Teaching patterns and sequences can begin with familiar sounds, movements, objects and routines. Offer one clear rule, such as clap, stamp, clap, stamp, or place routine pictures in an order for children to discuss.
A study of 945 parents of children aged 0 to 6 examined parents’ beliefs alongside home literacy and mathematics learning-environment activities (Frontiers in psychology). For more routine-based ideas, see Build Kids’ Math Skills Through Daily Routines and Fun Math Games for Kids That Build Number Skills Through Play.
Using Patterns and Sequences in Everyday Activities
A repeating pattern is a predictable sequence that follows a rule. Try an alternating colour, sound or movement rule, then invite children to show what comes next (Grantee Submission).
Use words such as repeat, next, before and after while children work with songs, routines, stories, construction or creative materials. Keep one learning focus at a time.
You can look for whether a child can:
- copy a simple pattern that remains visible;
- continue the pattern without changing its rule;
- explain what repeats using words, actions or pointing;
- place familiar events in a sensible order;
- notice and repair a break in a pattern.
Keep notes tied to the activity: what rule was presented, what materials or actions were used, what prompt was offered and what the child did.
When should you introduce patterns and sequences?
Introduce one short, visible rule in play or a routine. You might make an alternating movement sequence, arrange two kinds of objects, or pause in a familiar song for children to supply the next action.
Choose one response for the activity: copying the rule, continuing it, pointing to the repeating part or arranging familiar events. Make a brief note of the prompt and response before changing the task.
Which patterns should you start with?
Start with a rule that is easy to see or hear. For example, use two clearly different actions: clap, stamp, clap, stamp. Say the rule aloud and leave space for children to copy or continue it.
To vary the activity, try a repeated pair, then two of one item and one of another, then a three-item rule. You can also remove one item or place one that does not fit and ask children what they notice.
For sequence work, offer familiar picture cards and ask children to place them in an order, then describe their choice.
How can patterns support problem-solving?
Present a short pattern as a question children can investigate. Ask, “What do you notice?”, then invite them to point to, say or demonstrate the part that repeats.
- Make a short pattern where everyone can see it.
- Ask children to identify the repeating part.
- Add or remove one item.
- Ask whether the rule still fits.
- Invite children to show how they decided.
If a child gives a different answer, ask them to show the rule they noticed. Then restate the feature you intended to use, such as colour, shape or action.
Can you teach patterns without materials?
Use voices, movements and routines when objects are unavailable. Try an action pattern such as clap, click, clap, click, or repeat two spoken sounds. Invite children to copy the rule or supply the next action.
You can also use familiar events for sequence talk. Ask what happened before or after a chosen event, or invite children to put routine pictures in an order and explain their choices.
How should you support a child who finds patterns difficult?
Change one part of the activity at a time. Use larger objects, fewer items, clearer contrast, familiar words or actions instead of small materials. Offer a choice of response, such as pointing, moving objects, copying an action or using pictures.
Model one complete example, complete another together, then leave one space for the child. Use a prompt such as “Show me the part that repeats” rather than supplying the answer.
Record the rule, the materials, the prompt and the response. If concerns about a child’s learning persist, follow your setting’s usual process and seek guidance from an appropriately qualified education professional for individual decisions.
