Pattern Play

Overview

In this lesson, students learn to recognise, describe, and continue a repeating pattern using simple shapes and objects. They also create their own repeating pattern and explain what comes next.

Learning intentions

• Students will copy and continue a repeating pattern made with shapes or objects.
• Students will describe the pattern using simple words like “first, next, again”.
• Students will create a repeating pattern and show it to a partner.
• Students will explain why the pattern repeats (count the “repeat” part).

Success criteria

• I can copy a repeating pattern correctly.
• I can tell what comes next and continue the pattern.
• I can describe the repeating part using simple words.
• I can make my own repeating pattern and share it.

Curriculum links

• Mathematics (Early Stage 1): MAE-FG-01 — students recognise, describe and continue repeating patterns.
• Mathematics (Early Stage 1): Copy, continue and create patterns (using shapes, objects, images or pictures).
• Mathematics (Early Stage 1): Forming groups focus area supports equal sharing ideas, but here we use patterns as the main learning.
• Students use reasoning by explaining how the pattern repeats and what comes next.

Lesson structure (60 minutes)

1. 0–8 min · Hook and look-fors. Teacher starts the introduction slides showing two rows of pictures: one that repeats (e.g., triangle-circle-triangle-circle) and one that does not. Teacher asks, “Which row repeats? How do you know?” Students turn and talk, then share one idea: “It goes again.”

2. 8–18 min · Direct teach: what ‘repeating’ means. Teacher uses the introduction slides to display a repeating pattern with large cut-out icons (or big drawn shapes): “red square, blue circle” repeating. Teacher models: “First red square, next blue circle… then again red square.” Students repeat the chant as the teacher points to each step, and identify the “repeat part” (“the bit that goes again”).

3. 18–28 min · Activity 1: Copy and continue (table centres). Teacher distributes the kindergarten pattern worksheet. Each child starts a pattern on the worksheet (for example: circle-square-circle-square …) with the first 2–3 items already shown. Teacher says, “Copy carefully, then continue. Stop and check: does it repeat the same two (or three) things?” Students work independently or with a teacher check-in at the board; teacher circulates using prompts: “What comes next?” and “What repeats?”

• For students needing support, teacher provides a small set of pattern cards to match the next picture.
• For students who finish quickly, teacher asks them to continue one extra “repeat”.

4. 28–38 min · Turn-and-talk check: reasoning about next. Teacher returns to the introduction slides and shows 3 “next choice” options for the same repeating pattern (one correct, two wrong). Teacher asks, “Which one is next? Talk about why.” Students justify in pairs using sentence starters: “It repeats because…” and “I know because the pattern goes…”

5. 38–55 min · Activity 2: Create a repeating pattern (make and explain). Teacher sets up a clear space and gives students shape/object materials (e.g., pattern blocks or cut-out shapes). Teacher shows on the introduction slides a simple template: “Make a repeating pattern with two things.” Teacher models one example with the class: “star-heart, star-heart…” Students create their own repeating pattern on a small area (mat) and then draw it in a simple way (or choose matching stickers to place in order). Teacher language focuses on reasoning: “What is your ‘repeat part’?” Students share with a partner: one child points and says, “First…, next…, again…” The partner checks by predicting what comes next.

6. 55–60 min · Plenary and quick exit check. Teacher uses the introduction slides for a final image of a completed repeating pattern and asks: “What comes next?” Students show with fingers (e.g., hold up the shape/object that matches). Teacher listens for reasoning using “again” and “repeat part”.

Resources

• the introduction slides
• the kindergarten pattern worksheet
• Shape cards or cut-out shapes (at least 2 types, lots of each)
• Pattern mats or deskspace borders to keep children organised
• Sticky dots or glue sticks (optional for placing pictures)
• Small object set for modelling (e.g., counters in two colours or two shape types)
• Sentence starter cards: “It repeats because… / Next is…”

Assessment

• Formative: observe during Activity 1 for correct copying/continuing and whether students can predict “next”.
• Formative: listen in Turn-and-talk check (Activity 1.4/2.4) for reasoning language (“again”, “repeat part”).
• Quick check in Plenary: students choose the correct next item and can say one reason.

Differentiation

• Support: provide a partial pattern with a clear repeat unit (2-step repeat), offer matching cards, and use teacher-led pointing to “the repeat part”.
• Support for language: use sentence starters (“First…, next…, again…”) and allow pointing as part of answers.
• Extension: ask students to make a 3-step repeating pattern (e.g., triangle-circle-square) and explain the repeating unit.
• SEN/EAL: keep instructions short, repeat key phrases (“repeat”, “again”), and use visuals on the introduction slides plus manipulatives.
• Fine-motor support: allow tracing/drawing with thicker crayons or placing stickers instead of drawing all shapes.