Foundations of Mathematical Thinking · Senior Infants · Counting and Number Sense · Autumn Term

Number Patterns

Applying the correct order of operations (BODMAS/PEMDAS) to solve multi-step numerical expressions involving integers.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Number - N.4

About This Topic

Number patterns introduce Senior Infants to recognizing, extending, and describing simple sequences within the NCCA Counting and Number Sense strand. Students explore counting forwards and backwards in ones, twos, fives, and tens, predict what comes next in patterns like 2, 4, 6, __, and identify missing numbers in rows such as 5, __, 9, 10. These activities build fluency in number order and prepare for place value concepts.

This topic links directly to everyday routines, like counting classroom objects or steps on stairs, fostering connections between math and real life. It develops logical reasoning as children notice repetition and growth in sequences, laying groundwork for addition, subtraction, and early problem-solving. Collaborative exploration helps students articulate patterns using terms like 'next' or 'before'.

Active learning benefits number patterns greatly because young children learn best through touch and movement. When they line up counters, hop along floor number lines, or clap rhythms to counts, patterns become multisensory and engaging. Group predictions spark discussions that reveal thinking, while immediate feedback from manipulatives corrects errors on the spot and builds confidence.

Key Questions

1. What comes next in this pattern , 1, 2, 3, __?
2. Can you count in 2s , 2, 4, 6, __?
3. What number is missing from this row of numbers?

Learning Objectives

• Identify the next number in a given sequence of at least three integers.
• Extend a given number pattern by at least two more terms.
• Describe a simple number pattern using words like 'add one' or 'add two'.
• Determine a missing number within a sequence of consecutive integers.

Before You Start

Counting and Cardinality

Why: Students need to be able to count reliably to recognize and extend number sequences.

Number Recognition

Why: Identifying numerals is essential for understanding and manipulating number patterns.

Key Vocabulary

Pattern	A repeating or predictable sequence of numbers or objects.
Sequence	A set of numbers or objects that follow a specific order or rule.
Next	Coming immediately after in order or time.
Missing	Not present or accounted for; absent.
Count forwards	To say numbers in increasing order, starting from a given number.

Watch Out for These Misconceptions

Common Misconception

Patterns only increase and never decrease.

What to Teach Instead

Many patterns go backwards, like 10, 8, 6, __. Hands-on number line walks forward and back help students experience both directions. Pair discussions reveal how rules apply regardless of direction, building flexible thinking.

Common Misconception

Counting in 2s skips only odd numbers.

What to Teach Instead

Counting in 2s means adding 2 each time, from any start, like 3, 5, 7. Jumping games on mats visualize skips clearly. Group chants correct skips through peer feedback and repetition.

Common Misconception

Any row of numbers is a pattern.

What to Teach Instead

Patterns follow a rule, like +2 each time. Sorting mixed numbers into true patterns during station work helps distinguish. Collaborative building with blocks reinforces rule-testing.

Active Learning Ideas

Pairs: Counter Pattern Trails

Pairs use counters to build number patterns on desks, such as 1, 3, 5, __. One child adds three numbers, the partner extends it by two more and explains the rule. Switch roles and compare trails.

25 min·Pairs

Small Groups: Missing Number Hunt

Hide number cards around the room in sequence order, like 10, __, 14, 16. Groups hunt, place cards in order on a mat, and discuss why numbers fit. Record the complete pattern on chart paper.

30 min·Small Groups

Whole Class: Counting Circle Chant

Sit in a circle and chant counts in 2s while passing a beanbag: 2, 4, 6... The holder says the next number. Vary speeds and directions to include backwards counting.

20 min·Whole Class

Individual: Pattern Extension Strips

Give each child a strip with a partial pattern like 5, 10, __, 20. They draw or stick numbers to complete it, then share one pattern with a neighbor for verification.

15 min·Individual

Real-World Connections

• Children often count steps as they climb stairs, creating a simple number pattern (1, 2, 3...). This helps them predict how many steps are left to reach the top.
• Organizing toys by size or color can create visual patterns. For example, a child might arrange blocks in a sequence of small, large, small, large, helping them identify what comes next.

Assessment Ideas

Quick Check

Present students with a number line from 1 to 10 with one number missing. Ask: 'What number is missing from our number line?' Observe if students can identify the missing integer based on the surrounding numbers.

Exit Ticket

Give each student a card with a pattern, such as 2, 4, 6, __. Ask them to write the next number in the pattern and draw a picture of something that follows a similar pattern.

Discussion Prompt

Show students a pattern of objects, like red, blue, red, blue, __. Ask: 'What comes next in our pattern? How do you know?' Listen for students using terms like 'next' and explaining the repeating colors.

Frequently Asked Questions

How do I teach number patterns to Senior Infants?

Start with familiar counts in ones, then introduce skips like 2s using songs and visuals. Use concrete tools such as bead strings or floor tapes for hands-on practice. Daily routines, like lining up by counting steps in 2s, reinforce skills. Progress to finding missing numbers through games that encourage prediction and explanation, ensuring all students participate actively.

What activities work best for counting in 2s?

Incorporate movement with hopscotch grids marked in 2s or clapping rhythms while chanting 2, 4, 6. Pairs can build even number towers with blocks, stacking two at a time. Whole-class beanbag passes during circle time add fun and accountability. These keep energy high and make abstract skips concrete for young learners.

How does active learning help with number patterns?

Active learning makes patterns tangible through manipulatives and movement, ideal for Senior Infants' developmental stage. Children internalize sequences by arranging objects, jumping counts, or chanting in groups, engaging multiple senses. Discussions during pair or group tasks surface misconceptions early, while play builds confidence and retention far beyond worksheets.

What are common errors in recognising number patterns?

Children often think patterns must start at 1 or only go forwards, missing flexible rules. They may skip inconsistently in 2s or see random numbers as patterns. Address with visual aids like number lines and peer teaching in small groups. Regular oral practice and real-object sorting clarify rules and promote accurate prediction.