Pattern Power Play

Curriculum Connections

Ontario Kindergarten Mathematics

• Patterning and algebra (Patterning):
  • Overall Expectation: Recognize, describe, create, and extend patterns.
  • Specific Expectations:
    • Describe and extend patterns found in the classroom and in the environment (e.g., AB, AAB, ABB).
    • Create and recreate patterns using concrete materials and drawings.
    • Identify pattern rules and predict what comes next.

Ontario Kindergarten Language (Oral Communication)

• Use language to express understanding during group activities and sharing.

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Learning Objectives

By the end of this 20-minute lesson, Kindergarten students will be able to:

1. Identify and name simple repeating patterns (AB, AAB, ABB).
2. Create their own patterns using concrete materials or drawings.
3. Recognize and describe patterns in a group setting through play.
4. Use vocabulary related to patterns (e.g., repeat, next, same, different).

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Materials Needed

• Colourful pattern blocks or coloured counters (approx. 3 per student)
• Large chart paper and markers
• Whiteboards and dry-erase markers, or individual pattern worksheets with crayons
• A “Pattern Power” hat or headband (for game)

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Lesson Outline

1. Welcome & Pattern Review (5 minutes)

• Gather students in a circle.
• Show laminated cards with simple patterns (AB, AAB, ABB).
• Ask: “What do you notice?” and briefly review key vocabulary: repeat, pattern, same, different, next.
• Invite a few students to extend a pattern orally.

2. Hands-On Pattern Creation (10 minutes)

Option A: Manipulative Patterns

• Give each student 6–8 coloured counters or blocks.
• Prompt: “Make your own pattern.”
• Circulate, ask about their pattern and what comes next.
• Have students share their pattern with a partner.

Option B: Drawing Patterns

• Provide worksheets with empty pattern lines.
• Students colour or draw shapes in repeating sequences (AB, ABB, AAB).

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3. Group Game – Pattern Power Pass (5 minutes)

• Students sit in a circle; one wears the “Pattern Power” hat.
• Teacher says a simple pattern aloud.
• Hat wearer repeats the pattern and says what comes next.
• Pass the hat clockwise with new patterns.
• Optionally, add soft music and stop it to prompt the child with the hat to identify the next item.

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Assessment Ideas / Success Criteria

• Observation during activities:

  • Can the student create and describe a repeating pattern?
  • Can the student predict what comes next?

• Exit verbal check:

  • Ask students to share a pattern they made or saw today.

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Teacher Tips to WOW

• Use real-world pattern examples (buttons, clothing) to connect learning.
• Encourage students to explain their patterns to partners.
• Use expressive language and gestures to highlight pattern vocabulary.
• Celebrate learning with a “Pattern Power” sticker or certificate.

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This condensed lesson plan maintains engaging, hands-on learning and social interaction while meeting Ontario Kindergarten Mathematics curriculum expectations within a 20-minute timeframe.