ECD 133 Preschool Learning Plan Format

Activity Name: What shape comes next?

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Age of Child(ren): 3 years

Setting: Individual
Developmental Focus: Cognitive and fine motor
Key Content Focus: Math
Key Content Area Concepts: Patterns, functions and Algebra
Key Content Area Skills: Identifying patterns
Learning Outcomes: The child will be able to use the shapes to match the
pattern that is on the strip.
The child will . . .
ELS: M-4K-3.2- Identify and copy a simple pattern
ELS: M-4K-3.3- Recognize a simple pattern and extend.
Materials to collect/prepare: the pattern strips for the children to
match(strips below), the shapes(green triangles and orange squares), the
poem Shapes ,paper for notes, pen for notes, printed lesson plan, camera,.
Transition/warm up/introduction:
Read the poem Shapes
I will read one line and the child will repeat after me
Lets take a look,
at a few cool shapes.
Some look like boxes,
and others like grapes.
A circle is a shape,
that is perfectly round.
And a sphere is like ball,
bouncing off the ground.
When it has four equal sides,
we call it a square.
While a cube looks like a box,
used for gifts that you share.
A triangle has equal sides,
but only just three.
Looks like one side of a pyramid,
I surely agree.
There are plenty of more shapes,
that you may go and explore.
A rectangle looks like,
a fallen old door.
Adult Procedures:

After the transition/warm up/introduction, the adult will

1. Show the children the shapes and pattern strips.
2.Explain how to play the game.(match up the shapes to the patter strip)
3. Let the child feel and explore them.
4. Model for the child what to do. Explaining what they are doing to
encourage them to do the same.
5. Let the child match up and begin the pattern. Encourage them to say
what they are doing. Why the shape goes there.
6. Ask the child open ended questions.
7. If it is appropriate, ask the child to continue the pattern.
8. Give the child the second pattern strip to match up.
9. If appropriate, continue that pattern.
10.Clean up material
11. Make sure they have pictures of child participating, and detailed,
unbiased notes.
Child Procedures:
1. First the child will . . . Look at the shapes and pattern strips.
2. Next the child will . . . Listen to instructions on how to play the game.
3. Then the child will . . . Play and explore with the shapes.
4. Then the child will . . . Watch as I model what to do.
5. Then the child will . . . match up the shapes with the pattern strip
6. Then the child will . . . answer open ended questions
7. Then the child will . . . if they can, continue the pattern
8. Then the child will . . . match up the shapes with the second strip.
9. Then the child will . . . if they can, continue the pattern
10.Finally the child will . . . help clean up materials.
Conversation to Support Learning/Talking with Children:
1. Can you tell me some things in the room that are triangles and
squares? What are they?
2. What would happen if we had more shapes? Less?
3. Why did you match it that way? ( if they did one shape at a time or if
they did it in order)
4. What are some more shapes we could add to the pattern?
5. What other things can we use to make a pattern?
Observations and Assessment:
o The child will name the shape are they match it up.
o The child will explain what shape comes next in the pattern
Accommodations for individuals:
Simplification for atypical learners:
o Dont make the pattern as long
o Dont add too many shapes
Challenge for advanced learners:
o Add more shapes to the pattern
o Make the pattern more complex
o Have the child continue it rather than match it up
Resources:

Pre-kinders - http://www.prekinders.com/math-patterns/
Pre-kpages- http://www.pre-kpages.com/patterns/
Pattern #1:
Pattern #2: