Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

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Performance objectives

• This week, we will be exploring the wonderful world of patterns! Patterns are all around us, from the colourful designs on our clothes to the way bricks are arranged in a wall. Understanding patterns is important because it helps us to predict what comes next, which is a skill we use every day. Imagine you're clapping: clap-clap-pause, clap-clap-pause. You know what comes next because you recognise the pattern! Patterns help us organise and understand the world around us. In the South African context, patterns can be seen in traditional beadwork, building structures, and even the rhythms of our songs and dances. Recognizing and creating patterns strengthens problem-solving abilities and lays the foundation for more advanced mathematical concepts later on. It even supports early literacy by helping children understand the repetitive nature of stories and rhymes.
• By the end of this lesson, learners will be able to:
• Objective 1: Identify and describe simple repeating patterns using concrete objects (e.g., beads, blocks, buttons).
• Objective 2: Extend a given simple repeating pattern made with objects.
• Objective 3: Create their own simple repeating patterns using a variety of objects.

Lesson summary

This week, we will be exploring the wonderful world of patterns! Patterns are all around us, from the colourful designs on our clothes to the way bricks are arranged in a wall. Understanding patterns is important because it helps us to predict what comes next, which is a skill we use every day.

Imagine you're clapping: clap-clap-pause, clap-clap-pause. You know what comes next because you recognise the pattern! Patterns help us organise and understand the world around us. In the South African context, patterns can be seen in traditional beadwork, building structures, and even the rhythms of our songs and dances.

Lesson notes

A pattern is something that repeats in a predictable way. In Grade R, we are focusing on repeating patterns, which means the same thing happens over and over again. The part that repeats is called the core or unit of the pattern. We will be using objects to create these patterns.

Example 1: Colour Pattern Let's say we have a red block and a blue block.

We can make a pattern like this: Red, Blue, Red, Blue, Red, Blue… In this pattern, the unit that repeats is "Red, Blue." We keep repeating this same sequence to create the pattern.

Example 2: Shape Pattern Imagine we have a triangle and a circle.

We can make a pattern like this: Triangle, Circle, Triangle, Circle, Triangle, Circle… Here, the unit that repeats is "Triangle, Circle." Example 3: Object Pattern We can also use different objects, like a spoon and a fork: Spoon, Fork, Spoon, Fork, Spoon, Fork… The unit that repeats here is "Spoon, Fork." How to Identify a Pattern: Look for the repeating part: Find the smallest sequence of objects that keeps coming back.

Describe the pattern: Use words to say what's repeating (e.g., "Red, Blue, Red, Blue...").

Extend the pattern: Keep adding the repeating part to make the pattern longer. Why is this important? Understanding patterns is a building block for math and many other things.

It helps with: Problem-solving: Recognizing patterns allows children to predict what comes next.

Counting: Patterns can help children understand number sequences.

Spatial Reasoning: Recognizing patterns in shapes and arrangements supports their understanding of spatial relationships.

Creativity: Making your own patterns encourages creativity and thinking outside of the box.

Using Objects to Create Patterns: We can use many different objects to create patterns: Beads: Red bead, Blue bead, Red bead, Blue bead… Buttons: Big button, Small button, Big button, Small button… Leaves: Long leaf, Short leaf, Long leaf, Short leaf… Stones: Round stone, Flat stone, Round stone, Flat stone… It's important to let children explore with a variety of materials!

Working through a longer pattern: Let's use the shapes: Heart, Star, Circle, Heart, Star, Circle, Heart, Star, Circle. What shape comes next? To work this out, we need to identify the repeating unit. It is Heart, Star, Circle. After the final Circle, the pattern starts again with Heart, so the next shape will be Heart. Guided Practice (With Solutions)

Question 1: What comes next in this pattern: Apple, Banana, Apple, Banana, Apple, _____?

Solution: The repeating unit is "Apple, Banana". After the last Apple, the pattern continues with Banana. So, the answer is Banana.

Commentary: This question focuses on identifying a simple AB pattern. We explicitly identify the repeating unit before finding the solution.

Question 2: Draw the next two shapes in this pattern: Square, Circle, Square, Circle, _____ , _____ .

Solution: The repeating unit is "Square, Circle". After "Square, Circle, Square, Circle," the next two shapes are Square, Circle. So we draw a Square, then a Circle.

Commentary: This question introduces a visual pattern. The focus is on extending the pattern, reinforcing pattern recognition.

Question 3: You have a red bead, a yellow bead, and a green bead. Create a pattern using these beads.

Solution: There are many possible patterns.

One example is: Red, Yellow, Green, Red, Yellow, Green… The repeating unit is "Red, Yellow, Green".

Another example is: Red, Red, Yellow, Green, Red, Red, Yellow, Green... The repeating unit is "Red, Red, Yellow, Green"

Commentary: This is an open-ended question which allows children to explore different patterns and their units. Emphasis should be placed on the fact that there are multiple possible valid patterns as long as the pattern is repetitive.

Question 4: Is this a pattern? Book, Toy Car, Book, Toy Car, Book, Crayon.

Solution: No, this is not a repeating pattern. The sequence starts off as "Book, Toy Car, Book, Toy Car, Book," but then it ends with "Crayon," which breaks the established repetition. To be a true repeating pattern, it should continue with "Toy Car."

Commentary: This question focuses on the core idea of repetition and aims to make children consciously differentiate between a repeating pattern and an arbitrary series of objects. Independent Practice (Questions Only)

What comes next in this pattern: Cat, Dog, Cat, Dog, Cat, _____?

Draw the next shape in this pattern: Star, Star, Moon, Star, Star, Moon, _____.

Complete the following pattern: Blue block, Yellow block, Blue block, _____, _____. Use colour crayons and draw the following pattern five times: Circle (Red), Circle (Blue) You have a big stone and a small stone. Create your own pattern using these stones. Describe your pattern to a friend.

Thandi makes the following pattern: Leaf, Flower, Stone, Leaf, Flower, Stone. What are the next three objects in the pattern? Is this a pattern? Car, Tree, House, Car, Tree, Ball. Why or why not?