Pattern Block Coding

Overview

Today students use pattern blocks as a hands-on “coding strategy” to copy images with a partner. They will count how many of each block is needed, then translate that counting into a simple sequence they can “read” and repeat.

Learning intentions

Students will:

• copy an image card using pattern blocks with a partner
• count how many blocks of each shape are used
• represent their counting with simple symbols or numbers (a “code” for the image)
• follow a short sequence of steps to make the image again

Success criteria

Students can:

• build the image on the card using the correct shapes and approximate size
• tell the number of each pattern block used (e.g., “2 triangles, 1 square”)
• write or draw a simple symbol plan that matches their build
• repeat the same steps to recreate the image

Curriculum links

• Digital Technologies — Foundations: represent data as objects, pictures and symbols (pattern blocks as objects; image cards as pictures; counting plan as symbols)
• Digital Technologies — coding as visual strategies through simple, repeatable step routines (students follow and describe step-by-step building)

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Teacher shows 1–2 image cards and asks, “How could we describe this picture so someone else can make it?” Students turn-and-talk with a partner and share one idea for how to describe the picture.

2. 5–12 min · Model the “code” idea with pattern blocks. Teacher builds one image slowly, narrating: “First we place a green triangle… then we place a yellow hexagon…” Teacher counts aloud each shape as it appears. Students watch and repeat the counting with fingers (no writing yet).

3. 12–20 min · Partner copying. Teacher explains: “You and your partner will copy the same image card using pattern blocks.” Teacher sets clear rules: one person places, the partner counts, then swap. Students copy the first image card together using pattern blocks.

4. 20–27 min · Count and record blocks (printable counting sheet). Teacher hands out the printable counting sheet for the same image. Teacher models how to fill in the totals. Students count the completed model and record the numbers of each block type on their sheet.

5. 27–35 min · Make a simple symbol plan. Teacher shows how numbers or simple marks can stand for “instructions” (e.g., “4 triangles” as “||||” or a number). Students draw/write their plan so a classmate can rebuild the picture from the counting.

6. 35–42 min · Rebuild from the “code”. Teacher swaps partners’ counting sheets (or students swap with teacher-check) and instructs students to rebuild the image using the plan. Students attempt to rebuild, then compare their result with the original card.

7. 42–45 min · Exit discussion. Teacher asks: “What counts as data in our activity—shapes or the numbers?” Students answer with one sentence and place their sheet in a labelled tray.

Resources

• Pattern blocks set for each pair (triangles, squares, hexagons, etc.)
• Image cards (same set for all pairs)
• Printable counting sheet (provided below)
• Pencils, erasers
• Dyslexia-friendly option: sentence stems cards and number-only recording template
• Timer for partner turn-taking

Assessment

• Teacher circulates during partner copying: checks students can identify and match shapes on the card
• Teacher checks counting accuracy on the printable sheet (quick 1:1 spot checks)
• Exit discussion: listens for understanding that numbers/symbols represent the build (data as symbols)

Differentiation

• Support for students who need scaffolding:
• Provide a “Counting Sheet Lite” with fewer lines and larger boxes
• Use sentence starters: “I used ___ triangles. I used ___ hexagons.”
• Allow verbal recording first, then teacher/EA helps student copy the numbers
• For students requiring repetition:
• Limit to one image card today, with extra time for rebuilding
• Use teacher checkpoints at the end of the counting step
• Extension for students who finish early or are more confident:
• Add a second image card and record both plans
• Challenge: “Can you make a second picture using the same totals?” (same data, different arrangement)
• EAL/SEN considerations:
• Use gesture supports for each shape name
• Accept answers using drawings + numbers, not only full sentences
• Prefer short, clear choices (e.g., choose from number cards: 1–6)

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Printable: Pattern Block Counting Sheet (copy this)

Student name: ____________ Image card number: ____________

Instructions: Look at your finished pattern-block picture. Count how many of each shape you used. Write the number in the box.

Shapes used

• Triangle blocks: [ ] count = ________
• Square blocks: [ ] count = ________
• Hexagon blocks: [ ] count = ________

Quick symbol plan (optional)

Circle the correct totals or draw marks to match:

• Triangles: 0 1 2 3 4 5 6 Hexagons: 0 1 2 3 4 5 6
• Squares: 0 1 2 3 4 5 6

Partner rebuild check: Was the picture the same? Yes / Not quite Teacher comment: ________________________________________

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Dyslexia-friendly reading options (teacher set-up)

• Provide a “counting only” sheet: only big boxes and numbers (no extra text).
• Use icons next to each shape (triangle, square, hexagon) so students match quickly.
• Read the instructions aloud once; students then follow the symbols on the page.