You may see this:
Other Examples:
- Recognizes Core Units. Identifies the core unit of a sequential pattern (e.g., "red, blue, purple" in an ABCABCABC pattern).
- Translates Pattern. Translates patterns into new media; that is, abstract and generalize the pattern (e.g., sees a "red, blue, purple" pattern of connecting cubes and builds the same pattern with toothpicks, – | \, – | \, – | \, naming both of them: "Those are ABC patterns."
- Given objects in an ABBABBABB pattern, identifies the core unit of the pattern as "ABB."
- Can recreate a pattern using new materials, such as making a ABCABC pattern using toothpicks to recreate an ABCABC color pattern.
Help your student become a(n) Pattern Translator and Unit Recognizer
Activities emphasize recognizing and describing the core unit of a pattern. Especially helpful is the "hand and finger" strategy for guiding children to name or chorally speak a pattern. For an ABC pattern, put up 3 fingers on one hand. Touch each element of the pattern (e.g., a blue, red, green cube) with one finger at a time. Then with an exaggerated pronunciation and movement, "jump" the hand to the next core unit while saying "aaaaaand"…and keep repeating. Having each student make one core unit and then connecting them can also help.
