Growing Patterns

Early Years
Age 3-6


Kindergarten: Demonstrating Literacy and Mathematics Behaviour ​

  • Recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next. (#18)​


  • Students and teacher will be sitting on the carpet in a circle.
  • Students should have previous experience with patterns and making patterns.


  • Paper “magical snakes” (Appendix A)​
  • Small beads or small manipulatives to use as “magical pellets”


  • Bring out one snake and say that this snake can play basketball if it has two magical pellets. ​
  • Then bring out a snake twice the size. Ask How many pellets will this snake need to play basketball?
  • Present a smaller snake and ask the same question as above. ​
  • Listen to children’s theories about how many pellets the snakes need. ​
  • Reinforce that they are learning about patterns and that there will be some pattern to how many pellets the snakes will need.
  • Repeat the steps above using different pattern combinations. ​
  • Patterns can include doubling, adding by three, etc. ​
  • If children become proficient at spotting patterns, children can make up their own patterns and share it with their classmates.

Look Fors

  • Are they able to express their reasoning? ​
  • Are children able to identify the pattern and calculate at the next and previous iteration?

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