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## More Patterns

Pre-K-2
1

Students extend their knowledge of linear patterns by recognizing and discussing familiar patterns. Students make auditory and visual patterns from names. An art activity is suggested as an extension.

Begin this lesson by singing the song Bingo.

Explain that each time the students sing the song, they will replace one more letter in the dog’s name with a clap. Discuss the patterns in this song.

Next distribute to each student and have them write their names in one of the 10 × 10 grids, starting in the top left square. (You may cut the grid into a 10 × 5 grid for younger students.) After they have printed their name once, have the students continue writing it starting in the very next square until the grid is full. The example below shows how the grid would be completed for the name SARA.

Allow students to color their name patterns according to the following directions. As you read the directions out loud, you should also demonstrate the process with a sample grid.

• Choose a crayon for the first letter of your name. Color the first box.
• Color each box in which that letter appears with the same color. For example, if the first letter of your name is A, all the boxes with the letter A will be the same color.
• Choose a different color for the next box that is not colored already. Color all the boxes with that letter the second color.
• Continue in this way until all the boxes are colored.
The grid below shows what the grid would look like after all S's have been colored yellow.

Now call on a volunteer to describe the grid pattern which he or she colored. For the name SARA, the pattern is ABCB. Ask students to describe any other patterns they see on the grid. Ask if anyone else’s grid had the same pattern. (It is important to emphasize that students did not have to use the exact same colors to have the same pattern as someone else. For instance, red-blue-green is the same as yellow-orange-brown in terms of a pattern core.) Then ask for students who have other patterns to show their grids. Suggest the students sort the grids by taping the grids with identical patterns in a column to make a bar graph. (Mai, Nya, and Sam will have identical patterns as will Eddy, Anne, and Soon.) Ask the students where Bingo's grid would go. (Teacher note: It might be interesting to have students complete this activity with different size grids and compare the patterns. Use the 6 × 6 or 7 × 7 grids on the second page of the activity sheet.

Name patterns make a great bulletin board display. Cut out the grids and mount them on black construction paper to make the colors stand out.

Assessment Options

1. Collect students’ name pattern activity sheets.
2. Have students change their names into auditory or kinesthetic patterns. They can write or perform these patterns. Take note of which students are able to do this independently.

Extensions

1. This extension option is an art activity. Provide students with grid paper and crayons and ask them to design a place mat using a two-dimensional pattern.
2. Move on to the next lesson, Multiple Patterns.

Questions for Students

1. What patterns are in the song Bingo?

[The pattern changes each time we sing the song. The first pattern is ABCDE. When we clap, the patterns are ABCDE, AABCD, AAABC, AAAAB.]

2. What would Bingo’s name pattern look like?

[Bingo’s pattern would be ABCDE.]

3. Who in the class would have the same name pattern as Bingo?

[Answers will vary, but possible names are Ringo, Marge, Micah, Myrna, Pablo, Izhak, and any other name with five different letters.]

4. Which words on our word wall would have the same grid pattern as Amy? As Yanna?

5. Does your name pattern change when you use a different size grid?

[The pattern going up and down (in columns) changes, but my name pattern stays the same.

Teacher Reflection

• Were students able to recognize and name patterns?
• Were students able to create patterns from their names?
• What instructional experiences are necessary for students who did not meet the objectives?
• What other songs might I use in the lesson?
• Are there some predictable books which I could read to the students that use patterns?

### Order, Order

Pre-K-2

In this lesson students seriate objects and review the meaning of ordinal numbers. They describe orderings in words and in pictures. [This lesson gives you an opportunity to review or teach vocabulary such as before, after, and next.] At the conclusion of the lesson, students make an entry in their portfolios. A Science extension is suggested.

### Sorting Time

Pre-K-2
Students sort objects and symbols and make patterns with sorted objects. They make Venn diagrams and use their sortings to create linear patterns. They extend a pattern created by the teacher. Students will begin identifying pattern cores and reading patterns. A Social Studies connection is suggested as an extension.

### What’s Next?

Pre-K-2, 3-5
In this lesson, students make patterns with objects, read patterns and find patterns in the environment. They should be encouraged to classify patterns by type (i.e. AAB, ABC). They continue learning about patterns by extending a given pattern, identifying missing elements in a pattern, and recording a pattern.

### Playing With Patterns

Pre-K-2
Students use objects and symbols to make repeating linear patterns. They extend patterns and translate patterns from one modality (auditory, visual, and kinesthetic) to another. A Physical Education connection is suggested as an extension. This lesson is intended to take two class periods to ensure that all students have multiple opportunities to create original patterns.

### Multiple Patterns

Pre-K-2
Students explore patterns which involve doubling. They use objects and numbers in their exploration and record them using a table.

### Exploring Other Number Patterns

Pre-K-2, 3-5
Students make and extend numerical patterns using hundred charts. They also explore functions at an intuitive level. This lesson integrates technology.

### Growing Patterns

Pre-K-2, 3-5
Students explore growing patterns. They analyze, describe, and justify their rules for naming patterns. Since students are likely to see growing patterns differently, this is an opportunity to engage them in communicating about mathematics.

### Looking Back and Moving Forward

Pre-K-2
This final lesson reviews the work of the previous lessons. Students explore patterns in additional contexts and record their investigations. Students will rotate through center activities. Teachers may add other centers they feel will benefit the students.

### Learning Objectives

Students will:

• Recognize an auditory pattern.
• Make two-dimensional patterns on a grid.

### NCTM Standards and Expectations

• Recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another.

### Common Core State Standards – Practice

• CCSS.Math.Practice.MP6
Attend to precision.