Repeating patterns are "patterns where a group of elements repeat themselves as the pattern extends" (Warren and Cooper, 2006). It can lead to the early development of functional thinking, that is, relationships between two data sets.
Figure 1: Repeating pattern; ABCABC
By using this sample repeating pattern, children are able to expand their learning experience in understanding the concept of pattern. Below are the steps that can be done in class to extend the concept of pattern.
Copying the pattern
First, the teacher can ask children to copy the pattern (Figure 1). This will help them to be familiarized with the pattern.
First, the teacher can ask children to copy the pattern (Figure 1). This will help them to be familiarized with the pattern.
Continuing the pattern
Then, the children should able to continue the next pattern. Here, the teacher has to ensure that they realise repeating pattern can continue in both direction. Teacher could prompt questions to integer children understanding. For example; "What shape comes after yellow circle? What shape comes before triangle?
Then, the children should able to continue the next pattern. Here, the teacher has to ensure that they realise repeating pattern can continue in both direction. Teacher could prompt questions to integer children understanding. For example; "What shape comes after yellow circle? What shape comes before triangle?
Identifying the pattern
Here, teacher encourages children to say the pattern out loud (green triangle, red rectangular, yellow circle, green triangle, red rectangular, yellow circle). Children have to identify the part of the pattern that repeated (core).
Here, teacher encourages children to say the pattern out loud (green triangle, red rectangular, yellow circle, green triangle, red rectangular, yellow circle). Children have to identify the part of the pattern that repeated (core).
Complete pattern
Teacher encourages students to complete the pattern.
Creating own pattern
Once children understand the concept of repeating pattern, teacher should encourage them to create their own repeating pattern. Teacher can ask questions for checking their understanding. For example; "Why this is a repeating pattern?" "Which part is repeated?"
Translating the patterns
In this stage, teacher is testing children understanding of pattern by asking them to replace the pattern (Picture 2) with other form of pattern.
Teacher: What can you replace these shapes with?
Students: Jump! Clap!Stomp!
Teacher encourages students to complete the pattern.
Creating own pattern
Once children understand the concept of repeating pattern, teacher should encourage them to create their own repeating pattern. Teacher can ask questions for checking their understanding. For example; "Why this is a repeating pattern?" "Which part is repeated?"
Translating the patterns
In this stage, teacher is testing children understanding of pattern by asking them to replace the pattern (Picture 2) with other form of pattern.
Teacher: What can you replace these shapes with?
Students: Jump! Clap!Stomp!
 |
| Picture 2: Clap, Stomp, Jump, Clap, Stomp, Jump. |
No comments:
Post a Comment