December 3-7

 

For the last few weeks, we have been building our understanding of patterns by looking at patterns and cycle found in our everyday life, creating our own patterns with different elements, extending and translating pattens using a variety of materials.  The following is a summary of the key ideas and concepts we have been learning.

What Is a Repeating Shape Pattern?

A repeating shape pattern is a sequence of 2-D shapes or 3-D objects where a first set of shapes or objects repeats over and over.

The smallest set of items that repeats is called the core of the pattern.

Since repeating patterns always involve some sort of repetition, knowing the core of a pattern is important. It helps you predict how the pattern will continue.

For example, the core of this pattern is triangle, circle, square.

So, the pattern will continue like this:

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What Types of Repeating Shape Patterns Are There?

Each shape or object in a pattern can be shown with a different letter. The number of letters that repeat tells how many items are in the core. There are many types of repeating patterns.

A pattern with two different items that repeat is called an AB pattern.

A pattern with three different items that repeat is called an ABC pattern.

A pattern with a core made up of one item followed by two identical copies of another item is called an ABB pattern.

A pattern with a core made up of two identical items followed by a different item is called an AAB pattern.

While it can be helpful to name a pattern with letters, it is not critical.

There are many other types of patterns, but in this lesson, we will focus on the four types shown above.

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Continuing a Pattern in Different Ways

A pattern rule tells you how a pattern continues. For example:

Rule: Repeat a cube, a cube, and a cone over and over again.

An important idea for students to understand is that you cannot be sure how a pattern continues unless the person who created the pattern tells you what the core is.

For example, if a pattern begins with a triangle and a circle, it could continue in several ways. For example:

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How We Show a Pattern Continues

We can never show a whole pattern, just the start of it. To show that a pattern continues, people write “…” at the end.

For example,

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What Is a Repeating Number Pattern?

A repeating number pattern is a collection of numbers that are arranged in a specific order that repeats over and over.

Number patterns have the same sort of structures as shape patterns.

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A repeating number pattern has a core just as a repeating shape pattern does.

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A shape pattern can be described using letters. Letters can be used to describe number patterns, too. 2, 4, 2, 4, 2, 4, … is an AB pattern. 3, 7, 3, 7, 3, 7, … is also an AB pattern. 1, 1, 7, 1, 1, 7, 1, 1, 7, … is an AAB pattern. 3, 4, 5, 3, 4, 5, 3, 4, 5, … is an ABC pattern. 4, 6, 6, 8, 4, 6, 6, 8, 4, 6, 6, 8, … is an ABBC pattern. Different letters are used to describe different numbers in the pattern.

Pattern Structure

The structure of a repeating pattern describes how it repeats. It does not give any information about the items that appear in the pattern.

For example, these two patterns have the same structure:

Once we identify the structure of a pattern, we can name the pattern with letters.

Both patterns above are AAB patterns.

When we use different things to create a pattern with the same structure, we say we are translating the pattern. You can translate this ABA pattern made with numbers to get the ABA pattern made with shapes.

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Helping Your Child

At home, you can help your child make different types of patterns based on shape, colour, orientation, and sounds.

In terms of shape patterns, you might use various shapes around the house. For example, invite your child to show you the patterns he or she can create using different types of blocks, toys, or stickers. You can also practise making shape patterns on a computer or tablet. You might also have your child observe everyday patterns at home.

For example, you might see these patterns around a table:

•	fork, knife, fork, knife, fork, knife, …
•	a design repeated around the edge of a plate

Creating Number Patterns

Creating number patterns is simple. Choose a pattern core and repeat it over and over again. Numbers of any size can be used to create number patterns. For example, these are both ABB number patterns:

2, 3, 3, 2, 3, 3, 2, 3, 3, …

35, 36, 36, 35, 36, 36, 35, 36, 36, …

Play a pattern game with your child. Say the first few terms of a repeating number pattern and ask your child, “How do you think this pattern continues?”

It can be difficult to find repeating number patterns in day-to-day life. Instead, take opportunities to share visual or sound patterns with your child. Ask your child to name the pattern using letters.

For example, you could stamp, clap, clap, stamp, clap, and clap again (which is fun). Your child can join in once he or she recognizes the pattern. Then ask your child to name the pattern (in this case, ABB).

You could do the same with colour patterns and shape patterns.

Thank you for supporting your child's learning.

November 27-December 1

Telus Spark Science Centre Field Trip

We had an amazing day at the Science Centre on Thursday.  For many students, it was their first field trip and opportunity to even ride a school bus!  We had a day jam packed with opportunities to explore new and exciting things.  We enjoyed our 1 hour program of learning about different materials and properties and watching how they changed when combining them with different liquids.  It also provided us a great opportunity to build our science skills and work with new and different materials and science tools, like beakers!  We also enjoyed having the opportunity to explore the many different exhibits and learning halls and areas throughout the Science Centre. 

  

Here are some of our highlights:

I liked going on the jungle gym two times - Emmett

I liked playing the Virtual Reality game - Luke, Owen

I liked going outside to play in the large playground area with Addie - Talysi

My highlight of the day was moving the rings rings to see how they would roll around - Eamon

I liked going down the big slide outside - Walker, Jack 

I liked playing the water piano and watching the bubbles - Presley

I liked watching the presentation with the dry ice - Olive 

Days like these are not possible without amazing parent volunteers.  We thank those who were able to join us, as well as other parents who offered their time as well.  We appreciate each and every one of you, and your time to help out with activities in our school.  Thank you for helping make our day and learning experiences a great success.  

Learning Intentions:

I can examine properties of objects.  

I can analyze properties of objects and investigate how they can be changed.

I can engage in and describe investigation.

November 20-23

 November 24

Thank you to all parents for connecting during parent teacher conferences.  I hope you enjoyed the update on your child’s progress so far and the next steps for the second part of this term.  It is so wonderful to take time to reflect on the progress that everyone has already shown since the start of this year and I am so proud of each student and the growth they have shown already.  Grade one is always such a remarkable year, as big changes can happen in a relatively short period of time.  It was wonderful to hear the positive feedback regarding home literacy and we encourage you to enjoy reading at home.  I’m excited to continue this journey and what lies ahead as we continue through this year.

This week, we moved into exploring Science and the topic of Matter as students analyze properties of objects and investigate how they can be changed.  We began by talking and thinking about objects.  We then looked at a variety of different objects in the classroom and think about what they look like and feel like and what we notice.  We then drew a few different objects and then picked one object to think of words to describe it.  We were very good at thinking through a scientific focus.  We also began to think of our 5 senses as well.  We are excited for our field trip to the Telus Science Center this Thursday and will continue to explore more of these science ideas before we go.     

Learning Intentions:

I can identify measurable properties of objects.

I can make observations using various senses.  

November 15-17

 Patterns, Patterns Everywhere! 

In the past few weeks, we have moved on in our math to now to looking at learning about patterns.  We have been working on making and creating, describing, and transferring patterns in math.  Along with this, we have also been discussing different communities that we belong to, specifically our family.  On Friday, in a cross-curricular activity, we create a pattern based on the members of our family.  Students were asked to represent each member of their family (who lives directly in their house) with one colour.  They then had to build their ‘family’ pattern using interlocking blocks.  The pattern then had to be repeated 3 times, as a pattern is not a pattern if it does not repeat at least 3 times.  Students then transferred their block pattern to using beads and created a family bracelet.  They have brought home their family pattern bracelet and hopefully, they will share it with you.  

Success Criteria

I can create my family pattern with interlocking blocks, each block will represent a different person in my family.

I can create a family bracelet that has a different colour bead to represent every member of my family

I can repeat my family pattern ONLY 3 times using the beads.

I can string my beads on a lace to complete my family pattern.

I can tell a partner about the core of my family pattern

Other ways to work on patterns:

Look for patterns in your daily environment - when you are driving in the car, around the house, on clothing

Think of ways that your child’s life forms a ‘pattern’ and talk about this - eating meals, going to school, getting ready for school or for bed

Think about other patterns in our daily lives - seasons, day and night 

Find items around the house and make patterns!  We love pictures - you can send us pictures of your child doing some patterns too! 

 The Power of One 

As a grade one group we began the school year building our classroom community. As part of our School Development Plan in connection with our Wellness Curriculum, we read several books such as Don’t Eat Your Classmates, Our Class is a Family and Kindness is My Superpower. All of these books had the theme of kindness. Through lessons, discussions and reflections our students built an understanding of how we show kindness to ourselves, each other, and this place. Next, we read The Power of One. Students were asked to identify ways they show kindness and contribute to creating a respectful classroom community. 

Taking a closer look… When designing our next tasks we wanted our learners to recognize how every individual is unique and can make a difference. We wanted the children to be able to recognize those characteristics in themselves. Connecting to our work around Terry Fox and Phyllis Webstad, we looked at the characteristics that made each of these individuals unique. We brainstormed words and represented our learning through illustrations and words. Finally, through writing and discussion, we had students make the connection between the leadership characteristics in Terry and Phyllis and think about what characteristics they see in themselves and what characteristics they would like to show more of in themselves. Students planned their writing through pictures and then captured their thoughts in their writing. 

As an extension, we also created an art piece, using plasticine.  We were inspired by Barbara Reid and looked at her talents at creating art through plasticine.  We then each created our own “Super Me” and picked one of our power of one traits to show through this art piece.  

I can:

· I can identify 2 or 3 unique characteristics, that contribute to you creating a place of kindness   

 

· I can identify one way that I can create a place of kindness and respect