Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

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Performance objectives

• This week, we're diving into the exciting world of patterns! Patterns are all around us – in the colours of our national flag, the arrangement of tiles on the floor, the beat of a song, and even the way maize is planted in a field. Understanding patterns helps us make predictions, solve problems, and appreciate the beauty and order in the world. For Grade R learners in South Africa, recognizing and creating patterns is an important foundational skill for later mathematical concepts like algebra and problem-solving. Being able to identify patterns also supports early literacy skills as children become more aware of sequences. This week we will be focusing on simple repeating patterns using objects. This involves repeating two or three objects.
• By the end of this lesson, learners will be able to:
• Objective 1: Identify and describe simple repeating patterns with two or three different objects (e.g., ball, block, ball, block...).
• Objective 2: Extend simple repeating patterns with two or three different objects.
• Objective 3: Create their own simple repeating patterns using two or three different objects.

Lesson summary

This week, we're diving into the exciting world of patterns! Patterns are all around us – in the colours of our national flag, the arrangement of tiles on the floor, the beat of a song, and even the way maize is planted in a field. Understanding patterns helps us make predictions, solve problems, and appreciate the beauty and order in the world. For Grade R learners in South Africa, recognizing and creating patterns is an important foundational skill for later mathematical concepts like algebra and problem-solving. Being able to identify patterns also supports early literacy skills as children become more aware of sequences.

Lesson notes

A pattern is a sequence that repeats. In simple repeating patterns, a core sequence of objects is repeated over and over. The core is the smallest part of the pattern that repeats. Let’s consider some examples: Example 1: Red bead, Blue bead, Red bead, Blue bead... Here, the pattern consists of two different coloured beads. The core of the pattern is "Red bead, Blue bead". We can write this pattern as ABAB, where A represents a Red bead and B represents a Blue bead. To extend this pattern, we simply repeat the core. So, after "Red bead, Blue bead, Red bead, Blue bead", the next beads would be "Red bead, Blue bead".

Example 2: Block, Stick, Block, Stick, Block, Stick... In this example, we are using different shapes, a block and a stick. The core of the pattern is "Block, Stick". We can represent this pattern as ABAB, where A is the Block and B is the Stick. To extend this pattern, we simply repeat the core. So, after "Block, Stick, Block, Stick, Block, Stick," the next shapes will be "Block, Stick".

Example 3: Spoon, Fork, Knife, Spoon, Fork, Knife... Here, we are using everyday objects commonly found in a South African household. The core of this pattern is "Spoon, Fork, Knife". This is a pattern with three elements that repeat. We can represent this pattern as ABCABC, where A is the Spoon, B is the Fork, and C is the Knife. To extend this pattern, we repeat the core sequence: "Spoon, Fork, Knife, Spoon, Fork, Knife, Spoon, Fork, Knife." Example 4: Green leaf, Yellow flower, Green leaf, Yellow flower... Here, the pattern includes natural objects. The core is "Green leaf, Yellow flower." We can represent this pattern as ABA

B. It’s important to show learners patterns using real objects found in their environment.

Example 5: Big button, small button, big button, small button… This example uses objects of varying sizes. Here, the core is “Big button, small button.” This is another ABAB pattern.

Why it's Important: Identifying and creating patterns helps build critical thinking skills. Children learn to observe, analyze, and predict. For example, if you show a pattern of animal crackers like Zebra, Elephant, Zebra, Elephant, Zebra and ask what comes next, it encourages them to observe the repeating sequence and make predictions. Guided Practice (With Solutions)

Question 1: Look at the pattern: Apple, Banana, Apple, Banana, ____. What comes next?

Solution: The pattern is Apple, Banana, Apple, Banana. The core is "Apple, Banana." Therefore, the next object in the pattern is an Apple. The answer is Apple.

Commentary: This question reinforces the concept of a repeating core. We encourage the children to say the pattern out loud to identify what comes next.

Question 2: Complete the pattern: Red paper, Blue paper, Green paper, Red paper, ____, ____. What two items are missing?

Solution: The pattern is Red paper, Blue paper, Green paper, Red paper. The core is "Red paper, Blue paper, Green paper".

Therefore, the next two items in the pattern are Blue paper, Green paper. The answer is Blue paper, Green paper.

Commentary: This question uses three items in the repeating sequence (ABCABC). It challenges children to recognize a slightly more complex repeating unit.

Question 3: Draw the next shape in the pattern: Circle, Square, Circle, Square, Circle, ____ Solution: The pattern is Circle, Square, Circle, Square, Circle. The core is "Circle, Square." Therefore, the next shape is a Square.

Commentary: This uses a visual pattern, moving from objects to shapes. It solidifies pattern recognition.

Question 4: You have a pattern of sweets: Lollipop, Chocolate, Lollipop. What sweet will come next?

Solution: The pattern is Lollipop, Chocolate, Lollipop. The core is Lollipop, Chocolate.

Therefore, the next item is Chocolate.

Commentary: This uses common sweets that are readily available and are familiar to the learners. This uses an ABAB pattern. Independent Practice (Questions Only)

Question 1: What comes next in the pattern? Triangle, Triangle, Circle, Triangle, Triangle, Circle, Triangle, Triangle, ____.

Question 2: Draw the next object to continue this pattern: Sun, Cloud, Sun, Cloud, Sun, ____.

Question 3: Complete the pattern: Pen, Eraser, Pen, Eraser, ____, ____.

Question 4: What's missing? Stone, Leaf, Stick, Stone, ____, Stick.

Question 5: I am making a necklace with beads.

I use the following pattern: Red bead, White bead, Blue bead, Red bead, White bead, ____. What colour bead comes next?

Question 6: Sipho is planting his vegetable garden.

He is using the pattern: Carrot, Tomato, Carrot, Tomato, Carrot, ____. What should Sipho plant next?

Question 7: Extend the pattern: Clap, Stomp, Clap, Stomp, ____, ____.

Question 8: What two shapes complete the sequence? Star, Heart, Diamond, Star, Heart, ____, ____.