Repeating Patterns

Strand: Patterns and Relations (Patterns)
Outcomes: 1, 2

Step 1: Identify Outcomes to Address

Guiding Questions

What do I want my students to learn?
What can my students currently understand and do?
What do I want my students to understand and be able to do, based on the Big Ideas and specific outcomes in the program of studies?

See Sequence of Outcomes from the Program of Studies

Strand: Patterns and Relations (Patterns)

Kindergarten

Grade 1

Grade 2

Specific Outcomes

Demonstrate an understanding of repeating patterns (two or three elements) by:

identifying
reproducing
extending
creating

patterns using manipulatives, sounds and actions.

Sort a set of objects based on a single attribute, and explain the sorting rule.

Specific Outcomes

Demonstrate an understanding of repeating patterns (two to four elements) by:

describing
reproducing
extending
creating

patterns using manipulatives, diagrams, sounds and actions.

Translate repeating patterns from one representation to another.

Specific Outcomes

Demonstrate an understanding of repeating patterns (three to five elements) by:

describing
reproducing
extending
creating

patterns using manipulatives, diagrams, sounds and actions.

Demonstrate an understanding of increasing patterns by:

describing
reproducing
extending
creating

numerical (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

Big Ideas

The foundation of algebraic thinking is investigating patterns and their representations. We are always looking for ways to generalize and formalize regularity in mathematics. This lesson focuses on patterns and regularity and ways of representing these patterns. Not only do students need to recognize the pattern, but they must also be able to extend and generalize in both words and symbols. They should be able to recognize many different forms of the same pattern. They will identify similarities and differences between and among patterns.

Patterns occur regularly in students' everyday life and they will be able to identify patterns in their daily living, including physical and geometric situations as well as numbers. The patterns being explored in Grade 1 are all repeating patterns. Teachers should be aware that some students may create growing patterns. Students will focus on the core of a repeating pattern; patterns should be written having the core repeat at least three times so it is clear to students what the pattern is.