Exploring Patterns

Year Level

Year 3 (ages 7-8)

Duration

60 minutes

Class Size

25 students

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Curriculum Links

Mathematics and Statistics Learning Area
New Zealand Curriculum: Te Mātaiaho Maths 0–8 (October 2024)
Focus Area: Algebra - Patterns and Relationships
Level: Year 3 (Phase 1, Years 0–3)

Relevant Learning Objectives and Achievement Objectives:

• Patterns and Relationships:
  • Copy, continue, create, and describe repeating patterns with two and three elements
  • Recognise and describe the unit of repeat in a repeating pattern
  • Use ordinal position to predict further elements in a pattern
  • Recognise, continue, and create repeating and growing patterns
  • Describe a rule to explain a pattern
• Mathematical Processes:
  • Use correct mathematical language to explain and justify pattern rules
  • Record patterns in tables to represent and continue them
• Key Competencies:
  • Participating and contributing
  • Thinking
  • Using language, symbols, and texts
• Teaching Considerations:
  • Use materials, sound, movement, and digital tools to engage students
  • Scaffold early understanding progressing towards independent pattern creation
  • Connect patterns to real-world and cultural contexts to enhance relevance .

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Learning Outcomes

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

1. Identify repeating patterns in numbers and shapes.
2. Create their own repeating patterns using two and three elements.
3. Describe the pattern unit of repeat and explain it using simple language.
4. Extend repeating patterns by predicting the next elements based on ordinal position.
5. Record patterns using tables and symbols.
6. Use basic algebraic thinking by recognising relationships in patterns.

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Resources Needed

• Pattern cards (shapes, colours, numbers)
• Whiteboard and markers
• 100’s board or number grid for pattern spotting
• Counters, beads, or blocks for hands-on pattern making
• Worksheets with pattern tables
• Digital tool (optional, e.g., interactive pattern games or sequencing apps)
• Chart paper for recording student ideas
• Ordinal number flashcards (1st, 2nd, 3rd, etc.)

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Lesson Outline

Time	Activity	Description	Learning Focus
0-10 mins	Engagement and Introduction

• Begin with a fun counting song involving patterns (e.g. clapping patterns, stepping).
• Discuss what a pattern is with class brainstorming on the board: "What do you notice about these repeating shapes/numbers?"
• Show simple AB (two-element) and ABC (three-element) patterns using shape and colour cards. | Activate prior knowledge; engage curiosity; introduce pattern terminology (unit of repeat, repeating pattern). | | 10-25 mins | Hands-on Exploration |
• In pairs or small groups, students use counters/beads to copy, continue, and create their own two- and three-element patterns.
• Circulate and ask guiding questions: "What comes next?", "How do you know?", "Can you describe the pattern in your own words?"
• Encourage students to notice the "unit of repeat". | Develop pattern recognition, strengthen oral mathematical language, practice creating and extending patterns. | | 25-35 mins | Guided Practice with Number Patterns |
• Introduce number patterns on the whiteboard (e.g., 2, 4, 6, 2, 4, 6 or increasing patterns such as 1, 2, 3, 4…).
• Use a 100s board to visually identify repeating and growing number patterns.
• Students copy and continue the patterns independently on mini whiteboards or paper.
• Highlight ordinal positions to predict beyond the visible patterns (e.g., "What is the 7th item?"). | Reinforce pattern extension and prediction; connect visual and numeric representations. | | 35-50 mins | Structured Recording of Patterns |
• Introduce tables to record patterns (columns: position, pattern element).
• Demonstrate filling in missing elements and completing the table.
• Students complete worksheet activities recording pattern rules and continuing the pattern.
• Include a challenge: find and describe the pattern's rule in simple terms (e.g., "Add 2 every time"). | Reinforce recording, connecting pattern elements to their positions, basic rule description supports emergent algebraic thinking. | | 50-55 mins | Sharing and Discussion |
• Invite volunteers to share their patterns and the rules they discovered.
• Discuss similarities and differences between patterns to promote generalisations (e.g., "These are ABAB patterns").
• Use mathematical sentence starters: "My pattern repeats every...", "The next number is because..." | Develop communication skills and justify reasoning using mathematical language. | | 55-60 mins | Wrap-up and Reflect |
• Recap key ideas: What is a pattern? How do we know what comes next? Why do we describe patterns?
• Set a simple home task: notice and record a pattern at home or in the playground.
• Link to next lesson: growing patterns and describing rules. | Consolidate learning; make connections to everyday experiences and prepare for next lesson. |

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Assessment

• Formative:
  • Observation during hands-on activity for participation, understanding of repeating patterns, and use of mathematical language.
  • Collect and review students’ pattern tables and worksheets for correct continuation and description of patterns.
  • Listen for use of ordinal language and ability to identify unit of repeat.
• Summative (to be developed over unit):
  • Create and describe a new pattern, predict elements at given positions, and explain the rule orally or in writing.

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Differentiation & Support

• Provide extra scaffolded support by modelling pattern copying and extending before independent work.
• Use visual aids and concrete materials to support ELL and younger learners.
• Challenge advanced students with patterns involving more elements or introducing growing patterns (e.g., increasing numbers).
• Encourage peer collaboration for sharing strategies.

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Teacher Reflection Points

• Were all students engaged and able to identify the unit of repeat?
• Did students use mathematical language (e.g., repeating, unit of repeat, ordinal position) appropriately?
• How successful were students in recording patterns and describing rules?
• What strategies helped students who struggled to extend patterns?
• How can digital tools be further integrated in upcoming lessons for enhanced interactivity?

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This lesson plan aligns tightly with the New Zealand Curriculum's emphasis on algebraic thinking and patterns for Year 3 students, encouraging hands-on, communicative, and reflective learning that builds foundation skills for algebra .