Lesson 5 — Making and Continuing Patterns

Summary

Learners move from seeing patterns to making them. They build simple repeating patterns with objects and with their voices and bodies, and practice continuing a pattern by answering the big question: “what comes next?”

Objectives

• Continue or copy a simple repeating pattern of colors, shapes, or sounds. (D05.S2.K.01)

Connection

A weaver does not think about every single thread — she knows the pattern and keeps it going, over-under-over-under. A drummer keeps the beat going, and a dancer keeps the steps going. When you know a pattern, you can keep it going and know what comes next. Today you will be the one who makes the pattern and keeps it alive.

Materials

• About 20 objects in two or three kinds or colors (two kinds of seeds, two colors of stones, blocks in two shapes)
• A line or strip to build along

Preparation

• Give each learner or pair a collection of objects in at least two kinds/colors and a strip or line to build on.
• Clear space for sound-and-movement patterns.

Facilitator note

This lesson is written to the learner (“you”). Building and extending a simple repeating pattern (like AB or AAB) is the target skill here; keep the patterns simple and let learners work with two, and then three, elements at their own pace. The magic question is always “what comes next?” — asked with curiosity, never as a trick. Learners will make “mistakes” (two reds in a row, a skipped element); ask them to read their pattern aloud (“red-blue-red-blue…”) and let the rhythm reveal the fix — do not rush to correct. Sound and movement patterns are fully equal to object patterns and are a gift for learners who learn best with their bodies and ears. Learners who are blind or low-vision can build patterns by feel (smooth-bumpy-smooth) and by sound; learners who are deaf or hard of hearing can build visual patterns and feel a drumbeat through a surface. Learners with limited hand or body movement build patterns by voice or sign — saying the sequence aloud while a partner lays each piece, or choosing each next piece with eye-gaze or a mouth stick. Every learner’s pace is honored, and no one’s pattern is “better” — a correct pattern made slowly is just as true as a fast one.

Procedure

1. Gather (5 min). You already know a pattern repeats. Today you will be the pattern maker.
2. Copy a pattern (10 min). Watch a friend make a tiny pattern: red, blue, red, blue. Now copy it with your own objects. Copying is how we learn a pattern by heart.
3. Make your own (15 min). Build a pattern with two kinds of things. Say it aloud as you lay it: “leaf, stone, leaf, stone.” Or make a sound pattern: clap, stomp, clap, stomp.
4. Continue — what comes next? (10 min). Look at your pattern. Cover the last piece. Ask yourself: what comes next? Lay it down, then check. Now try a friend’s pattern and keep it going for them.
5. Close (5 min). Remember: a pattern is alive when someone keeps it going. You can always ask “what comes next?” and find the answer by reading the pattern.

Differentiation

• Support: Start by copying a two-piece repeating pattern made by the facilitator, saying each piece aloud together, before the learner makes their own.
• Extension: Invite learners to build a three-element pattern (red-blue-yellow, red-blue-yellow) and to leave a gap in the middle for a partner to fill.

Assessment

• Formative (observation): Can the learner continue a simple repeating pattern by placing the correct next piece?
• Performance: The learner’s built pattern, checked for a clear repeat that they can say aloud.

Home connection

At home, make a pattern with two kinds of things (spoons and cups, or two colors of anything), say it aloud, and ask a grown-up “what comes next?”