Ontario

Patterns

• 18 recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next

  • 18.1 identify and describe informally the repeating nature of patterns in everyday contexts (e.g., patterns in nature such as morning-noon-night, the four seasons, or the arrangement of leaves on the stem of a plant; the pattern on a piece of clothing; the pattern made by floor tiles; the pattern of words in a book or poem; the pattern on a calendar or in a schedule; the pattern of the beat or rhythm in songs), using appropriate terminology (e.g., "goes before", "goes after", "repeats") and gestures (e.g., pointing, nodding, using slaps/claps)

    • Weather patterns (K-J.3)
    • The daytime sky (K-K.1)
    • The night sky (K-K.2)

  • 18.2 explore and extend patterns (e.g., fill in missing elements of a repeating pattern) using a variety of materials (e.g., beads, shapes, words in a poem, beat and rhythm in music, objects from the natural world)

  • 18.3 identify the smallest unit (the core) of a pattern (e.g., ABBABBABB – the core is ABB) and describe why it is important (e.g., it helps us to know what comes next; it helps us make generalizations)

  • 18.4 create and translate patterns (e.g., re-represent "red-blue-blue, red-blue-blue, red-blue-blue" as "circle-square-square, circle-square-square, circle-square-square")