Creating Patterns

Video: 

You are missing some Flash content that should appear here! Perhaps your browser cannot display it, or maybe it did not initialize correctly.

A boy independently creates a pattern.

NAEYC

NAEYC: 

Areas of Development: Physical Development

2.C.03— A boy in Ms. Carlat’s class is provided varied opportunities and materials that support fine motor development. 

A boy in Ms. Carlat’s class plays with a grid and pegs that require a great deal of fine motor skills to manipulate.

Curriculum Content Areas for Cognitive Development: Early Mathematics

2.F.03— A boy in Ms. Carlat’s class is provided varied opportunities and materials to categorize…by…color.

The boy playing with a grid and pegs chooses only red and orange pegs from a container. He uses these colors to create a pattern.

Curriculum Content Areas for Cognitive Development: Creative Expression and Appreciation for the Arts

2.J.06— A boy is provided…opportunities and materials to express…himself… creatively through…three-dimensional art. 

Pegs and a grid provide an opportunity for a boy in Ms. Carlat’s class to express his ideas about color combinations and design.

 

IELS

IELS: 

8.2—Engagement and Persistence

Children purposefully choose and persist in experiences and activities.

A boy in Ms. Carlat’s class persists in…self-initiated…activities.

A boy creates a pattern with pegs. He has a clear idea of the red/orange pattern that he wants to make and carefully calculates how to keep the pattern consistent as evidenced by counting empty spaces before placing a peg.

8.3—Problem Solving

Children demonstrate strategies for reasoning and problem solving.

A boy recognizes and solves problems through active exploration

As a boy develops his grid pattern, he takes the time to analyze the pattern on one part of the grid, then counts spaces and decides if he needs a red peg or an orange peg to continue the pattern.

11.2—Patterns

Children understand patterns.

A boy in Ms. Carlat’s class shows skills in recognizing and creating some patterns…and…predicts what comes next in a pattern…

A boy playing with a grid has created an alternating pattern of red and orange pegs. When he wants to continue the pattern on a different part of the grid, he counts spaces to determine what color should go next in the pattern.

 

IQPPS

IQPPS: 

Areas of Development: Physical Development

2.13— A boy in Ms. Carlat’s class is provided varied opportunities and materials that support fine motor development. 

A boy in Ms. Carlat’s class plays with a grid and pegs that require a great deal of fine motor skills to manipulate.

Curriculum Content Areas for Cognitive Development: Early Mathematics

2.24— A boy in Ms. Carlat’s class is provided varied opportunities and materials to categorize…by…color.

The boy playing with a grid and pegs chooses only red and orange pegs from a container. He uses these colors to create a pattern.

Curriculum Content Areas for Cognitive Development: Creative Expression and Appreciation for the Arts

2.32— A boy is provided…opportunities and materials to express…himself… creatively through…three-dimensional art. 

Pegs and a grid provide an opportunity for a boy in Ms. Carlat’s class to express his ideas about color combinations and design.

 

HSPS

HSPS: 

1304.21(a)(5)(ii) - Ms. Carlat provides appropriate time, space, equipment and materials for the development of fine motor skills according to the child’s developmental level.

A boy in Ms. Carlat’s class uses his fingers to manipulate a grid and small pegs to create a pattern of his own choosing.

1304.21 (c)(1)(ii) – During center time, Ms. Carlat provides for the development of cognitive skills by encouraging each child to organize his or her experiences,…and to develop age appropriate…reasoning, problem solving and decision making skills….

As a boy develops his grid pattern, he takes the time to analyze the pattern on one part of the grid, then counts spaces and decides if he needs a red peg or an orange peg to continue the pattern.

HSCOF

HSCOF: 

Mathematics

Number and Operations

  • Demonstrates increasing interest and awareness of numbers and counting as a means for solving problems and determining quality.
  • Develops increasing ability to count in sequence to 10 and beyond.
  • Begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, equal to.

Geometry and Spatial Sense

  • Builds in increasing understanding of directionality, order and positions of objects, and words such as up, down, over, under, top, bottom, inside, outside, in front and behind.

Patterns and Measurement

  • Enhances abilities to recognize, duplicate and extend simple patterns using a variety of materials.
  • Shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as shape or size.
  • Begins to make comparisons between several objects based on a single attribute.

 

Creative Arts

Art

  • Gains ability in using different art media and materials in a variety of ways for creative expression and representation.
  • Develops growing abilities to plan, work independently, and demonstrate care and persistence in a variety of art projects.

 

Approaches to Learning

Initiative and Curiosity

  • Chooses to participate in an increasing variety of tasks and activities
  • Develops increased ability to make independent choices

Engagment and Persistence

  • Grows in abilities to persist in and complete a variety of tasks, activities, projects and experiences
  • Demonstrates increasing ability to set goals and develop and follow through on plans.
  • Shows growing capacity to maintain concentration over time on a task, question, set of directions or interactions, despite distractions and interruptions.

 

Physical Health and Development

Fine Motor Skills

  • Grows in hand eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads and using scissors.