Kindergarten: Patterns

Warm up with a quick recall on the board. Identify the repeating unit or the rule (add 3, double), extend it, and describe it in words. Build growing patterns with materials.

A pattern is a sequence that follows a rule, repeating (red, blue, red, blue) or growing (2, 4, 6, 8). Spotting the rule, continuing a pattern and describing it are the seeds of algebra: a pattern rule is a function in disguise. Model the method clearly, thinking aloud:

• Begin with repeating patterns using objects, colours or shapes; have children say the pattern out loud (AB, AAB, ABC).
• Ask them to continue it, then to make their own and describe the rule.
• Move to number patterns: find the step between terms (add 2, add 5, double).
• Practise both continuing forwards and working backwards to earlier terms.
• Introduce the idea of a rule in words ('start at 3, add 4 each time'), the bridge to algebra.

Do the first few questions of the practice worksheet together, one child explaining each step. Check for understanding before releasing the class to work alone.

Students complete the worksheet independently. Hand out the three difficulty levels below so every child works at the right stretch.

Circulate and look for these, they are the usual sticking points:

• Continuing a pattern by copying the look rather than working out the rule.
• Assuming every sequence adds the same amount (some double, some subtract).
• Not checking the rule works for every term, only the first couple.
• Noticing only the first step of a rule, or continuing by appearance rather than the underlying rule.

Pull the class back together. Ask one child to explain patterns in their own words, pose a single check question everyone answers on a mini whiteboard, and name what you will build on next lesson.

Use the independent worksheet as the evidence. A child who can complete it accurately and explain one answer has met the objective; anyone who cannot needs the easier level and a short reteach next session.