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Patterns and Sorting
P 12 Snake Patterns
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Objective
To expand children’s experiences with patterns.
Key Mathematics Concepts and Skills
• Notice and describe patterns in nature. [Patterns, Functions, and Algebra Goal 1]
• Create repeating patterns with pattern blocks. [Patterns, Functions, and Algebra Goal 1]
Other Skills Creative Expression, Fine Motor
Terms to Use pattern, repeat, shape names
Materials Teaching Aid Masters (Math Masters, pp. 38–43) and colored paper (optional);
Planning Tip There are many
nonfiction children’s books about
snakes. Find photographs of
snakes from one or two books to
show children.
pattern blocks; stick-on notes or small pieces of paper; pencils or markers; pictures of
real snakes
▶ Main Activity
Whole Group
Small Group
Partners
Center
Show children pictures of snakes and encourage children to look at the patterns on the
snakes’ skin. Reinforce the idea that patterns repeat and ask children to describe the
patterns they notice. Tell children they are going to make their own snake patterns.
Have each child make a snake head on a small piece of paper or a stick-on note.
Children can draw their own snake heads, or you can provide an outline that children
can use to trace the head shape and then add details. Place each child’s snake head at
one end of his or her workspace. Ask them to create their snakes’ patterns with pattern
blocks. Encourage children to share their patterns with each other as they work.
NOTE The patterns on real
snakes’ skin are often quite
complex. Many children will enjoy
discovering and describing these
patterns. However, when children
are ready to make their own
patterns, help them understand
that they won’t be able to exactly
replicate real snake-skin patterns.
Some teachers wait and show
pictures of real snakes after
children have made their
pattern-block snakes.
Some children may want to replicate their snakes on paper by tracing around the
pattern blocks they have used or by gluing cutouts of pattern-block shapes from
the pattern-block shapes found on Math Masters, pages 38–43. You can also take
photographs of children’s snakes.
Yellow Hexagon Pattern Blocks
Photocopy on yellow paper.
Ongoing Assessment: Kid Watching
Observe whether children are able to use the pattern blocks to make patterns, or
whether they simply make designs. Pattern blocks are a bit more complex than
some of the materials that children have used for patterning so far.
▶ Connections
Literacy Connection Share tongue twisters about snakes and have children move
like snakes.
One of 6 masters
Slippery, slimy, snakes slide slowly.
Slippery, slimy, snakes slither smoothly.
Art Connection Put out play dough or clay for children to make snakes. Encourage
children to add patterns to the snakes by pressing small items such as marker tops or
pencil points into the play dough or clay.
Science Connection Many children may be interested in learning more about snakes.
Provide books, pictures, and other resources for children to explore. You might arrange
for someone to bring a snake to the classroom.
319
Math Masters, p. 38
Building
Related Books
• Hide and Snake by Keith Baker
(Harcourt Children’s Books,
1991)
• Lots and Lots of Zebra Stripes:
Patterns in Nature by Stephen
R. Swinburne (Boyds Mills
Press, 1998)