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Lesson Plan: Introduction to Pattern Blocks

Kindergarten
Megan Kennedy

Standard:
o K.3.1.1 Recognize and sort basic
two-and three-dimensional
shapes; use them to model realworld objects.

Content Objective:

Language Objective:

Students will be able to describe,


compare, and analyze pattern block
shapes.

Students will learn new


mathematical terminology.
Examples: Triangle, Rhombus,
Square, Trapezoid, Hexagon, Shape,
Side.
Students will be able to verbally
describe, compare, and analyze new
patterned block shapes.

Materials:

Patterned Blocks
Placemats
5 Tin Buckets
Colored Construction Paper
White Boards
White Board Markers
Shape Sorting Learning Center
Geometry Task Cards

Instructional Plan:
o Give each child a handful of
pattern blocks and a placemat.
Explain that these are called
patterned blocks, and allow
children time for guided
discovery.
o After children have had time to
explore the blocks, introduce the
five different shapes and colors of
the patterned block shapes
(triangle, square, rhombus,
trapezoid, hexagon). Have
students find blocks that match
the ones you hold up. Have

Getting Ready:
Teacher: One, two, three, eyes on
me! Class we are going to start our
math lesson and today we are going
to learn about patterned blocks.
Lets come together at the magic
carpet and we can begin.
Task:
(I Do)
Teacher: Kindergartners Im
handing each of you a placemat and
what is called patterned blocks.
Please keep your hands in your lap
until I say go and then you can
explore.

children repeat each word in


unison. Continue to lead children
in finding and naming the shapes
until you have identified all the
pattern blocks. Pose questions to
help students focus on the
shapes.
o Introduce the term side by
having children trace each side of
a shape with their fingers and
count how many sides there are.
Discourse:
Conclude by showing the class where
the pattern blocks will be kept in the
classroom. Invite students to use them
for individual or group play. Encourage
students to think of different ways to
combine and use the pattern blocks to
create pictures, designs, patterns, or
new shapes. They may also sort the
pattern blocks. Students will use
pattern blocks for various activities
related to shapes, and patterns
throughout the year.

Evaluation:
o Informally observe which shapes
children can recognize and name
correctly, but do not expect that
all children can do this for all the
pattern-block shapes yet. If
students can complete the
geometry task cards at station
four, I will know they
comprehended the lesson.
o If students can participate in a
discussion with their partner
about how many sides, the color,
and what the name of one
particular shape is from the
lesson, I will know it was
successful.

(Allow time for Guided


Discovery)
Teacher: Ok go!
Teacher: What did you discover
about pattern blocks?
Student: They are different
colors!
Teacher: Thats right, they are
different colors. Do we notice
anything else about them?
Student: This one is a triangle!
Teacher: Thats right! That is a
triangle. A triangle is called a what?
Student: Its a shape.
Teacher: Yes, these are shapes.
Does anyone know what this shape
is?
(Hold up the trapezoid)
Teacher: It is called a trapezoid.
Lets all say it together!
Students: Trapezoid!
(Model holding each patterned
block up and practicing saying
each one in unison.)
Teacher: Please notice that not all
these shapes have the same sides.
How many sides does a square
have?
Student: Four sides!
Teacher: Name or point to another
shape with four sides. Do all the
shapes with four sides look the
same?
Student: No!
(We Do)
Teacher: I would like each of you
to turn to your elbow partner on
your right and tell them one of the
new patterned block shapes you
learned about today. Tell them the

color it is, and how many sides it


has.
(With assistance sit with each
group and help lead the
conversation.)
Teacher: Now I would like each of
you to turn to a different partner and
tell them about a different pattern
block shape you learned about. Talk
about its color and how many sides
it has. Do you think you can do it?
Students: Yes we can!
(This time allow students to
independently converse with
their partner.)
Teacher: Kindergartners lets stand
up and stretch really quick. Kiss your
brain, turn your listening ears on and
put your thinking caps on. Im going
to model for you the stations we are
doing today.

The first station you are


going to participate in game
called a bushel of shapes.
There will be five small, tin
buckets. Each bucket will have
a shape on the front. There will
be a pile of apples with shapes
in the apples. Please sort the
correct apple shape into the
bucket with the same shape
on front.

(Model placing a shape card into


the bucket with the same shape
shown on the front.)
At the second station you will
be looking around the room
and drawing the shapes you
see on your white boards.

Once you have drawn


two/three shapes, share with
your partner what you drew
and where you found them in
the classroom.
The third station will be
doing a shape sorting learning
center box.

(Model how to use the shapelearning center).


The fourth station will be
filling out geometry task cards
with me. Each card will say
something different, for
example this card says make a
shape with 3 sides. You are to
draw on your worksheet a
shape with 3 sides. Everyone
will be going at the same pace
and I will read each card
instruction along with you.
(Model a drawing of a shape
with three sides.)
(You Do)
Teacher: Im going to assign the
hairy bear group to station 1. The
sleepy sheep to station 2. The fox in
socks group to station 3 and quick
chicks you will be with me at station
4. Think we can do it?
Students: Yes we can!
Teacher: Ready set go!
(This time allow students to
independently find their station
and observe them start to work.
Stay close to the quick chick
group because they may need
some assistance. Observe and
time when to rotate to the next
station.)

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