Lesson 6

Name Patterns

Est. Class Sessions: 1

Summarizing the Lesson

Ask students to compare their name patterns with those of their classmates.

X
  • Share your name pattern with a partner. How are your patterns alike or different?
  • What do you notice about the patterns?

Pose hypothetical questions with other names or words, always writing them on the board so students can see how they are spelled. Suggest they compare all patterns with 4-letter names or compare a 4-letter name with an 8-letter pattern.

Assign the Ten-by-Ten Name Grid Homework Master.

When students return their competed homework grids to class, ask:

X
  • Compare your family name pattern with your own name.
  • How are they alike? Different?

Use the display of the Repeating Name Patterns pages to explain the directions for the assessment. Students should work on these questions independently.

X

Use the Repeating Name Patterns pages in the Student Activity Book to assess students' abilities to describe, extend, represent, and identify the pattern unit for repeating patterns [E3, E6] and identify the pattern in a repeating unit [E5].

X

Use the Sample Dialog to guide your discussion of repeated patterns.

Teacher (holding up John's pattern) Who has a pattern that looks like John's?

Nila: I do. Mine is just like John's only with different letters.

Teacher: Why do you think your pattern is the same, Nila?

Nila: Maybe because we both had the same amount of letters?

Teacher: Okay, so when you wrote your name on the grid, what happened?

Nila: We both had four letters and both stopped at the same place. Then we colored the last letter. Our names stopped at the same place and our pattern looks the same.

Teacher: That's correct. Did anyone else have the same pattern?

Luis: I did. So did Maya.

Teacher: What would happen if someone named Joe joined our class? [writes Joe on the board] Who can predict what Joe's pattern would look like?

Ana: I can, because I have three letters and Joe has three letters. It would look like mine. Mine looks like stair steps.

Teacher: Yes, that's good Ana. You first look to see how many letters are in the name. We call the stair steps pattern a diagonal. Ana's grid has a diagonal pattern. Does anyone else have a diagonal pattern?

Jeanette: Mine does. I have nine letters.

Teacher: Yes, both of you have a diagonal pattern. Jeanette, yours almost covers a full row, so as you continue on, it makes a diagonal. Let's look at a different pattern. Tonya, what happened with yours? Can you hold it up for us?

Tanya: Mine wasn't really a pattern. It just had two straight lines up and down.

Teacher: [holding up Tanya's] But this is still a pattern, Tanya, even though it just looks like two vertical lines, which are lines going up and down. We call these columns. Can someone tell us why Tanya's pattern looks like this?

Frank: I know why. Mine looks the same. It's because I didn't have to go into the next row to write my name. I could write it two times across the top. It fits just right. It is only five letters and 5 plus 5 is 10.

Teacher: That's right, Frank. This grid has ten spaces across each row. Frank and Tanya's names have five letters so they both fit exactly two times in each row. The last letter is always right underneath the last letter in the line above. That didn't happen with the other names.

Student Guide:
Student Activity Book:
Master: