These math pattern activities provide you a full week of hands on activities to get your students on track to learning all about patterns!

This pack includes whole group, small groups and independent resources that may be used for introducing, teaching, reviewing and assessing patterns. During this unit, lesson plans with 5 mini-lessons, 2 center activities and an interactive page is available for each week of instruction.

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Learning Resources

Lesson Plans:
At the beginning of the unit, follow these lesson plans or use the ideas to supplement your curriculum. There are 3 weeks or 15 lesson plan ideas covering patterns.

Patterns Poster:
First of all, print this patterns poster on a poster or simply print and laminate for your math wall. As a matter of fact, this poster shows the definition, vocabulary, examples and modeling of different patterns. In addition, use the blank poster throughout the unit and add to each section as you introduce it.

Vocabulary Cards:
Next, print the vocabulary cards (pattern, repeat, identify, extend, create, sequence) and introduce the definitions and sentences throughout the unit.

Interactive Pages:
After the lessons, complete an interactive page together each week. During the first week, have learners sort the pattern cards and non pattern cards. After that, learners may glue the patterns onto a notebook or page. After they glue, they will color a pattern and extend the pattern on the pull slip provided for continued practice. Last, learners may create a specific pattern sequence using the flipcards (print front and back).

Lesson Plans

Identify Patterns:
First, read aloud Lots and Lots of Zebra Stripes. Then, use the 5 mini-lessons provided to introduce patterns to your learners. Lessons include pattern walks, copying sound and movement patterns, read aloud activities, partner work and more.

Extend Patterns:
Then, read aloud Pattern FIsh. After the read aloud, use the 5 mini-lessons provided to help extend patterns with your learners. Lessons include read aloud activities, identifying pattern sequences, extending with pattern visuals, extending patterns with manipulatives and more.

Create Patterns:
Next, read aloud Teddy Bear Patterns. After the read aloud, use the 5 mini-lessons provided allow learners to create new patterns. In this unit, lessons include partner work, anchor charts for the pattern process, read aloud activities and more.

Learning Centers

Pattern Sorts
For this center, students will use pattern cards to determine which card shows a pattern and which card doesn’t show a pattern.

Puzzle Patterns
In this center, students will match pattern cards to complete the puzzle piece.

Complete the Patter
In this next center, students will use shapes to complete the pattern.

What Comes Next?
In this center, students will analyze the pattern and choose the correct shape to make the pattern true.

Create the Pattern
For this center, students will study the pattern (ABBA, AABB, ABAB, etc) and complete the pattern using shapes.

Check out these related resources:

Positional Words Math Activities

2D Geometric Shapes Math Activities

File Folder Math Office


Common Core State Standards


Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. Then, they also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

Texas Essential Knowledge and Skills

Mathematical process standards. In this unit of study, the student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: create and use representations to organize, record, and communicate mathematical ideas;


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