Explain and Illustrate how you would introduce Repeating Patterns to learners
using concrete, semi concrete and abstract sequence
Introducing repeating patterns to learners can be done in a sequence of activities that go from concrete, to semi-concrete, and finally to abstract understanding. This approach allows students to gradually develop their pattern recognition and reasoning skills.
1) Concrete Sequence - Using manipulatives:
Start by introducing repeating patterns to your learners using physical objects that they can touch and manipulate. This can be done using colorful blocks, buttons, toys or even everyday items like fruits or utensils.
Activity: Provide your learners with a set of manipulatives and demonstrate a repeating pattern. Let's say you have different colored blocks. Set up a sequence like: red-blue-green-red-blue-green. Ask the students to identify the pattern and describe it (e.g., "the pattern is red, blue, green, and then it repeats"). Encourage the students to create their own repeating patterns using the manipulatives provided.
Illustration: Red-blue-green | Red-blue-green | Red-blue-green (using colored blocks)
2) Semi-Concrete Sequence - Using visual aids:
After learners have practiced working with manipulatives, transition to semi-concrete learning by using visual aids such as pictures or drawings. This helps students make connections between the physical patterns they've created and the abstract concept of repeating patterns.
Activity: On the whiteboard, draw a sequence of shapes that create a repeating pattern, e.g., circle-square-triangle-circle-square-triangle. Ask the learners to identify the pattern in this sequence. Now, invite students to draw their own repeating patterns using various shapes or symbols on a sheet of paper.
Illustration: Circle-square-triangle | Circle-square-triangle | Circle-square-triangle (using drawings)
3) Abstract Sequence - Using numbers or letters:
Now that students have had ample practice with concrete and semi-concrete patterns, introduce abstract repeating patterns by using numbers or letters. This helps learners understand that patterns can be found not just in physical objects, but in abstract representations as well.
Activity: Write or project a string of letters or numbers that form a repeating pattern, e.g., A-B-C-A-B-C or 1-2-3-1-2-3. Ask your learners to identify and describe the pattern. Invite students to create their own repeating patterns using numbers, letters or a combination of both.
Illustration: A-B-C | A-B-C | A-B-C (using letters) OR 1-2-3 | 1-2-3 | 1-2-3 (using numbers)
Through this concrete, semi-concrete, and abstract sequence of activities, learners gradually progress in their understanding of repeating patterns. By working with manipulatives, visual aids and abstract representations, students develop the necessary skills to recognize and describe a wide variety of patterns.