Patterns!
Pattern recognition forms the foundation of algebraic thinking. When young children identify, extend, and create patterns, they develop the ability to recognise and predict regularities, a skill that underlies much of higher mathematics. Pattern work also supports memory development and attention to detail.
- Framework: EYFS
- Unit: EYFS Piece of Cake
- Learning area: Numeracy
- Level: EYFS 3-4, Reception
Objectives
- Arrange sets of objects following a simple pattern
- Explain patterns verbally using mathematical language
- Create original patterns using various materials
Materials
- Beads of various colours and sizes
- String or lacing cord for threading
- Pattern blocks in assorted shapes
- Shape sponges and non-toxic paint
- Shape cut-outs in cardstock
- Coloured napkins for pattern sorting
Instructions
Begin with a whole-class introduction at your whiteboard or easel. Create a simple AB pattern using large coloured shapes: red circle, blue circle, red circle, blue circle. Invite children to identify what they notice and predict what comes next. Use clear language: "I see a pattern! Red, blue, red, blue. What colour should come next?"
Invite individual children to add the next shape in your pattern. Build excitement by celebrating correct predictions. Gradually increase complexity by introducing ABC patterns or patterns with more elements.
Transition children to prepared work areas where they will create their own patterns. Offer several material choices: beads for stringing, shape sponges for painting, or cut-out shapes for gluing. Having choices honours different learning preferences and fine motor abilities.
Circulate among children as they work, asking them to describe their patterns aloud: "Tell me about your pattern. What comes first? What comes next?" This verbalization reinforces pattern concepts and builds mathematical vocabulary.
For children who finish quickly or seek additional challenge, encourage them to create more complex patterns or to trade patterns with a friend for extension practice.
Conclude by having children display their patterns and share their creations with the class. Create a "Pattern Gallery" bulletin board showcasing the variety of patterns children created.
Educator tip
Some children may create random arrangements rather than true patterns initially. Rather than correcting, ask them to describe their work: "Tell me about this." Then model pattern-making alongside them, thinking aloud as you work.
Assessment
Observe and note: ability to follow two-step instructions, use of new vocabulary in context, early problem-solving strategies, and sustained shared thinking episodes. Assess against Development Matters age-band expectations. Observe each child's ability to identify, extend, and create patterns. Note their use of mathematical language when describing patterns. Document the complexity of patterns each child creates independently.