Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

This page supports the lesson note with a companion video and a short classroom-ready summary.

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Performance objectives

• Find the repeating part of a pattern
• Copy a simple pattern
• Make a pattern longer
• Create your own pattern
• Describe a pattern in your own words

Lesson summary

Overview: This lesson introduces Grade R learners to the foundational mathematical concept of patterns. A pattern is a sequence that repeats in a logical, predictable way. For young learners, understanding patterns is a crucial step in developing logical reasoning, problem-solving skills, and algebraic thinking later on. We will focus on simple repeating patterns using concrete, everyday objects that learners can touch and manipulate. In the South African context, patterns are an integral part of our cultural heritage. They are visible in the intricate beadwork of the Zulu and Xhosa people, the geometric designs of Ndebele houses, and the rhythmic beats of traditional music and dance.

Lesson notes

This section explains the core ideas about patterns in a way that is easy for a Grade R teacher to convey to young children. What is a Pattern? A pattern is something that happens over and over again in the same way. It has a special rule that we can figure out. We can see patterns, we can hear patterns, and we can even make patterns with our bodies!

For learners: "A pattern is a friend that always repeats itself. It has a secret rule. Once you know the rule, you know what’s coming next! It’s like magic!" What is a Repeating Pattern? A repeating pattern is a sequence that has a core unit that is repeated. The 'core' is the smallest part of the pattern that repeats. Identifying this core is the key to understanding the whole pattern. Types of Simple Repeating Patterns (with objects) The AB Pattern This is the simplest type of repeating pattern. It uses two different items, and they alternate one after the other. The core of the pattern is 'AB'.

Worked example

Teacher shows: A plastic bottle top, a stone, a plastic bottle top, a stone...

Teacher says: "Look at my pattern. First, there is a bottle top (A). Then, there is a stone (B).

Then it starts again: bottle top (A), stone (B). The rule, or the part that repeats, is 'bottle top, stone'."

Teacher asks: "What do you think comes next after this stone?"

Explanation: "Because the rule is 'bottle top, stone', the next thing must be a bottle top! We are just repeating the rule over and over."

The AAB Pattern

This pattern has a core with three items, but two of them are the same. The core of the pattern is 'AAB'.

Worked

Example:

Teacher shows: A green block, a green block, a yellow block, a green block, a green block, a yellow block...

Teacher says: "Let's look at this pattern's rule. We have green (A), another green (A), then yellow (B). Then it starts again! Green, green, yellow. The repeating part is 'green, green, yellow'."

Teacher asks: "I have 'green, green, yellow, green, green...'. What is the very next block?"

Explanation: "Our rule is AAB. We have finished the two 'A' parts (green, green). So the next part of the rule is 'B', which is the yellow block!"

The ABC Pattern

This pattern uses three different items in its core. The core of the pattern is 'ABC'.

Worked

Example:

Teacher shows: A spoon, a fork, a plastic knife, a spoon, a fork, a plastic knife...

Teacher says: "This pattern has three different things. Spoon (A), fork (B), knife (C). That is our rule! 'Spoon, fork, knife'. Then it repeats."

Teacher asks: "What will I put down after the plastic knife?"

Explanation: "After the knife (C), the pattern starts all over again with the rule. So, the next thing must be the spoon (A)!"

Guided Practice (With Solutions)

Question 1: Copy the Pattern

Teacher action: The teacher creates an AB pattern on the mat using a red bead and a blue bead.

The pattern shown is: red, blue, red, blue, red, blue.

Teacher instruction: "I have made a pattern. Look carefully. Now, use your own red and blue beads to make the exact same pattern in front of you."

Solution and

Commentary: The teacher walks around and checks. The correct response is a learner's pattern that is identical: red, blue, red, blue, red, blue. The teacher praises the learners, saying, "Fantastic! You have copied my pattern perfectly. You put a red bead first, then a blue one, and you kept repeating that. You are a pattern expert!"

Question 2: Extend the Pattern

Teacher action: The teacher lays out an AAB pattern using natural objects: leaf, leaf, stone, leaf, leaf, stone, ___, ___.

Teacher instruction: "Here is my pattern. The rule is 'leaf, leaf, stone'. Look at the end of my line. What are the next two things I must put down to make my pattern longer?"

Solution and

Commentary: The correct response is a leaf, and then another leaf. The teacher explains, "That's right! The last thing we have is a stone. Our rule is 'leaf, leaf, stone'. So after the stone, the pattern must start again. It starts with a leaf, and then another leaf. Well done for extending the pattern!"

Question 3: Create a Pattern

Teacher action: The teacher gives each small group a pile of two different types of pasta shapes (e.g., macaroni and fusilli).

Teacher instruction: "Using these two shapes, I want you to work with your friends to create your very own AB pattern. There is no wrong answer, as long as it repeats! When you are done, tell me the rule of your pattern."

Solution and

Commentary: A correct response would be a pattern like: macaroni, fusilli, macaroni, fusilli... The learner would explain, "Our rule is macaroni, then fusilli." The teacher affirms their creation: "What a beautiful pattern! You have successfully created a repeating pattern and you know its rule. You are a mathematician!"

Independent Practice (Questions Only)