Patterns In Shapes

Year 2 — 45-minute session

Class size: 8 students

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WALT (We Are Learning To)

• Investigate repeating patterns using geometric shapes.
• Create and describe shape patterns focusing on shape attributes.

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Curriculum Links

Mathematics and Statistics Learning Area
Algebra Strand – Year 2 (Level 2):

• Achievement Objective:
  Copy, continue, create, and describe repeating patterns with two or three elements, recognising the unit of repeat and using ordinal position to predict further elements.
• Content Description:
  Recognise, continue, and create repeating and growing patterns using materials, including shapes, and describe pattern rules.

Geometry Strand – Year 2 (Level 2):

• Identify, describe, and sort familiar 2D shapes using attributes such as sides and corners.
• Use everyday and mathematical language (including te reo Māori) to explain attributes (e.g., corners, sides).

Key Competencies:

• Thinking: recognising patterns and relationships.
• Using language, symbols, and texts: describing patterns with mathematical language.
• Relating to others: collaborating and sharing ideas about patterns.

(References: Te Mātaiaho Maths 0–8, pages 41-43; NZC Maths Phase 1, pages 29-31) .

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Success Criteria

Students will be able to:

• Identify and name 2D shapes (e.g., triangle/tapatoru, square/tapawhā rite, circle).
• Create shape patterns with at least two repeating units.
• Describe their shape pattern using shape attributes (e.g., "triangle, square, triangle, square… the triangles have 3 corners").
• Use ordinal language to explain positions in the pattern (e.g., first, second, next).

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Lesson Outline

Time	Activity	Description	Resources
0-5m	Introduction & Recap	- Revisit prior knowledge of shapes and simple repeating patterns. - Discuss shapes' attributes using te reo Māori terms.	Large laminated cut-out shapes; whiteboard
5-10m	WALT & Success Criteria	Share learning intentions and success criteria with students in clear language.	Display chart or whiteboard
10-25m	Shape Pattern Construction	- Students work in pairs with sets of cut-out shapes. - Task: create a repeating pattern (AB or ABC) using shape cut-outs. - Encourage use of attributes vocabulary to describe shapes.	Cut-out shapes, sorting trays
25-35m	Pattern Description & Sharing	- Each pair describes their pattern to the group, naming shapes and their attributes. - Use ordinal terms (first shape, second shape).	Student patterns, whiteboard
35-40m	Extension/Challenge Activity	Advanced learners create more complex patterns (ABCB or growing patterns) and describe rules using mathematical language.	Additional shape sets, challenge cards
40-45m	Reflection and Dyslexia-Friendly Review	- Recap key vocabulary and concepts using a visual chart. - Use dyslexia-friendly font and icons. - Students draw or write a sentence about patterns they created.	Visual word wall, coloured card prompts, lined paper

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Differentiation Strategies

• Support for diverse learners:
  • Use tactile shapes and textured materials for sensory engagement.
  • Pair verbal instructions with visual aids and modelling.
  • Use dyslexia-friendly fonts and highlight key vocabulary in bright colours.
  • Provide sentence starters to scaffold oral and written descriptions (e.g., "The shape is a ___ because it has ___ corners.")
• Support for English Language Learners (ELLs):
  • Introduce related te reo Māori vocabulary alongside English terms.
  • Use pictures and realia to reinforce meaning.

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Assessment for Learning

• Formative:
  • Observe student participation in pattern construction and descriptive discussions.
  • Listen for correct use of shape names and attributes and ordinal language.
  • Ask students to predict the next shape in a peer’s pattern.
• Summative:
  • Exit slip: Students draw their own repeating shape pattern and label it with shape names or attributes.

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Notes for Teachers

• Encourage students to use mathematical language throughout, including te reo Māori where appropriate, to enhance understanding and respect for biculturalism in Aotearoa.
• Incorporate movement by having students physically arrange themselves in a shape pattern on the floor for a kinaesthetic element.
• For digital integration, use an interactive whiteboard or tablet app allowing students to drag and drop shapes to form patterns.
• Use think-alouds when describing patterns to model metacognitive skills.

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Vocabulary Word Bank

English	Te Reo Māori
Triangle	Tapatoru
Square	Tapawhā rite
Circle	Porowhita
Pattern	Tauira
Corner	Kokonga
Side	Tāha
Repeat	Tukurua
First	Tuatahi
Second	Tuarua
Next	E whai ake nei

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This lesson is designed to deeply engage young learners in pattern recognition and creation using tangible geometric shapes, aligned tightly with the New Zealand Curriculum achievement objectives for Year 2 maths. It incorporates culturally responsive teaching by including te reo Māori vocabulary and caters for diverse learners through multisensory and scaffolding strategies. The use of clear WALT and success criteria keeps learners focussed and aware of learning goals to guide their inquiry and reflection.

If you want assistance developing accompanying resources such as template charts, sentence starters, or dyslexia-friendly materials for this lesson, please ask!