Introducing repeating patterns to learners can be done through a three-step process: using concrete materials, transitioning to semi-concrete representations, and finally moving on to abstract concepts. This approach, often referred to as the Concrete-Representational-Abstract (CRA) sequence, allows students to build a solid understanding of patterns and their properties. Here's how you can introduce repeating patterns using the CRA sequence:
1. Concrete: The concrete stage involves using concrete materials, such as physical objects or manipulatives, to help learners understand the concept of repeating patterns. In this stage, you can use items like colored blocks, buttons, or even pieces of fruit to create patterns that repeat.
For example, create a simple pattern using colored blocks, such as red-blue-green (RBG), and repeat it a few times (RBG-RBG-RBG). Ask learners to identify the pattern and create their own repeating patterns using the blocks. Encourage them to extend the patterns and predict what comes next in the sequence. This hands-on activity helps students to observe, identify and create repeating patterns while building their foundational understanding.
2. Semi-concrete: In the semi-concrete stage, students transition from using physical objects to representing patterns in a more symbolic manner, such as through pictures or diagrams.
For example, introduce a worksheet or digital activity where learners need to identify and complete repeating patterns represented by familiar shapes or images. You might have a pattern of square-circle-triangle (SCT) that repeats, and students must identify the pattern and extend it (SCT-SCT-_ _). By working with images or diagrams, students will be able to further develop their understanding of repeating patterns and more readily identify patterns in their environment.
3. Abstract: In the abstract stage, students work with numbers, letters, or symbols to represent and analyze repeating patterns. At this point, learners should be comfortable identifying and extending patterns without the need for concrete materials or visual aids.
For example, provide students with a sequence of numbers, such as 2-4-6, and ask them to analyze and continue the pattern. Students might recognize that the pattern is increasing by 2 each time, and therefore can continue the pattern as 2-4-6-8-10. Alternatively, work with letters or symbols, such as A-B-C-A-B-C, and have students identify the repeating pattern and extend it (A-B-C-A-B-C-_ _ _).
By scaffolding instruction through the concrete, semi-concrete, and abstract sequence, you will help learners build a deep understanding of repeating patterns and their properties. Students will be equipped to recognize and analyze patterns in various contexts, which is a crucial skill for success in mathematics and other areas of life.
Explain and Illustrate how you would introduce Repeating Patterns to learners
the concrete, semi concrete and abstract sequence
1 answer