Mathematics · Foundation · Copying and Continuing Repeating Patterns · Term 1

Creating Our Own Repeating Patterns

Students understand variables, terms, and coefficients, and write simple algebraic expressions from word descriptions.

• ACARA Content Descriptions
• AC9M6A01

About This Topic

Creating Our Own Repeating Patterns builds foundational skills in recognising and generating simple repeating sequences for Foundation students. They use two or more classroom objects to make patterns like ABAB or AABAAB, answering key questions such as 'Can you make your own AB pattern using two different objects?' or 'How could you make a pattern that goes AAB, AAB, AAB?' This hands-on work with items like blocks, sticks, or leaves helps students describe patterns verbally and predict what comes next.

Aligned with the Australian Curriculum's early number and algebra strand, this topic develops core ideas of repetition and order. Students connect patterns to real-life examples, like clapping rhythms or bead arrangements, which strengthens observation skills and introduces descriptive language such as 'repeating' and 'unit of repeat'. It sets the stage for more complex sequences in later years.

Active learning benefits this topic greatly because students manipulate physical objects to construct and extend patterns. This tactile approach makes repetition visible and interactive, encourages peer collaboration for sharing ideas, and provides instant feedback through teacher-guided checks, helping all learners grasp patterns intuitively.

Key Questions

1. Can you make your own AB pattern using two different objects?
2. What objects in the classroom could you use to make a repeating pattern?
3. How could you make a pattern that goes AAB, AAB, AAB?

Learning Objectives

• Create repeating patterns using two or more distinct objects or symbols.
• Identify the unit of repeat in a given AB or AAB pattern.
• Extend a given repeating pattern by accurately predicting and adding the next two elements.
• Describe a repeating pattern using precise mathematical language, such as 'unit of repeat' and 'repeats'.

Before You Start

Sorting and Classifying Objects

Why: Students need to be able to group objects based on attributes like color or shape to select different elements for their patterns.

Recognizing Simple Sequences

Why: Understanding that items can follow one another in a specific order is a basic step towards recognizing and creating repeating patterns.

Key Vocabulary

Pattern	A sequence of objects, shapes, or sounds that repeats in a predictable way.
Repeating Pattern	A pattern where a specific group of elements, called the unit of repeat, occurs over and over again in the same order.
Unit of Repeat	The smallest group of elements that repeats to form a repeating pattern. For example, in ABAB, 'AB' is the unit of repeat.
Extend	To continue a pattern by adding more elements that follow the established rule.

Watch Out for These Misconceptions

Common Misconception

Patterns must use only colors or numbers.

What to Teach Instead

Students often limit patterns to familiar items like crayons. Hands-on hunts for classroom objects show patterns form with any attributes, like shape or texture. Group sharing broadens ideas through peer examples.

Common Misconception

Any arrangement of objects is a repeating pattern.

What to Teach Instead

Children may place items randomly and call it a pattern. Active building with teacher prompts to copy a unit repeatedly clarifies repetition. Peer checks during rotations reinforce the core repeat structure.

Common Misconception

Patterns never change or end.

What to Teach Instead

Students think patterns go on forever without a repeating unit. Creating finite chains and extending them deliberately teaches units can repeat a set number of times. Collaborative displays highlight where patterns stop and start.

Active Learning Ideas

Classroom Scavenger: Object Patterns

Students pair up to hunt for two different classroom objects, like pencils and erasers. They create and extend an ABAB pattern on the floor or desk, then describe it to the class. Switch objects for a second round to try AAB.

25 min·Pairs

Body Beat Patterns: Whole Class Rhythm

Model an AAB pattern using claps, snaps, and stamps. Students stand in a circle and repeat it together, then create their own AAB body pattern. Perform for the group and vote on the most creative.

20 min·Whole Class

Nature Chain: Repeating Links

Collect natural items like leaves and twigs outside. In small groups, link them into AB or AAB chains on paper. Extend the pattern by two units and explain the repeating part to another group.

35 min·Small Groups

Bead String: Personal Patterns

Provide string and large beads in four colors. Students individually make a necklace with a repeating unit like ABAB. Wear and share with a partner, predicting the next beads if extended.

30 min·Individual

Real-World Connections

• Textile designers create patterns for fabrics, like the stripes on a shirt or the floral design on a dress, by repeating a specific motif or color sequence.
• Musicians use repeating rhythmic patterns, called ostinatos, in songs to provide a consistent beat or melody that listeners can easily follow.
• Architects and builders use repeating patterns in tiling floors or brickwork to create visually appealing and structurally sound designs.

Assessment Ideas

Quick Check

Provide students with a collection of classroom objects (e.g., blocks, crayons, counters). Ask them to create an AB pattern and then an AAB pattern. Observe if they can successfully arrange the objects in a repeating sequence.

Exit Ticket

Draw a simple repeating pattern on the board (e.g., circle, square, circle, square). Ask students to draw the next two shapes in the pattern on a small card and write down the 'unit of repeat'.

Discussion Prompt

Show students a picture of a tiled floor or a beaded necklace. Ask: 'What do you notice about this picture? Can you describe the pattern you see? What is the part that repeats over and over?'

Frequently Asked Questions

How do I introduce repeating patterns in Foundation maths?

Start with familiar examples like alternating socks or clapping rhythms. Model ABAB with objects, then let students copy and extend. Use verbal descriptions throughout to build pattern language, progressing to AAB for variety. Keep sessions short and playful to maintain focus.

What classroom objects work best for repeating patterns?

Everyday items like blocks, buttons, sticks, or linking cubes shine because they are accessible and varied. Pair contrasting attributes, such as big/small or smooth/rough, to highlight repetition clearly. Rotate objects weekly to keep engagement high and connect to the environment.

How can active learning help students create repeating patterns?

Active learning engages students through physical manipulation of objects, making abstract repetition concrete and fun. Pair or group work fosters discussion of pattern rules, while rotations provide multiple trials and peer feedback. This builds confidence, reduces errors, and deepens understanding via direct experience over worksheets.

How does this topic link to the Australian Curriculum?

It targets early pattern recognition in the Foundation number and algebra content, establishing foundations for sequences and functions. Students describe patterns using terms like 'repeats' and 'next', aligning with ACARA's focus on real-world application. This prepares for Year 1 growing patterns and algebraic thinking.