Exploring Patterns

Overview

In this 60-minute session, students will be introduced to the foundational concept of patterns by engaging with colourful blocks to identify, create, and describe simple repeating patterns comprising two elements. This lesson aligns specifically with the British Columbia First Grade Mathematics curriculum and focuses on developing early mathematical reasoning through tactile and visual learning experiences.

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Curriculum Connections

BC Curriculum Area: Mathematics – Patterns and Algebra
Grade: 1
Big Idea: Patterns and relationships help us understand and describe our world.
Curricular Competencies:

• Develop and use mathematical approaches to describe and create patterns.
• Communicate mathematical thinking in oral, visual, and written forms.
• Use mathematical language to describe patterns (e.g., repeat, pattern, next, same, different).
  Content:
• Identify, describe, and extend simple repeating patterns with two elements (e.g., ABABAB).

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Learning Objectives

By the end of the lesson, students will be able to:

1. Recognise simple repeating patterns consisting of two elements using coloured blocks.
2. Describe the pattern orally using correct mathematical vocabulary.
3. Create their own simple two-element repeating patterns through hands-on block manipulation.
4. Demonstrate understanding of pattern repetition by predicting what comes next in a sequence.

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Materials Needed

• Sets of coloured blocks in two contrasting colours (e.g., red and blue) – at least 5 blocks per student.
• Large pocket chart or pattern cards for whole-class modelling.
• Whiteboard and markers.
• Student pattern mats (optional, for organizing blocks).
• Visual aids illustrating patterns (posters or slides).

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Lesson Procedures

1. Engagement (10 minutes)

• Teacher Question: “Have you ever noticed a pattern? Like stripes on a zebra or tiles on the floor?”
• Show images/examples of natural and man-made patterns.
• Introduce the concept: “A pattern is something that repeats.”
• Use a simple AB pattern made with two colours of blocks on the pocket chart (e.g., Red, Blue, Red, Blue...). Point and say the pattern aloud together.

2. Exploration (15 minutes)

• Distribute sets of coloured blocks to each pair or small group (2-3 students).
• Challenge: “Can you make a pattern with your blocks? Use two colours and make it repeat.”
• Circulate and prompt: “What comes next?” “Can you say your pattern?” “How many blocks do you need next?”
• Have students share their patterns with classmates or the whole group.

3. Explanation (10 minutes)

• Regroup and invite volunteers to explain their patterns aloud.
• Write the pattern description on the board using simple notation (e.g., Red, Blue, Red, Blue or A, B, A, B).
• Highlight key vocabulary: pattern, repeat, element, same, different.
• Teach the idea of ‘unit of repeat’—the smallest section that repeats.

4. Elaboration (15 minutes)

• Provide pattern cards with missing elements for students to complete (guided practice). Example: Red, Blue, __, Blue, Red, __.
• Students work individually or with partners to fill in missing blocks on their mats or paper using blocks.
• Encourage students to explain their choices verbally or draw the pattern.
• Use targeted questions: “What comes next? How do you know?”

5. Consolidation and Assessment (10 minutes)

• As a class, create a large pattern on the board with student input and describe it aloud.
• Quick formative assessment: Provide students with a two-colour pattern and ask them to orally describe it and predict the next blocks.
• Exit Ticket: Each student makes a simple two-colour pattern with blocks and tells the teacher the pattern name and description before leaving.

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Differentiation

• Support: Provide pre-made blocks with fewer colours for students needing more guidance. Use visual aids with arrows showing repetition.
• Extension: Challenge advanced learners to create longer patterns or patterns using a rule (e.g., “every other block is red”). Use three-colour patterns for extension activities.

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Reflection and Teacher Notes

• Observe student use of vocabulary to inform ongoing support.
• Capture samples of student-created patterns for portfolio evidence.
• Note students who benefit from more hands-on practice or who are ready for complex patterns for future lessons.

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This lesson builds a positive, hands-on mathematical foundation that encourages exploration and communication, while directly fulfilling BC Mathematics First Grade expectations for early pattern recognition and description. The tactile learning approach supports diverse learners and establishes vocabulary that students will use across the Patterns in Play unit.