**Grade**: 5

**Theme**: Pattern

**Lesson number**: 7

**Lesson name**: Can you see the Pattern

**Pedagogical approaches suggested in the resources:**

**Learning Objectives:**

- Observe and understand the pattern
- Recognize the basic unit which generates the pattern.
- Make patterns with numbers and letters.
- Compute the given patterns using basic operation of mathematics
- Apply the knowledge to form patterns.
- Integrate with drawing.

**Session-1: CRA (Concrete Representation of Abstract)**

**LO**: Observe and understand the pattern

**Concrete Part**: Form the patterns and ask to predict what would be the next term.

**Pictorial Representation**: Ask students to draw the pictures of the patterns in their notebooks.

**Verbal Representation**: Ask the children to sing a song as follows: with claps sing a song Pencil Pencil//Eraser Eraser// Pencil…then what?

**Abstract Part**: This is the continuous part of concrete, pictorial, verbal representation. The student is asked to express the answer in two ways either by showing or drawing what would be the next object or group of objects.

1. Can you make your own pattern? 2.How to make the pattern beautiful? 3. Why does a pattern look beautiful? 4. If you want to create new patterns what are the materials needed? 5. Can you find any pattern in the classroom? 6. If anyone rotates the object, does it look good? 7. If it is good, shall we name it “Rotational Pattern” 8. What do you think? - Discuss with children. |

**Resource**: pencil, scale, eraser, pen, sketch

**Download Worksheets**: MAT251_Worksheet 1_Growing Pattern, MAT252_Worksheet 2_Growing Pattern, MAT253_Worksheet 3_Colour the Pattern-Teaching Ideas

**Session-2**: Integrate Art with Math

**LO: **Recognize the basic unit which generates the pattern.

**Rangometry Activity:**

**Stage-1:**

Providing the basic shapes like Triangles, Squares, Circle to create the pattern.

**Stage-2:**

Triangles (isosceles and equilateral), squares, hexagons, trapeziums, thin rhombi and fat rhombi in 6 bright colours to make repeatable patterns which is called as tessellations.

**Discussion:**

- If we have limited shapes then how do you make the patterns?

- Could you fill all the shapes without making any gap? What is the beauty of this format?

- This activity will help to identify the symmetrical patterns.

**Download Resource**: MAT247_Teacher guide_G5_L7_Can you see the pattern_teaching ideas

**Session-3: Integrate singing with patterns**

**LO**: Applies the knowledge to form pattern.

Introduce the song along with certain patterns. Clap or everyone stands and stamps the feet singing.

“Double Double this Double Double that Double this Double that Double Double this that”

__This activity orally teaches patterns.__

- How can more patterns like this be created?

- How fast one can do?

- What is the pattern behind?

- Here the student catches the pattern

For more playing with clapping pattern: https://www.youtube.com/watch?v=6k6J1jdQY_w

**Session-4**: Game based learning (GBL)

**LO**: Make patterns with numbers and letters.

**Shape Patterns**

Providing concrete materials to one group and make the patterns as picture. Another group person can express the patterns as letters. Check worksheet for sample. This activity can change as Games. For Instance, different materials given to teams. Each team creates the patterns, the team which clears all the patterns gets the point. The team that scores maximum points would be the winner.

**Download Resource:** MAT254_Worksheet 4_Number Patterns_skip counting

**Note**: Student who creates the complicated patterns. If the students can convert the patterns into letters would have good understanding.

**Materials Needed:** blocks, circle caps, triangle/Square shaped

**Session-5**: Integrating Art with Math

**LO: **Computes the given patterns using basic operation of mathematics

**Discussion:**

- How many triangles are needed for step 10? Step 20? Explain your reasoning.
- Write a rule (in words and/or symbols) that gives, the total number of pieces to build any step number (n).

**Video to be added:**

MAT248_Video 1_Pattern_Fish story

MAT249_Video 2_We See Patterns Everywhere.

**Term: **
Term 3

- Log in or register to post comments