Patterns & Sequences
Order and arrange combinations of mathematical objects in patterns and sequences
Share and support
Teaching Table
Set out your lesson
Identify a repeating unit and use it to continue or design a pattern.
Can discuss the supplied example in an accessible mode; adapt directions without supplying the target answer.
Check the learner can follow the model with support before moving on. Source prerequisite ordering is not learner mastery; return to prerequisite work when needed.
Read shape names aloud if helpful; no colour recognition required. Open S first, G together, then T alone; put S and G away before T. Keys stay adult-only. No purchase or printing is required; an unavailable physical observation remains pending, not passed.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Order and arrange combinations of mathematical objects in patterns and sequences
Finite repeating sequences only; numeric growth patterns are outside this sample.
- partial: Continue a repeating pattern of shapes or colours
Finite repeating sequences only; numeric growth patterns are outside this sample.
- partial: Describe the rule for a given sequence of objects
Finite repeating sequences only; numeric growth patterns are outside this sample.
- partial: Create own patterns and sequences using mathematical objects
Finite repeating sequences only; numeric growth patterns are outside this sample.
- partial: Can {{name}} spot a repeating pattern made of shapes or objects and continue it, or create their own repeating pattern?
Finite repeating sequences only; numeric growth patterns are outside this sample.
Finite repeating sequences only; numeric growth patterns are outside this sample.
Compare teaching approaches
Teaching approaches
Gakuva’s recommended starting approach is selected. You can still compare every option.
1 approach
Identify a repeating unit and use it to continue or design a pattern.
Identify a repeating unit and use it to continue or design a pattern.
Family records and proof options
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Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Continue a repeating pattern of shapes or colours
- Describe the rule for a given sequence of objects
- Create own patterns and sequences using mathematical objects
“Can your child spot a repeating pattern made of shapes or objects and continue it, or create their own repeating pattern?”
Curriculum record
- Type
- Procedural
- Subject
- Mathematics
- Domain
- Geometry
- Age range
- Ages 6–7
Standards