Pattern is an area of maths that lends itself to all kinds of fun and engaging activities, especially in the Early Years. I was asked to think of some experiences which I could provide to a p1 class which would help to develop their understanding of pattern,  including visual, auditory, and physical pattern.

I decided on one overall experience which would encompass various different activities on the theme of pattern. That experience happens to be one of my all time favourites: going on a nature walk! In my opinion there is no learning that can’t take place in the great outdoors.

Visual Patterns

During the nature walk, I would have children select items which they could arrange into a pattern (we would obviously need to look at some examples of visual patterns before this). The children would have the freedom to decide on the items that they choose, thinking about size, shape, and/or colour.

I would encourage them to talk about their pattern and make connections to the ones that we had seen before. This activity could include all sorts of mathematical language, such as positional language, the language of sequence, size, and shape. I could also extend the learning by having the children to attempt to imitate a pattern and predict what might be coming next.

Physical Patterns

The next activity which I would include on my walk, is a follow-the-leader style action game. The children would need to work in groups for this activity, rather than walking in one long line. In this game, the first child performs an action which all children must copy. Then the next child performs a new action, so all children must perform action 1 and 2 (and keep repeating them over and over). This continues until a few children have added a new action, creating a pattern of movements.

The mathematical language which would be involved in this activity could be “1st, 2nd, 3rd”. It could also be used when describing an action, for example “BIG swings of your arms” or “Tiny taps of your toes”. As an extension we would look (and have a go at) at some child-friendly dance routines (perhaps to pop music or something which engages the children’s interest) and notice any repetitions and patterns.

Auditory Patterns

While walking, I would lead the children in a fun chant or song.

An example of this is a chant that we used when I was a member of the Girl Guides. It goes like this:

Everywhere we go! (Everywhere we go)
People always ask us (People always ask us)
Who we are (who we are)
Where we come from (where we come from)
So we tell them (So we tell them)
We’re from …name your school/setting… (we’re from…)
And if they cannot hear us (And if they cannot hear us)
We shout a little louder (we shout a little louder)

Repeat from beginning

Taken from www.ultimatecampresource.com/

This is a fun example of a pattern as it uses repetition and rhythm. We could continue by looking at other songs and noticing if there are any patterns involved (which there probably will be, for example verse, chorus, verse, chorus…).

There are, of course, many many more opportunities for learning associated with pattern which I could involve in my nature walk. This activity has helped me to think about some of the ways that I can bring mathematical learning into activities which I would perhaps not associate directly with maths.

The picture book that I have chosen to use for this task is ‘We’re going on a Bear Hunt‘ by Michael Rosen. I chose this book because it’s one of my favourites, and one which (in my experience) never fails to capture children’s imagination.

I have used this story to explore language, and for various dramatic and creative play experiences, but I have never before taken a particular focus on the mathematical element. That being said, it is obvious that there is plenty of mathematical language and concepts throughout. Here are some of the ones that I spotted:

• language of measurement and size: “we’re going to catch a BIG one” and “long, wavy grass”
• positional language – over/ under/ through
• counting – “one shiny, wet nose, 2 big furry ears…”
• rhythm and repetition

If I were to use this story with my class, there are various activities which I may use to focus in on some of these concepts. I would always begin by reading the story with my class. I love the actions which Michael Rosen uses in his reading and would use the same, or my own variation of these to engage the children.

I have chosen 2 mathematical concepts to explore further: measurement and counting.

Measurement

To continue with the concept of measurement and size, I would encourage the children to explore tape-measures, rulers, measuring sticks and even non conventional measurement resources like lego blocks. I would then provide opportunities for the children to begin to sort items that they had measured into groups of big/ medium/ small etc. I would model and encourage the different words and language which can be used to describe these measurements: large, tiny, huge, little…

Another fun activity could be to have the children arrange themselves in a long line from biggest to smallest or visa versa. This activity could be done as a transition (for example when lining up for lunch) and would help to secure the children’s understanding.

Counting

One way to continue learning about counting and labelling, in the way that the story does, could be to use the same method to describe something else. I would provide playdough with a variety of materials such as googly eyes, straws, sequins, string, etc and allow the children to create their own creature. I would encourage them to make their creature as weird and wacky as they liked, because when they are finished I would ask them to describe it to their friend. This activity could be linked to learning about description, or could simply be about how many eyes/ ears/ noses etc that their creature has.