Exploring Patterns
Exploring Patterns
Exploring patterns
The use of the same three coloured blocks, arranged in a particular order, over and over and over
again, creates a repeating pattern. This is a three-part pattern as it has three parts that make up
the pattern core (in this instance, a blue block, a red block and a yellow block).
To be able to clearly describe this pattern with further precision, we need to have language to
describe the composition of the 3-parts of the pattern core. A pattern with a 3-part repeating core
could look like:
We can describe this 3-part pattern as an ABC pattern, the core has 3-parts and each part has a
unique attribute (in this case, the attribute that’s changing is colour).
A 3-part pattern could also look like this:
We can describe this 3-part pattern as an ABB pattern. The core has 3-parts with two unique
attributes, one of which is repeated (in this instance, the red block is repeated).
We could also make a 3-part pattern that looks like this:
We can describe this 3-part pattern as an ABA pattern. Like the pattern above, the core has 3-
parts made up of two unique attributes, one of which is repeated (in this instance, the blue block is
used before and after the red block).
education.nsw.gov.au
To know we have detected a pattern, we must see the repeated core, or pattern unit, repeat. If we
only see blue-red-yellow (ABC), we do not have enough evidence to know we have a pattern. If
we see the ABC unit repeating, as in blue-red-yellow-blue-red-yellow-blue-red-yellow, then we can
be confident of our judgment that a pattern, a mathematical regularity, is present. Typically, we like
to see something happen over and over and over in order to feel confident a pattern is present.
Whilst the examples above show repeating patterns, patterns come in different forms. For
example, we can find:
• repeating patterns (as above)
• growing and shrinking patterns (such as the patterns we find in the backward counting
sequence where each number is one less than the number before)
• structural/spatial/visual patterns
• combinatorial/computational patterns.
Patterning can also include exploring mathematical structures and leads into algebraic thinking.
Algebraic thinking, like patterning, is foundational to mathematical thinking as it provides the
language and structure to represent ideas, solve problems, model situations and prove
generalisations. When we describe a 3-part pattern as ABC we are supporting students to make
connections between patterns and algebra.
Learn more about patterning by viewing 'Becoming mathematicians: Exploring patterns' a short
professional learning opportunity via MyPL (course code NR29611).
Syllabus
MAO-WM-01 develops understanding and fluency in mathematics through exploring and connecting
mathematical concepts, choosing and applying mathematical techniques to solve problems, and
communicating their thinking and reasoning coherently and clearly
MAE-RWN-01 demonstrates an understanding of how whole numbers indicate quantity
MAE-RWN-02 reads numerals and represents whole numbers to at least 20
MAE-CSQ-01 reasons about number relations to model addition and subtraction by combining and
separating, and comparing collections
MAE-CSQ-02 represents the relations between the parts that form the whole, with numbers up to 10
MAE-FG-01 recognises, describes and continues repeating patterns
MAE-2DS-01 sorts, describes, names and makes two-dimensional shapes, including triangles, circles,
squares and rectangles
MA1-2DS-01 recognises, describes and represents shapes including quadrilaterals and other common
polygons
NSW Mathematics K-10 Syllabus (2022)
Progression
Number and place value NPV1-NPV4
Counting processes CPr1-CPr3
Additive strategies AdS1-AdS2
Number patterns and algebraic thinking NPA1-NPA2
Understanding geometric properties UGP1-UGP2
2 Exploring patterns
How to use the resource
Teachers can use assessment information to make decisions about when and how they use this
resource as they design teaching and learning sequences to meet the learning needs of their
students.
The tasks and information in the resource includes explicit teaching, high expectations, effective
feedback and assessment and can be embedded in the teaching and learning cycle.
4 Exploring patterns
Teaching point: The key generalisations (or ‘What’s some of the mathematics?’) is written to support
teachers in identifying and articulating some of the possible learning intentions related to a particular
task. For many tasks, it is possible for teachers to use them on multiple occasions to explicitly draw
student attention to different mathematical ideas that can be explored. Teachers will make careful,
intentional decisions about when and how to share that with students:
‘Learning intentions don’t have to be used at the outset of the lesson and may be revisited over time.
Teachers can withhold their learning intentions until after an exploration has occurred.’ (Hattie, Fisher
and Frey, 2016).
Sorting 1
Key generalisations / what’s (some of) the mathematics?
• Most objects have many different attributes
• An object's attributes can be used to sort them into collections
• When we name how we sorted a collection we call this classifying
• Groups of objects can be sorted and classified in different ways by choosing different
attributes to be the focal point
• Mathematicians can represent their thinking in different ways
• Mathematicians often look for different ways to think about the same collection.
Teaching point: Sorting and classifying tasks help students to develop a range of thinking skills and
build the foundations for reasoning, communicating and problem-solving. Being able to notice various
attributes within the same collection also promotes flexibility and creativity in thinking – critical aspects
of mathematics and mathematical thinking.
Teaching point: To identify a pattern, we need to see the core repeated over and over and over again
(about three times to be able to trust that we have found a regularity). The repeating core of a pattern can
be described using letters to support moving from the specific to being more generalisable. For example, a
pattern described as a 2-part pattern with a core of red and green is much less generalisable than a 2-part
pattern described as AB. We can translate that pattern into being made up of any 2 things that repeat –
forks and spoons; tall and short; left and right; up and down.
6 Exploring patterns
Exploring patterns 3
Key generalisations / what’s (some of) the mathematics?
• To identify a pattern, we need to see the core repeated over and over and over again.
• A pattern is called a pattern because it has a repeating core.
• There are different kinds of patterns. Repeating patterns are one kind of pattern.
• You can move elements of a pattern around to help you determine what the repeating core is,
and to determine missing elements.
• Mathematicians can represent ideas in different ways.
• Mathematicians share their thinking with others.
Teaching point: Teachers may find these pattern videos useful to explore with their colleagues during
professional learning opportunities and conversations. Teachers might also find it useful to watch
these as part of planning, using them as springboard to design their own patterning experiences with
their students. Teachers might also choose to use these videos as teaching tools, watching them with
their students, pausing to talk about ideas.
Teaching point: Students should be exposed to smaller quantities (in the range of 0-4) before using
standard number patterns up to 10. To vary the learning activity, cards using dice patterns, domino
patterns, five frame patterns, finger patterns and ten frame patterns should be used. Students should also
be exposed to subitising random presentations of up to 4 items.
When introducing children to numbers, we want them to develop strong mental images for those numbers.
When children can instantly recognise a set of objects and are able to associate a number word with the
set, the need to count from one is eliminated which leads to developing more efficient strategies.
8 Exploring patterns
Teaching point: To learn more about building an awareness of how numbers and fractions work, view
'Becoming mathematicians: How numbers work including fractions', a short professional learning
opportunity via MyPL (course code NR28548).
Materials
• Appendix 1:Dice pattern cards
Instructions
1. Watch ‘Dice patterns A’ with students and have them ready to watch, listen, imagine, draw and
write.
2. Now watch ‘Dice patterns B’ with students and have them ready to watch, listen, imagine,
draw and write.
3. After watching the video, cut up Appendix 1: Dice pattern cards.
4. Have students play ‘memory’ using the dice pattern cards.
5. Ask students to share all the pairs they found.
Variation
Play other matching games such as ‘go fish’ with the cards.
Staircase patterns
Key generalisations / what’s (some of) the mathematics?
• Patterns are more than just repeating sequences.
• We can find patterns in counting sequences. For example, when we count in twos, each time
we say the next number word, the quantity increases by two. This sort of pattern is called a
growing pattern. If we were to count backwards, we would have a shrinking pattern.
• Mathematicians use what they know to help them solve problems.
• You can have growing and shrinking patterns. We saw a shrinking pattern when we looked at
our staircase structures like this example below.
10 Exploring patterns
Appendix 1: Dice pattern cards
12 Exploring patterns
Copyright
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Evidence base
Sparrow, L., Booker, G., Swan, P., Bond, D. (2015). Teaching Primary Mathematics. Australia: Pearson
Australia.
Brady, K., Faragher, R., Clark, J., Beswick, K., Warren, E., Siemon, D. (2015). Teaching Mathematics:
Foundations to Middle Years. Australia: Oxford University Press.
Alignment to system priorities and/or needs: The literacy and numeracy five priorities.
Consulted with: NSW Mathematics Strategy professional learning and Curriculum Early Years
Primary Learners-Mathematics teams