See, Touch, and Say Pizza Patterns

See, Touch, and Say Pizza Patterns

Purpose/Skills

• To recognize and duplicate patterns
• To extend patterns

Materials

• On strips of tagboard, glue various patterns such as these triangles.
  
• Provide extra individual triangles.

Literature Suggestion
Reread We're Going on a Bear Hunt, retold by Michael Rosen, or another book that has a predictable pattern.

Vocabulary
pattern
patterns
pattern strip

Warm-Up

• Tell children that you are still on a pattern hunt.
• Introduce children to one pattern strip. Show them the pattern strip that contains the small red, large red pattern and tell them that it is called a pattern strip.
• Use the see, touch, and say approach as you model reading the pattern strip. Touch each piece and invite the group to join you as you say, "Small triangle, large triangle, small triangle, large triangle."

Procedure

In small groups, have children read the small red, large red pattern strip again. Help children recall how to duplicate the pattern.

• When children come to the end of the pattern strip repetitions, encourage them to extend the pattern on the table. (Many-four-year olds love knowing that a pattern goes on and on forever "into infinity.") When children are comfortable with duplicating and extending the pattern, introduce them to the other pattern strips.
• Teacher Tip: To foster patterning skills, look for patterns in your daily routines and lessons.

Enrichment
Gradually introduce children to more pattern strips to duplicate. Be consistent in the use of the see, touch, and say approach and the use of materials. Use triangles for two or three weeks before moving to circles, squares, and rectangles. As children become ready, introduce AAB and ABB pattern strips for them to duplicate and extend.

Observation Assessment

• Proficient - Child can recognize, duplicate, and extend a pattern from a pattern strip.
• In Process - Child may confuse pieces, but can generally recognize, duplicate, and extend a pattern.
• Not Yet Ready - Child does not yet recognize, duplicate, or extend a pattern.