Patterns and Shapes

Curriculum Links

National Curriculum for England – Mathematics (Year 2)

• Number – Multiplication and Division (Statutory guidance relevance): Recognise, create and describe patterns with numbers and shapes.
• Geometry – Properties of Shapes (Key Stage 1): Identify and describe the properties of 2D shapes, including number of sides and symmetry; identify and describe 3D shapes, including the number of edges, vertices and faces.
• Mathematical Practice: Develop reasoning skills by explaining and verbalising the ‘rule’ of a pattern, promoting deeper understanding.

White Rose Maths Autumn Block – Shape

• Recognise and use pattern rules.
• Explore 2D and 3D shapes and their properties.
• Continue and create repeating patterns with shapes.

Learning Objective

To create and continue repeating patterns using 2D and 3D shapes.

Success Criteria

Displayed on board or shared verbally at start:

• I can spot a pattern.
• I can continue a pattern.
• I can explain the rule.

Key Vocabulary

Pattern · Repeat · Rule · Next · Same · Different
(Model correct terminology but accept informal language initially to build confidence)

Resources

• 2D shape cut-outs: circle, square, triangle, rectangle
• 3D shapes: cube, sphere, cylinder
• Pattern strips or allocated table spaces for pattern assembly
• Visual pattern examples on board (physical or digital)

Lesson Structure (30 minutes)

1️⃣ Starter – Spot the Pattern (5 minutes)

• Display this pattern visually on the board or with cut-out shapes:
  🔺 ⬜ 🔺 ⬜ 🔺 ⬜

• Ask children:

  • “What do you notice?”
  • “What comes next?”
  • “How do you know?”

• Next, show an incorrect pattern:
  🔺 ⬜ 🔺 🔺 ⬜

• Ask:

  • “Is this still a pattern? Why or why not?”

Assessment for learning:
Teachers observe immediate responses to identify children who grasp simple repetition and pattern ‘rules’. Use this to inform scaffolding or extensions during the main activity.

2️⃣ Teach – Model Creating Patterns (8 minutes)

Step 1: 2D Shapes

• On board/table, lay out: 🟦 🔴 🟦 🔴
• Explain:
  “This is a repeating pattern. The rule is blue square, red circle.”
• Ask:
  • “What is repeating?”
  • “What would come next?”

Step 2: 3D Shapes

• Display: 🧊 (cube) ⚪ (sphere) 🧊 ⚪
• Explain:
  “The shapes are different but the rule is the same: cube, sphere, cube, sphere.”

Emphasise:

• Patterns depend on rules, not just the shapes themselves.
• Shapes used can be both 2D and 3D, but the rule guiding their order is the key focus.

3️⃣ Main Activity – Creating and Continuing Patterns (12 minutes)

Task:

• Children use the provided cut-out shapes to first copy a given pattern, then create their own repeating pattern.

Teacher Instructions:

• “Start by copying the pattern you see. Then see if you can create your own pattern using the shapes.”

Differentiation (Self-selected levels, no group labelling):

• Support: Copy and continue an AB pattern (e.g. circle, square, circle, square), using just one type of shape category (only 2D shapes). Adult support as needed with verbal prompts.
• Expected: Create AB or ABC patterns using 2D shapes with some verbal explanation about the pattern rule.
• Challenge (Year 2):
  • Create more complex repeating patterns (e.g., AABB, ABC) using combinations of 3D shapes.
  • Change one shape deliberately and explain how the pattern rule changes or breaks.

Teacher tips: Circulate to prompt explanation, encourage correct use of vocabulary, and highlight mathematical reasoning (“What happens if we change this shape?”).

4️⃣ Plenary – Explain and Reflect (5 minutes)

• Invite 2–3 children to show their patterns to the class.

• Ask:

  • “What is the rule of your pattern?”
  • “Could this pattern continue forever?”
  • “How could we change the pattern to make it different?”

• Finish with a self-assessment using thumbs up / sideways / down:

  • “How confident do you feel with patterns today?”

Teacher Script (Use with children)

“Today we are going to be pattern detectives.
A pattern is something that repeats again and again.
Your job is to spot the rule, continue the pattern, and then create your own.
If you’re feeling confident, you can challenge yourself to make a trickier pattern or use 3D shapes.
Remember — there is no rushing. What matters is being able to explain your thinking.”

Assessment Opportunities

• Formative: Observation during starter and main activity to understand children’s grasp of pattern rules.
• Oral Assessment: During plenary, assess children’s ability to verbalise rules and reasoning.
• Peer Learning: Children explaining patterns to peers helps consolidate learning and builds confidence.

Extension Ideas

• Introduce symmetry in patterns using shapes.
• Explore pattern rules involving colour sequences and shape properties (e.g. number of sides).
• Use digital apps or interactive whiteboards to create more complex shape patterns.

This highly structured, National Curriculum-aligned plan offers a balanced blend of visual, verbal, and hands-on activities tailored to mixed Year 1/2 abilities. The emphasis on reasoning and explanation is designed to wow interviewers seeking strong mathematical communication and conceptual understanding in young learners.