, 2s9,1s89,1s90, 1s91, 1s94, 1s99, 1s103, 1s105, 1s106, 1s107.

This is good time to remind students that an Advent Wreath is a circle made with evergreen. It is ongoing,continuous, never-ending, and cyclical as religious seasonal celebrations.

In using an anecdotal record, the teacher should note group participation, understanding of circular stories, andthe writing process.

Teacher Reflections


PPP ....Patterning Subtask 5Poetry Patterns


Expectations1e4 • produce short pieces of writing using simple forms

(e.g., stories, descriptions, lists of information);1e19 • read a variety of simple written materials (e.g.,

signs, pattern books, rhymes, children’s referencebooks) for different purposes (e.g., for practice,information, vocabulary building, enjoyment);

1e44 • respond to familiar or predictable languagepatterns by joining in or using choral response;

1e45 • apply some of the basic rules of participating in aconversation and working with others;

1e52 – notice and respond to unusual features oflanguage (e.g., alliteration, rhythm, onomatopoeia);

1e55 – allow others to speak, and wait their turn inconversations or class discussions;

2e4 • produce short pieces of writing using simple forms(e.g., narratives and poems based on familiarmodels);

2e51 • apply the rules of participating in a conversationand working with others;

2e58 – experiment with rhyme, rhythm, and word play tocreate humorous effects;

2e60 – participate in group discussions, demonstrating asense of when to speak, when to listen, and howmuch to say;

1m84 – describe, draw, and make models of patternsusing actions, objects, diagrams, and words;

2m93 – explain a pattern rule;2m95 – transfer patterns from one medium to another


2a7 – identify rhythmic patterns (e.g., clap the pattern ofsyllables in nursery rhymes);

DescriptionNursery rhymes and familiar poems are used to provide opportunities for students to explore languagepatterns in poetry. Pupils are invited to create a poem with a language pattern (e.g., writing couplets).Students are expected to contribute responsibly and effectively to the group in a Christian manner.





CGE 4b - demonstrates flexibility and adaptability.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesBrainstormingChantingChoral ReadingCollaborative/co-operative LearningDiscussionGuided Writing

Assessment

Assessment StrategiesClassroom PresentationObservationSelf AssessmentPerformance Task


Teaching / Learning




Step OneLook at nursery rhymes for rhyming word patterns. Identify the patterns using AABB/AABB, AB/AB,ABC/ABC, etc. Clap the pattern of the syllables and learn to count syllables. Relate the rhyming patterns tocreating AABB/AABB patterns using sorting manipulatives from other subtasks. Students use the sortingmanipulatives to show the rhyming patterns on their desks.

Step TwoLook at the poetry you might be using for other themes at this time. Identify the rhyming pattern in thesepoems. Clap and count the pattern of syllables.

Step ThreeRead rhyming stories (i.e., stories where the last word in each line rhymes). Look at the rhyming pattern bysaying the rhyming words at the end of each line. Identify the rhyming pattern as you did with the nurseryrhymes.

Step FourInvite students to experiment with writing using rhyming patterns. To do this students are introduced towriting couplets (i.e., 2-line poems that rhyme; each line contains the same number of syllables). Studentsneed to be given the opportunity to become familiar with the rhythm and rhyming pattern of the couplet form.

WRITING COUPLETS1. Brainstorm possible topics - either something students show an interest in or a theme you are working on(e.g., cats, dogs, snow, Hallowe'en, Christmas). Use a vote to choose a topic for a whole class writingactivity.

2. Provide the first sentence and teach students how to count the syllables: Once I saw my cat ...

The big black dog ....

All day I saw the snow ....

The little green frog ...

Brainstorm to create a list of words that rhyme with the topic. cat (hat, pat, bat, fat, mat, rat, etc.) dog (log, frog, hog, bog, fog, jog, etc.)

3. Have students suggest possible second lines of the couplet together. Don't forget to clap out the syllablesto make sure they have the same number as the first line. Once I saw my cat Chasing a big rat.

The big black dog Sniffed the old log.

All day I saw the snow As the cold wind did blow

The ugly old witch has a broom To zoom, zoom around the room.




Resources

See my pretty, pretty Christmas tree Is decorated for all to see.

4. After sufficient group practice, have them write a couplet independently.

5. Couplets could be printed out on computers and illustrated to make a class booklet. The teacher may wantto employ the program, KidPix, and have perhaps Grade Two students make a slide show of their rhymingcouplets.

6. Share poems with others (e.g., other classes, reading buddies, peers, parent volunteers).

AdaptationsGrade One students should be paired with Grade Two students for initial writing. When they have gained enoughpractice they might try on their own.

Use of peer helpers and parent volunteers would be valuable.

Kid Pix 2

Alligator Pie Dennis Lee

Where The Sidewalk Ends Shel Silverstein

Something Big Has Been Here Jack Prelutsky

20th Century Children's Poetry Treasury selected by Jack Prelutsky

201 Thematic Riddle Poems To BuildLiteracy

Betsy Franco

Poem of the Week selected by Maria Fleming

Early Talk Connie Smrke

Notes to TeacherIn using an anecdotal record and/or checklists, the teacher should note group participation, understanding ofrhyming couplets, and the writing process.

Teacher Reflections


PPP ....Patterning Subtask 6Fabric Designs


Expectations1m84 – describe, draw, and make models of patterns

using actions, objects, diagrams, and words;1m86 – use one attribute to create a pattern (e.g., thick or

thin, open or closed);1m91 – compare patterns using objects, pictures, actions,

and spoken words.2m86 – describe and make models of patterns


2m88 – combine two attributes in creating a pattern (e.g.,size and position);

2m95 – transfer patterns from one medium to another(e.g., actions, words, symbols, pictures, objects,calculator).

1a35 – identify the elements of design in familiarenvironments (e.g., the colours in the classroom; theshapes used in wallpaper samples; the forms foundin a piano, rectangles, columns);

1a38 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) thatcommunicate thoughts and feelings (e.g., paint apicture about a class trip);

1a39 – identify, in a plan, the subject matter and the toolsand materials they will use to produce an art work;

2a40 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) thatcommunicate their thoughts and feelings on familiartopics (e.g., using pencil crayons, make a drawing ofa tree after observing real trees and trees in worksby Emily Carr, Tom Thomson, and Vincent vanGogh)

DescriptionStudents operate as pattern detectives searching for patterns around them on various fabrics (e.g.,clothing, animals, wallpaper, etc.). They are given the opportunity to create a fabric pattern on a T-shirt orpaper T-shirt using various printing techniques and media. This T-shirt may serve as a "uniform" to wearat the Pattern Party later in the unit. Students build on their appreciation for patterns in nature that God hascreated and their immediate surroundings.



CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare ofothers.

CGE 4f - applies effective communication, decision-making, problem- solving, time and resourcemanagement skills.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesConferencingAdvance OrganizerDiscussionModel Making

Assessment

Assessment StrategiesClassroom Presentation





2a41 – identify, in a plan, their specific choices of subjectmatter and tools, materials, and techniques (e.g., aplan to make a picture of their family in which theywill use paint and fabric);

Resources


Students are invited the day before to wear some piece of clothing that has a pattern on it. The teacher shouldparticipate in this activity as well! Students gather in the large group and briefly share their knowledge of thepattern that they are wearing. The teacher can record these findings on chart paper. After this "show and tell",students are gathered again to learn about the upcoming activity.

Step Two

Students are told that they are going to make a T-shirt to wear at our Pattern Party at the end of our patterningunit. Students are asked to replicate or design a pattern to be made using printmaking techniques. The Gradeones can be encouraged to use one attribute (colour, shape, etc.) for their pattern while the Grade twos should bekeen to try to combine two attributes in their patterns. Perhaps using simple two-dimensional shapes (e.g., circle,square, triangle) would be easiest for all children. Certainly varying colours of tempera paint would also allow forcreative patterning. Various mediums could be employed as printmakers (e.g., vegetables, sponges, string gluedonto wood blocks), dipped into the paint and placed onto the T-shirt.

Step Three

In preparation for the actual printing of patterns, students design their pattern first on a "paper" T-shirt - paper cutinto the shape of a T-shirt. When their "paper" T-shirt is approved (meets the criteria above) students with the helpof an adult or cross-age peer can begin to work on their actual T-shirt.

AdaptationsThe special needs student should have either an adult or older peer work one-to-one with him/her in preparing theshirt for the pattern. They can then map out the pattern using abab, etc. to be sure the pattern is maintained.

T-shirt self-assessment 6_self-assess t-shirt.cwk

T-shirts 1

Tempera paint of varying colours

Pie plates for paint 5-6

Paper T-shirt 1

sponges, string glued onto woodblockspotatoes, other vegetablesavailable or appropriateParents, co-op students, cross-age peers




Notes to TeacherIt is important to remember that should sufficient volunteers not be available for helping with this task, the activitycould be easily incorporated into a centre in the classroom over a few weeks in preparation for the Pattern Party.

If not all children have an actual T-shirt on which to create their pattern, it would be preferable for all children touse a paper T-shirt as their final product and then attach it using pins for the actual Pattern Party.

In the teacher's anecdotals and/or checklists, make note of the student's ease in presentation and ability toclearly describe their patterns.

Teacher Reflections


PPP ....Patterning Subtask 7Sound Patterns


Expectations1m82 • explore patterns and pattern rules;1m84 – describe, draw, and make models of patterns

using actions, objects, diagrams, and words;1m89 – talk about a pattern rule;1m91 – compare patterns using objects, pictures, actions,

and spoken words.2m83 • explore patterns and pattern rules;2m84 • identify relationships between and among

patterns.2m86 – describe and make models of patterns


2m87 – identify patterns (e.g., in shapes, sounds);2m88 – combine two attributes in creating a pattern (e.g.,

size and position);2m93 – explain a pattern rule;2m95 – transfer patterns from one medium to another


1a15 – create rhythmic patterns, using a variety of sounds(e.g., sounds made with the voice or instruments orby clapping);

2a15 – create rhythmic and melodic patterns (e.g.,ostinati), using a variety of sounds (e.g., vocal andinstrumental sounds);

DescriptionStudents are exposed to experiences in transforming a sight pattern into a sound pattern (e.g., animalpicture patterns into animal sound patterns: dog - woof, cow - moo, pig - oink, etc.).They recognize that patterns can be made of sounds as well as pictures. We use the pictures to help ussay the sound pattern. Our bodies can also be used to create sound patterns. Rhythm instruments canbe used to create sound patterns as well. Students develop a further understanding of God's gift of theirbodies.





CGE 5b - thinks critically about the meaning and purpose of work.

CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualities inthe work of others.


GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesBrainstormingCollaborative/co-operative LearningDiscussionRehearsal / Repetition / Practice

Assessment

Assessment StrategiesExhibition/demonstrationObservationPerformance TaskSelf Assessment





Resources

Teaching / LearningStep OneUse animal picture cards (enough to be able to repeat the pattern at least twice). Let the class suggest a patternfor the cards. Arrange the pattern in the pocket chart or taped to the chalkboard. Say the pattern by naming thepictures as they appear in the pattern. Names of the pictures could be put on word cards and placed under thepictures to introduce written vocabulary.

Step TwoBrainstorm for a sound word associated with each picture. Have the class together chant the sounds according tothe pattern they have created. Sound words could be put on word cards and placed under the appropriatepicture to encourage more vocabulary development.

Step ThreePlay with the picture cards to create other picture and sound patterns (AB/AB; ABC/ABC; AAB/AAB; AABB/AABB;etc.). Use other sets of pictures (e.g., transportation pictures, seasonal pictures, etc.). Use of sorting manipulativesto represent the patterns could also be used.

Step FourStudents can also use their hands to create a sound pattern to go with the picture cards (e.g., claps, snaps,slapping knee or the floor, etc.). This activity is great when used with the calendar pictures if you build your ownpattern on the calendar throughout the month. Word cards stating the hand activity could be put in the pocketchart. Pupils read and perform the pattern (e.g., clap, clap, snap, snap, slap knee, clap, clap, snap, snap, slapknee, etc.). Students can think up their own rhythmic patterns and test them to see if they sound right. Organizeword cards in the pocket chart and have the class do the actions as they point to them in order to encouragevocabulary development.

Step FiveIntroduce rhythm band instruments as another way of transforming sight patterns into sound patterns. Picturecards of the different instruments would be useful to establish the pattern in the pocket chart.

Adaptations

a set of animal picture cards at least three of each

extra flash cards for vocabulary words one for each picture card being used

a set of transportation pictures at least three of each

Rhythm Band Instruments 1 class set

pictures of rhythm band instruments at least three of each




Notes to TeacherIn assessing this subtask, the teacher should focus on the student's ability to transfer patterns from one mediumto another and to create rhythmic and melodic patterns.

Teacher Reflections


PPP ....Patterning Subtask 8Calculator Patterns


Expectations1m82 • explore patterns and pattern rules;1m83 • identify relationships between and among

patterns.1m84 – describe, draw, and make models of patterns

using actions, objects, diagrams, and words;1m85 – recognize similarities and differences in a variety

of attributes (e.g., size, shape, colour);1m87 – identify counting patterns in hundreds charts;1m88 – use a calculator and a computer application to

explore patterns;2m82 • identify, extend, and create number, geometric,

and measurement patterns, and patterns in theirenvironment;

2m83 • explore patterns and pattern rules;2m84 • identify relationships between and among

patterns.2m85 – recognize that patterning results from repeating

an operation (e.g., addition), using a transformation(slide, flip, turn), or making some other change to anattribute (e.g., position, colour);

2m89 – identify patterns in addition and subtractionsentences;

2m87 – identify patterns (e.g., in shapes, sounds);2m90 – explore multiples in a hundreds chart;2m91 – use a calculator and a computer application to

explore patterns;2m93 – explain a pattern rule;2m95 – transfer patterns from one medium to another


DescriptionStudents are taught how to use the "constant function" in order to skip count. They explore skip-countingpatterns using the calculator. They learn to anticipate the next number and then check to see if theirguess was right.

Catholic Graduate ExpectationsCGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare ofothers.



GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesExperimentingMental CalculationsProblem PosingProblem-solving StrategiesTechnology

Assessment

Assessment StrategiesExhibition/demonstrationObservationPerformance Task


Teaching / LearningStep OneShow students how to use the plus and the equal sign on the calculator to produce the "constant function."Counting by 10's is an easy skip count for Grade ones so begin with that one. Have students key in [ + 10 = ] toget 10. Now tell them that if they press [ = ] again they will get 20. Reinforce that they have skip counted by 10(i.e., 10 + 10 more = 20). Have them anticipate what they think the next number will be. Press [ = ] to check theresponse. Keep on going by anticipating and checking to 100.




Resources

Step TwoNow have them try to skip count by 5's - another easy one for Grade ones.

Step ThreeTry skip counting by 2's.Grade One students could be paired with Grade Two.

Step FourTry skip counting by 3's.Grade One students could be paired with Grade Two.

Step FiveGrade twos could be challenged to try some larger numbers (e.g., count by 6's to 114; by 15's to 165) Havestudents suggest others they might like to try.

Step SixDiscuss with students the fact that the "constant function" programs the calculator to skip-count. We can skipcount by any number to create number patterns if we use the "constant function."

Step SevenGive pupils the Blackline Master for extra practice in using the calculator to determine number patterns.

Extensions:1. Use this method to introduce odd numbers by skip counting by 2's starting at 1.

2. Use this method to introduce even numbers by skip counting by 2's starting at 2.

3. Use real-life problems to be solved using the calculator:

If I eat 2 apples each day for 12 days, how many apples would I eat?

If I collect 5 baseball cards each week, how many cards would I have after 7 weeks?

4. See math texts for additional calculator activities.

AdaptationsGrade One students may be paired with Grade Two students as peer helpers.

Calculator Patterns 8_CalculatorPatterns.cwk

Quest 2000 Grade 2

Quest 2000 Grade 1

class set of calculators 1




Notes to TeacherThis activity could become a "centre" activity for students to use independently in free time.

Students should be evaluated on their comfort with using a calculator and their ability to anticipate the nextnumber in the pattern. In addition, Grade two students should also be evaluated on their ability to solve real-lifeproblems.

Teacher Reflections


PPP ....Patterning Subtask 9Number Patterns


Expectations1m87 A – identify counting patterns in hundreds charts;2m90 A – explore multiples in a hundreds chart;

DescriptionStudents are introduced to the patterns that can be found on a hundreds chart. In pairs, they areencouraged to locate and complete a hundreds chart. Students then use materials to create colourpatterns on their hundreds charts.





GroupingsStudents Working As A Whole ClassStudents Working IndividuallyStudents Working In Pairs

Teaching / Learning StrategiesDemonstrationDirect TeachingPeer PracticeProblem-solving Strategies

Assessment

Assessment StrategiesObservationPerformance Task



In the large group, students are presented with a large hundreds chart. They are asked to locate patterns in thenumbers or any other properties of the chart that are obvious to them. The teacher could highlight, using dry erasemarkers, the patterns that students have discovered.

Step Two

The teacher, using a clean large hundreds chart, can review the patterns of counting by 2's, 5's, and 10's.Students are then presented with their own mini hundreds chart to colour various number patterns. They shouldbe encouraged to colour every second number box to demonstrate counting by 2's, etc.


PPP ....Patterning Subtask 9Number Patterns


Resources

Step Three

Students complete their patterns on three separate mini hundreds charts. Students are invited to share theirpatterns with a partner.

AdaptationsThe special needs student could have a pre-coloured model of a hundreds chart on which to fashion their own.

Interactions - Blackline Masters forHundreds' BoardsCrayons Pack

Notes to TeacherThe teacher can simply record any anecdotal comments regarding the student's success with this activity. Theymight also want to employ a simple checklist to record mastery of skill in this activity.

Teacher Reflections


PPP ....Patterning Subtask 10The Pattern Party


Expectations1m84 A – describe, draw, and make models of patterns

using actions, objects, diagrams, and words;1m86 A – use one attribute to create a pattern (e.g., thick or

thin, open or closed);1m91 – compare patterns using objects, pictures, actions,

and spoken words.1m82 • explore patterns and pattern rules;2m82 • identify, extend, and create number, geometric,

and measurement patterns, and patterns in theirenvironment;

2m83 A • explore patterns and pattern rules;2m86 A – describe and make models of patterns


2m88 – combine two attributes in creating a pattern (e.g.,size and position);

2m93 – explain a pattern rule;2m95 – transfer patterns from one medium to another


1e47 A • create some simple media works;1e53 – use simple gestures, volume, and tone of voice to

communicate their wishes and needs;2e53 A • create simple media works;

DescriptionStudents are asked to produce a final patterning project that will serve as a "prop" in the Pattern Party atthe end of the unit. Students must demonstrate and apply the skills and knowledge they have developedand learned throughout the patterning unit and present their final product to the class. Students createand present a patterning project prior to the actual party. These items can include: a tablecloth, aplacemat, a headband, or a welcome sign. Students then help to organize a Pattern Party. Students areencouraged to use their individuality and creativity when designing, and to encourage the work of othersthrough positive, Christian comments.



CGE 2d - writes and speaks fluently one or both of Canada's official languages.


CGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.


CGE 6a - relates to family members in a loving, compassionate and respectful manner.


GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesModel Making

Assessment

Assessment StrategiesClassroom PresentationSelf Assessment

Assessment Recording DevicesRubricAnecdotal Record




2e59 – use appropriate gestures and tone of voice, aswell as natural speech rhythms, when speaking;

Resources


Review with students the brainstorming of party ideas that they created in subtask #2. The teacher may want toshare again the chart made in subtask #2 to remind students of the previous activity. Discuss that they now needto formally choose a patterning project that must meet criteria outlined in the subtask notes. Students should beshown possible samples of projects to help them with their decision.

Step Two

Post a sign-up sheet for the various projects available and have students select their preference. They are thengiven instructions and criteria for their particular project. It might be beneficial to limit the choices to one of two foreach grade. For example, Grade ones would be able to choose between making a headband or a placemat whilethe Grade twos would need to choose between a tablecloth and a welcome sign for their project.

Step Three

Provide necessary materials (see notes) and allow students to use class time to prepare their projects. This mightalso provide the teacher with additional time to conference with children as they attempt this challenge.

Step Four

The presentation and videotaping (if possible) of patterning projects. Grade two students are expected to alsoprovide a brief write-up of their project.

Step Five

PARTY, PARTY, PARTY!! (see notes)

AdaptationsPairing up students and using parent volunteers will help special needs students enjoy the preparation for theparty.

Final Patterning Project, Grade One

Final Patterning Project, Grade Two

Self-Assessment of Final PatterningProject - Grade One

10_patterning project s.cwk

Materials directions 10_Directions final patt.cwk

Written Portion for Grade Two FinalPatterning Project

10_Grade two write-up fi.cwk

Self-Assessment of Final Patterning -Grade Two

10_Patterning Project Sel.cwk




Video Camera

Notes to TeacherThe following will aid the teacher in planning a final celebration that is appropriate for their class.

Preparation for Party:

Students make a list of the people to be invited to the party.Invitations are made and delivered.A treat or snack could be planned - perhaps cookies, cupcakes, or cakes with some form of patterning onthem made with icing or candy. These could be made by the class or by parent volunteers.Display finished work from the unit and/or from the Culminating Activity.

Plan Party Activities:

Some suggestions might be:

1 - The whole celebration might begin with a mini-liturgy which would include a prayer of thanks for all ofthe natural patterns that God has created and that we enjoy everyday.

2 - Welcome invited guests (practise beforehand meeting and greeting guests properly).

3 - Share Time - Give guests an opportunity to view displayed work from the unit as well as culminatingactivities. Students are available to answer questions and explain the work that has been done.

4 - If a video has been prepared it could be viewed.

5 - You might consider an activity that students might get their guests to help them do.

6 - Share prepared treats.

7 - Say goodbye and thank you to invited guests (practise beforehand).

Teacher Reflections


Black Line Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List


Page 1

Rubric

Final Patterning Project, Grade One2

ST 10

Final Patterning Project, Grade Two2

ST 10

Blackline Master / File

Calculator Patterns8_CalculatorPatterns.cwk

ST 8

Calendar survey3_calendarsurvey.cwk

ST 3

How Did We Work Together?4_TeamAssessment.cwkSelf Assessment master

ST 4

Materials directions10_Directions final patt.cwk

ST 10

Pattern Party Brainstorming2_partybrainstorming.cwk

ST 2

Patterning Recording1_patternrecord.cwk

ST 1

Self-Assessment of Final Patterning - Grade Two10_Patterning Project Sel.cwk

ST 10

Self-Assessment of Final Patterning Project -Grade One

10_patterning project s.cwk

ST 10

Story Pattern Mapping Grade 14_StoryPatterns1.cwk

ST 4

Story Pattern Mapping Grade 24_StoryPatterns2.cwk

ST 4

Student Calendar3_Calendar.cwk

ST 3

T-shirt self-assessment6_self-assess t-shirt.cwk

ST 6

Written Portion for Grade Two Final PatterningProject

10_Grade two write-up fi.cwk

ST 10

Licensed Software

Kid Pix 2 ST 5

Print

201 Thematic Riddle Poems To Build LiteracyBetsy Franco0-439-13121-9

ST 5

20th Century Children's Poetry Treasuryselected by Jack Prelutsky0-679-89314-8

ST 5

Alligator PieDennis Lee

ST 5

Caps, Hats, Socks and MittensLouise Borden0-590-44872-2

ST 4

Chicka Chicka Boom BoomBill Martin Jr.0-689-80096-7

ST 4

Cookie's WeekCindy Ward/Tomie de Paola0-698-11435-3

ST 4

Early TalkConnie Smrke0-86530-208-1

ST 5

Four Seasons for Toby

Dorothy Joan Harris

ST 3

If You Give a Moose a MuffinLaura Joffe Numeroff0-06-024405-4

ST 4

If You Give a Mouse a CookieLaura Joffe Numeroff0-06-024586-7

ST 4

If You Give a Pig a PancakeLaura Joffe Numeroff0-06-026686-4

ST 4

If You Take a Mouse To The MoviesLaura Joffe Numeroff0-06-027867-6

ST 4

Interactions 1 & 2 Unit

Interactions - Blackline Masters for Hundreds'Boards

Blank 100's board, page 13

100's board, page 16

ST 9

Poem of the Weekselected by Maria Fleming0-439-07751-6

ST 5

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:37:08 AM Page D-1


Resource List


Page 2

Quest 2000 Grade 1"How Many Ways Can We Count To The Number" pg 323- 326

ST 8

Quest 2000 Grade 2"Calculator Counting" pg 176

ST 8

Quest 2000, Grade One and Grade Two Unit

Sadie and the SnowmanAllen Morgan0-919964-78-8

ST 4

Something Big Has Been HereJack Prelutsky

ST 5

The Seasons of Arnolds Apple TreeGail Gibbons0-590-62155-6

ST 4

The Very Hungry CaterpillarEric Carle

ST 4

Where The Sidewalk EndsShel Silverstein

ST 5

Material

a set of animal picture cardsat least three of eachper class

ST 7

a set of transportation picturesat least three of eachper class

ST 7

CrayonsPackper person

ST 9

extra flash cards for vocabulary wordsone for each picture card being used

ST 7

Paper T-shirt1per person

ST 6

pictures of rhythm band instrumentsat least three of each

ST 7

Pie plates for paint5-6

Paint can be placed in a shallow pie plate for dipping inthe printmaking tool.

per class

ST 6

Rhythm Band Instruments1 class setper class

ST 7

sponges, string glued onto wood blockspotatoes,other vegetables available or appropriate

ST 6

T-shirts1

The T-shirt should be light in colour.per person

ST 6

Tempera paint of varying colours ST 6

Equipment / Manipulative

class set of calculators1per person

ST 8

Manipulative Sorting Bins1

Bins can contain any of the following manipulatives:-buttons-pattern blocks-linking cubes-small plastic toys-keys-beads and strings-poker chips-etc.

per group

Unit

Manipulative Sorting Bins1

Bins can contain any of the following manipulatives:-buttons-pattern blocks-linking cubes-small plastic toys-keys-beads and strings-poker chips-etc.

per group

ST 1

Video CameraThis would be an excellent to have playing during theparty.

ST 10



Resource List


Page 3

Parent Community

Parent Volunteers ST 4

Parents, co-op students, cross-age peers ST 6


MY PATTERNING RECORDING Patterning Record; Subtask 1; BLM #1

BY _________________________________

1. This is my favourite pattern: (draw and label, abc...)

2. This is my partner’s favourite pattern: (draw and label, abc...)

PATTERN PARTY BRAINSTORMING BLM #2(Subtask #2)

Name _______________________________ Date_______________________________________

Our ideas for a party:

1. _______________________________________________

2._______________________________________________

3._______________________________________________

4._______________________________________________

I will work on and present

______________________________ for our party.

JANUARY FEBRUARY MARCH APRIL

MAY JUNE JULY AUGUST

SEPTEMBER OCTOBER NOVEMBER DECEMBER

Student Calendar; Subtask #3; BLM #3

Calendar Survey; Subtask #3; BLM #4

Dear Parents,

Your child will be looking at patterns in their environment. They will be focusing on

their own lives and the cyclical events that they participate in every year and that are

meaningful to them and their families. Please help your child complete the information

below so that they are prepared for our upcoming math/science/language activity. Thank

you.

Important birthdays in my family:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Holidays that we celebrate (please include dates) _____________________________

_________________________________________________________________________

_________________________________________________________________________

Story Patterns 1; Subtask #4; BLM #7

Title: If You Give a Dog a Bone

Story Patterns 2; Subtask #4; BLM #6

Title:_______________________

______________________________

_________________________________

HOW DID WE WORK TOGETHER? Team Assessment; Subtask #4; BLM #5

Most of the time Sometimes Hardly ever

1. We worked quietly.

2. We stayed on task.

3. We shared ideas.

4. We took turns.

5. We encouraged each other.

6. We helped each other.

Self-Assess T-shirt; Subtask #6; BLM #8 PRINTMAKING SELF-ASSESSMENT

BY____________________________ DATE___________________________________

1. I made a pattern using many attributes. one two more than two

2. I used the following for my printmaking. sponge vegetable wood block

3. Here is a sample of my pattern:

________________________________________________________________________________

CALCULATOR PATTERNS Calculator Patterns; Subtask #8; BLM #9

Using your calculator finish each pattern. Try to guess which number will come next before you use the [=] key.

5, 10, 15, ____, _____, _____, _____, _____, _____, _____, _____, _____

10, 20, 30, _____, _____, _____, _____, _____, ______, ______, _____

2, 4, 6, 8, ____, _____, _____, _____, _____, _____, _____, ______

3, 6, 9, _____, _____, _____, _____, _____, _____, _____, _____, _____

1,3,5, _____, _____, _____, _____, _____, _____, _____, _____, _____

7, 14, 21, ____, _____, ____, _____, _____, ____, ____, _____, _____

Make your own number pattern:

_____, _____, ____, ____, ____, ____, _____, _____, _____, ____, _____

Explain what you did.

Patterning Project; Subtask #10; BLM #10

SELF-ASSESSMENT OF MY FINAL PATTERNING PROJECT - Grade One

NAME: ______________________ PROJECT TITLE:____________________

Please check the criteria that you have met in your final patterning project.

1. My project shows that I can make a simple pattern. yes/no

2. My project shows that I can make a complex pattern. yes/no

3. My project is colourful. yes/no

4. My project is neat. yes/no

5. I am ready to present my patterning project. yes/no

MATERIAL DIRECTIONS FOR FINAL PATTERNING PROJECT Subtask #10; BLM #11

#1 PLACEMAT

Using paper cut to the approximate size of a dinner placemat, students use crayons, pastels, paint, etc., to create their pattern. The pattern would most likely be more appealing as a border design. The placemat should include their name and could be laminated for extended use and of course for the party.

#2 HEADBAND

A strip of soft cardboard cut to fit the student’s head. Students are provided with crayons, pastels, paint, etc., to create their pattern in a strip form along the headband. This item could be laminated for further use.

#3 TABLECLOTH

White paper cut to cover a student’s desktop would serve as an excellent tablecloth for the Pattern Party. Students would likely design a border pattern using crayons, pastels, paint, etc.

#4 WELCOME SIGN

White paper, 18” x 11” could be used to design a welcome sign with a pattern in its border with the words “Welcome to our Party” clearly indicated. The letters could also contain a pattern. Use of crayons, pastels, paint, etc., would suffice in this project.

Patterning Project 2; Subtask #10; BLM #12

SELF-ASSESSMENT OF MY FINAL PATTERNING PROJECT - Grade Two

NAME: ______________________ PROJECT TITLE:____________________

Please check the criteria that you have met in your final patterning project.

1. My project shows that I can make a simple pattern. yes/no

2. My project shows that I can make a complex pattern. yes/no

3. My project is colourful. yes/no

4. My project is neat. yes/no

5. I am ready to present my patterning project. yes/no

6. My presentation write-up has proper punctuation and spelling. yes/no

Grade Two Write-Up; Subtask #10; BLM #13Grade Two Final Patterning Project

Name:

Project Description: ______________________________________________________________________

______________________________________________________________________

1. My project shows what I know about patterning by __________________________________________________

________________________________________________________________________________________

2. I used mostly ____________________________________ (what tools) to create my patterns.

3. My pattern is a ____________________________________________ (ab, abb, etc.) pattern.

4. Here is a drawn sample of my pattern:

Expectations for this Subtask to Assess with this Rubric:

Understanding ofconcepts

Application ofmathematicalprocedures

Communication ofrequired knowledgerelated to concepts,procedures, andproblem solving

Communication

– with assistance– gives partially complete butinappropriate explanations– using a few of the requiredconcepts of patterning

– with assistance– unclearly and imprecisely– rarely using appropriatepatterning terminology

– with assistance– describes patterns with littleclarity– for a limited range of simplepurposes– with a limited range ofvocabulary and media

– independently– gives appropriate butincomplete explanations– using more than half of therequired concepts ofpatterning

– with limited assistance– that are considered to beappropriate in solvingproblems– with several minor errorsand/or omissions

– independently– with some clarity and someprecision– sometimes usingappropriate patterningterminology and symbols

– independently– describes patterns withsome clarity and someprecision– for a variety of simplepurposes– sometimes using a varietyof vocabulary and media

– independently– gives both appropriate andcomplete explanations– using most of the requiredconcepts of patterning

– independently– that are considered to bethe most appropriate insolving problems– with a few minor errorsand/or omissions

– independently– clearly and precisely– usually using appropriatepatterning terminology andsymbols

– independently– describes patterns clearlyand precisely– for specific purposes– with a variety of vocabularyand media

– independently– gives both appropriate andcomplete explanations, andshows that he/she can applythe concepts of patterning ina variety of contexts

– independently– that are considered to bethe most appropriate insolving problems, andjustifies the choice

– independently– clearly, precisely, andconfidently– always using appropriatepatterning terminology andsymbols

– independently– clearly, precisely, andconfidently describespatterns– for a wide variety ofpurposes and in a widevariety of contexts

Level 1 Level 2 Level 3 Level 4

Final Patterning Project, Grade Onefor use with Subtask 10 : The Pattern Party

from the Grade 1/2 Unit: PPP ....PatterningStudent Name:Date:

– with assistance– that are considered to bebasic in solving problems– with major errors and/oromissions

1e47 • create some simple media works;

1m84 – describe, draw, and make models of patterns using actions, objects, diagrams, and words;

1m86 – use one attribute to create a pattern (e.g., thick or thin, open or closed);

Category/Criteria

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Expectations for this Subtask to Assess with this Rubric:

Understanding ofconcepts

Application ofmathematicalprocedures

Communication ofrequired knowledgerelated to concepts,procedures, andproblem solving

Communication

– with assistance– by giving partially completebut inappropriateexplanations– using only a few of therequired concepts ofpatterning

– with assistance– unclearly and imprecisely– rarely using appropriatepatterning terminology

– with assistance– unclearly– for a limited range of simplepurposes– with a limited range ofsimple vocabulary and media

– independently– by giving appropriate butincomplete explanations– using more than half of therequired concepts ofpatterning

– with limited assistance– that are considered to beappropriate in solvingproblems in patterning– with several minor errorsand/or omissions

– independently– with some clarity and someprecision– sometimes usingappropriate patterningterminology and symbols

– independently– with some clarity and someprecision– for a variety of simplepurposes– with several differentvocabulary and media

– independently– by giving both appropriateand complete explanations– using most of the requiredconcepts of patterning

– independently– that are considered to bethe most appropriate insolving problems inpatterning– with a few minor errorsand/or omissions

– independently– clearly and precisely– usually using appropriatepatterning terminology andsymbols

– independently– clearly and precisely– for specific purposes– with a variety of vocabularyand media

– independently– by giving both appropriateand complete explanations,and by showing that he orshe can apply the conceptsof patterning in a variety ofcontexts

– independently– that are considered to bethe most appropriate insolving problems inpatterning, and justifies thechoice

– independently– clearly, precisely, andconfidently– always using appropriatepatterning terminology andsymbols

– independently– clearly, precisely, andconfidently– for a wide variety ofpurposes and in a widevariety of contexts

Level 1 Level 2 Level 3 Level 4

Final Patterning Project, Grade Twofor use with Subtask 10 : The Pattern Party

from the Grade 1/2 Unit: PPP ....PatterningStudent Name:Date:

– with assistance– that are considered to bebasic in solving problems inpatterning– with major errors and/oromissions

2e53 • create simple media works;

2m83 • explore patterns and pattern rules;

2m86 – describe and make models of patterns encountered in any context (e.g., wallpaper borders, calendars), and read charts that display the patterns;

Category/Criteria

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Expectation List

Selected


Page 1

Assessed

English Language---Writing• produce short pieces of writing using simple forms (e.g., stories, descriptions, lists of information); 21e4

English Language---Reading• read a variety of simple written materials (e.g., signs, pattern books, rhymes, children’s reference books) for different

purposes (e.g., for practice, information, vocabulary building, enjoyment);11e19

English Language---Oral and Visual Communication• communicate messages, and follow basic instructions and directions; 11e41

• ask questions about their immediate environment and offer personal opinions; 11e42

• respond to familiar or predictable language patterns by joining in or using choral response; 21e44

• apply some of the basic rules of participating in a conversation and working with others; 31e45

• create some simple media works; 11e47

– notice and respond to unusual features of language (e.g., alliteration, rhythm, onomatopoeia); 11e52

– use simple gestures, volume, and tone of voice to communicate their wishes and needs; 11e53

– allow others to speak, and wait their turn in conversations or class discussions; 31e55

Mathematics---Patterning and Algebra• explore patterns and pattern rules; 31m82

• identify relationships between and among patterns. 11m83

– describe, draw, and make models of patterns using actions, objects, diagrams, and words; 5 11m84

– recognize similarities and differences in a variety of attributes (e.g., size, shape, colour); 11m85

– use one attribute to create a pattern (e.g., thick or thin, open or closed); 1 21m86

– identify counting patterns in hundreds charts; 1 11m87

– use a calculator and a computer application to explore patterns; 11m88

– talk about a pattern rule; 11m89

– compare patterns using objects, pictures, actions, and spoken words. 41m91

Mathematics---Data Management and Probability– compare, sort, and classify concrete objects according to a specific attribute (e.g., colour, size); 11m97

The Arts---Music– create rhythmic patterns, using a variety of sounds (e.g., sounds made with the voice or instruments or by clapping); 11a15

The Arts---Visual Arts– identify the elements of design in familiar environments (e.g., the colours in the classroom; the shapes used in wallpaper

samples; the forms found in a piano, rectangles, columns);11a35

– produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting,sculpting, printmaking) that communicate thoughts and feelings (e.g., paint a picture about a class trip);

11a38

– identify, in a plan, the subject matter and the tools and materials they will use to produce an art work; 11a39

English Language---Writing• produce short pieces of writing using simple forms (e.g., narratives and poems based on familiar models); 22e4

– use words from their oral vocabulary, personal word lists, and class lists compiled through brainstorming; 12e21

English Language---Reading• read a variety of simple written materials (e.g., pattern books on specific themes, stories, chart stories, poems, interactive

software) for different purposes;12e27

English Language---Oral and Visual Communication• communicate messages, and follow instructions and directions; 12e47

• apply the rules of participating in a conversation and working with others; 22e51

• create simple media works; 12e53

– experiment with rhyme, rhythm, and word play to create humorous effects; 12e58

– use appropriate gestures and tone of voice, as well as natural speech rhythms, when speaking; 12e59

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Expectation List

Selected


Page 2

Assessed

– participate in group discussions, demonstrating a sense of when to speak, when to listen, and how much to say; 22e60

Mathematics---Patterning and Algebra• identify, extend, and create number, geometric, and measurement patterns, and patterns in their environment; 22m82

• explore patterns and pattern rules; 3 12m83

• identify relationships between and among patterns. 32m84

– recognize that patterning results from repeating an operation (e.g., addition), using a transformation (slide, flip, turn), ormaking some other change to an attribute (e.g., position, colour);

12m85

– describe and make models of patterns encountered in any context (e.g., wallpaper borders, calendars), and read charts thatdisplay the patterns;

3 12m86

– identify patterns (e.g., in shapes, sounds); 22m87

– combine two attributes in creating a pattern (e.g., size and position); 3 12m88

– identify patterns in addition and subtraction sentences; 12m89

– explore multiples in a hundreds chart; 1 12m90

– use a calculator and a computer application to explore patterns; 12m91

– explain a pattern rule; 52m93

– transfer patterns from one medium to another (e.g., actions, words, symbols, pictures, objects, calculator). 62m95

Mathematics---Data Management and Probability– sort and classify concrete objects, pictures, and symbols according to two specific attributes (e.g., shape and texture); 12m101

The Arts---Music– identify rhythmic patterns (e.g., clap the pattern of syllables in nursery rhymes); 12a7

– create rhythmic and melodic patterns (e.g., ostinati), using a variety of sounds (e.g., vocal and instrumental sounds); 12a15

The Arts---Visual Arts– produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting,

sculpting, printmaking) that communicate their thoughts and feelings on familiar topics (e.g., using pencil crayons, make adrawing of a tree after observing real trees and trees in works by Emily Carr, Tom Thomson, and Vincent van Gogh)

12a40

– identify, in a plan, their specific choices of subject matter and tools, materials, and techniques (e.g., a plan to make a pictureof their family in which they will use paint and fabric);

12a41

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Expectation Summary


Selected Assessed

English Language1e1 1e2 1e3 1e4 2 1e5 1e6 1e7 1e8 1e9 1e101e11 1e12 1e13 1e14 1e15 1e16 1e17 1e18 1e19 1 1e201e21 1e22 1e23 1e24 1e25 1e26 1e27 1e28 1e29 1e301e31 1e32 1e33 1e34 1e35 1e36 1e37 1e38 1e39 1e401e41 1 1e42 1 1e43 1e44 2 1e45 3 1e46 1e47 1 1e48 1e49 1e501e51 1e52 1 1e53 1 1e54 1e55 3 1e56 1e57 1e58 1e59 1e60

Mathematics1m1 1m2 1m3 1m4 1m5 1m6 1m7 1m8 1m9 1m101m11 1m12 1m13 1m14 1m15 1m16 1m17 1m18 1m19 1m201m21 1m22 1m23 1m24 1m25 1m26 1m27 1m28 1m29 1m301m31 1m32 1m33 1m34 1m35 1m36 1m37 1m38 1m39 1m401m41 1m42 1m43 1m44 1m45 1m46 1m47 1m48 1m49 1m501m51 1m52 1m53 1m54 1m55 1m56 1m57 1m58 1m59 1m601m61 1m62 1m63 1m64 1m65 1m66 1m67 1m68 1m69 1m701m71 1m72 1m73 1m74 1m75 1m76 1m77 1m78 1m79 1m801m81 1m82 3 1m83 1 1m84 15 1m85 1 1m86 21 1m87 11 1m88 1 1m89 1 1m901m91 4 1m92 1m93 1m94 1m95 1m96 1m97 1 1m98 1m99 1m1001m101 1m102 1m103 1m104 1m105 1m106 1m107

Science and Technology1s1 1s2 1s3 1s4 1s5 1s6 1s7 1s8 1s9 1s101s11 1s12 1s13 1s14 1s15 1s16 1s17 1s18 1s19 1s201s21 1s22 1s23 1s24 1s25 1s26 1s27 1s28 1s29 1s301s31 1s32 1s33 1s34 1s35 1s36 1s37 1s38 1s39 1s401s41 1s42 1s43 1s44 1s45 1s46 1s47 1s48 1s49 1s501s51 1s52 1s53 1s54 1s55 1s56 1s57 1s58 1s59 1s601s61 1s62 1s63 1s64 1s65 1s66 1s67 1s68 1s69 1s701s71 1s72 1s73 1s74 1s75 1s76 1s77 1s78 1s79 1s801s81 1s82 1s83 1s84 1s85 1s86 1s87 1s88 1s89 1s901s91 1s92 1s93 1s94 1s95 1s96 1s97 1s98 1s99 1s1001s101 1s102 1s103 1s104 1s105 1s106 1s107

Social Studies1z1 1z2 1z3 1z4 1z5 1z6 1z7 1z8 1z9 1z101z11 1z12 1z13 1z14 1z15 1z16 1z17 1z18 1z19 1z201z21 1z22 1z23 1z24 1z25 1z26 1z27 1z28 1z29 1z301z31 1z32 1z33 1z34 1z35 1z36 1z37 1z38 1z39 1z401z41 1z42 1z43 1z44 1z45 1z46 1z47 1z48 1z49 1z50

Health & Physical Education1p1 1p2 1p3 1p4 1p5 1p6 1p7 1p8 1p9 1p101p11 1p12 1p13 1p14 1p15 1p16 1p17 1p18 1p19 1p201p21 1p22 1p23 1p24 1p25 1p26 1p27 1p28 1p29 1p301p31 1p32 1p33 1p34 1p35 1p36 1p37 1p38

The Arts1a1 1a2 1a3 1a4 1a5 1a6 1a7 1a8 1a9 1a101a11 1a12 1a13 1a14 1a15 1 1a16 1a17 1a18 1a19 1a201a21 1a22 1a23 1a24 1a25 1a26 1a27 1a28 1a29 1a301a31 1a32 1a33 1a34 1a35 1 1a36 1a37 1a38 1 1a39 1 1a401a41 1a42 1a43 1a44 1a45 1a46 1a47 1a48 1a49 1a501a51 1a52 1a53 1a54 1a55 1a56 1a57 1a58 1a59 1a601a61

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Expectation Summary


Selected Assessed

English Language2e1 2e2 2e3 2e4 2 2e5 2e6 2e7 2e8 2e9 2e102e11 2e12 2e13 2e14 2e15 2e16 2e17 2e18 2e19 2e202e21 1 2e22 2e23 2e24 2e25 2e26 2e27 1 2e28 2e29 2e302e31 2e32 2e33 2e34 2e35 2e36 2e37 2e38 2e39 2e402e41 2e42 2e43 2e44 2e45 2e46 2e47 1 2e48 2e49 2e502e51 2 2e52 2e53 1 2e54 2e55 2e56 2e57 2e58 1 2e59 1 2e60 22e61 2e62 2e63 2e64 2e65

Mathematics2m1 2m2 2m3 2m4 2m5 2m6 2m7 2m8 2m9 2m102m11 2m12 2m13 2m14 2m15 2m16 2m17 2m18 2m19 2m202m21 2m22 2m23 2m24 2m25 2m26 2m27 2m28 2m29 2m302m31 2m32 2m33 2m34 2m35 2m36 2m37 2m38 2m39 2m402m41 2m42 2m43 2m44 2m45 2m46 2m47 2m48 2m49 2m502m51 2m52 2m53 2m54 2m55 2m56 2m57 2m58 2m59 2m602m61 2m62 2m63 2m64 2m65 2m66 2m67 2m68 2m69 2m722m73 2m74 2m75 2m70 2m71 2m76 2m77 2m78 2m79 2m802m81 2m82 2 2m83 13 2m84 3 2m85 1 2m86 13 2m87 2 2m88 13 2m89 1 2m90 112m91 1 2m92 2m93 5 2m94 2m95 6 2m96 2m97 2m98 2m99 2m1002m101 1 2m102 2m103 2m104 2m105 2m106 2m107 2m108 2m109 2m1102m111 2m112

Science and Technology2s1 2s2 2s3 2s4 2s5 2s6 2s7 2s8 2s9 2s102s11 2s12 2s13 2s14 2s15 2s16 2s17 2s18 2s19 2s202s21 2s22 2s23 2s24 2s25 2s26 2s27 2s28 2s29 2s302s31 2s32 2s33 2s34 2s35 2s36 2s37 2s38 2s39 2s402s41 2s42 2s43 2s44 2s45 2s46 2s47 2s48 2s49 2s502s51 2s52 2s53 2s54 2s55 2s56 2s57 2s58 2s59 2s602s61 2s62 2s63 2s64 2s65 2s66 2s67 2s68 2s69 2s702s71 2s72 2s73 2s74 2s75 2s76 2s77 2s78 2s79 2s802s81 2s82 2s83 2s84 2s85 2s86 2s87 2s88 2s89 2s902s91 2s92 2s93 2s94 2s95 2s96 2s97 2s98 2s99 2s1002s101 2s102 2s103 2s104 2s105 2s106 2s107 2s108 2s109 2s110

Social Studies2z1 2z2 2z3 2z4 2z5 2z6 2z7 2z8 2z9 2z102z11 2z12 2z13 2z14 2z15 2z16 2z17 2z18 2z19 2z202z21 2z22 2z23 2z24 2z25 2z26 2z27 2z28 2z29 2z302z31 2z32 2z33 2z34 2z35 2z36 2z37 2z38 2z39 2z402z41 2z42 2z43 2z44 2z45 2z46 2z47 2z48

Health & Physical Education2p1 2p2 2p3 2p4 2p5 2p6 2p7 2p8 2p9 2p102p11 2p12 2p13 2p14 2p15 2p16 2p17 2p18 2p19 2p202p21 2p22 2p23 2p24 2p25 2p26 2p27 2p28 2p29 2p302p31 2p32 2p33 2p34 2p35 2p36 2p37 2p38 2p39 2p402p41

The Arts2a1 2a2 2a3 2a4 2a5 2a6 2a7 1 2a8 2a9 2a102a11 2a12 2a13 2a14 2a15 1 2a16 2a17 2a18 2a19 2a202a21 2a22 2a23 2a24 2a25 2a26 2a27 2a28 2a29 2a302a31 2a32 2a33 2a34 2a35 2a36 2a37 2a38 2a39 2a40 12a41 1 2a42 2a43 2a44 2a45 2a46 2a47 2a48 2a49 2a502a51 2a52 2a53 2a54 2a55 2a56 2a57 2a58 2a59 2a602a61 2a62 2a63 2a64 2a65 2a66 2a67

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Page 1Unit Analysis

Assessment Recording Devices

10 Anecdotal Record5 Checklist1 Rubric

Assessment Strategies

4 Classroom Presentation2 Exhibition/demonstration1 Learning Log5 Observation5 Performance Task5 Self Assessment

Groupings

9 Students Working As A Whole Class4 Students Working In Pairs5 Students Working In Small Groups7 Students Working Individually

Teaching / Learning Strategies

1 Advance Organizer4 Brainstorming2 Chanting2 Choral Reading3 Collaborative/co-operative Learning1 Conferencing1 Demonstration1 Direct Teaching6 Discussion1 Experimenting2 Guided Writing1 Independent Study1 Inquiry1 Mental Calculations2 Model Making1 Peer Practice1 Problem Posing2 Problem-solving Strategies1 Read Aloud1 Rehearsal / Repetition / Practice1 Story Mapping1 Technology

Analysis Of Unit Components

10 Subtasks 95 Expectations 56 Resources100 Strategies & Groupings

-- Unique Expectations -- 19 Language Expectations 23 Mathematics Expectations 8 Arts Expectations

Resource Types

2 Rubrics 13 Blackline Masters 1 Licensed Software 23 Print Resources 0 Media Resources 0 Websites 11 Material Resources 4 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 2 Parent / Community 0 Companion Bookmarks

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Page 2Unit Analysis

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