December is here! This week, we continued to be busy with lots of learning. In math, we have been focusing on learning about patterns. Here is a recap of what we have been working on.
Learning Intentions:
I can identify the pattern core, up to 4 elements
I can explain what changes and what stays the same in repeating patterns
I can create different representations of the same pattern, with patterns that have up to 4 elements
I can continue a pattern to create a repeating pattern
What Is a Repeating Shape Pattern?
A repeating shape pattern is a sequence of 2-D shapes or 3-D shapes where a first set of shapes repeats over and over.
The smallest set of items that repeats is called the core of the pattern.
Since repeating patterns always involve some sort of repetition, knowing the core of a pattern is important. It helps you predict how the pattern will continue.
For example, the core of this pattern is triangle, circle, square.
So, the pattern will continue like this:
What Types of Repeating Shape Patterns Are There?
Each shape in a pattern can be shown with a different letter. The number of letters that repeat tells how many items are in the core. There are many types of repeating patterns.
A pattern with two different items that repeat is called an AB pattern.
A pattern with three different items that repeat is called an ABC pattern.
A pattern with a core made up of one item followed by two identical copies of another item is called an ABB pattern.
A pattern with a core made up of two identical items followed by a different item is called an AAB pattern.
While it can be helpful to name a pattern with letters, it is not critical.
There are many other types of patterns, but in this lesson, we will focus on the four types shown above.
Continuing a Pattern in Different Ways
A pattern rule tells you how a pattern continues. For example:
Rule: Repeat a cube, a cube, and a cone over and over again.
An important idea for students to understand is that you cannot be sure how a pattern continues unless the person who created the pattern tells you what the core is.
For example, if a pattern begins with a triangle and a circle, it could continue in several ways. For example:
How We Show a Pattern Continues
We can never show a whole pattern, just the start of it. To show that a pattern continues, people write “…” at the end.
For example,
Helping Your Child
At home, you can help your child make different types of patterns based on shape, colour, orientation, and sounds.
In terms of shape patterns, you might use various shapes around the house. For example, invite your child to show you the patterns he or she can create using different types of blocks, toys, or stickers. You can also practise making shape patterns on a computer or tablet. You might also have your child observe everyday patterns at home.
For example, you might see these patterns around a table:
• | fork, knife, fork, knife, fork, knife, … |
• | a design repeated around the edge of a plate
|
Pattern Structure
The structure of a repeating pattern describes how it repeats. It does not give any information about the items that appear in the pattern.
For example, these two patterns have the same structure:
Once we identify the structure of a pattern, we can name the pattern with letters.
Both patterns above are AAB patterns.
When we use different things to create a pattern with the same structure, we say we are translating the pattern. You can translate this ABA pattern made with numbers to get the ABA pattern made with shapes.
Helping Your Child
It can be difficult to find repeating number patterns in day-to-day life. Instead, take opportunities to share visual or sound patterns with your child. Ask your child to name the pattern using letters.
For example, you could stamp, clap, clap, stamp, clap, and clap again (which is fun). Your child can join in once he or she recognizes the pattern. Then ask your child to name the pattern (in this case, ABB).
You could do the same with colour patterns and shape patterns.
To connect our learning to our Social Studies, we create a family bracelet. We selected a colour for each member in our family, and then built a pattern. We hope you will enjoy these! Someone was even going to let other family members wear the bracelet they created!
Science:
We also enjoyed the warmer weather, and got outside for a winter walk. We observed some signs of seasonal changes to winter, as we head towards the winter solstice, later this month. As a student commented, it was just nice to get outside for a little fresh air and walk.
We hope you enjoyed the warmer weather this weekend as well.
