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

Order of Operations (BODMAS/PEMDAS)

Students apply the order of operations (BODMAS/PEMDAS) to evaluate numerical expressions involving multiple operations.

• ACARA Content Descriptions
• AC9M6N08

About This Topic

In Foundation mathematics, students recognise, copy, and continue simple repeating patterns using colours, shapes, numbers, or objects. They respond to prompts like 'What comes next in red, blue, red, blue?' by selecting or creating the next item and describe the repeating unit, such as 'blue, red repeats.' This builds foundational skills in observing sequences and predicting outcomes.

Aligned with the Australian Curriculum (AC9MFN02), this topic introduces early algebraic thinking within the number and algebra strand. Students use concrete materials to replicate patterns, fostering connections between visual, tactile, and verbal representations. It prepares them for counting patterns and basic operations by emphasising structure and regularity in mathematics.

Active learning excels with repeating patterns because students manipulate real objects to test predictions and receive instant feedback. Collaborative creation and extension of patterns encourage discussion of reasoning, helping all learners, including those needing support, grasp the repeating core through peer modelling and teacher guidance.

Key Questions

1. What comes next in this pattern , red, blue, red, blue, ___?
2. Can you copy this pattern using the coloured blocks?
3. Can you describe what repeats in this pattern?

Learning Objectives

• Identify the repeating unit in a given numerical pattern.
• Continue a numerical pattern by predicting and writing the next three terms.
• Explain the rule used to generate a numerical pattern.
• Create a numerical pattern following a specified rule.

Before You Start

Counting Objects

Why: Students need to be able to count reliably to identify and extend numerical patterns.

Recognising Simple Shapes

Why: Understanding basic shapes is helpful for identifying patterns in visual representations, even when the topic focuses on numbers.

Key Vocabulary

Pattern	A sequence of numbers, shapes, or objects that repeats in a predictable way.
Repeating Unit	The smallest part of a pattern that, when repeated, creates the entire pattern.
Rule	The instruction that describes how to get from one part of the pattern to the next.
Term	Each individual number or object in a pattern.

Watch Out for These Misconceptions

Common Misconception

Every arrangement of items counts as a pattern.

What to Teach Instead

True patterns require a repeating unit that continues predictably. Active exploration with manipulatives lets students test sequences by extending them, revealing when repetition breaks down and clarifying the need for consistency.

Common Misconception

The repeating unit is the entire shown sequence.

What to Teach Instead

The core unit is the shortest repeating part, like AB in ABAB, not the whole ABAB. Hands-on building and peer challenges help students experiment with smaller units, discuss why they fit, and refine their understanding.

Common Misconception

Patterns only use colours or shapes, not sounds or actions.

What to Teach Instead

Patterns apply across contexts like rhythms or movements. Whole-class rhythm activities bridge this gap, as students experience repetition kinesthetically and connect it to visual patterns through shared descriptions.

Active Learning Ideas

Pairs: Pattern Extension Relay

Pair students with a set of coloured blocks forming a starting pattern of four to six items. One student adds two more to continue the pattern correctly; the partner verifies and describes the repeating unit. Switch roles twice, then share one pattern with the class.

20 min·Pairs

Small Groups: Material Pattern Stations

Prepare four stations with different materials: beads, pegs, buttons, and linking cubes, each with a sample repeating pattern. Groups spend eight minutes at each station copying the pattern onto paper or extending it with materials, then rotate and compare results.

40 min·Small Groups

Whole Class: Rhythm Pattern Circle

Students sit in a circle. Teacher models a repeating rhythm like clap-stomp-clap; class copies and one student leads the next extension. Continue for ten rounds, with students describing the repeating unit verbally after each turn.

25 min·Whole Class

Individual: Pattern Drawing Challenge

Provide worksheets with half-complete patterns of shapes or colours. Students draw the next four to six items to continue the pattern, then colour and label the repeating unit. Collect and display for a class pattern gallery.

15 min·Individual

Real-World Connections

• Musicians use repeating patterns in rhythm and melody to compose songs. For example, a drum beat might follow a pattern of 'tap, tap, pause, tap' that repeats throughout a piece of music.
• Construction workers use patterns when laying bricks or tiles to create visually appealing and structurally sound walls or floors. A common pattern involves alternating colours or arrangements of the materials.

Assessment Ideas

Quick Check

Present students with a sequence of numbers, such as 2, 4, 6, 8, ___, ___, ___. Ask them to write the next three numbers and explain the rule they used to find them.

Exit Ticket

Give each student a card with a simple pattern rule, like 'add 3'. Ask them to write the first five terms of a pattern that follows this rule and to draw a simple picture representing the repeating unit if applicable.

Discussion Prompt

Show students two different patterns, one with a clear repeating unit (e.g., 1, 2, 1, 2) and another that is an increasing sequence (e.g., 1, 2, 3, 4). Ask: 'Which of these is a repeating pattern? How do you know? What is the repeating part?'

Frequently Asked Questions

How to teach repeating patterns in Australian Foundation maths?

Start with concrete materials like blocks or beads for copying simple two- or three-part patterns. Progress to prediction tasks and verbal descriptions. Use daily transitions, such as lining up in colour patterns, to embed practice. Align with AC9MFN02 by documenting student explanations to assess growth.

What activities engage Foundation students in pattern work?

Incorporate hands-on stations with varied materials, partner relays for extension, and circle-time rhythms. These keep energy high while targeting recognition, copying, and continuation. Rotate formats weekly to maintain interest and reinforce skills across senses.

How can active learning help students understand repeating patterns?

Active approaches like manipulating blocks or creating group patterns make the repeating unit tangible. Students predict, test, and justify extensions, gaining confidence through trial and error. Peer discussions during relays clarify misconceptions, while teacher prompts guide reflections, deepening conceptual grasp for diverse learners.

Common misconceptions in Foundation repeating patterns?

Students often see random arrangements as patterns or mistake the full sequence for the unit. Address with guided manipulation: have them extend sequences and check repetition. Visual aids like pattern strips and class voting on 'best units' build consensus and correct ideas collaboratively.