Math lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes
What comes next? AB patterns
Algebra
England: Reception Shape
Objective and success criteria
Students will: What comes next? AB patterns.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: no earlier skill in the map; start from what students know.
Leads to: What comes next? AAB, ABB and ABC patterns; Find the missing piece of a pattern
Materials: Balance scales or a balance drawing, Algebra tiles, Function machine cards, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What comes next? ● ◆ ● ◆ ? (● / ◆ / ★) → ●Prompt: Say the pattern out loud.
- A bead necklace goes: red, blue, red, blue, … What colour comes next? (red / blue) → redPrompt: The colours take turns.
- What comes next? ● ■ ● ■ ? (● / ■ / ★) → ●Prompt: Say the pattern out loud.
Hook · 3 min
- Show a "think of a number" puzzle and ask the class to work out the starting number.
- Share the objective: What comes next? AB patterns. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What comes next? ■ ▲ ■ ▲ ■ ?
- Step 1: ■ ▲ ■ ▲ ■ ▲
- Step 2: ▲
- Answer: ▲
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What comes next? ● ★ ● ★ ? (● / ★ / ■) → ●Prompt: Say the pattern out loud.
- A bead necklace goes: red, blue, red, blue, red, blue, … What colour comes next? (red / blue) → redPrompt: The colours take turns.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- A bead necklace goes: yellow, red, yellow, red, yellow, … What colour comes next? (yellow / red) → redPrompt: The colours take turns.
- What comes next? ▲ ■ ▲ ■ ▲ ■ ▲ ? (▲ / ■ / ★) → ■Prompt: Say the pattern out loud.
Watch out for
- Doing an operation to one side of an equation but not the other.
- Reading 3x as 3 + x, or thinking x always stands for one particular number.
Support and stretch
Support
- Use concrete materials: balance scales or a balance drawing.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: What comes next? AAB, ABB and ABC patterns; Find the missing piece of a pattern.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder