Kindergarten Spring Math — Compose/Decompose to 10, Addition & Subtraction within 10, Teen Numbers as Ten-and-Ones, Measurement, and Classification
Lesson 18 25 min math.gK.s.lesson_18

Patterns Deepened — Numbers in a Skip-Count and Growing Shapes

Skills targeted
Objectives
  • Students can recognize and extend a number pattern (e.g., 5, 10, 15, 20 — skip-counting by 5s).
  • Students can extend an AB or ABB pattern with a new modality (color, shape, sound).
  • Students can build a growing pattern with linking cubes (1 cube, 2 cubes, 3 cubes — preview of pre-multiplicative thinking).
Vocabulary
patternruleextendskip-countgrowingABABB

Lesson plan

Warm-up

5 min

Class skip-count: by 5s. 'Five, ten, fifteen, twenty, twenty-five, thirty, thirty-five, forty, forty-five, fifty.' Teacher points to each multiple of 5 on the 100-chart.

Teacher moves
  • Repeat with a body action — clap on 5s, stomp on multiples of 10
  • Connect: 'This is a NUMBER PATTERN. The rule is plus 5 each time.'

Direct instruction

8 min

We have patterns in COLORS (AB, ABB from K-Fall). Today we look at patterns in NUMBERS and patterns that GROW. Number pattern: 5, 10, 15, 20, 25. What's the rule? (Listen for 'plus 5'.) Growing pattern: (build with linking cubes) 1 cube. Then 2 cubes. Then 3 cubes. Then 4 cubes. What comes next? (Listen for '5 cubes'.) The rule: ADD ONE EACH TIME. The shapes GROW. Now I show an AB color pattern: red blue red blue red ___. What's next? (Blue.) Translate: same AB pattern, but in SHAPES — triangle square triangle square triangle ___. (Square.) Same pattern rule, different stuff.

Key examples
  • Skip-counting by 2s.
    model Rule: plus 2. Next: 10.
    prompt Number pattern: 2, 4, 6, 8, __
  • Growing — adds one each time.
    model Each one has one more cube. Next: 4.
    prompt Growing pattern with cubes: 1, 2, 3, __
  • The PATTERN is the same. The PARTS are different.
    model Same AB structure.
    prompt Color-to-shape translation: red-yellow-red-yellow → translate to circle-square-circle-square
Checks for understanding
  • If the pattern is 10, 20, 30, what's next? (40.)
  • Translate AB color pattern (red-blue-red-blue) to shape pattern. (triangle-square-triangle-square.)
Media
M-K-S-AT-18-A Chart
Three-panel chart, 18x12 inches. Panel 1 (REPEATING): 'AB AB AB' with red and blue dots alternating. Panel 2 (GROWING):

Three-panel chart, 18x12 inches. Panel 1 (REPEATING): 'AB AB AB' with red and blue dots alternating. Panel 2 (GROWING): 1 cube, 2 cubes, 3 cubes, 4 cubes drawn left to right, each taller than the previous. Panel 3 (NUMBER): '5 10 15 20 25 30' with arrows between each pair labeled '+5'. Style: clean, color-coded panels.

Guided practice

8 min
Tasks
  • Number-pattern station: receive a strip showing 5, 10, 15, __, __, __. Fill in the next three. Repeat with 2, 4, 6, __, __; and 10, 20, 30, __, __.
    scaffold 100-chart available.
  • Growing-pattern station: build with cubes 1, 2, 3, ... Stop and predict what 5 will look like, then build it.
    scaffold Pre-built 1, 2, 3 stack visible.
  • Translation station: given AB color pattern, translate to AB shape pattern AND AB sound pattern (clap-stomp).
    scaffold Pattern-strip paper for recording.
Media
M-K-S-AT-18-B Video Physical / non-image

Top-down camera. Hand places 1 white linking cube. Pause 3 seconds. Adds another to make 2. Pause. Adds third to make 3. Continues to 5. Counter overlay: '1, 2, 3, 4, 5 — growing.' Voiceover: 'Each step adds one more. Growing pattern.' Music: ascending xylophone notes.

M-K-S-AT-18-C Interactive Physical / non-image

Laminated 11x17 inch mat. Three horizontal rows. Top row labeled 'COLOR' with 5 circles in a row (red blue red blue ?). Middle row labeled 'SHAPE' with 5 outlined cells empty. Bottom row labeled 'SOUND' with 5 cells (clap stomp clap stomp ?). Children fill in the question marks AND the shape row to match the color pattern. Style: clean, large clear cells.

Formative assessment

2 min
Exit ticket
  • Extend the pattern: 5, 10, 15, __, __
  • Translate this AB color pattern (red-blue-red-blue) to shapes. Draw.
scoring Both correct = mastery; one correct = practicing; neither = reteach

Closure

Moves
  • Math Detective close: 'Patterns are RULES. Find a pattern, find a rule. Tomorrow we put EVERYTHING together — our spring unit assessment!'

Homework

5 min
Tasks
  • Find a pattern at home. Quilts, tile floors, fence posts, song lyrics. Tell a grown-up the rule. Bring example to school.

Exercises in this lesson

math.gK.s.ex_45
Extend the pattern: 5, 10, 15, ___, ___, ___
 extend pattern · diff 2

Differentiation

Scaffolds
  • 100-chart visible for skip-count support
  • Pre-built first 2 elements of growing pattern
  • Color-coded pattern strip
Extensions
  • Skip-count by 5s ALL the way to 100
  • Build a growing pattern that goes UP BY 2 (1, 3, 5, 7) — preview of odd-number sequence
  • Translate AB shape to AB sound (silent clap-stomp pattern)
English Learners
  • Picture-supported pattern strips
  • Bilingual rule cards
  • Audio for skip-count chant
Ieps 504s
  • Reduced range (skip-count by 5 to 25)
  • Pre-printed pattern strips with one missing
  • Magnetic pattern manipulatives

Teacher notes

Today extends K-Fall pattern work to NUMBER patterns (skip-counting) and GROWING patterns (pre-multiplicative). The skip-count-by-5s is the most accessible number pattern; do it daily as a transition routine to build fluency. Growing patterns are a CRITICAL precursor to multiplication (in G2-3, multiplication is initially understood as 'groups of equal size growing'). The pattern-translation task (color → shape → sound) builds the abstract idea that 'pattern' is a relational structure independent of the specific objects. This is a deep math idea introduced gently.