Provide students with manipulatives such as pattern blocks, cubes, toothpicks, plastic links, buttons and other concrete objects so they can create and recognize various patterns that include: color sequences (e.g. RRB for red red blue blocks); alternating size patterns such as small-large small-large; or one more and one less patterns.
Math educator and author Dr. John Van de Walle (2001) noted that mathematical knowledge consists of internal or mental representations of ideas that the mind has constructed. To help students construct mental representations of abstract math concepts and build math confidence, they need many opportunities to create a variety of visual patterns and to use pattern-based thinking. Such explorations present unlimited opportunities for problem solving and building mathematical understanding.
Application
Provide students with manipulatives such as pattern blocks, cubes, toothpicks, plastic links, buttons and other concrete objects so they can create and recognize various patterns that include: color sequences (e.g. RRB for red red blue blocks); alternating size patterns such as small-large small-large; or one more and one less patterns. Students can challenge other students to describe or extend their patterns. Have students create a mosaic design (tessellation) made of different shapes using pattern blocks. They can color congruent shapes of the mosaic design with the same color to create a visual representation of a fraction of the whole design. See this lesson in action as students in one fifth grade class demonstrate what fraction of their pattern block design is red. Children can recognize c o re patterns in motion, color, designs, sound, rhythm, music, position, sizes, and quantities.
In reading, students recognize patterns in rhythm, in rhyming, in syllables and in sequencing. For example, kindergarten children often use sound and rhythm to clap out patterns that repeat, such as clap-clap-clap-pause, clap-clap-clap-pause, and so forth. Stories such as Ten Black Dots by Donald Crews, Jump, Frog, Jump by Robert Kalan, The Little Red Hen by Margot Zemach, and various books by Dr. Seuss offer such opportunities. Visual patterns can be shown using picture representations for children’s books such as 1 Hunter by Pat Hutchins, Rooster’s Off to See the World by Eric Carle, The Patchwork Quilt by Valerie Flournoy, and The Keeping Quilt by Patricia Polacco. Have fun engaging children in a wide variety of activities that encourage pattern based thinking.
Reference
Van de Walle, J. (2001). Elementary and middle school mathematics: Teaching developmentally (4th ed). New York, NY: Addison Wesley Longman.
