Mathematics · Foundation

Active learning ideas

Order of Operations (BODMAS/PEMDAS)

Active learning works because patterns are best understood by doing. Moving, building, and creating let students test their ideas immediately and see if their predictions hold. This hands-on approach turns abstract sequences into something they can touch, hear, or draw, making the repeating unit visible and concrete.

• ACARA Content Descriptions
• AC9M6N08

• 15–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 20 min · Pairs

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.

What comes next in this pattern , red, blue, red, blue, ___?

Facilitation Tip

During Pattern Extension Relay, circulate and listen for students to verbalize the repeating unit aloud before they add the next item.

What to look for

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.

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

Activity 02

• Experiential Learning
• 40 min · Small Groups

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.

Can you copy this pattern using the coloured blocks?

Facilitation Tip

At Material Pattern Stations, ask groups to swap their built patterns with another group and challenge them to extend it, forcing peer-checking of the unit.

What to look for

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.

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

Activity 03

• Experiential Learning
• 25 min · Whole Class

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.

Can you describe what repeats in this pattern?

Facilitation Tip

In Rhythm Pattern Circle, model clapping the repeating unit twice before inviting students to take turns leading a new rhythm sequence.

What to look for

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?'

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

Activity 04

• Experiential Learning
• 15 min · Individual

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.

What comes next in this pattern , red, blue, red, blue, ___?

Facilitation Tip

For Pattern Drawing Challenge, provide grid paper and colored pencils, and ask students to shade their repeating unit in one color to highlight it.

What to look for

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.

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

A few notes on teaching this unit

Teach by starting with physical manipulatives before moving to drawings or symbols. Research shows students need to experience patterns through multiple modalities to solidify understanding. Avoid rushing to abstract notation; instead, let students name their repeating units in their own words before formalizing the pattern rule.

Students will confidently identify, extend, and describe repeating patterns using both visual and kinesthetic methods. They will articulate the repeating unit and apply it to new contexts, showing they grasp the core concept of pattern consistency.

---

Watch Out for These Misconceptions

• During Pattern Extension Relay, watch for students who treat any arrangement as a pattern, like adding random colors after a sequence.

  Pause the relay and ask the pair to decide on a repeating unit together, using the items they just placed to identify the core AB unit before continuing.

• During Material Pattern Stations, watch for students who claim the entire shown sequence is the repeating unit, such as calling the whole ABAB a unit.

  Have the group rebuild the pattern and ask them to identify the smallest part that repeats, physically separating the AB to show it can stand alone.

• During Rhythm Pattern Circle, watch for students who think patterns only work with colors or shapes, not sounds or actions.

  Invite the class to repeat the same rhythm pattern using body percussion to connect the visual AB pattern to a kinesthetic one, naming the unit together.

---

Methods used in this brief

• Experiential Learning