During some of the math centers in this Kindergarten classroom the students are working on not only identifying patterns, but also creating patterns independently. I first gave the student two different colors of Unifix Cubes. I said, "How could you make a pattern using these two colors?" Without saying anything, she smiled at me and alternated the colors of the cubes while she connected them. Blue, green, blue, green, blue. I asked her how she knew that was a pattern. She pointed to each of the cubes as she told me the name of each color. We discussed that pattern, and it was clear that it was a simple task for this student to create an AB pattern. For this reason, I decided to challenge her. We took apart her current pattern, and I put a few yellow Unifix Cubes onto the table. I said, "How could you make a pattern using all three of these colors?" She starred at the cubes for a few seconds; she then began building an AB pattern again. I watched to see how she would incorporate the yellow cubes. After she had the AB pattern constructed again, she added in a yellow cube after each blue cube. She created the pattern: green, blue, yellow, green, blue yellow. When she was finished she smiled and said, "It's a pattern with three now!"
It was very excited to see the process of how this student independently bridged the gap between an AB pattern and an ABC pattern. As I planned to do this activity, I did not think that a student would create a more familiar AB pattern, and then add in the third color, applying their knowledge of what creates a pattern. I thought the child would alternate the three colors to create the pattern, instead of choosing two to focus on first. It really was amazing to see the thought that this child put into creating this pattern correctly, even though it was slightly unfamiliar to her. To extend this student's learning she could gain more practice with ABC patterns, and then extend to creating AABB patterns. She demonstrated she had a deep understanding of patterns and that the colors shown must continue repeatedly and consistently throughout the entire pattern.
During some of the math centers in this Kindergarten classroom the students are working on not only identifying patterns, but also creating patterns independently. I first gave the student two different colors of Unifix Cubes. I said, "How could you make a pattern using these two colors?" Without saying anything, she smiled at me and alternated the colors of the cubes while she connected them. Blue, green, blue, green, blue. I asked her how she knew that was a pattern. She pointed to each of the cubes as she told me the name of each color. We discussed that pattern, and it was clear that it was a simple task for this student to create an AB pattern. For this reason, I decided to challenge her. We took apart her current pattern, and I put a few yellow Unifix Cubes onto the table. I said, "How could you make a pattern using all three of these colors?" She starred at the cubes for a few seconds; she then began building an AB pattern again. I watched to see how she would incorporate the yellow cubes. After she had the AB pattern constructed again, she added in a yellow cube after each blue cube. She created the pattern: green, blue, yellow, green, blue yellow. When she was finished she smiled and said, "It's a pattern with three now!"
A great example...but what is it about patterns that we still don't know if the student understands? What other type of task or representation might be necessary in order to advance this students thinking?
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