APPENDICES

APPENDIX 1 3 Lesson Plans and Assessment

TOPIC AND FOCUS

LEARNING INTENTION
VICTORIAN
CURRICULUM

Mathematics

Mathematics Patterns Creating,

describing, Identifying and
Extending.

YEAR LEVEL

DURATION

Foundation

45
minutes

CLASS
SIZE

23

Students will learn to create, describe and extend patterns using materials and drawings.
DOMAINS

DIMENSION

Number and Algebra

Patterns and Algebra

KEY ELEMENTS OF STANDARD WHICH LESSON IS FOCUSSED UPON

Sort and classify familiar objects and explain the basis for these classifications,
and copy, continue and create patterns with objects and drawings (VCMNA076)

ASSESSMENT METHOD AND CRITERIA

ASSESSMENT APPROACH

ASSESSMENT STRATEGY

ASSESSMENT CRITERIA
-

Formative Assessment

I can make a pattern worksheet activity.

Students will be assessed on making an alternating pattern;
advanced learners will be assessed on making a pattern from 3
or 4 pictures.
Questioning:

Student is able to create and describe a

pattern using alternating pictures.

Extended Learners:

Student is able to create and describe a

pattern using 3 or 4 pictures.

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MATERIALS AND RESOURCES

They are able to identify which part of the

Can you describe your pattern?
pattern is being repeated.
Why do you think it is a pattern? (Looking
Students show ability to extend their
for language)
pattern to the right or left.
What part of the pattern is repeating
Student shows clear understanding of
itself?
language used: repeats itself over and over again,
What would come next? What would come
goes on and on and never changes etc.
before?
Lots and Lots of Zebra Stripes By Stephen Swinburne
Pattern Song: https://www.youtube.com/watch?v=MBjjxSx45-Q
I can make a pattern worksheet

Student Action

STAGE 1: INTRODUCTION

15
mins

Read book; Lots and Lots of Zebra Stripes By Stephen

Swinburne
Discuss the different patterns of the book and around them
Take students on a walk around the school and have them point out
patterns in the environment e.g. Brickwork, paving, tiles, fences etc.

Students will be
sitting on the mat.
Students are to line
up in a pattern of
boy/ girl.
Student Action

STAGE 2: BODY OF LESSON

25
mins

Further discuss the patterns that students saw in their environment,

touching on how patterns can be colours, shapes, things, sounds or
actions.
Watch the YouTube video:
https://www.youtube.com/watch?v=MBjjxSx45-Q to further
familiarize students with the topic.
Introduce Activity; I Can Make a Pattern
Students will choose 2 picture sets (soccer balls, monkeys, seals etc.) to

Students will be
sitting on the mat.

Teacher Action
Read book
Probe students on
questions about the
content of the book.

Teacher Action
Emphasize the
language used to
describe patterns
same thing over and
over again and never
change a pattern
repeats itself etc.
Model activity with

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make their pattern, they will then colour in these picture sets and then cut
and paste them into a pattern.

pre made worksheet.

Roam the room and
conduct informal
teacher/ student
conferences whilst
correcting work.

Encourage extended learners to start with 2 things and then choose 3 or

even 4 pictures to form another pattern.

STAGE 3: CONCLUSION

5
mins

3 Students are to share their work and describe their pattern to the class and
discuss and describe other possible patterns.

Student Action
3 students to share
their pattern

Teacher Action
Choose 3 students
to share.

class will be seated

on the mat

Encourage
language use.
Probe questions;
what comes next?
How do you know
this is a pattern?
Why?

16

TOPIC AND FOCUS

LEARNING INTENTION
VICTORIAN
CURRICULUM

Mathematics

Mathematics Patterns Creating,

describing, Identifying and
Extending.

YEAR LEVEL

DURATION

Foundation

45
minutes

CLASS
SIZE

23

Students will learn to create, describe and extend patterns using materials and drawings.
DOMAINS

DIMENSION

Number and Algebra

Patterns and Algebra

KEY ELEMENTS OF STANDARD WHICH LESSON IS FOCUSSED UPON

Sort and classify familiar objects and explain the basis for these classifications,
and copy, continue and create patterns with objects and drawings (VCMNA076)

ASSESSMENT METHOD AND CRITERIA

ASSESSMENT APPROACH

ASSESSMENT STRATEGY

ASSESSMENT CRITERIA
-

Formative Assessment

What Comes Next? Worksheet and observation of

interactive TV Pattern game
Students will be assessed on completing shape patterns on the
worksheet; students will need to work their way through
drawing the correct shape and size and colouring in the correct
colour.
Students will be assessed on completing the pattern on the
interactive TV.

Students show ability to extend their

pattern to the right or left.
Student is able to describe a pattern
They are able to identify which part of the
pattern is being repeated.
Student shows clear understanding of
language used: repeats itself over and over again,
goes on and on and never changes etc.

Questioning:

Can you describe your pattern?

Why do you think it is a pattern? (Looking
for language)
What part of the pattern is repeating

17

MATERIALS AND RESOURCES

itself?
What would come next? What would
come before?
What would be the colour? What would
be the shape?

NTO F41 Shapes: Finish the Pattern game

Interactive TV
What Comes Next? Worksheet
Student Action

STAGE 1: INTRODUCTION

15
mins

Tuning in: Sound Patterns

Teacher to model how patterns can be made by sounds such as clapping
and clicking.
Students will then make their own sound pattern.

Students will be
sitting on the mat.

Play the NTO F41 Shapes: Finish the pattern game on the
interactive TV
Choose students to come up and complete the pattern.
Student Action

STAGE 2: BODY OF LESSON

25
mins

Model the worksheet; What comes next?

Students will look at the shape and on the line provided draw and colour
the shape that they think is missing e.g. yellow triangle, green triangle,
yellow triangle, green triangle, _________
Early finishers and extended learners may like to make up their own pattern
from the shapes on the worksheet or make their own sound pattern and
share with other students.

Students will be
sitting on the mat
during modeling
time
Working at their
table during the
activity time.

Teacher Action
Model sound pattern
Emphasize language.
Choose students
using popsicle sticks.

Teacher Action
Emphasize the
language used to
describe patterns
same thing over and
over again and never
change a pattern
repeats itself etc.
Model activity with
pre made worksheet.
Roam the room
questioning and

18

correcting work.

STAGE 3: CONCLUSION

5
mins

3 or 4 Students are to share their work and describe their pattern to the
class and discuss and describe other possible patterns.

Student Action
3 students to share
their pattern

Teacher Action
Choose 3 students to
share.

Class will be seated

on the mat

Encourage language
use.
Probe questions;
what comes next?
How do you know
this is a pattern?
Why?

19

TOPIC AND FOCUS

LEARNING INTENTION
VICTORIAN
CURRICULUM

Mathematics

Mathematics Patterns Creating,

describing, Identifying and
Extending.

YEAR LEVEL

DURATION

Foundation

45
minutes

CLASS
SIZE

23

Students will learn to create, describe and extend patterns using materials and drawings.
DOMAINS

DIMENSION

Number and Algebra

Patterns and Algebra

KEY ELEMENTS OF STANDARD WHICH LESSON IS FOCUSSED UPON

Sort and classify familiar objects and explain the basis for these classifications,
and copy, continue and create patterns with objects and drawings (VCMNA076)

ASSESSMENT METHOD AND CRITERIA

ASSESSMENT APPROACH

ASSESSMENT STRATEGY

ASSESSMENT CRITERIA
-

Formative Assessment

Pattern making with flashcards

Students will be assessed on their ability to develop a

pattern and to complete other students patterns using
coloured shape flashcards.

Questioning:

Can you describe your pattern?

Why do you think it is a pattern? (Looking for
language)
What part of the pattern is repeating itself?
What would come next? What would come
before?

Student is able to create and describe a

pattern using 3 or 4 pictures.
They are able to identify which part of the
pattern is being repeated.
Students show ability to extend their
pattern to the right or left.
Student shows clear understanding of
language used: repeats itself over and over again,
goes on and on and never changes etc.

20

MATERIALS AND RESOURCES

Shape Pattern flash cards

Worksheet: What comes next? (2)
Student Action

STAGE 1: INTRODUCTION

10
mins

Tuning in: Pattern flash cards

Students will form a circle around assorted shape flashcards, teacher to
choose a student to make an incomplete pattern, and then choose another
student to complete the pattern. Continue doing this a number of times
where all students are describing the patterns made to check if correct or
incorrect.

Students will be
sitting on the mat.

Student Action

STAGE 2: BODY OF LESSON

20
mins

Model the worksheet; What comes next? (2)

Students will look at the shape and on the line provided draw and colour
the shape that they think is missing e.g. red circle, orange triangle, red
circle, orange triangle, _________
Early finishers and extended learners may like to make up their own pattern
from the shapes on the worksheet.

Students will be
sitting on the mat
during modeling
time
Working at their
table during the
activity time.

Student Action

Teacher Action
Model sound pattern
Emphasize language.
Choose students
using popsicle sticks.

Teacher Action
Emphasize the
language used to
describe patterns
same thing over and
over again and never
change a pattern
repeats itself etc.
Model activity with
pre made worksheet.
Roam the room
questioning and
correcting work.
Teacher Action

21

STAGE 3: CONCLUSION

15
mins

Play Pattern Games:

Silent Pattern game
Students will form a line in the pattern chosen (girl/ boy, sit/ stand etc.)
They will have to form this pattern without talking to each other.
Complete the pattern game
One student will be chosen to wait outside the classroom away from the
class.
The other students will form a circle doing a movement (click/clapping) or
an action (standing/sitting) within the circle will be the same action or
movement next to each other.
The student who is waiting outside will need to come in and describe the
pattern and identify where they fit in to complete or correct the pattern.

Listening to
instructions
Sitting on the floor/
mat

Model the games

and discuss rules of
each.
Probe questions;
what comes next?
How do you know
this is a pattern?
Why?

22

APPENDIX 2 ASSESSMENT STRATEGY

1. ASSESSMENT RUBRIC
Student correctly m ade pattern with
no errors.
Student is able to create and describe a
pattern using alternating pictures.

Student attem pted to m ake pattern,

but m ade errors.
Student attempts to create and describe
pattern using alternating pictures but has
made some errors.

Extended Learners:

Student is able to create and describe a

pattern using 3 or 4 pictures.

They are able to identify which part of the

pattern is being repeated.
Students show ability to extend their pattern
to the right or left.

They attempt to identify which part of the

pattern is being repeated.
Student attempts to show ability in extending
their pattern to the right or left.
Student attempts to show clear understanding
of language used: repeats itself over and
over again, goes on and on and never
changes etc.

Student could not m ake a pattern and

there was no order.
Student could not create and describe pattern
using alternating pictures.
Student could not identify which part of the
pattern is being repeated.
Student could not show ability in extending
their pattern to the right or left.
Student could not show clear understanding
of language used: repeats itself over and
over again, goes on and on and never
changes etc.

Student shows clear understanding of

language used: repeats itself over and
over again, goes on and on and never
changes etc.

23

2. ASSESSMENT TASK WORKSHEET

24

3. ASSESSMENT TASK SUPPORT MATERIALS

25

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APPENDIX 3 PROFESSIONAL JOURNAL ENTRY

27