Pattern
Strand: Algebra
Strand unit: Extending
Patterns
Curriculum Objectives
To develop an understanding of pattern and sequence.
To classify, interpret and extend simple patterns on the basis of 1 attribute/criterion,
e.g. colour, size and shape.
To classify, interpret and extend simple patterns on the basis of 2 attributes/criteria,
e.g. colour and shape.
Pages in the textbook: 26, 27 and 28
Pattern
Copy and repeat the pattern.
26
Strand
Strand Unit
Algebra
Extending Patterns
Identify, copy and extend pattern.
Page 27
Strand
Strand
Strand Unit
Strand Unit
Algebra
Algebra
Pattern
xx
Objectives
Objectives
Page 26
Objectives
Finish each pattern.
Identify, copy and extend pattern
X
Pattern
Colour the boxes to match the patterns.
27
Page 28
28
Strand
Strand Unit
Algebra
Patterns
Objectives
Pattern
Identify and copy pattern.
Let’s look back: What the Junior Infants programme covered
1. Identify, copy and extend patterns in colour shape and size.
2. Using a range of objects e.g. cubes and beads to continue patterns.
3. Pupils make their own patterns with gummed paper shapes (2 colours, 2 shapes, 2 sizes).
Maths skills used in this topic
Integrating and connecting
Explore, perceive and appreciate the relationships in simple patterns/sequences based on 1 or 2
attributes
Reasoning
Reason, predict and observe in the recognition and continuation of pattern and sequence
Concrete materials
Bears, cubes, counters, beads, pegs, blocks, 2D shapes, lego, coloured gummed paper
Vocabulary
Pattern, shape, colour, What colour/shape is this?, Which colour/shape do you think comes next in
this pattern?, continue with the same colour/shape/size to complete the pattern, complete/continue/
extend the pattern
Linkage
Data: Sorting objects on the basis of 1 or 2 criteria
Early Maths Activities: Sorting and classifying objects into sets
48
Integration
Literacy: Visual discrimination, odd-one-out
Art: Printing patterns
Pre-page ideas
Page 26:
1. Invite the children to repeat the days of the week/seasons/months of the year in sequence.
Repeat the above omitting an element and ask the children to identify what is missing from the
sequence.
2. Extend 2- or 3-element patterns on a pegboard.
3. Extend 2- or 3-element patterns with beads.
Page 27:
1. Call out a series of words/numbers/colours and ask the class/individuals to repeat the sequence
correctly. For example:
cat, dog, dog, cat
cow, horse, pig, sheep
red, blue, yellow, green
apple, orange, pear, banana
3, 6, 3, 6
Variation: repeat the sequence but omit an element and ask the class/individual to identify missing
element.
2. Invite individuals to invent sequences with 2 or 3 elements as above and to nominate a
classmate to repeat and extend the sequence correctly.
Page 28:
Display blocks of cubes/pegs/bears arranged in 2- or 3-element sequences. Invite the children to
copy the pattern using their own manipulatives.
Lesson suggestions
1. On the blackboard, display simple sequences (2D shapes/bears) based on 2 criteria/attributes
and invite volunteers to continue/extend the pattern. For example:
2. Display a series of 2-attribute sequences with some ‘missing elements’ and invite volunteers to
first identify and then fill in the ‘gaps’. For example:
49
3. Display a sequence incorporating an ‘incorrect’ element and ask a volunteer to identify and,
if possible, remove and replace the ‘out-of-sequence’ component with the correct one. For
example:
4. Display a line pattern drawn on a grid of dots on the blackboard/card. Ask children to copy the
pattern on the board or into their copybooks (providing an appropriate blank grid for them to
do so). For example:
Pair work:
The children work with a partner to design sequences, containing elements with 1 or 2 attributes,
using various classroom materials, e.g. beads, pegs, bears, counters, etc. The attributes/criteria that
form the basis of the sequence must be explicitly stated by the pair For example:
big red bear, small yellow bear
circle, square, triangle
red circle, blue circle, yellow circle
red peg, blue peg, red peg
Parental involvement
1. Match items of clothing or shoes according to colour/pattern, e.g. put socks into pairs.
2. Separate the coloured/white items before using the washing
machine.
Photocopiable templates
Put matching patterns on the ice-lollies. Colour.
Copy the pattern onto the boxes.
Draw the missing shapes. Colour.
Page 159: Pattern
Name: _______________________________________
© Folens Photocopiables
50
Date: ___________________
© Folens Photocopiables
Name: _______________________________________
Page 158: Pattern
158
Date: ___________________
159