Playful Pattern Power

Overview

Curriculum Area: Mathematics and Statistics
Curriculum Level: Level 1 (Year 1)
Strand: Patterns and Relationships (Algebra)
Achievement Objective:

• Create and continue sequential patterns with objects.
• Describe patterns using everyday language.

This engaging 15-minute lesson nurtures pattern recognition and continuation in young learners using LEGO bricks. It aligns with the New Zealand Curriculum’s focus on developing algebraic thinking from the earliest stages through playful and hands-on experiences.

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Learning Intentions

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

• Identify and describe simple repeating patterns.
• Create their own repeating patterns using LEGO bricks.
• Continue a given pattern using correct sequencing.

Success Criteria

Students can:

• Name colours in a pattern.
• Continue a repeating pattern correctly up to 5 elements.
• Create and explain their own pattern to a buddy or teacher.

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Resources

• LEGO bricks (at least 60 total in a range of 4–5 distinct colours)
• A distinct small tray or work mat for each student (A4 size)
• Pre-made pattern cards (visual examples with 3–4 elements in a pattern)
• Optional: camera or device to document patterns

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Lesson Breakdown (15 minutes)

🟢 0–2 Minutes – Whakarongo Mai (Listen Up!)

Purpose: Establish focus and setting the scene
Teacher gathers students on the mat in a circle with a small box of LEGO bricks in view.

Teacher Talk:
“Tēnā koutou tamariki mā! Today, we’re going to use these colourful LEGO bricks to be pattern detectives! Can anyone tell me what a pattern is?”
(Allow brief responses; affirm and model: e.g., “Red, blue, red, blue – that’s a pattern!”)

Use magnetic pattern card on whiteboard or large printed example of ABAB pattern to model.

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🔴 2–5 Minutes – Look and Learn

Purpose: Visual and tactile modelling

Teacher Modelling (Whole Class):
Using large LEGO bricks, build a simple AB pattern slowly (e.g. red, blue, red, blue). Ask:

• “What comes next in this pattern?”
• “Can anyone whisper the pattern back to me?”

Now try one together:
Build red, yellow, red, yellow up to four items and pause.
Ask a student to come up and choose the next brick.

Use clear verbal pattern names: AB, AAB, ABB etc. Don’t yet label with letters explicitly—focus on the repeating nature.

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🟡 5–11 Minutes – Your Turn!

Purpose: Independent and paired pattern creation

Instructions:

1. Students sit at their trays in groups of 3–4 (tables or carpet squares).
2. Each gets a small selection (10–12) of assorted LEGO bricks.

Task Options (Differentiated Challenge):

• Starter: Continue a teacher-initiated pattern (card provided: e.g. red, blue, red, blue, ___, ___).
• Middle: Create own pattern using two or three colours (e.g. red, green, green, red, green, green).
• Challenge: Share the pattern with a buddy – can they continue it?

Teacher Role:

• Circulate and ask: “Can you tell me your pattern?”, “What colour comes next?”, “Why did you choose that order?”

Capture one or two examples to share back with the class in the next session (photo or duplicate pattern on display board).

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🔵 11–13 Minutes – Share and Celebrate

Teacher brings students back to the mat.
Invite one pair to bring their pattern and explain it:

• “This is our pattern – it's green, green, blue, green, green, blue!”

Praise not only accuracy but creativity and explanation skills.

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🟣 13–15 Minutes – Reflect and Wrap-Up

Brief Reflection Questions:

• “What new pattern did you try today?”
• “Did you use more than two colours?”
• “What was tricky about making your pattern?”

Teacher Summary: “You were all amazing pattern creators! Tomorrow, we’ll use our LEGO again—but with shapes AND colours!”

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Extensions / Next Steps

• Include shape bricks to introduce multi-variable patterns (e.g., colour + size).
• Incorporate te reo Māori by naming colours in Māori (e.g., whero, kahurangi, kākāriki).
• Create a “Pattern Walk” in the classroom using LEGO sequences taped to surfaces.

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Supports for Diverse Learners

• Visual support: Pattern cards with matching LEGO colours
• Language support: Use key vocabulary with visuals (e.g., “repeat”, “next”, “same”, “different”)
• Motor support: Larger Duplo bricks available for students needing fine-motor support

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Teacher Reflection Prompt

• Were students able to describe their patterns clearly?
• Who needed extra scaffolding with the concept of repetition?
• Did all students actively engage in the creation process?

This short session forms a foundational step in developing algebraic reasoning, embedded in fun, tactile exploration. Ka rawe!