Mathematics · Foundation

Active learning ideas

Finding and Describing Patterns Around Us

Active exploration turns abstract ideas into tangible understanding. When students move, build, and search for patterns in real objects, their brains connect mathematical concepts to the world around them. This hands-on approach builds confidence as they describe, copy, and predict sequences in ways that stick.

• ACARA Content Descriptions
• AC9M6A03

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

Activity 01

• Outdoor Investigation Session
• 30 min · Small Groups

Pattern Hunt: Classroom Exploration

Divide the class into small groups and provide clipboards. Students locate three repeating patterns around the room, sketch them, and note the core unit like 'line, dot, line.' Regroup to share findings and extend one pattern together.

Can you find a pattern somewhere in our classroom?

Facilitation Tip

During Pattern Hunt, provide a simple checklist with examples like 'color,' 'shape,' or 'size' to guide students’ observations without limiting their discoveries.

What to look for

Show students a pattern strip with missing end pieces, such as 'circle, square, circle, square, ___, ___'. Ask them to draw or place the next two shapes to continue the pattern.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 20 min · Pairs

Body Patterns: Rhythm Chains

Model a pattern like clap, pat, stomp. In pairs, one leads by performing three repeats; the partner copies and adds one more element. Pairs perform for the whole class, with everyone predicting the next move.

What pattern can you see on this piece of fabric?

Facilitation Tip

For Body Patterns, model the rhythm yourself first, then invite students to copy before they create their own sequences to avoid frustration.

What to look for

Present a collection of classroom objects (e.g., blocks, crayons, buttons). Ask: 'Can you find a pattern in these objects? Describe the pattern you see and tell me what comes next.'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 25 min · Pairs

Block Builds: Copy and Extend

Supply two-color blocks to tables. Students first copy a teacher-made pattern on a strip, then create their own ABAB sequence. Partners test each other's by continuing it twice more.

Can you make a pattern with your hands and feet , like clap, stomp, clap, stomp?

Facilitation Tip

When running Block Builds, use contrasting colors to highlight the repeating unit and make it easier for students to identify and extend patterns.

What to look for

Give each student a card with a simple pattern (e.g., clap, snap, clap, snap). Ask them to write or draw the next two actions in the sequence and then name the repeating unit.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 35 min · Small Groups

Fabric Finds: Textile Tales

Pass around fabric scraps with prints. Individually, students circle repeating units with crayons, then in small groups describe and extend the pattern using drawn shapes. Display and vote on favorites.

Can you find a pattern somewhere in our classroom?

Facilitation Tip

During Fabric Finds, bring in textiles with bold designs so patterns are unmistakable for young eyes to spot and describe.

What to look for

Show students a pattern strip with missing end pieces, such as 'circle, square, circle, square, ___, ___'. Ask them to draw or place the next two shapes to continue the pattern.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Teachers should introduce patterns as predictable sequences with a clear core unit, using concrete materials first before moving to abstract representations. Avoid rushing to worksheets; instead, prioritize verbal descriptions and physical demonstrations. Research shows that young learners benefit from multisensory experiences, so incorporate sounds, movements, and objects to solidify their understanding of repeating units.

Students will confidently recognize repeating units, copy them accurately, and extend them with consistency. They will describe patterns using clear language, whether they are visual, auditory, or physical. Missteps become learning moments as they refine their understanding through repetition and peer feedback.

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Watch Out for These Misconceptions

• During Pattern Hunt, watch for students who identify any group of objects as a pattern, such as 'a pile of red and blue blocks.'

  Guide them to look for a consistent repeating unit by asking, 'What part repeats over and over?' and having them cover the pattern with their hands to isolate the sequence.

• During Body Patterns, watch for students who believe patterns must include only sounds or only movements, not both.

  Demonstrate a two-part sequence like 'clap, stomp' and have students replicate it before asking them to invent their own mixed sequences.

• During Block Builds, watch for students who think a pattern must change every time, such as 'red, blue, green, red, blue, green, purple,' as the sequence progresses.

  Use a repeating unit like 'red, blue, red, blue' and ask students to cover the blocks with paper to reveal the core unit they must maintain.

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Methods used in this brief

• Outdoor Investigation Session