Grades K to 1 - Patterns and Relations (Patterns)

The sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will identify, create, and compare patterns that arise from their daily experiences.

It is expected that students will:

identify, reproduce, extend, create, and compare patterns using actions, manipulatives, diagrams, and spoken terms
recognize patterns in the environment

To view the prescribed learning outcomes for Patterns and Relations (Patterns) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

When you point out and discuss patterns, children are able to see connections and relationships within mathematics more easily. If young children are to understand relations and functions, the study of patterns is essential. The ability to see patterns helps them become better problem-solvers and flexible thinkers. It is important for young children to link patterns to their environment and to the regular activities in the classroom. Their active engagement during pattern activities is essential to their development of understanding. For example, talking about patterns will help children deepen their understanding and appreciation of pattern.

Using various common materials such as buttons, keys, and shells, create a pattern and ask children to copy and predict what will come next. Ask:
- Why do you think that comes next?
- Can you keep the pattern going?
- How can you make the same pattern using Unifix cubes? Using other materials?
- Make up some actions to do with your pattern (e.g., stand, sit, stand, sit).
- What words can you use to describe your pattern? (e.g., day, night, day; or Spring, Summer, Fall, Winter; and so on.)
Take the children for a walk around the school. Stop to discuss any patterns that children notice. When you return to the classroom, ask students to draw the pattern they liked the best. Have them make a model of the pattern using pattern blocks, Unifix cubes, and other materials.
Have children bring things from home that contain a pattern. Ask them how they can make a record of their patterns (e.g., by drawing, stamping, cutting).
Have a pattern day when everyone wears a pattern to school.
Have children use a calculator with a constant key to create a counting pattern such as 2, 4, 6, 8... .

SUGGESTED ASSESSMENT STRATEGIES

Children demonstrate their attitudes, skills, and understanding when they have frequent opportunities to discover and create patterns. Most children are enthusiastic about sharing the patterns they find and create, and are easily encouraged to talk about the patterns they see both inside and outside of the classroom.

Observe

Observe how easily the child reproduces a pattern. Is the pattern consistent?
Observe the complexity of the child's patterns.
Observe the kinds of attributes the child uses to describe a pattern.
Note whether the child uses a variety of materials in making patterns.

Question

When students are identifying and comparing patterns, ask:
- How many different patterns can you see? What helped you find them? Which one did you see first?
- Have you seen any other patterns like this? Where?
- Where do you think you could find other patterns like this one?
- What parts of these are the same? What parts are different?
When they are creating patterns, ask:
- How did you decide how to make that?
- How is your pattern the same as (or different from) ____________.
- Have you ever made a pattern like this before? Where? Do you think you could make the same pattern using other objects? How would you make that pattern?

Collect