How to teach patterns

A pattern is a sequence that follows a rule. It can repeat, like red, blue, red, blue, or grow, like 2, 4, 6, 8. Spotting the rule, continuing the pattern and describing it are the seeds of algebra, because a pattern rule is a function in disguise.

Patterns are taught from Kindergarten to Grade 4. Young children start with repeating patterns of colours and shapes, then move to number patterns, finding the step between terms and describing the rule in words, which prepares them for algebra.

For a number pattern, look at the gap between terms to find the step, and check it holds for every pair, not just the first two. Some patterns add the same amount, others double or subtract, so test the rule right across the sequence before using it.

Describing a pattern with a rule in words, such as 'start at 3 and add 4 each time', is the first step towards a formula. That rule is a function in disguise, so pattern work builds the algebraic thinking of generalising from specific terms.

Patterns build number sense, prediction and the habit of looking for a rule rather than guessing. They connect to skip counting and multiplication, and they lay the groundwork for algebra, so they are far more than a decorative early-years activity.

Often the child copies the look of the pattern instead of working out the rule, or assumes every sequence adds the same amount when some double or subtract. Checking that the rule works for every term, not just the first couple, usually fixes this.

A repeating pattern cycles a fixed unit over and over, like red, blue, red, blue. A growing pattern changes by a rule each step, like 2, 4, 6, 8, getting larger or smaller. Children usually meet repeating patterns first, then move on to growing number patterns.