Courseversity

Lesson

Creating patterns

Primary EducationGrade 1MathematicsCV-PRI-G01-MATH-ALG-U01-L0645–60 min

You will learn

  • Create a pattern with a core of 2 or 3 items.
  • Create a number pattern with a rule.
  • Explain your pattern to a partner.
  • Check that your pattern repeats.

Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.

Student lesson

The lesson in 60 seconds

  1. To make a pattern we need a core that repeats.
  2. Repeat the core at least three times.
  3. A number pattern needs a rule.
  4. Check that your pattern repeats.

Words to know

create
Make something new.
rule
What stays the same each time.
core
The part that repeats.
explain
Tell how and why.

1. Discover: be a pattern maker

Imagine you are a designer making a cloth with a pattern. What colours or shapes will you use? What will the core be?

2. Understand: making patterns

To make a pattern: (1) choose a core (for example blue, yellow), (2) repeat it at least three times, (3) check that it repeats the same way. You can use colours, shapes, sounds, movements or numbers.

For a number pattern, choose a start number and a rule such as “add 3”. Start at 2: 2, 5, 8, 11.

Explain your pattern: “My core is ___ and it repeats.”

Idea 1: Make a core

Choose 2 or 3 items for your core. For example, red, blue.

Idea 2: Repeat it

Repeat the core at least three times: red, blue, red, blue, red, blue. Now it looks like a pattern.

Idea 3: Number patterns

Choose a start number and a rule. Start at 2 and add 3: 2, 5, 8, 11.

Why a rule? The rule makes each step the same, so the pattern is easy to follow.

Remember: Choose a core, repeat it at least three times, and explain your rule.

3. Worked examples

Example 1 (I show you): Make a colour pattern

Make a pattern with the colours red and blue.

  1. Choose the core: red, blue.
  2. Repeat it three times.

Answer: Red, blue, red, blue, red, blue

Example 2 (We do it together): Number pattern

Start at 2 and add 3. Write four numbers.

  1. 2.
  2. 2 + 3 = 5.
  3. 5 + 3 = 8, 8 + 3 = 11.

Answer: 2, 5, 8, 11

Example 3 (You try): Sound pattern

Make a pattern with a clap and a stamp.

Show the steps and answer
  1. Core: clap, stamp.
  2. Repeat.

Answer: Clap, stamp, clap, stamp

Did you know?

Music is full of patterns. A drum beat repeats the same sounds again and again.

Why this matters

Making patterns shows that we understand how they work.

4. Explore: design a border

You need paper, crayons or counters.

  1. Choose a core of 2 or 3 things.
  2. Repeat it to make a border at least 9 items long.
  3. Make a number pattern with a rule.
  4. Show a partner and ask them to find the core.
Think about it: what did you notice?

Answers will differ. Check that the core repeats.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • My core is ___.
  • My rule is ___.
  • I repeat the core ___ times.
  • My pattern is ___.

Guided practice

Question 1. What is a core?

The part that repeats.

Question 2. Start at 2, add 3: 2, 5, __

8.

Question 3. How many times should the core repeat to show a pattern?

At least 3.

Independent practice

Level 1: Start

  1. Make a colour pattern with 8 items.
  2. Make a shape pattern with a 3-item core.
  3. Make a number pattern that adds 2.
  4. Explain the rule of your pattern.
  5. Clap a pattern and ask a friend to copy it.

Level 2: Grow

  1. Make an AB pattern with 6 items.
  2. Start at 1 and add 3. Write four numbers.
  3. What is the core of triangle, circle, circle, triangle, circle, circle?

Level 3: Stretch

  1. Start at 20 and take away 5. Write four numbers.
  2. Make an ABC pattern with 9 items.
  3. Kofi says 2, 4, 7, 8 is a pattern. Why is he wrong?

Answers are in the answer key below. Try first, then check.

6. Apply: everyday mathematics

Design a pattern for a cloth border using two colours. What is your core?

Show a sample answer

Answers will differ. Example core: yellow, black.

Another one. Make a bead necklace with 3 colours and 9 beads. Write the pattern.

Show a sample answer

For example red, blue, green, red, blue, green, red, blue, green

7. Common mistakes

Mistake: Making a pattern where the core changes.
Fix: Check each repeat is the same as the first.
Another mistake: Repeating the core only once.
Fix: Repeat the core at least three times.
Another mistake: Changing the rule in a number pattern.
Fix: Use the same rule each time.

8. Lesson summary and revision card

I can…

  • I can make a pattern with a core.
  • I can make a number pattern with a rule.
  • I can explain my pattern.
  • I can check that my pattern repeats.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. To make a pattern we need a…

2. A number pattern starting at 2 and adding 3 is…

3. How many times should we repeat the core to show a pattern?

4. Which is a pattern you can create with sound?

5. After you make a pattern, you should…

6. Which is an AB pattern?

7. The core of apple, pear, apple, pear is…

8. Start at 5 and add 2. The first three numbers are…

9. Which is an ABB pattern?

10. Start at 10 and take away 2. The first four numbers are…

11. A rule tells us…

12. The pattern star, moon, star, moon has a core of how many items?

Challenge 1. Start at 1 and add 4. What are the first four numbers?

Challenge 2. A pattern starts at 3 and adds 5. What is the 4th number?

Your result appears here after you answer every question.

10. Key takeaways

  • Choose a core and repeat it.
  • Use colours, shapes, sounds or numbers.
  • Explain the rule.

11. Next lesson

Next lesson: Sorting objects. Keep going with the next idea in this course.

Exam practice

These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.

  1. What do we need to make a pattern? [1 mark]
  2. Make a colour pattern with 6 items using two colours. [2 marks]
  3. Start at 4 and add 2. Write four numbers. [2 marks]
  4. Start at 15 and take away 5. Write four numbers. [2 marks]
  5. Explain the rule of your number pattern. [2 marks]

Total: 9 marks.

Marking guide and model answers
  1. A core that repeats [1]
  2. Core repeated [1]; six items [1]
  3. 4, 6, 8, 10 [2]. Give 1 mark for 3 correct.
  4. 15, 10, 5, 0 [2]. Give 1 mark for 3 correct.
  5. The rule stated [1]; it works every step [1]

Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.

Printable worksheet

  1. Make an AB pattern.
  2. Start at 3, add 2: 3, 5, __
  3. Core of your pattern?
  4. How many times should a core repeat?
  5. Name one thing you can use for a pattern.
  6. Make an AB pattern with 6 items.
  7. Start at 2 and add 2. Write four numbers.
  8. How many times should the core repeat?
  9. Start at 10 and add 10. Write four numbers.
  10. Clap a pattern. What is your core?

Homework

Make a pattern with things at home (spoons, leaves, buttons). Show it to a family member and explain your rule.

Answer key and marking scheme

Question Expected response Marks
Make an AB pattern. e.g. red, blue, red, blue 2
Start at 3, add 2: 3, 5, __ 7 2
Core of your pattern? any 2
How many times should a core repeat? at least 3 2
Name one thing you can use for a pattern. colour, shape, sound, number 2
Total 10

Practice answers: Worksheet: 1 e.g. red, blue, red, blue; 2 7; 3 any; 4 at least 3; 5 colour, shape, sound, number.

Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 C, Challenge 2 C.

Extra worksheet answers (items 6 onward): 6 Any repeating AB pattern; 7 2, 4, 6, 8; 8 At least 3 times; 9 10, 20, 30, 40; 10 Any sensible core.

Independent practice answers. Level 1: 1 your own colour pattern with 8 items, such as red, blue, red, blue, red, blue, red, blue; 2 your own shape pattern with a 3-item core; 3 for example 2, 4, 6, 8, 10; 4 your own rule, such as add 2; 5 your own clap pattern. Level 2: 1 For example star, moon, star, moon, star, moon; 2 1, 4, 7, 10; 3 triangle, circle, circle. Level 3: 1 20, 15, 10, 5; 2 For example red, blue, green, red, blue, green, red, blue, green; 3 The rule changes: +2, +3, +1.

Mastery and remediation

Objective Bronze (Developing) Silver (Proficient) Gold (Advanced)
O1 Create a pattern with a core of 2 or 3 items Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O2 Create a number pattern with a rule Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O3 Explain your pattern to a partner Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O4 Check that your pattern repeats Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation

Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.

If a learner struggles

  1. Find the misconception: Making a pattern where the core changes. Check each repeat is the same as the first.
  2. Explain another way: use real objects first, then pictures.
  3. Show a simpler example: Make a two-item AB pattern using any objects.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. Move on when the learner shows Silver-level evidence independently.

For parents and guardians

In this lesson your child creates their own patterns and explains the rule. You do not need to be good at mathematics to help.

  • Make patterns with beads, blocks or leaves.
  • Clap a pattern and ask your child to copy it.
  • Ask: what is your rule?
  • Ask “how do you know?” after each answer, and listen.
  • Praise effort, not only right answers. Mistakes are how we learn.
  • Ten to fifteen minutes a day is better than one long session.

Teacher package

1–5. Objectives, prerequisites, materials, preparation, duration

Lesson objectives. Learners will: create a pattern with a core of 2 or 3 items; create a number pattern with a rule; explain your pattern to a partner; check that your pattern repeats.

Prerequisite knowledge. Lessons 1 to 5.

Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.

Preparation. Gather the counters and draw the example pictures on the board before the lesson.

Suggested duration. 45–60 minutes. It can be split into two shorter sessions.

6–9. Teaching procedure, explanation notes, guided and independent activities

Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.

Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.

Guided activity (10 min). You need paper, crayons or counters. Learners follow the Explore steps in pairs.

Independent activity (10 min). Learners complete the independent practice and the worksheet.

Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.

Key questions. What is your core? What is your rule? Does it repeat?

Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.

10–12. Differentiation, formative assessment, common misconceptions

Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.

Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.

Misconceptions. Making a pattern where the core changes. Check each repeat is the same as the first.

13–15. Assessment questions, answer keys, marking scheme

Use the quiz and worksheet on this page. The 9-mark exam practice scheme, the 10-mark scheme and all answers are in the answer sections above. Re-check every answer and the marking scheme before publication.

16–19. Remediation, enrichment, homework, teacher reflection

Remediation. Make a two-item AB pattern using any objects. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.

Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.

Sources and standards

This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.

Official standards for this topic area. Common Core State Standards for Mathematics (official site): Grade 1 » Operations & Algebraic Thinking. These pages list the standards that cover this topic area; read them alongside the lesson.

Research used to shape this lesson. Common Core 1.OA and 2.OA; Cambridge Primary Mathematics Stage 1 (patterns). These sources informed the lesson.

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