362
“What’s My Rule?” with Patterns
Mathematical Practices
SMP1, SMP2, SMP3,
SMP7, SMP8
Content Standards
K.OA.3, K.OA.4
Objective
To deepen children’s understanding of patterns
by comparing patterns and identifying patterning rules.
Key Concepts and Skills
• Compare patterns and identify patterning rules. [Patterns, Functions, and Algebra Goal 1]
• Apply patterning rules to create and extend patterns. [Pattern, Functions, and Algebra Goal 1]
Whole Group
Small Group
Partners
Center
Terms to Use pattern, rule, repeat
Materials coins; craft sticks; connecting cubes of different colors
A
Core Activities
► Comparing Patterns
Show children several patterns made from different materials that follow the same
patterning rule. For example, show an alternating pattern with craft sticks and coins,
and have children make a sit/stand/sit/stand pattern with their bodies. Say: These
patterns have something in common. Give a handful of interconnecting cubes to each
child and ask this question: Can you use your cubes to make a similar pattern with
colors—a pattern that follows the same rule? (Children can trade cubes to get the colors
they need.) After children make their patterns, ask: How did you figure out what to do?
Encourage children to use their own words to describe the pattern, for example: “one
thing, another thing; one thing, another thing” or “two things taking turns.” Discuss
their ideas and congratulate them on figuring out your patterning rule.
Repeat with a set of patterns that follows a more complex patterning rule (such as
+××+××. . . or +×-+×-. . .). Have children figure out the pattern rule and use it to
What’s My Patterning Rule?
NOTE Point out that many
children used different colors to
follow the same pattern rule.
Remember that children can
identify, describe, and follow
pattern rules without necessarily
labeling them as ABAB or
ABCABC, although you can
introduce this type of labeling if
you believe it will be helpful to
your students at this point.
create a pattern with cubes. Repeat several times showing one or more pattern examples, and invite children to follow the same rules to create their own patterns.
When children seem ready, have them work with a partner. One child creates a pattern
with cubes, and the other child follows the same rule to create a pattern using body
movements. Then partners reverse roles. (If children are not yet ready to do this
independently, continue with the whole class or a small group.)
NOTE Children can also apply
their patterning rules to create
number patterns, such as 1, 2, 2,
1, 2, 2 … or 1, 2, 3, 1, 2, 3….
► Making Name Collections (Revisit Activities 1 16 and 7 9, pp. 73C and 350)
Give children a collection of 10 craft sticks or other counters. Ask them to split the
objects into groups in different ways (7 and 3 or 4 and 6, for example). Record their
combinations with pictures and number sentences. Help children connect this activity
to earlier “complements of 10” work they have done with ten frames. Repeat for other
numbers as time permits.
B
Teaching Options
ELL SUPPORT
► Making Movement Patterns in a Song
Children can experience different patterns that follow the same patterning rule as they
act out and sing “Did You Ever See a Laddie (Lassie)?” (See Resources for the
Kindergarten Classroom for words.) On “this way and that way,” the child in the middle
of the circle (the “laddie” or “lassie”) moves one way for “this” and a different way for
“that.” Children take turns being the leader and choosing different movements.
LITERACY CONNECTION
► Identifying Patterns in Stories and Songs
See if children can find and describe patterns in repeating stories like I Went Walking
by Sue Williams (Voyager Books, 1992) and songs like “I Know an Old Lady.”
363 Activity 7 15 “What’s My Rule?” with Patterns
NOTE Explain that “lad” or
“laddie” means boy and “lass” or
“lassie” means girl.