Foundations of Mathematical Thinking · Senior Infants

Active learning ideas

Number Patterns

Active learning brings number patterns to life for Senior Infants by letting them move, see, and speak their way through sequences. Hands-on tasks turn abstract ideas like 'add two' into physical jumps and visual jumps, helping young learners build confidence in predicting what comes next.

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

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 25 min · Pairs

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.

What comes next in this pattern , 1, 2, 3, __?

Facilitation Tip

During Counter Pattern Trails, circulate and listen for pairs to verbalize their counting rule before moving to the next square.

What to look for

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.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 30 min · Small Groups

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.

Can you count in 2s , 2, 4, 6, __?

Facilitation Tip

For Missing Number Hunt, provide numeral cards only so students must reconstruct the sequence rather than guess randomly.

What to look for

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.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 20 min · Whole Class

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.

What number is missing from this row of numbers?

Facilitation Tip

In Counting Circle Chant, pause after each round to let students propose the next number and justify their choice to the group.

What to look for

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.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 15 min · Individual

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.

What comes next in this pattern , 1, 2, 3, __?

What to look for

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.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Pattern work thrives when students experience the same rule across multiple modes: body movement, spoken language, and written symbols. Avoid teaching rules as abstract symbols too soon; instead, let children discover patterns through playful repetition. Research shows that alternating direction (forwards and backwards) strengthens flexible thinking and prevents the misconception that patterns only increase.

By the end of the unit, students should confidently extend patterns, identify missing numbers, and describe the rule aloud using words like 'adding two' or 'counting back.' They should also move between verbal, visual, and physical representations of sequences without prompting.

---

Watch Out for These Misconceptions

• During Counter Pattern Trails, watch for students who assume patterns only increase.

  Prompt pairs to walk forward and backward along the trail while chanting the numbers aloud, then ask them to describe the rule including the direction change.

• During Counting Circle Chant, watch for students who think counting in 2s only produces odd numbers.

  Have students jump on numbered floor mats starting from an odd number, then from an even number, chanting each jump to reinforce that adding 2 works from any starting point.

• During Missing Number Hunt, watch for students who treat any row of numbers as a pattern.

  Ask students to sort mixed number cards into true patterns and false patterns, then build each true pattern with linking cubes to physically test the rule.

---

Methods used in this brief

• Stations Rotation