Repeating and Increasing Patterns
Grade 2 patterning has two distinct strands: repeating patterns (with increasingly complex cores) and increasing patterns (where each term grows by a constant amount). An increasing pattern is the discrete version of a linear function: 3, 6, 9, 12 grows by 3 each step. Students who can describe the pattern rule (add 3 each time) and use it to predict the 10th term are doing early algebraic reasoning. Métis finger weaving and First Peoples armbands connect pattern mathematics to living cultural practices.
Complex repeating patterns
Grade 2 extends repeating patterns to positional patterns (the first element in a row, the second, the third follow a rule) and circular patterns (a pattern arranged in a ring, where the core is harder to identify because there is no obvious starting point). Both require careful attention to which attributes are varying and which are constant.
Increasing patterns and the constant difference
An increasing pattern grows by the same amount each step. 5, 8, 11, 14: the rule is add 3. To find the 10th term, start at 5 and add 3 nine more times. Or: recognize that term n = 5 + (n-1) x 3. Students do not need the formula, but they should be able to extend the pattern by reasoning about the rule, not by guessing.
Cultural pattern-making
Métis finger weaving produces complex geometric patterns through a precise repeating process: the core is established at the start and maintained throughout. First Peoples head and armband patterning similarly requires planning a repeating core and executing it consistently across many iterations. These practices connect mathematical pattern thinking to artistic and cultural expression with deep roots in the community.