Patterns

Patterns are arrangements of objects, shapes, colours or numbers that repeat or follow a rule. In Class 2 we learn to see, continue and make simple patterns. Patterns help us predict what comes next.

Common types:

• Repeating patterns – a small group repeats again and again (for example ABAB or AABB).
• Growing patterns – each step changes in a regular way (for example 1, 2, 3, 4 or 2, 4, 6, 8).
• Alternating patterns – two or more items alternate in a regular order (for example red, blue, red, blue).

How to work with patterns: look at the first few items, find the smallest repeating unit or the rule (for number patterns), then continue the pattern by repeating the unit or applying the rule.

Tips for children: use coloured objects, draw shapes, use beads or blocks, and say the pattern aloud while continuing it.

A repeating pattern is a sequence in which a group of items (shapes, colours, numbers or letters) repeats again and again. The group that repeats is called the unit of the pattern. Patterns help us see order and predict what comes next.

How to recognise and continue a repeating pattern:

• Look for the smallest group that repeats. This is the unit, for example: red–blue (unit = red, blue) or circle–square–triangle (unit = circle, square, triangle).
• Say the rule of the pattern in words: for example, “alternate red and blue” or “two triangles then one circle”.
• To continue the pattern, keep writing the same unit in the same order: ABABAB or ABCABC.

Simple classroom activities: draw a row of shapes and ask the child to colour or draw the next 3 items; clap or stamp in a repeating rhythm; make bead necklaces with repeating colour units.

Why this is useful: repeating patterns build observation skills, help with number sense and prepare students for multiplication, division and algebraic thinking later on.

Growing and shrinking patterns are simple number or object arrangements that get bigger or smaller in a regular way.

Growing pattern: each step has more items (or a larger number) than the one before. Example rule: add the same number each time (e.g., +1). Shrinking pattern: each step has fewer items (or a smaller number) than the one before. Example rule: take away the same number each time (e.g., −1).

To find the rule: look at two or three steps and see how many were added or taken away. Use that rule to say what comes next. For young learners, use toys, blocks, pictures or drawings to see the change.

What are Number Patterns?

Number patterns are sequences of numbers that follow a rule. In Class 2 we look for simple rules like adding the same number each time, subtracting, or repeating a group of numbers. Recognising the rule helps us continue the pattern and predict the next numbers.

Types of number patterns

• Repeating patterns: A small group of numbers repeats again and again (for example 1, 2, 1, 2, ...).
• Growing patterns (skip counting): Numbers increase by the same amount each time (for example counting by 2s: 2, 4, 6, 8...).
• Decreasing patterns: Numbers get smaller by the same amount each time (for example 10, 8, 6, 4...).
• Odd and even patterns: Even numbers (2, 4, 6, ...) and odd numbers (1, 3, 5, ...) form clear patterns.

How to find the rule

1. Look at how the numbers change from one to the next (do you add, subtract, or repeat?).
2. Say the rule in words, for example add 2 or subtract 1.
3. Test the rule by using it to get the next number.

Why it matters

Number patterns build number sense, help in counting quickly, and form the basis for later topics like multiplication and algebra.

Patterns with shapes and colours are repeated arrangements that follow a rule. Young learners look for a small part that repeats (the unit) and use it to continue the pattern or name what comes next. Patterns may repeat exactly (cyclic patterns) or change in a regular way (growing or shrinking patterns).

Common types:

• AB pattern: Two items alternate, e.g. red circle, blue square, red circle, blue square...
• ABC pattern: Three items repeat in order, e.g. red, blue, yellow, red, blue, yellow...
• AAB or ABB pattern: Groups repeat, e.g. red, red, blue, red, red, blue...
• Growing pattern: Number or size of shapes increases regularly, e.g. 1 triangle, 2 triangles, 3 triangles...
• Mirror or symmetrical pattern: Shapes repeat in reverse order around the centre.

How to work out a pattern (simple steps):

1. Look for the smallest group that repeats (the unit).
2. Write down the order of shapes and colours in that unit.
3. Use the unit to continue the pattern or to find the next item.
4. For growing patterns, check how many shapes are added each time.

Teaching tips: use real objects (buttons, beads, blocks) and crayons. Ask children to make their own patterns, name the rule ("AB", "AAB", "add one more"), and explain why the pattern continues that way.

Patterns with pictures and objects are repeated arrangements that follow a rule. Children recognise a small group of pictures or objects that repeat. This small repeating group is called the 'unit' or 'core' of the pattern. Patterns help develop observation, reasoning and prediction skills.

Common types of patterns for Class 2:

• Repeating patterns (AB AB AB, AAB AAB, ABC ABC): one unit repeats exactly.
• Growing or increasing patterns: the number of items grows regularly (1, 2, 3, ... or 2, 4, 6, ...).
• Shrinking or decreasing patterns: items reduce regularly.
• Shape or colour patterns: shapes or colours repeat in a fixed order.

How to work with a pattern (simple steps):

1. Look carefully at the pictures or objects.
2. Find the smallest repeating unit (the core).
3. Describe the rule in words (for example: 'red, blue, red, blue' or 'add two').
4. Use the rule to continue or complete the pattern.

Teachers and parents can use beads, buttons, stamps, stickers, blocks, or drawings to show patterns. Encourage children to make their own patterns and explain the rule in words.

What the topic is: Extending and completing patterns means looking at a sequence of shapes, colours, numbers or objects, finding the rule that makes the pattern, and then continuing it or filling in missing items.

How to do it (step-by-step):

• Observe: Look carefully at the items given.
• Find the rule: Decide how the pattern changes (it may repeat, alternate, grow or follow a number rule).
• Extend: Use the rule to write or draw the next items.
• Complete: If some items are missing, use the rule to fill them in.

Types of simple rules for Class 2: repeating (ABAB), alternating (AAB AAB), adding the same number each time (+2), increasing by one (1,2,3...), doubling, or growing shapes (one dot, two dots, three dots).

Learning goal: Children learn to recognise regularity, practise observation, and use basic number operations to predict what comes next.

Patterns are arrangements that repeat or follow a rule. In Class 2, students learn to make simple repeating patterns with shapes, colours, objects and numbers, and to describe the rule that creates them.

• Types of patterns: repeating patterns (ABAB, AABB, ABC), growing/number patterns (1,2,3,... or 2,4,6,...), and position patterns (first, second, third).
• How to create a pattern: choose a unit (a single item or group that repeats), decide the rule (what repeats or how numbers change), then repeat the unit to make a longer pattern.
• How to describe a pattern: say the repeating unit (for example “red, blue” for ABAB), name the type (ABAB, AABB, ABC), and state the rule in words (for numbers: “add 2 each time”).
• Finding the next items: use the rule or the unit to predict what comes next. For number patterns check the difference between consecutive numbers; for shape/colour patterns look for the repeating sequence.

Teaching tips: use real objects (beads, blocks, stickers), draw patterns on paper, and ask students to continue, copy, or make their own patterns. Encourage students to explain the rule in simple words.

Patterns are arrangements or designs that repeat or change in a regular way. In Class 2, we look at two main kinds of patterns: repeating patterns and growing patterns.

Repeating patterns repeat the same set of items again and again. The repeating part is called the unit. Examples of repeating patterns are ABAB (red, blue, red, blue), AABB (square, square, circle, circle) and ABCABC (star, heart, triangle, star, heart, triangle).

Growing patterns change by a rule that makes each term larger or different in a regular way. For example, number patterns like 1, 2, 3, 4 (each time add 1) or pictorial patterns where each picture adds one more dot or block (1 dot, 2 dots, 3 dots ...).

How to work with patterns:

• Observe: Look carefully and find what repeats or how things change.
• Identify the unit: Find the smallest repeating block (for repeating patterns) or the rule (for growing patterns).
• Continue: Use the unit or rule to draw the next items or fill in missing parts.

Patterns are everywhere in daily life and nature. They help us predict what comes next, organise things, and see beauty in order. Common places to find patterns are clothes, tiles, flower petals, animal markings, days of the week, and the arrangement of seeds in fruits.