LESSON PLAN

Repeating Patterns

Apothem Team

Kindergarten · Algebra & Patterning

LESSON AT A GLANCE

Warm-up

5 min

Explore

15 min

Consolidate

10 min

Practice

12 min

Exit reflection

3 min

Warm-up

Clap-snap-clap-snap-clap-snap. 'What do you notice? What comes next? What's the part that keeps repeating?' Then do a 3-element pattern: clap-snap-stomp. Let students continue. Ask: 'What is the core?'

Explore

Students use blocks, cubes, or beads to create a repeating pattern on a pattern strip. They must be able to: (1) identify the core, (2) explain why it is a pattern, (3) extend it 3 more times. Partners check: 'Is this really a pattern? What's the core?'

Consolidate

Practice

Students create a 3-element core pattern using beads or cubes, record it on a strip, and write (or draw) the core separately. Exit: teacher shows a partial pattern — students whisper to a partner what the next element will be and why.

Exit reflection

TIP Always ask 'What is the core?' not just 'What comes next?' Predicting the next element is simpler than identifying the repeating unit — push for the deeper understanding.

WORKED EXAMPLES

A student's 'pattern' is: red, blue, green, yellow, red, blue, green, yellow. Is this a pattern?

Yes! It's a 4-element core: ABCD. Help the student name the core and confirm it repeats. Some students only recognise 2-element patterns — extend their thinking.

A student extends a pattern correctly but can't identify the core. How do you help?

Say 'Let's find where the pattern starts over.' Place a marker after what you think is the first full repeat. Count the elements: 'That's 2 — the core has 2 parts.' Confirm by checking the next 2 elements match.

MATERIALS

•Pattern blocks or attribute blocks

•Linking cubes in 2–3 colours

•Rhythm instruments (claves, drums)

•Pattern strips (long paper strips)

•Images of First Peoples beadwork and textiles

•Beads and string for patterning activity

WATCH FOR

!Students often call any sequence a pattern. The key question: 'Does it repeat? What is the part that repeats?' A growing sequence (1, 2, 3, 4) is not a repeating pattern.

!Some students continue a pattern correctly by visual matching without understanding the core. Ask them to close their eyes and predict what comes next — if they can't, they are copying, not reasoning.