Developing Big Ideas
Algebra:
Patterning & Relationships
Algebra (Patterning & Relationships) Assessment
Understanding what your child already knows will help you decide what to
teach next.
Does child sort objects by one attribute?
Child puts all the red buttons in one cup and all the blue buttons in another.
Does child sort objects by more than one attribute?
Child divides the buttons into four piles –
small red buttons, big red buttons, small blue buttons, and big blue buttons.
Does child classify objects by characteristics?
Child divides basket of animals into groups- farm
animals and jungle animals.
Does child group by characteristic and then regroup by another characteristic
Child divides shapes by those with four sides and those that do not have four sidesthen divides the shapes with four sides into squares and those that are not squares.
Does child copy simple patterns?
Child copies a pink-yellow-pink-yellow bead pattern while making a
bracelet.
Child beats the drum matching the rhythm with the teacher.
Does child create and extend a simple pattern?
“I colored my rainbow horse red-orange-red-orange-red-orange…”
Does child copy a more complex pattern?
Child copies bead pattern red-red-blue-red-red-blue…
Does child create and extend a more complex pattern?
“My bracelet is green-green-red-blue-green-green-red-blue…”
Does child create and extend a growing pattern?
Child builds a growing pattern of cubes with each stack one larger, like a staircase.
Activity 1: The Rhythm Game
*Begin the rhythm game with a simple pattern chant (with emphasis on every
other word)(Clap your hands together then clap your hands on your knees)
Hands-KNEES-hands-KNEES…
Once the children have the movements, do the movements and add numbersOne-TWO-one-TWO…
Try again with movements and counting, with emphasis on every other
numberOne-TWO-three-FOUR-five-SIX-seven-EIGHT…
*Use a more complex pattern chant (with emphasis on every third word)Clap-clap-STOMP-clap-clap-STOMP…
Once the children have this down, add numbersOne-two-THREE-one-two-THREE…
Repeat with movements and counting, with emphasis on every third numberOne-two-THREE-four-five-SIX-seven-eight-NINE…
*Once the children get the idea of the game let them create the patterns.
*Challenge the children to create a silent pattern chant.
*This is a great activity for transitions or waiting in line.
Activity 2:
Wood Cubes or Duplo Patterning – Small group
Create pattern cards on a strip of poster board. The shape on the
cards should match whatever manipulative you are choosing to use
for this activity. Make at least three different pattern cards for
each child. Fill a separate container for each child (small baskets
from dollar store, plastic bowls) with the number of manipulative
they will need to complete all three pattern cards. Sit with
children. Talk about the patterns on their cards and then ask them
to see if they can make the same pattern out of the manipulative.
It is important to make sure that the right amount of blocks and colors to complete all of the
cards correctly are in the basket/container. This promotes self-correcting and provides
organization to help eliminate frustration. Giving the whole box of Legos or wood cubes to
complete the cards could be overwhelming.
Extension:
Create pattern cards by tracing shapes of attribute blocks. Although the pattern in this activity
will be matching a shape pattern it will be important that the colors also match. So if you are
making an AB pattern – Triangle, Square, Triangle, Square make sure the
triangles are the same color and the squares are the same color (as
children get older they will be able to identify patterns that are just
shapes but for young children it might be a bit overwhelming).
After children have had experience with matching patterns you
can make cards with more complicated patterns (AABC) –
Triangle, Triangle, Square, Circle, Triangle, Triangle, Square, Circle.
Patterns are sequences governed by rules “What’s missing?” Create a
pattern by tracing attribute shapes but leave one of the shapes out
(space in pattern empty) Triangle, Triangle, Square, Circle, Triangle
(EMPTY SPACE) Square, Circle, Triangle, Triangle, Square, Circle, Ask
the children “What is Missing?” This activity provides the opportunity
for children to learn the rule of patterns.
Activity 3:
Jewelry Shop:
Small Group activity:
In advance make 3 to 4 different necklaces out of
wooden beads using two colors (AB pattern – example: 1st
necklace: red bead, yellow bead, red bead, yellow bead – 2nd
necklace: orange bead, blue bead, orange bead, blue bead….).
Show necklaces to the children and talk to them about the
patterns you have made. Have children try and copy your patterns as they make their own
necklaces.
Extensions:
Set up a small area or table in classroom as the jewelry shop. Place beads and string in this
area. Encourage children to create their own pattern as they make necklaces. As children
become more familiar with patterning they will discover on their own or you may introduce to
them more complex patterns (Examples: ABB pattern – Red, Blue, Blue, Red, Blue, Blue or
AABB patterns – Red, Red, Blue, Blue, Red, Red, Blue, Blue)
Add different shapes of beads and encourage children to make
patterns with different shapes.
Introduce small plastic beads to four and five year olds who have
had experience making patterns with the larger beads. Allow
children to be creative with their projects but continue to
introduce and have conversations about the patterns they are
making as they create their jewelry.
Remember- When patterning for a purpose, patterning becomes important.
Building a wall around the block castle: tall-short-tall-short-tall-short…
(important)
Creating a pattern on a frame for the child’s artwork. (more important)
Making a bracelet for their mother by patterning beads in her favorite colors.
(very important!)
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Ideas for extensions:
*Teacher facilitation and modeling are particularly important in introducing the notion of
patterns, extending it to more aspect of the child’s environment and daily activities, and
encouraging the child’s attempts to create patterns.
*Go on a walk, and look for patterns. Look at the patterns on the sidewalk. Square, line,
square, line. What other patterns can you find in the environment?
*Collect objects from the neighborhood. Create a pattern: rock, leaf, rock, leaf, etc.
*Egg cartons make great sorting trays – use to sort collections (rocks, beads, shells, etc.)
Game- “One of these things is not like the other” – show child 4 objects, one of which is
different than the others (encourages children to pay
attention to attributes)
Ex: 3 cats & 1 dog, 3 round objects & 1 square object, 3
pencils & 1 pen, etc.
After child finds the one that’s “different”, ask child to
describe how they are
different, and how they are the same.
*Use a muffin tin to sort buttons by color then by size, then by shape. Have children make
patterns with the buttons.
*Have children follow directions: Stand up, sit down, stand up, sit down, stand up, turn around
and do it again – repeat pattern and movement activities. Ask children: “What comes next
after you have repeated a couple of times.
*Create paper chains and pattern by color to decorate the room.
Vocabulary to use when teaching
Pattern, repeating,
Why is patterning early algebra?
Basic algebra is the understanding and seeing relationships or “sets” of objects or numbers.
Example: The A-B-C pattern can be seen as a set of 3
A B C A B C A B C A B C
(A B C) (A B C) (A B C) (A B C)
(3)
(3)
(3)
(3)
You have 4 sets (with 3 letters in each set)
4(3) = 12
It’s Algebra!
12 letters
3 letters to a pattern (set)
set repeats 4 times