Mathematics · Foundation

Active learning ideas

Creating Our Own Repeating Patterns

Active learning works because young students build patterns through touch, movement, and talk. When children manipulate real objects, their brains connect concrete actions to abstract ideas like repetition and sequence.

• ACARA Content Descriptions
• AC9M6A01

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 25 min · Pairs

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.

Can you make your own AB pattern using two different objects?

Facilitation Tip

During Classroom Scavenger, circulate and ask each pair to name their pattern unit aloud before moving to the next station.

What to look for

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.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 20 min · Whole Class

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.

What objects in the classroom could you use to make a repeating pattern?

Facilitation Tip

While guiding Body Beat Patterns, model clapping the unit twice before adding a new sound so students see the repeat structure clearly.

What to look for

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'.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 35 min · Small Groups

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.

How could you make a pattern that goes AAB, AAB, AAB?

Facilitation Tip

For Nature Chain, lay out three completed chains side by side and ask students to compare the repeating parts before adding their own links.

What to look for

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?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 30 min · Individual

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.

Can you make your own AB pattern using two different objects?

Facilitation Tip

When introducing Bead String, demonstrate holding up the first three beads and saying the unit name before threading the next three.

What to look for

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.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Focus first on the unit of repeat rather than the whole chain. Use gestures like tapping or pointing to mark the start of each new unit. Avoid naming patterns by letters too soon; let children describe their own units with words like 'red then blue' first. Research shows that children who physically move items while naming the unit develop stronger pattern recognition skills.

Successful learning looks like children creating clear repeating units with two or more objects, describing the pattern verbally, and predicting the next item in the sequence. Students should point to the 'part that repeats' and use words like 'again' or 'next'.

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Watch Out for These Misconceptions

• During Classroom Scavenger, students often limit patterns to familiar items like crayons.

  Provide diverse objects and model making patterns with textures or sizes, like smooth block then rough leaf, to broaden their view.

• During Body Beat Patterns, children may clap randomly and call it a repeating pattern.

  Stop the group after three beats, point to the unit, and ask, 'What part keeps coming back?' to reinforce the repeat structure.

• During Nature Chain, students think patterns never stop or change once started.

  Ask them to make a chain that repeats exactly five times, then discuss where the pattern ends and why.

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Methods used in this brief

• Experiential Learning