- counting cubes (various colors)
- objects to make patterns (e.g., pom-poms, buttons, paper clips, etc.)
- next
- pattern
- repeat
MA Standards:
Language/L.PK.MA.1: Demonstrate use of oral language in informal everyday activities.
Head Start Outcomes:
Science Knowledge/Scientific Skills and Method: Observes and discusses common properties, differences, and comparisons among objects.
Logic and Reasoning/Reasoning and Problem Solving: Classifies, compares, and contrasts objects, events, and experiences.
PreK Learning Guidelines:
Mathematics/Patterns and Relations 9: Recognize, describe, reproduce, extend, create, and compare repeating patterns of concrete materials.
Patterns
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
Skill Focus: Math (Patterns), Listen and Speaking, Vocabulary
Tell children you are going to introduce them to patterns. Ask children to share what they know about patterns. Explain that a pattern is "a design that repeats over and over." Say, Let’s look at these cubes.
Place four counting cubes end-to-end on a table, and say each color in order: red, blue, red, blue. Have children repeat the color pattern with you. Say, This is a color pattern. The colors red, blue repeat more than once. Red, blue is a pattern of colors. Say the pattern of colors in these blocks with me: Red, blue, red, blue.
- Ask children how they think they can make the pattern longer. Ask, What color do you think will come next in the color pattern? Help children to conclude that it should be red.
- Encourage pairs of children to make their own color patterns. Guide one child to form a pattern, and then another child to place the color cube that will come next. If children have trouble determining the next color, have them say the pattern out loud a few times. Remind children to say the color names as they identify the pattern.
- Allow time for each partner to have at least two turns to start a pattern and two turns to identify and build on a pattern. Prompt children to use the word pattern as they identify their patterns. For example, have children say, “This is a <green/red> color pattern.”
- Repeat with button/pom-pom, etc. patterns.
Adaptation: Children who are comfortable building patterns may want to extend their patterns to include more colors.
Adaptation: If you have limited space, you may want to have a box to contain all the materials for this Learning Center. You can easily pull the box out and put everything away quickly if you need to transition the area for another learning time.