Course Profile: Grade 2 Increasing Patterns

Stacey Mamer and Sydney McGrath

This is the course profile I created with Sydney! I tried to copy and paste it from the google doc we made into a blog post but the formatting went kind of funny. Here is the link that will bring you to the google doc so that you can read our course profile in its original format if you like.

Target Audience: 

• This course will target grade 2 students following the Saskatchewan Curriculum. All students will be around the age of 7 and 8. The online portion of this course will also be in family friendly language to support parents and guardians with learning completed at home. 

Course Timeline: 

• There would be a total of 7 lessons, however these lessons would extend into more practice days. This unit would take about 2-3 weeks! 

Course Delivery: 

• This course would be a blended unit delivered with in person teaching and asynchronous support tools (including how-to videos, interactive activities). Essentially with younger students we are creating this course to support learners of varying levels with at-home and in school practice. Students will be taught the lesson in person, and be supported with activities in the classroom. The online modules that will be created will be used to support at home instruction and support! This unit could easily be flipped to an online format if the need would arise and can be completed by families who will be away for most of the unit. 
• The modules will include instruction videos (to either teach the new content, or remind the students of what was taught in person that day), followed by written instructions explaining the steps to be completed for that certain module. The online lessons will also include an activity that students can do using technology instead of having to print off worksheets! 
• Students may also have the opportunity to complete the online module component of the lesson during math centers while they are at the “math by myself” station. 

Course Materials: 

• Google Classroom: This course will be created as a one stop shop! The teacher delivering the lessons in person will be able to access all of the materials in school to teach, as well as the parents and families will be able to access all materials from the home as well! This will support the families in staying on track with what was taught in person! 
• SeeSaw (for sharing of work and activities)
• Paper and Pen practice (in class) – if students are not in class throughout this unit we will ensure they are given these copies to complete at home. 
• Math manipulatives 
• Source of technology (preferably some kind of tablet for this age). 

Considerations: 

• Personal Considerations

• Students will need access to some type of technology at home. If students do not have access we will ensure they have the paper resources and opportunity to complete the modules in school. 
• Parent technological competency – not all parents will feel confident using tech, it is important to give them support. Students will have the opportunity to use these different platforms in the classroom, and transfer that knowledge at home! 

• Cultural Considerations: 

• The online modules will support our student population who go for extended visits back to their home country. 
• Need to consider the language barrier with our newcomers. For example, provide closed captioning on our videos that they can change into their home language! 

• EAL Learners: 

• We have had a couple new Ukrainian families join our school community recently. We decided to go with a math outcome for this course development as we find the connection is easier for them and creates an accessible learning environment that they can also be doing at home. 
• To support these students and families we will ensure we provide  “how to” videos on how to set up and use the different platforms. We will also make ourselves available to sit down and go through the platforms to make sure they are comfortable with these tools! 

• Attendance: 
• We found a need for this course to be developed as an easily accessible resource to families as in our classroom we see a low attendance due to a variety of reasons including sickness, family dynamic, etc. With that, this course can be used in the classroom, but if students are absent they still have all the materials at home to stay on track! 

• Communication with Home:

• Communication with home will be done through SeeSaw. For example, they will be made aware when new activities are uploaded to the Google Classroom to work on with their child! 
• SeeSaw will also be used to share students learning back and forth from the classroom to home. SeeSaw help video to support families. Another video. 
• Google Classroom video to support students in navigating the platform. 

Increasing Patterns

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Big Ideas

I can explore, describe, and make my own increasing pattern. 

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Outcome: P2.2: Demonstrate understanding of increasing patterns by: 

• describing
• reproducing
• extending
• creating patterns using manipulatives, pictures, sounds, and actions (numbers to 100).

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Indicators

I Can Statements

a. Identify and describe increasing patterns in familiar situations (e.g., hundred chart, number line, addition tables, calendar, a tiling pattern or drawings, apartment numbers, years, or age). b. Analyze a numerical increasing pattern for its pattern rule and extend the pattern. c. Analyze a non-numerical increasing pattern and extend the pattern. d. Reproduce an increasing numerical pattern using an alternate form (e.g., sound, action, concrete objects, or diagrams) and explain the reasoning. e. Reproduce a concrete or pictorial increasing pattern using numbers and explain the reasoning. f. Solve problems involving increasing patterns (e.g., determine the house number for a particular house given the house numbers for the other homes on the block, or determining the number of cubes in the missing structure) and explain the reasoning. g. Create an increasing pattern, represent the pattern in different modes (using manipulatives, diagrams, sounds, actions, and/or physical movements), and explain the pattern rule.

I can work with increasing patterns using objects, pictures, sounds and actions. I can work with increasing patterns using numbers. I can work with increasing patterns using objects. I can copy (create, add onto) an increasing pattern following its pattern rule. I can talk about the rule of an increasing pattern. I can solve problems about increasing patterns. I can make an increasing pattern, show it in different ways, and explain the rule.

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Assessment

Students will complete both formative and summative assessments throughout the duration of this unit. They will show their learning by building concrete increasing patterns with manipulatives, as well as showing their knowledge in written form. Using the triangulation of assessment, students will be assessed through conversations, observations, and the products they create. For the online modules, students will have opportunities through SeeSaw and Google Classroom to show what they have learned.

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Learning Plan

Lesson &Indicator	Lesson Overview
1. Introduction to Increasing Patterns a. Identify and describe increasing patterns in familiar situations (e.g., hundred chart, number line, addition tables, calendar, a tiling pattern or drawings, apartment numbers, years, or age).	In this lesson, students will find and describe patterns that are familiar to them. Students will be introduced to the idea that patterns not only repeat, but they can also increase. They will explore increasing patterns in 100 charts, calendars, and other aspects of their lives. Students will show that they can identify an increasing pattern of their choice.
2. Extending an Increasing Number Patterns b. Analyze a numerical increasing pattern for its pattern rule and extend the pattern.	In this lesson students will analyze increasing number patterns. They will learn to find a pattern’s rule and continue the pattern. Students will look at patterns in hundred charts, number lines, and skip counting sequences.
3. Reproducing an Increasing Patternd. Reproduce an increasing numerical pattern using an alternate form (e.g., sound, action, concrete objects, or diagrams) and explain the reasoning.	In this lesson, students will reproduce increasing number patterns in different forms. They will be given an increasing numerical pattern and be given the task to show it in an alternate form such as with sounds, actions, pictures, or with manipulatives.
4. Extending Non-Numerical Increasing Patternsc. Analyze a non-numerical increasing pattern and extend the pattern.	In this lesson, students will learn to extend non-numerical increasing patterns. They will identify the pattern’s rule and continue the pattern. Students will be able to increase non-numerical patterns with physical manipulatives such as pattern blocks, as well as in written/drawn form on paper.
5. Showing Non-Numerical Patterns with NumbersE. Reproduce a concrete or pictorial increasing pattern using numbers and explain the reasoning.	In this lesson, students will analyze non-numerical increasing patterns and reproduce them in numerical form. They will look at concrete and pictorial patterns, identify their pattern rules, and then reproduce the pattern with written numbers.
6. Creating an Increasing Patterng. Create an increasing pattern, represent the pattern in different modes (using manipulatives, diagrams, sounds, actions, and/or physical movements), and explain the pattern rule.	In this lesson, students will create their own increasing pattern and show the same pattern in multiple forms. They will explain their pattern either orally or in written form.
7. Solving Problems Using Increasing Patterns f. Solve problems involving increasing patterns (e.g., determine the house number for a particular house given the house numbers for the other homes on the block, or determine the number of cubes in the missing structure) and explain the reasoning.	In this lesson, students will solve problems involving increasing patterns. They will explore problems such as using increasing patterns to count how many hands a total of 10 students would have, how many wheels a group of cars would have, and how many wheels a group of bikes would have. Students will use skip counting, pictures, and/or manipulatives to solve these problems.

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