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

Identifying the Pattern Unit

Students combine like terms to simplify algebraic expressions, applying the commutative and associative properties.

• ACARA Content Descriptions
• AC9M7A01

About This Topic

Growing Patterns introduces the idea of change and sequences that increase or decrease in a predictable way. Unlike repeating patterns (ABAB), growing patterns (1, 2, 3...) involve a rule of change. In the ACARA framework, Foundation students begin to notice these sequences in simple contexts, such as adding one more block to a tower each time.

This topic is the bridge between simple patterns and the concept of addition and number sequences. It helps students understand that numbers themselves are a growing pattern. In an Australian context, this can be modeled using the growth of local plants or the 'staircase' of a stadium. This topic comes alive when students can physically build 'staircase' models and see the pattern grow before their eyes.

Key Questions

1. What part of this pattern repeats over and over?
2. Can you circle the piece that repeats in this pattern?
3. How many items are in the part that keeps repeating?

Learning Objectives

• Identify the repeating unit within a given visual pattern.
• Continue a repeating pattern by adding the correct elements.
• Describe the rule of a repeating pattern in words.
• Create a new repeating pattern based on a given rule.

Before You Start

Sorting and Classifying Objects

Why: Students need to be able to group similar items to identify repeating elements within a sequence.

Recognizing Simple Visual Sequences

Why: Students should have prior experience identifying basic sequences like ABAB or AAB before tackling more complex repeating units.

Key Vocabulary

pattern	A sequence of events, numbers, or items that repeats in a predictable way.
repeating unit	The specific part of a pattern that occurs over and over again.
sequence	A series of items or events that follow a particular order.
rule	The instruction or principle that explains how a pattern is formed or continued.

Watch Out for These Misconceptions

Common Misconception

Students try to make a growing pattern repeat (e.g., 1, 2, 3, 1, 2, 3).

What to Teach Instead

Use a physical 'staircase' model. Ask: 'Is the next step getting higher or staying the same?' Peer modeling of the 'add one more' rule helps students distinguish between repeating and growing.

Common Misconception

Students struggle to identify the 'rule' of the growth.

What to Teach Instead

Focus on the change between steps. Have students use a different colored block for the 'new' part of the pattern each time. Seeing the one extra red block on top of the blue blocks makes the rule visible.

Active Learning Ideas

Inquiry Circle: Building Staircases

In small groups, students use blocks to build a 'staircase'. The first step is 1 block, the second is 2, and so on. Students must predict how many blocks the next step will need and explain the 'rule' (add one more) to their group.

25 min·Small Groups

Stations Rotation: Growing and Shrinking

Set up stations where patterns either grow or shrink (e.g., 5, 4, 3...). Students use counters to model the sequence at each station and must work together to decide if the pattern is 'getting bigger' or 'getting smaller'.

20 min·Small Groups

Think-Pair-Share: The Growing Story

Tell a story where an animal finds one more berry every day. Students think about how many berries there will be on day four, share their drawing with a partner, and then the class builds the pattern together on the floor.

15 min·Pairs

Real-World Connections

• Fabric designers use repeating patterns to create textiles for clothing and home furnishings. They must identify the core motif and ensure it repeats consistently across the material.
• Architects and builders use repeating patterns in tiling, brickwork, and decorative elements to create visually appealing and structured designs for buildings and public spaces.

Assessment Ideas

Quick Check

Present students with several visual patterns (e.g., shapes, colors, objects). Ask them to draw a circle around the repeating unit in each pattern and then draw the next three elements of the pattern.

Discussion Prompt

Show a pattern like red, blue, red, blue, red, blue. Ask: 'What is the part that repeats here?' Then, show a more complex pattern like a square, circle, triangle, square, circle, triangle. Ask: 'Can you tell me the rule for this pattern?'

Exit Ticket

Give each student a card with a pattern rule, such as 'two circles, one square'. Ask them to draw the first six elements of a pattern that follows this rule on the back of the card.

Frequently Asked Questions

What is the difference between a repeating and a growing pattern?

A repeating pattern has a core that stays the same (circle, square, circle, square). A growing pattern changes by a rule (1 circle, 2 circles, 3 circles). Growing patterns are about 'more' or 'less' rather than just 'next'.

How can I teach growing patterns at home?

Use building blocks or even coins. Start with one, then make a pile of two, then three. Ask your child, 'What is happening to our piles?' You can also track the growth of a plant and mark its height on a chart each week.

How can active learning help students understand growing patterns?

Active learning, like building physical staircases, allows students to see the 'step' of the growth. By physically adding the 'one more' block, they internalise the additive nature of the sequence. Collaborative discussion helps them put words to the change, moving from 'it's getting bigger' to 'we are adding one more'.

Why do we teach shrinking patterns too?

Shrinking patterns (like a countdown) are the foundation for subtraction. Understanding that a pattern can decrease in a predictable way helps students develop a flexible understanding of number relationships and prepares them for 'counting back'.