What happened before the lesson?

Where did the idea come from? 
Repeating patterns are an important part of mathematics. These ideas were created based on the materials that were available in the classrooms. 

What had the children learned BEFORE these lessons? 
Children had duplicated and created many AB repeating patterns. 

What did you plan to do AFTER these lessons?
Children practiced more ABB patterns using different materials. In addition, they created and predicted the next object in ABB patterns. 

What's happening during the lesson?

Objective: Children will move and create an ABB repeating pattern. 

Introduction:
I made an ABB pattern with pieces of construction paper (red, blue, blue, red, blue, blue, red, blue, blue, red, blue, blue) and asked children to describe the pieces of paper. I then said we had made a pattern. 

Procedure: 

1. Children did the following movement patterns with the whole class:
a) stick, slap, slap with sticks;
b) stick, drum, drum with sticks;
c) jump, kick, kick; and
d) slide, kick, kick. 

2. In small groups, children made the repeating ABB patterns using clay and pattern blocks and a strip of circle and rectangle shapes.

What will I do after the lesson?

What would you do differently if you taught it again?
I used the visual pattern of a red piece of paper and two blue pieces of paper to show the ABB pattern that children were going to translate at the beginning of each session. If I did the lessons again, I would debrief each activity using the colored pieces of paper again. I have learned that patterns need to be visual, auditory, kinesthetic, and verbal to be remembered.

How would you describe the teaching that occurred using the words on the Continuum of Teaching Behaviors?
In most cases, I was SCAFFOLDING children’s  behavior.