Understanding Repeating Patterns In Mathematics
A repeating pattern is a fundamental concept in mathematics and early learning that introduces students to the idea of structure and regularity. It consists of a pattern unit—the smallest group or section of a pattern that repeats. For instance, in the pattern ABABAB, the pattern unit AB is repeated.
Why Repeating Patterns Are Important
Repeating patterns help students recognize regularities, predict what comes next, and understand more complex patterns in later math topics, such as arithmetic sequences and geometric shapes. Patterns also build critical thinking and problem-solving skills as students analyze, describe, and extend sequences. Beyond mathematics, repeating patterns appear in music, art, and nature, making this concept applicable across multiple domains.
Teaching Strategies for Repeating Patterns
Using Manipulatives To Visualize Repeating Patterns
Hands-on tools such as Unifix cubes or pattern blocks provide students with an engaging and tactile way to explore repeating patterns. Start by presenting a simple pattern, like yellow, blue, yellow, blue, and ask students to identify the core unit (AB).
Once students recognize the repeating sequence, challenge them to extend the pattern by adding more units. For example, after ABAB, they could continue with ABABABAB.
To deepen understanding, let students create their own patterns using manipulatives. Encourage them to think about different core units (ABC, ABB, etc.) and describe what makes their pattern unique.
Drawing And Visualizing Repeating Patterns
Drawing patterns is a valuable way for students to transition from physical manipulatives to a different representation. Begin with simple patterns like ABAB, where students draw or color alternating shapes (e.g., a red circle and a blue square). As they gain confidence, challenge them with more complex sequences, such as ABBABB or ABCABC.
Connecting Repeating Patterns to Real-Life Examples
Connecting repeating patterns to the world around students makes the concept more meaningful and engaging. Point out patterns in everyday objects, such as the tiles on a floor, the stripes on a shirt, or the rhythm of a clapping game.
Using Precise Language To Describe Repeating Patterns
Describing patterns verbally is a critical step in helping students articulate their mathematical thinking. As students work with patterns, prompt them to use specific language like “repeat,” “pattern unit,” “sequence,” and “extend.” For instance, ask, “What part of this pattern repeats?” or “How do you know what comes next in the sequence?”
To scaffold language development, model how to describe patterns. For example, say, “This pattern goes red, blue, red, blue. The pattern unit is red and blue, and it repeats over and over.” As students practice, they can move from simple observations to more detailed descriptions, such as, “The pattern starts with a green triangle and a yellow circle. It repeats the same two shapes in the same order.”
Additionally, encourage collaborative activities where students describe patterns to a partner or explain how they created their pattern. This peer interaction builds confidence in using mathematical vocabulary and fosters deeper understanding.
