# Students use patterns and sequencing to make a necklace in this “Caps for Sale” related lesson

Subjects:

Language Arts, Math

K

Title – Caps for Sale
By – Wesley Hollingsworth & Shoena Henderson
Primary Subject – Language Arts
Secondary Subjects – Math

Theme:

Patterns and Sequence

Learning Goals or Objectives:

• Students will use patterns and sequencing to make a necklace
• Students will describe their pattern or sequence they used to make their necklace
• Students will determine the number of caps the peddler carries on his head

Indiana Math Standards:

• K.2.3 Generate and respond to questions (who, what, where).
• K.3.1 Identify, sort, and classify objects by size number and other attributes. Identify objects that do not belong in a particular group. (Core Standard)
• K.3.2 Identify, copy, and make simple patterns with numbers and shapes.
• K.7.3 Describe people, places, things (including their size, color, and shape), locations, and actions

Materials Needed:

Introduction:

• Ask children if anyone has ever had someone read the book Caps for Sale to them.
• Tell them that we are going to read it today in class, keeping in mind these questions:
• How many caps are on the peddlers head?
• What colors are they?
• Do you notice a pattern?

Activity One:

• Read the book Caps for Sale by Esphyr Slobodkina to the class.
• How many caps are on the peddlers head?
• What colors are they?
• Do you notice a pattern?

Activity Two:

• After reading the book, pass out a string and a handful of fruit loops and a handful of colored elbow macaroni noodles to each child.
• Ask them to make a pattern or sequence on their string with their fruit loops and noodles.
• After making their necklace go around the room and ask each child what their pattern consists of

Activity Three:

• Make patterns with shapes on the board and have the children come up to the board and fill in the missing shape.

Closure:

Ask children to complete the pattern and sequence worksheet for extra review.

Evaluation:

• Students successfully made a pattern with their fruit loops and can use proper mathematical concepts and words to describe their pattern.
• Students complete the pattern worksheet successfully, meaning they didnâ€™t miss more than 1 out of 4.

Reference/Resources(s):

Pattern Worksheet

### Lesson Plan Evaluation & Teaching Reflection

1. Was the content worth knowing? Support your response. Yes, It met the Indiana Academic Standards.
2. Describe how the activity was developmentally appropriate. What skills were promoted? This lesson met the math and language arts academic standards while engaging the students in different activities. The children use their fine motor skills when placing fruit loops and macaroni onto the string.
3. Give an example of how you know the activity was interesting to the children. The children connected the book with their pattern making activity. They stayed on task and were engaged in the lesson.
4. Describe how the activity included opportunities for the children to test their knowledge. We chose three different questions to ask the children while reading the book to them. They knew they needed to be listening so they could answer the questions correctly.
5. Describe a follow up activity that would build on concepts you have presented. Another activity the students could do to go along with these concepts is to sort different items.
6. What behavior(s) did you observe while presenting the activity? The children were so engaged in the activity that they were well-behaved during this entire lesson.
7. What do you think caused the behavior(s)? This hands on activity required the children to pay attention and follow directions in order to complete the task given.

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