Room 14 explored how to create repeating patterns and the attributes that are included in these patterns.
Our learning activity consisted of four table rotations so students could use different materials to make their patterns. One table had cuisenaire rods, another different coloured counters, another plastic teddy bears of various sizes and the final table had circular connectors.
As a class we discussed what an attribute means in a mathematical context.
What is an attribute?
Lucy could say that it describes one part of a thing, like a shape.
What could be another attribute?
Piper said it could be the colour.
What could be another attribute of the materials that we could use to create a pattern on our table rotation?
Zoey said the size.
To fully understand what was required to make a repeated pattern I asked the students the meaning of ‘create’ and ‘continue.’
Wyatt was able to answer, create meaning to make something.
Kimberley said, Continue - meaning more than once.
The students were asked to use the materials to make a sequential pattern. I explained that a sequential pattern is one that repeats in a particular order.
The students practised a repeated pattern on the whiteboard. I asked them what shape comes next and how many attributes did it show.
Attributes
1 - shape circle
6 - different sizes
4- different colours
Keywords: repeated patterns, create, continue, sequential
Room 14 explored how to create repeating patterns and the attributes that are included in these patterns.
Our learning activity consisted of four table rotations so students could use different materials to make their patterns. One table had cuisenaire rods, another different coloured counters, another plastic teddy bears of various sizes and the final table had circular connectors.
As a class we discussed what an attribute means in a mathematical context.
What is an attribute?
Lucy could say that it describes one part of a thing, like a shape.
What could be another attribute?
Piper said it could be the colour.
What could be another attribute of the materials that we could use to create a pattern on our table rotation?
Zoey said the size.
To fully understand what was required to make a repeated pattern I asked the students the meaning of ‘create’ and ‘continue.’
Wyatt was able to answer, create meaning to make something.
Kimberley said, Continue - meaning more than once.
The students were asked to use the materials to make a sequential pattern. I explained that a sequential pattern is one that repeats in a particular order.
The students practised a repeated pattern on the whiteboard. I asked them what shape comes next and how many attributes did it show.
Attributes
1 - shape circle
6 - different sizes
4- different colours
Johnny is using a flower pattern to repeat. The centre is yellow with a colour counter and white ring around the centre counter.
Lucy and Mason explained their coloured counters showing two, three, and four coloured repeating patterns.
Kimberley could explain how she made the repeated patterns using different shapes, sizes, and colours.
Keywords: repeated patterns, create, continue, sequential
Great teachers inspire. This belief resonates deeply as a lifelong learner. Good teachers inspire and motivate students to reach their full potential in a caring environment, a philosophy carried into every classroom session at Wairakei Primary School.
Specialising in Mathematics education creates opportunities to show students multiple strategies for problem-solving. Embracing a growth mindset encourages everyone to take risks, make mistakes, and most importantly, learn from these experiences. Time spent outdoors, away from the classroom, naturally sparks conversations about the environment and sustainability.
Being local to Taupō offers endless enjoyment of what this beautiful area provides. Morning walks with husband and dog along the lake or river, coffee catch-ups with friends, cherished family gatherings, and peaceful gardening sessions fill days with joy. When not appreciating Taupō's natural splendor, time by the sea at Papamoa offers another beloved retreat.
The classroom becomes a place where mathematics comes alive, where mistakes are celebrated as learning opportunities, and where students discover the tools they need to become confident, resilient individuals. Every day brings new chances to inspire young minds who approach life's challenges with curiosity and determination.
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