Repeating Patterns must be introduced to learners in the following sequence:
- Concrete
- Semi concrete
- Abstract
Explain and Illustrate how you would introduce Repeating Patterns to learners
following the sequence above
Natural Patterns and Man-made Patterns are found in different situations, environments and
contexts
(i) Take three pictures of natural patterns and three pictures of man-made patterns in your
own environment; Indicate the Place (Province, Town, Township or Village), Date and
Time when the pictures were taken (12)
(ii) Explain the attributes of each pattern you have selected (14)
(iii) Describe each pattern you have identified
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To introduce repeating patterns to learners in the sequence of concrete, semi-concrete, and abstract, you can follow these steps:
1. Concrete: Start by using manipulatives or real-life objects that students can physically interact with to create repeating patterns. For example, you could use colored blocks, beads, or everyday objects like buttons or stickers. Show the students how to arrange these objects in a pattern that repeats, such as ABAB (red-blue-red-blue) or ABCABC (red-blue-green-red-blue-green). Have the students copy the pattern you demonstrate and encourage them to create their own repeating patterns using the materials provided.
2. Semi-concrete: Once students are comfortable creating repeating patterns with concrete objects, transition to a semi-concrete approach. This involves using visuals or pictures that represent the objects used in the concrete stage. You can use graphic organizers, charts, or pattern cards to represent different elements of the pattern. For instance, instead of manipulating physical blocks, students can choose pictures of different objects on pattern cards and organize them to create a repeating pattern. This allows students to start thinking about patterns without relying solely on physical objects.
3. Abstract: In the final stage, you can move towards abstraction by representing patterns purely through symbols or letters. This could involve using letters of the alphabet (A, B, C) or symbols (e.g., *, +, =) to represent different elements of the repeating pattern. Students will be asked to identify, extend, and create patterns using these abstract representations. Emphasize the importance of understanding the pattern's structure and recognizing how it repeats, rather than just focusing on the specific objects or symbols involved.
It is essential to provide ample practice opportunities in each stage, gradually reducing the reliance on concrete representations towards abstract thinking. As students progress through the stages, continually reinforce the concepts of repetition, sequencing, and identifying core elements that make up a repeating pattern.