Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

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Performance objectives

• This week, we're going to explore the exciting world of patterns! Patterns are all around us – in the colourful designs of our shweshwe fabric, the arrangement of houses in our street, and even in the songs we sing. Understanding patterns helps us predict what comes next, develop our problem-solving skills, and appreciate the beauty of order in our everyday lives. In South Africa, recognizing patterns is especially important, as it connects us to our rich cultural heritage, visible in traditional art, beadwork, and architecture. Recognizing and creating patterns provides a foundation for later mathematical concepts such as sequencing, algebra and problem-solving.
• By the end of this week, you will be able to:
• Objective 1: Identify and describe simple repeating patterns with two or three different objects (e.g., red block, blue block, red block, blue block). (CAPS: Data Handling - Collect and sort objects according to colour, shape and size)
• Objective 2: Extend a simple repeating pattern with two or three different objects. (CAPS: Numbers, Operations and Relationships - Copy, extend and create own patterns)
• Objective 3: Create your own simple repeating pattern using various objects. (CAPS: Numbers, Operations and Relationships - Copy, extend and create own patterns)

Lesson summary

This week, we're going to explore the exciting world of patterns! Patterns are all around us – in the colourful designs of our shweshwe fabric, the arrangement of houses in our street, and even in the songs we sing. Understanding patterns helps us predict what comes next, develop our problem-solving skills, and appreciate the beauty of order in our everyday lives. In South Africa, recognizing patterns is especially important, as it connects us to our rich cultural heritage, visible in traditional art, beadwork, and architecture. Recognizing and creating patterns provides a foundation for later mathematical concepts such as sequencing, algebra and problem-solving.

Lesson notes

A pattern is a sequence that repeats in a predictable way. In Grade R, we will focus on repeating patterns made with objects.

These objects can be anything: blocks, toys, fruit, beads, or even drawings. The repeating unit is the smallest part of the pattern that repeats over and over again.

Let's look at some examples: Example 1: Colour Patterns Imagine you have red and yellow blocks.

We can make a simple pattern like this: Red block, Yellow block, Red block, Yellow block, Red block, Yellow block... The repeating unit here is "Red block, Yellow block". We say the pattern repeats "Red, Yellow".

Why it works: We keep putting the red block then the yellow block to continue the pattern. It's like following a recipe!

How to identify the pattern: Look for the smallest group of objects that keeps repeating. In this case, it’s red then yellow.

Example 2: Shape Patterns Imagine you have a circle and a square. Circle, Square, Circle, Square, Circle, Square… The repeating unit here is "Circle, Square". We say the pattern repeats "Circle, Square".

Why it works: We choose two shapes and arrange them in that order over and over again.

How to extend the pattern: If the pattern ends with a Square, what comes next? A Circle! Then another Square, and so on.

Example 3: Object Patterns Imagine you have a toy car, a toy teddy bear, and a toy ball. Toy Car, Toy Teddy Bear, Toy Ball, Toy Car, Toy Teddy Bear, Toy Ball… The repeating unit here is "Toy Car, Toy Teddy Bear, Toy Ball". We say the pattern repeats "Car, Teddy Bear, Ball".

Why it works: This pattern has three items in the repeating unit, showing patterns can be more than two items.

How to create your own pattern: You can pick any objects you like and arrange them in a repeating order.

Example 4: Patterns with Sounds (Auditory Patterns): Clap, Stomp, Clap, Stomp, Clap, Stomp... The repeating unit is "Clap, Stomp".

Why it works: It might be easier to visually recognize patterns, but it is also important to develop auditory pattern recognition.

Important points to remember: The repeating unit must always be the same. If you change the order of the objects, it's not the same pattern. Patterns can go on forever! We can always add more objects to continue the pattern. We can use different objects to make patterns: colours, shapes, sizes, sounds, movements! Guided Practice (With Solutions)

Question 1: What comes next in this pattern? Blue bead, Green bead, Blue bead, Green bead, Blue bead, ____?

Solution: The repeating unit is "Blue bead, Green bead".

Therefore, the next bead should be a Green bead. The pattern is Blue bead, Green bead, Blue bead, Green bead, Blue bead, Green bead.

Commentary: We identified the smallest repeating group (Blue, Green) and continued the pattern based on that unit.

Question 2: Extend the following pattern: Triangle, Square, Triangle, Square, ____, ____.

Solution: The repeating unit is "Triangle, Square".

Therefore, the next two shapes should be Triangle, Square. The pattern is Triangle, Square, Triangle, Square, Triangle, Square.

Commentary: Understanding the order of objects in the repeating unit is critical here.

Question 3: What is the repeating unit in the following pattern: Apple, Banana, Apple, Banana, Apple, Banana? Describe the repeating unit in words.

Solution: The repeating unit is "Apple, Banana". The pattern repeats "Apple, Banana."

Commentary: It's important to be able to not only see the pattern but also to verbalize what the repeating unit is. This builds language skills.

Question 4: Draw the next shape to complete this pattern: Star, Heart, Star, Heart, Star, ____?

Solution: The next shape to complete this pattern is a Heart.

The entire pattern would be: Star, Heart, Star, Heart, Star, Heart.

Commentary: We are practicing recognizing the repeating unit and then applying it. Independent Practice (Questions Only)

Continue the following pattern: Red crayon, Blue crayon, Red crayon, Blue crayon, ____, ____. What comes next in this pattern? Big stone, Small stone, Big stone, Small stone, ____?

Draw the next two objects in this pattern: Flower, Leaf, Leaf, Flower, Leaf, Leaf, ____, ____. Describe the repeating unit in the following pattern: Clap, Clap, Jump, Clap, Clap, Jump. Create your own pattern using three different coloured blocks. Draw your pattern. What is the repeating unit of the following pattern: Teddy Bear, Car, Book, Teddy Bear, Car, Book?

Extend the pattern: Square, Circle, Triangle, Square, Circle, ____. What shape should come next in the pattern? Heart, Diamond, Heart, Diamond, Heart, ____. Create a pattern using fruits you find at home. Write down the order. If you make a pattern using clapping and stomping, how many times would you clap and stomp to repeat the pattern three times?