Patterns Everywhere

Overview

In lesson 5 of 30 in Our Curious World, students notice repeating patterns in everyday life and communicate the pattern rule. They identify, extend, and create patterns using objects, movements, sounds, and drawings, building from prior experiences with sorting, counting, and describing what they notice.

Learning intentions

Students will be able to:

• Identify the smallest part that repeats in a pattern.
• Extend a repeating pattern by predicting what comes next.
• Create and explain a repeating pattern using objects, movements, sounds, or drawings.
• Notice and describe structure in patterns.

Success criteria

• I can find the part of a pattern that repeats.
• I can tell what comes next and explain why.
• I can make a repeating pattern with at least three repeats.
• I can use words, letters, or a drawing to show my pattern rule.

Curriculum links

• Mathematical Practice — look closely to discern a pattern or structure.
• Geometry — distinguish defining attributes from non-defining attributes when describing and building shapes.
• Measurement and Data — understand that repeated equal-sized units can span an object without gaps or overlaps.
• Operations and Algebraic Thinking — represent and solve addition situations using objects, drawings, and equations.

Lesson structure (45 minutes)

1. 0–5 min · Hook and notice. Open with the hook and pattern photo showing a striking image of repeating objects, such as a row of colorful tiles or a patterned shirt. Ask, “What do you notice? What might come next?” Students silently observe, then share a prediction with a partner. Record several pattern examples, including one that does not repeat.

2. 5–12 min · Teach the pattern rule. Use the pattern examples and teaching slides to model patterns such as red-blue-red-blue and clap-stomp-clap-stomp. Explain that a repeating pattern has a part, or unit, that repeats in the same order. Circle the smallest repeating unit and label it AB. Model how color, size, or direction may change while the defining order stays the same. Students echo the pattern, name the unit, and predict the next item.

3. 12–20 min · Whole-class pattern lab. Lead three quick patterns: movement, sound, and drawing. For example, tap knees-clap, tap knees-clap; snap (or pretend)-stomp, snap-stomp; and draw circle-square, circle-square. Pause before the final item and invite students to justify their predictions. Students perform or sketch each pattern and show the repeating unit with letters or simple symbols.

4. 20–34 min · Partner pattern stations. Display the instructions on the station directions and challenge slide. Give each pair a small collection of classroom objects, such as linking cubes, counters, pencils, or pattern blocks. Partner A builds a pattern with at least three repeats while Partner B identifies the repeating unit and extends it by one repeat; then partners switch. Students may also create a sound, movement, or drawing pattern on the pattern practice and creation sheet. Partners must explain, “My repeating unit is ___, so the next part is ___.”

5. 34–41 min · Gallery walk and discussion. Students leave one pattern visible and quietly view classmates’ work. Invite several students to demonstrate or describe a pattern. Ask, “Where does the unit begin and end?” “Would the pattern still work if the colors changed?” “How is a pattern different from a random group?” Students identify the unit in at least two examples and respectfully compare different representations of the same structure.

6. 41–45 min · Exit check and close. Return to the final prediction and reflection slide. Show an unfinished pattern, such as triangle-circle-circle, triangle-circle-circle, triangle--. Students draw or name the next two shapes and circle the repeating unit. Collect the completed pattern practice and creation sheet and ask students to complete the sentence, “I know it repeats because ___.” Briefly preview that future lessons will investigate patterns in nature, numbers, and the wider world.

Resources

• the complete Patterns Everywhere slide deck
• the pattern practice and creation sheet
• Linking cubes, counters, pattern blocks, or other small classroom objects
• Chart paper or whiteboard
• Crayons, pencils, and erasers
• Open floor space for movement and sound patterns
• Prepared examples of repeating and non-repeating patterns

Assessment

• During modeling, listen for students who can identify the smallest repeating unit rather than simply name the next item.
• During partner work, check whether students create at least three repeats, extend the sequence accurately, and explain the rule using words, letters, or symbols.
• Use the final prediction and worksheet response as an exit check. Note students who need further practice distinguishing a repeating pattern from a random arrangement.

Differentiation

• Support students with two-element AB patterns, larger objects, color-coded examples, and sentence frames: “The unit is ___.” and “Next comes ___ because ___.”
• For students who need language support, pair spoken directions with gestures, pictures, and modeled examples; accept pointing, acting, drawing, or home-language explanations before recasting in English.
• For students with fine-motor or sensory needs, offer large manipulatives, floor space, reduced visual choices, or sound-only and movement-only options.
• Challenge students to create an ABC or AAB pattern, represent it with letters or numbers, or show the same pattern in two different ways.