Pattern Play Starter

Overview

In this 45-minute session, 1st grade students (ages 6-7) will actively engage in recognising and creating simple repeating patterns (ABAB and AABB) using colourful blocks. This foundational lesson introduces patterns as an important mathematical concept and ties learning to real-world observations, fostering both curiosity and critical thinking.

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Learning Objectives

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

• Identify and describe simple repeating patterns (ABAB & AABB).
• Create their own repeating patterns using coloured blocks.
• Recognise and discuss patterns found in everyday environments.

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Standards Alignment

This lesson aligns with:

California Common Core State Standards – Mathematics (K-6):

• 1.OA.C.5: Understand and describe patterns in addition and subtraction; recognise patterns in data. Though this directly applies to addition/subtraction, the CCSS encourages pattern recognition as an early mathematical thinking skill.
• CA Mathematics Framework (Chapter on Algebra and Functions): Encourages pattern exploration as a key early algebraic thinking approach to help students make predictions, classify objects, and build functions conceptually.

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Materials Needed

• Sets of coloured blocks (minimum 5 different colours per set) – 1 set per 2 students
• Large chart paper or whiteboard for group pattern examples
• Colourful pattern strips or cards with ABAB and AABB patterns
• “Pattern Explorer” worksheets (simple OT—observe and trace patterns) printed for each student
• Picture cards showing everyday objects with visible patterns (e.g., zebra stripes, tiles, clothing)

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Lesson Structure

1. Warm-Up and Activating Prior Knowledge (7 minutes)

• Greeting & Introduction: Briefly introduce the word “pattern” and ask the class if anyone can describe what a pattern is.
• Think-Pair-Share: Have students quickly find a partner and discuss where they have seen patterns before (e.g., on clothes, in nature, in songs).
• Class Share: Invite 3-4 pairs to share their discoveries aloud.

Purpose: Connect prior knowledge and language to patterns.

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2. Direct Teaching: What Are Patterns? (8 minutes)

• Define “pattern” simply: A pattern is something that repeats again and again.
• Use the large chart/whiteboard to draw and physically build two simple patterns with blocks:
  • ABAB pattern: Red, Blue, Red, Blue...
  • AABB pattern: Red, Red, Blue, Blue...
• Ask open-ended questions:
  • “What do you notice about these patterns?”
  • “Can you say the colours aloud as we build the pattern?”
• Write pattern names (ABAB, AABB) visibly to build symbol-language connection.
• Highlight the difference between the two patterns clearly.

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3. Hands-On Exploration (15 minutes)

• Students work in pairs using coloured blocks to:
  • Task 1: Recreate ABAB and AABB patterns from the teacher’s example cards.
  • Task 2: Invent their own repeating pattern (encourage creativity beyond ABAB and AABB if time allows).
• Circulate to assist, ask guiding questions (“What colour comes next?” “How many blocks did you use in one group?”)
• Encourage students to verbalise their pattern aloud as they build.

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4. Pattern in the World Around Us (8 minutes)

• Share image cards of patterns in real life.
• Engage the class in a discussion:
  • “Where else have you seen patterns like this?”
  • "Why do you think patterns are important or helpful?"
• Ask students to share an “I see a pattern...” sentence inspired by their surroundings or the pictures.

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5. Independent Practice and Reflection (7 minutes)

• Hand out “Pattern Explorer” worksheets: students colour and trace ABAB and AABB patterns.
• Prompt for a short exit ticket:
  • Students complete a sentence at the bottom: “A pattern is...” in their own words (with teacher support as needed).

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Assessment & Differentiation

• Formative: Monitor student participation in discussions, block building, and partner sharing.
• Worksheets provide evidence of understanding physical patterns.
• Exit ticket gauges conceptual grasp in simple written or drawn form.
• Differentiation:
  • For students needing extra support, offer pre-built pattern models and verbal cues.
  • Challenge advanced learners to create three-colour or longer repeating patterns (ABCABC, AABBAABB).

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Reflection & Next Steps

• Summarise key ideas learned about repeating patterns.
• Preview next lesson: exploring patterns in numbers and sounds.
• Encourage students to look for patterns around their home and school over the next week and share them at the start of the next class.

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Teaching Notes:

• Use positive reinforcement and frequent praise to build confidence in mathematical language and exploration.
• Keep instructions brief and use clear, age-friendly language.
• Incorporate physical movement: standing to build patterns or moving coloured blocks improves engagement.
• Visual aids and multisensory approaches help embed pattern concepts effectively at this developmental stage.

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This lesson plan provides teachers a joyful and interactive way to introduce young learners to pattern recognition, blending CA State Standards with creative, hands-on learning—jumpstarting early algebraic thinking through playful pattern exploration.