The importance of Patterns - written by Kate Flood - PYP Instructional Coach

The importance of Patterns - written by Kate Flood - PYP Instructional Coach 

Pattern is fundamental to our understanding of the world; it is an important element in every mathematics curriculum. The importance of patterns usually gets lost in a repeating pattern of two dimensional shapes. Patterns in mathematics are much more than a repeating pattern of shapes. Patterns are a sequence of numbers, shapes or objects which follow a certain rule to remain the same or change. 

The natural world is a starting point for identifying patterns. The patterns of a seashell, the petals of a flower and the construction of a beehive are all naturally occuring patterns. A child will develop their understanding of the concept of patterns naturally, dancing to the beat of a song and following along with a clapping sequence. Children will start to identify and make patterns within their play. Arranging toys or lego pieces in line that has some form of rule is the start of their development of creating patterns. At first the pattern maybe incorrect but with a discussion you will see the pattern your child is trying to form and the reasoning and thinking behind their actions. 

What can you do to encourage patterns in play? Play and have a conversation with your child by asking them questions such as “What is next? Why would it be “red”? What would happen if I remove this toy? Can we add another colour? Tell me about what you are doing?”

Patterns are the foundation of numeracy skills. Without a solid understanding of patterns learners may not understand numbers. Our number system is a pattern that is based on the multiplication of ten. Ten is ten times bigger than one, one hundred is ten times bigger than ten etc. Skip counting at the early grades develop into understanding the patterns of multiplication tables. When a child skip counts they understand they must miss a certain number of numbers, for example skip counting by three they essentially are skipping two numbers in between the multiples of three. The hundreds chart is a visual representation of patterns. 


 

The patterns of numbers are endless. 

What can you do to encourage patterns in number? Ensure your child is using the correct vocabulary.  Refer to the value of numbers when working mathematically; for example the number 356 has three hundreds, five tens and six ones or three hundred, fifty and 6, not just the digits of 3, 5 and 6. Complete skip counting or the multiplication tables with concrete objects such as stones, sticks or toys. Allow your child to play with concrete materials and group items when completing division equations. Find the patterns hidden within the hundreds and multiplication charts by colouring them in. Play different games like code breaker or rumi, both found at Carrefour or LuLu.  

Algebra is filled with rules and number sequences, which are patterns. When older learners are asked to find the perimeter of growing shapes, it requires the learner to discover the pattern of growth through formulas. These patterns are usually presented in a table format with an algebraic rule to follow. At a higher level of understanding learners need to justify their answers by using a rule to a corresponding larger number.  

What can you do to encourage patterns in algebra? Start young, have your child justify their patterns or their mathematical knowledge at a young age. Do not settle for “Cause it is easy” or “Cause I know”. When learners are encouraged to justify their answers, use the correct vocabulary and explore patterns with concrete materials and within real life situations, they will find algebra easier at deeper level. If your child is older and struggling with algebra, go back to basics. Take it back to patterns of colours, pattern of numbers and growing patterns of shapes. 

Never be afraid to take your child’s learning back to the basics and use concrete materials to support their learning.  If you feel your child has missed some conceptual understanding, they probably need to re-experience working with concrete materials.